GCSE

English Language
8700/2 Paper 2 Writers’ viewpoints and perspectives
Mark Scheme

8700
November 2018

Version: 1.0 Final

 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

Mark schemes are prepared by the Lead Assessment Writer and considered, together with
the relevant questions, by a panel of subject teachers. This mark scheme includes any
amendments made at the standardisation events which all associates participate in and is
the scheme which was used by them in this examination. The standardisation process
ensures that the mark scheme covers the students’ responses to questions and that every
associate understands and applies it in the same correct way. As preparation for
standardisation each associate analyses a number of students’ scripts. Alternative answers
not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised
they are required to refer these to the Lead Assessment Writer.

It must be stressed that a mark scheme is a working document, in many cases further
developed and expanded on the basis of students’ reactions to a particular paper.
Assumptions about future mark schemes on the basis of one year’s document should be
avoided; whilst the guiding principles of assessment remain constant, details will change,
depending on the content of a particular examination paper.

Further copies of this mark scheme are available from aqa.org.uk

Copyright © 2018 AQA and its licensors. All rights reserved.

AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material
from this booklet for their own internal use, with the following important exception: AQA cannot give permission to
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QA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA
cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use
within the centre.

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

Introduction
The information provided for each question is intended to be a guide to the kind of answers
anticipated and is neither exhaustive nor prescriptive. All appropriate responses should
be given credit.

Level of response marking instructions

Level of response mark schemes for GCSE English Language are broken down into four
levels (where appropriate). In the first column each level is identified with one or two key
words that represent the differences in the skills then described. These key words show the
progression from Level 1 to 4 and are:
Level 4 Perceptive, detailed
Level 3 Clear, relevant
Level 2 Some, attempts
Level 1 Simple, limited.

This is followed in the second column by a description of the different qualities required in
the student’s answer for that level. These are called the skills descriptors. In order to reach a
given level, a student must fulfil one or more of the skills descriptors for that level.

The third column of the mark scheme is the Indicative Standard. This is an important feature
of the mark scheme for GCSE English Language. It provides exemplification of the skills
descriptors at each level and offers a small number of different comments at the required
standard to give an indication of the quality of response that is typical for that level. It shows
the progression from Level 1 to 4.

The Indicative Standard is not intended to be a model answer nor a complete response, and
it does not exemplify required content. Students may reach a given level by making one or
more comments of the quality demonstrated by the Indicative Standard and do not have to
meet all the skill descriptors at that level.

The standardising scripts will further exemplify each of the levels. You must refer to the
standardising material throughout your marking.

Step 1 Annotate the response

When marking a response you should first read through the student’s answer and annotate
each section using the comments from the statement bank to show the qualities that are
being demonstrated, as instructed during standardising. You can then award a level and a
mark.

Step 2 Determine a level

Start at the lowest level of the mark scheme and use it as a ladder to see whether the
answer meets the descriptors for that level. The descriptors for the level indicate the different
qualities that might be seen in the student’s answer for that level. If it meets the lowest level
then go to the next one and decide if it meets this level, and so on, until you have a match
between the level descriptor and the answer. With practice and familiarity you will find that
for better answers you will be able to quickly skip through the lower levels of the mark
scheme.

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

The Indicative Standard column in the mark scheme will help you determine the correct
level. Remember, students may reach a given level by making one or more comments of
the quality demonstrated by the Indicative Standard and do not have to meet all the skill
descriptors at that level. It is not the number of references, but the quality of the comments
that will determine the level. The annotation you added to the script at Step 1 will help you
determine the correct level.

Step 3 Determine a mark

Once you have assigned a level you need to decide on the mark. This requires you to fine
tune within the level to see how well each of the skills descriptors for that level has been
met. A student only has to meet a skills descriptor at a given level once to be awarded that
level. Since responses rarely match a level in all respects, you need to balance out the
range of skills achieved and allow strong performance in some aspects to compensate for
other skills that may be only partially fulfilled. Again, the annotation added at Step 1 will help
you determine the mark.

