Paper 1 and Paper 2: Section B Mark Scheme

Below are the assessment objectives for the writing sections of both Paper 1 and Paper 2. You might want to ‘translate’ your target grade into language you’ll find easier to understand.

Assessment Objectives for Section B:

1. Communicate clearly and imaginatively, using and adapting forms for different readers and purpose
2. Organise ideas into sentences, paragraphs and whole texts using a variety of linguistic and structural features
3. Use a range of sentence structures effectively with accurate punctuation and spelling

18	AO1 and AO2	9	AO3
E 7-8	Sustained awareness of purpose and audience More conscious attempt to organise sentences into paragraphs with some attempt to use vocabulary for effect	E/D 4-5	Uses a range of clearly demarcated sentence structures Some accurate spelling of more complex words Starts to use a range of punctuation (more than . ,)
D 9-10	Conscious attempt to suit the needs of purpose and audience and begins to engage reader’s response Clear, if mechanical, paragraphing with more conscious use of vocabulary for effect
C 11-12	Clear identification with purpose and audience; begins to sustain reader’s response Evidence of structure with usually coherent paragraphs and clear selection of vocabulary for effect	C/B 6-7	Uses sentence forms for effect Generally secure in spelling Generally secure in punctuation which clarifies meaning and purpose
B 13-14	Form, content and style are generally matched to purpose and audience Well structured, starting to use paragraphs to enhance meaning and with increasing sophistication in vocabulary choice
A 15-16	Form, content and style are consistently matched to purpose and audience Coherently structured with fluently linked sentence structures and paragraphs and evidence of conscious crafting	A/A* 8-9	Uses full range of appropriate sentence structures Achieves a high level of technical accuracy in spelling Achieves a high level of technical accuracy in punctuation (semi-colon and colons used correctly)
A* 17-18	Form, content and style are assuredly matched to purpose and audience; distinctive and consistently effective Controlled and sustained crafting with highly effective and delightful vocabulary choices

Miss Knowles’ Step by Step Guide to Writing about 4 Poems

Step 1: What is the question asking you?

Underline the key word(s) in the question. Remember that you need to compare and that you are being asked to comment on the writers’ use of linguistic and structural devices  so you need to get in the habit of underlining these words.

You must also underline the KEY WORD(S) that is unique to this question – so you know what it is you are being asked to compare e.g. ‘Compare how Duffy presents a killer’s attitude…’ Here you are being asked to compare killers’ attitudes.

Step 2: Select your poems

Read the named poem to see how it relates to the question. Which 3 other poems are you going to select?  Take time to think through which other poems will be most useful to you – don’t just select the ones you know best because you think you can say more about them.

Step 3: Plan

You should spend ten minutes planning using the key word to compare/contrast the poems you have selected. You might also want to plan out the structure of your essay – focusing on ONE key feature per paragraph.

Step 4: Write your introduction

DO NOT write ‘In this essay I am going to’ or in any way draw attention to the process of writing the essay e.g. ‘I have chosen to…’ Your introduction needs to be short and focused. If you are comparing killers’ attitudes, what are