Reference to the standardising scripts throughout the marking period is essential. This will
help you apply the level descriptors accurately and consistently. There will usually be an
answer in the standardising materials which will correspond with each level of the mark
scheme. This answer will have been awarded a mark by the Lead Examiner. You can
compare the student’s answer with the example to determine if it is the same standard,
better or worse than the example. You can then use this to allocate a mark for the answer
based on the Lead Examiner’s mark on the example.

You may well need to read back through the answer as you apply the mark scheme to clarify
points and assure yourself that the level and the mark are appropriate.

An answer which contains nothing of relevance to the question must be awarded no marks.

Advice

In fairness to students, all examiners must use the same marking methods. The following
advice may seem obvious, but all examiners must follow it closely.

1. Refer constantly to the mark scheme and standardising scripts throughout the
marking period.

2. Always credit accurate, relevant and appropriate responses that are not necessarily
covered by the mark scheme or the standardising scripts.

3. Use the full range of marks. Do not hesitate to give full marks if the response merits
it.

4. Remember the key to accurate and fair marking is consistency.

5. If you have any doubt about how to allocate marks to a response, consult your Team
Leader.

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

SECTION A: READING – Assessment Objectives

AO1  Identify and interpret explicit and implicit information and ideas.

 Select and synthesise evidence from different texts.

AO2  Explain, comment on and analyse how writers use language and structure
to achieve effects and influence readers, using relevant subject
terminology to support their views.

AO3  Compare writers’ ideas and perspectives, as well as how these are
conveyed, across two or more texts.

AO4  Evaluate texts critically and support this with appropriate textual
references.

SECTION B: WRITING – Assessment Objectives

AO5  Communicate clearly, effectively and imaginatively, selecting and adapting

tone, style and register for different forms, purposes and audiences.

 Organise information and ideas, using structural and grammatical features

to support coherence and cohesion of texts.

AO6  Candidates must use a range of vocabulary and sentence structures for
clarity, purpose and effect, with accurate spelling and punctuation. (This
requirement must constitute 20% of the marks for each specification as a
whole).

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

Assessment Section A
Objective
AO1 

AO2 

AO3 

AO4 n/a

Section B

AO5 

AO6 

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

0 1 Read again the first part of Source A from lines 1 to 10.

Choose four statements below which are TRUE.

 Shade the circles in the boxes of the ones that you think are true.
 Choose a maximum of four statements.
 If you make an error cross out the whole box.
 If you change your mind and require a statement that has been crossed out then draw
a circle around the box.

A Most people in Britain ride a bike regularly.

B Most UK cyclists are pleased about the number of dangerous incidents on the
roads.
C The writer has never had a dangerous incident whilst cycling.
D The writer lives in south-east London.
E As the car passed, the writer did not swerve.
F The writer soon caught up with the driver.
G The writer thought the driver’s actions had been pointless.
H It is rare to meet dangerous drivers whilst cycling.
[4 marks]

AO1  Identify and interpret explicit and implicit information and ideas.
 Select and synthesise evidence from different texts.
This question assesses the first bullet point identify and interpret explicit and implicit
information and ideas.

A Most people in Britain ride a bike regularly. [F]

B Most UK cyclists are pleased about the number of dangerous incidents on the
roads. [F]
C The writer has never had a dangerous incident whilst cycling. [F]
D The writer lives in south-east London. [T]
E As the car passed, the writer did not swerve. [T]
F The writer soon caught up with the driver. [T]
G The writer thought the driver’s actions had been pointless. [T]
H It is rare to meet dangerous drivers whilst cycling. [F]

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0 2 You need to refer to Source A and Source B for this question.

Both sources describe the similar ways in which drivers behave.

Use details from both sources to write a summary of what you understand about the
similar behaviour of the drivers.
[8 marks]

AO1
 Identify and interpret explicit and implicit information and ideas
 Select and synthesise evidence from different texts
This question assesses both bullets

Level Skills Descriptors Indicative Standard

This indicative standard provides an exemplification of the
skills descriptors at each level. It is not a model answer, nor
a complete response, nor does it seek to exemplify any
particular content.

Level 4 Shows perceptive or detailed The driver in Source A who ‘decided to overtake’
Perceptive, synthesis and interpretation of shows behaviour which is irresponsible but
detailed both texts: rational. He makes an assessment of the risk in
summary  Makes perceptive inferences passing ‘very closely and at speed’ and does not
from both texts intend any harm, although he knows that the odds
7-8 marks  Makes judicious references/use are stacked in his favour, ‘cocooned’ as he is in
of textual detail relevant to the his car where he will not get hurt. On the other
focus of the question hand, the drivers in Source B are intentionally
 Shows perceptive similarities targeting cyclists by ‘passing so close,’ which
between texts suggests behaviour which is equally irresponsible,
as they too know they are protected by their
relative size to the bicycle, and are unlikely to get
hurt, but their behaviour is irrational and immoral
too because it is planned. The motivation of the
cabmen who are ‘chasing the lady,’ and targeting
the female writer, suggests perhaps a particular
hostility towards women who ride bicycles.

Level 3 Shows clear synthesis and One driver in Source A ‘decided to overtake my
Clear, interpretation of both texts: bike very closely and at speed,’ which shows he
relevant  Makes clear inferences from behaved in a reckless way, risking the other
summary both texts person’s safety. In Source B, the drivers behave
 Selects clear references/ textual in a very similar and inconsiderate way towards
5-6 marks detail relevant to the focus of the cyclists, as they ‘love to share your handle-bars
question and wheels, passing so close,’ showing they are
 Shows clear similarities between not behaving very respectfully or carefully to drive
texts so close to the cyclist. Both drivers behave in
inconsiderate ways as in Source A the driver’s
dangerous behaviour is to make sure they get
ahead of the cyclist in the ‘congested traffic,’ and
the drivers in Source B are taking pleasure in
‘chasing the lady’ on purpose.

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Level 2 Shows some interpretation from In Source A, the drivers go too fast. They drive
Some, one/both texts: ‘very closely and at speed,’ which is dangerous
attempts at  Attempts some inference(s) behaviour. In Source B, there are drivers who like
summary from one/both texts chasing other people on their bikes, which is very
 Selects some appropriate similar to Source A, as it says ‘love to share your
3-4 marks references /textual detail from handle-bars and wheels, passing so close.’ This
one/both texts shows they think it is fun to scare them. The
 Shows some similarity between similarity is that they both behave dangerously
texts towards cyclists as the drivers in Source A don’t
care if they hurt someone and the drivers in
Source B just think it is for fun.

Level 1 Shows simple awareness from In Source A the drivers behave really badly. It
Simple, one/both texts: says they ‘overtake my bike closely’ which means
limited  Offers paraphrase rather than they are driving too close to the rider. In Source B
summary inference it is similar because the drivers also behave quite
 Selects simple badly. The driver chases after the lady on her
1-2 marks reference(s)/textual detail(s) bike. This is shown where it says ‘passing so
from one/both texts close.’
 Shows simple similarity between
texts

Level 0 Nothing to reward

No marks

Note:
 If the quality of the response is L1 but only deals with one text, the mark must be 1 not 2.
 If the quality of the response is L2 but only deals with one text, the mark must be 3 not 4.
 A student has to deal with both texts and address the correct focus of the question to
achieve L3 or above.

The focus of this question is the behaviour of the drivers.

AO1 content may include ideas such as:

 The actions of the different drivers
 Their behaviour towards other road users
 The motivation for their behaviour
 The sense of responsibility they show
 The consequences of their behaviour
 How common the behaviour might be

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

0 3 You now need to refer only to Source B from lines 8 to 18.

How does the writer use language to describe her first experiences of cycling?

[12 marks]

AO2
Explain, comment on and analyse how writers use language and structure to achieve effects and
influence readers, using relevant subject terminology to support their views
This question assesses Language ie: Words/Phrases/Language Features/Language
Techniques/Sentence Forms
Level Skills Descriptors Indicative Standard
This indicative standard provides an exemplification of the skills
descriptors at each level. It is not a model answer, nor a
complete response, nor does it seek to exemplify any particular
content.

Level 4 Shows detailed and The writer establishes a series of hunting images to
Detailed, perceptive understanding of reflect her sense of being a victim on the roads and
perceptive language: uses the simile ‘as nervous as a hare that feels the
analysis  Analyses the effects of the greyhound’s breath’ to describe her fear of being
writer’s choices of hounded. The image is a reference to greyhound
10-12 marks language racing, where the delicate hare races for its life
 Selects a range of ahead of a much larger, faster and more aggressive
judicious textual detail dog, emphasising how intimidated and vulnerable
 Makes sophisticated and the writer feels as she sets off, unprotected, on her
accurate use of subject fragile bicycle, with much bigger and potentially life-
terminology threatening vehicles breathing down her neck - a
victim of a cruel sport, for the sake of another’s
entertainment.

Level 3 Shows clear understanding The writer describes herself as ‘nervous as a hare
Clear, of language: that feels the greyhound’s breath’. This simile
relevant  Explains clearly the effects suggests she is very anxious about cycling in traffic.
explanation of the writer’s choices of In racing, the hare is chased by the greyhound, and
language this simile creates an image of herself as a small
7-9 marks  Selects a range of relevant vulnerable creature on her bike, with the other
textual detail vehicles on the road racing behind her, like the
 Makes clear and accurate greyhounds, showing how frightened she is of them.
use of subject terminology

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

Level 2 Shows some understanding The writer uses a simile to describe how she feels as
Some of language: she got ready for her first experience of cycling in
understanding  Attempts to comment on traffic. She says she ‘was as nervous as a hare’
and comment the effect of language which shows us that she was scared. She compares
 Selects some appropriate herself to a hare because a hare is a frightened
4-6 marks textual detail animal, like a rabbit, so she is saying that she is
 Makes some use of frightened too.
subject terminology,
mainly appropriately

Level 1 Shows simple awareness of She uses language to describe how she felt before
Simple, language: she started cycling. She says that she was ‘as
limited  Offers simple comment on nervous as a hare’ which is a simile because it
comment the effect of language compares something to something else so you can
 Selects simple imagine what it was like for her. She compares
1-3 marks reference(s) or textual herself to a hare so that we know how nervous she
detail(s) was.
 Makes simple use of
subject terminology, not
always appropriately

Level 0 Nothing to reward

No marks

Note:
 If a student writes about language outside of the given lines or from about the wrong source
(but with the correct focus), the response should be placed in the appropriate level according
to the quality of what is written, but placed at the bottom of the level.
 A student has to address the correct focus of the question to achieve L3 or above.

The focus of this question is the writer’s first experience of cycling.

AO2 content may include the effect of ideas such as:

 Metaphor – ‘conquer their nervousness’
 Simile – ‘as nervous as a hare that feels the greyhound’s breath’
 Alliteration – ‘the stormy oceans of Sloane Street’
 Hyperbole – ‘in a state bordering on collapse’
 Listing – ‘turn easily, cut figures of eight, get on and off quickly…’
 Use of abstract nouns – ‘fate,’ ‘terror,’ ‘collapse’
 Irony/humour – ‘without charging into unwelcome obstacles’

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

0 4 For this question, you need to refer to the whole of Source A, together with the whole
of Source B.

Compare how the writers convey similar perspectives on cycling in the city.

In your answer, you could:

 compare their similar perspectives on cycling in the city

 compare the methods the writers use to convey their perspectives
 support your response with references to both texts.

[16 marks]

AO3
Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts
Level Skills Descriptors Indicative Standard
This indicative standard provides an exemplification of the skills
descriptors at each level. It is not a model answer, nor a complete
response, nor does it seek to exemplify any particular content.

Level 4 Compares ideas and The underlying moral view in Source A is that selfish drivers
Perceptive, perspectives in a perceptive way are guilty of creating danger for innocent cyclists. Walker
detailed  Analyses how writers’ methods uses the imperative form of the verb in the final paragraph:
comparison are used ‘remember that these are human beings’ to command
 Selects a range of judicious readers to change their minds - and their behaviour. The
13-16 supporting detail from both emotive phrase ‘flesh and bone’ reinforces a sense of the
marks texts fragility of human life beneath the cyclist’s lycra. This deadly
 Shows a detailed and serious tone is contrasted in Source B with the writer’s
perceptive understanding of humorous, almost frivolous, tone. From the opening
the similar ideas and paragraph, she uses humour to emphasise her own
perspectives in both texts vulnerability, suggesting cycling would be nicer ‘to use a
mild expression’ if she didn’t get killed. The juxtaposition of
her politeness and the brutal reality of her own death
creates an irony which encourages the reader to share her
cheerful, naive perspective and portrays herself as intrepid
and fearless, in contrast to the more cautious, experienced
Walker.

Level 3 Compares ideas and In Source A, Walker believes that car drivers make cycling
Clear, perspectives in a clear and more dangerous than it should be. He addresses the
relevant relevant way drivers directly: ‘remember that these are human beings’
comparison  Explains clearly how writers’ and uses emotive words such as ‘flesh and bone’ to
methods are used persuade readers to understand that cyclists are real
9-12 marks  Selects relevant detail to people who can get hurt. There is a similar perspective in
support from both texts Source B that the cyclist is ‘prey’ to the Victorian cab
 Shows a clear understanding drivers, but whereas Walker uses a serious tone, the writer
of the similar ideas and in Source B uses a humorous tone by stating that her life
perspectives in both texts would be ‘nicer’ if they didn’t try to kill her. The effect of
using humour is that the writer comes across as more
confident than Walker because she makes a joke out of the
dangers of cycling in traffic.

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

Level 2 Attempts to compare ideas and The writer’s perspective in Source A is that cycling is very
Some, perspectives dangerous and that car drivers should take more care. At
attempts at  Makes some comment on how the end of the article he says ‘remember that these are
comparison writers’ methods are used human beings’ which is addressing the reader directly to
 Selects some appropriate persuade them to be more careful. This is similar to Source
5-8 marks textual detail/references, not B where the writer thinks that the drivers are all out to get
always supporting, from one or her. She says ‘cycling in the streets would be nicer… if he’d
both texts not try to kill me’ which is making a joke about being killed
 Shows some understanding of by the hansom cabman. This shows that even though they
similar ideas and perspectives both think cycling is very dangerous she treats it less
seriously than the other writer who thinks it is very serious.

Level 1 Makes simple cross reference of The writer in Source A thinks cycling is dangerous. He says
Simple, ideas and perspectives ‘remember that these are human beings’ and uses these
limited  Makes simple identification of words to tell people that they should be more careful. This
comment writers’ methods is similar to Source B because it was dangerous too. The
 Selects simple reference(s)/ writer of Source B thinks that cycling would be better if
1-4 marks textual detail(s) from one or people would not ‘try to kill me.’ This is a funny way of
both texts telling people like the cabman that they should be more
 Shows simple awareness of careful.
ideas and/or perspectives

Level 0 Nothing to reward.

No marks

Note:
 If the quality of the response is L1 but only deals with one text, the maximum mark is 2.
 If the quality of the response is L2 but only deals with one text, the maximum mark is 6.
 A student has to deal with both texts to achieve L3 or above.
 References to the writers’ methods may be implicit without specific mention of the writer.

AO3 content may include the comparison of ideas such as:

 Their views on the relationship between cyclists and other road users
 Their views on the rights of the cyclist
 Their views on the responsibilities of all road users
 Their views on the reader’s response
And comment on methods such as:
 structural viewpoint – a and b both include flashbacks to include personal experience
 whole-text structure – a builds detailed argument; b links random reflections and anecdotes
 narrative perspective – a and b both first person accounts, a more impersonal than b
 tone – a very serious, informative and factual; b more ironic, humorous and cheerful
 language features – a uses facts and statistics; b uses emotive language and exclamations
 figurative language – a and b both use metaphors, similes etc

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

0 5 ‘Cars are noisy, dirty, smelly and downright dangerous. They should be banned from all
town and city centres, allowing people to walk and cycle in peace.’

Write a letter to the Minister for Transport arguing your point of view on this statement.

(24 marks for content and organisation and

16 marks for technical accuracy)
[40 marks]

AO5 Content and Organisation

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for
different forms, purposes and audiences.
Organise information and ideas, using structural and grammatical features to support coherence and
cohesion of texts.
Level Skills descriptors

Level 4 Upper Content

Level 4  Communication is convincing and compelling
19-24 marks  Tone, style and register are assuredly matched to purpose and
22-24 audience
Compelling, marks  Extensive and ambitious vocabulary with sustained crafting of
Convincing linguistic devices
Communication
Organisation
 Varied and inventive use of structural features
 Writing is compelling, incorporating a range of convincing and
complex ideas
 Fluently linked paragraphs with seamlessly integrated discourse
markers
Lower Content
Level 4  Communication is convincing
 Tone, style and register are convincingly matched to purpose and
19-21 audience
marks  Extensive vocabulary with conscious crafting of linguistic devices

Organisation
 Varied and effective structural features
 Writing is highly engaging with a range of developed complex
ideas
 Consistently coherent use of paragraphs with integrated discourse
markers

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

Level 3 Upper Content

Level 3  Communication is consistently clear
13-18 marks  Tone, style and register are clearly and consistently matched to
16-18 purpose and audience
Consistent, marks  Increasingly sophisticated vocabulary and phrasing, chosen for
Clear effect with a range of successful linguistic devices
Communication
Organisation
 Effective use of structural features
 Writing is engaging, using a range of, clear connected ideas
 Coherent paragraphs with integrated discourse markers
Lower Content
Level 3  Communication is generally clear
 Tone, style and register are generally matched to purpose and
13-15 audience
marks  Vocabulary clearly chosen for effect and appropriate use of
linguistic devices

Organisation
 Usually effective use of structural features
 Writing is engaging, with a range of connected ideas
 Usually coherent paragraphs with range of discourse markers

Level 2 Upper Content

Level 2  Communicates with some sustained success
7-12 marks  Some sustained attempt to match tone, style and register to
10-12 purpose and audience
Some marks  Conscious use of vocabulary with some use of linguistic devices
successful
Communication Organisation
 Some use of structural features
 Increasing variety of linked and relevant ideas
 Some use of paragraphs and some use of discourse markers
Lower Content
Level 2  Communicates with some success
 Attempts to match tone, style and register to purpose and
7-9 audience
marks  Begins to vary vocabulary with some use of linguistic devices

Organisation
 Attempts to use structural features
 Some linked and relevant ideas
 Attempt to write in paragraphs with some discourse markers, not
always appropriate

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

Level 1 Upper Content

Level 1  Communicates simply
1-6 marks  Simple awareness of matching tone, style and register to purpose
4-6 and audience
Simple, Limited marks  Simple vocabulary; simple linguistic devices
Communication
Organisation
 Evidence of simple structural features
 One or two relevant ideas, simply linked
 Random paragraph structure

Lower Content
Level 1  Limited communication
 Occasional sense of matching tone, style and register to purpose
1-3 and audience
marks  Simple vocabulary

Organisation
 Limited or no evidence of structural features
 One or two unlinked ideas
 No paragraphs

Level 0 Students will not have offered any meaningful writing to assess.
No marks Nothing to reward

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2018

AO6 Technical Accuracy

Students must use a range of vocabulary and sentence structures for clarity, purpose and effect,
with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each
specification as a whole.)
Level Skills descriptors

Level 4  Sentence demarcation is consistently secure and consistently accurate

 Wide range of punctuation is used with a high level of accuracy
13-16 marks
 Uses a full range of appropriate sentence forms for effect
 Uses Standard English consistently and appropriately with secure control of
complex grammatical structures

 High level of accuracy in spelling, including ambitious vocabulary

 Extensive and ambitious use of vocabulary

Level 3  Sentence demarcation is mostly secure and mostly accurate

 Range of punctuation is used, mostly with success
9-12 marks
 Uses a variety of sentence forms for effect
 Mostly uses Standard English appropriately with mostly controlled
grammatical structures

 Generally accurate spelling, including complex and irregular words

 Increasingly sophisticated use of vocabulary

Level 2  Sentence demarcation is mostly secure and sometimes accurate

 Some control of a range of punctuation
5-8 marks
 Attempts a variety of sentence forms
 Some use of Standard English with some control of agreement

 Some accurate spelling of more complex words

 Varied use of vocabulary

Level 1  Occasional use of sentence demarcation

 Some evidence of conscious punctuation
1-4 marks
 Simple range of sentence forms
 Occasional use of Standard English with limited control of agreement

 Accurate basic spelling

 Simple use of vocabulary

Level 0 Students’ spelling, punctuation etc. is sufficiently poor to prevent understanding

No marks or meaning.

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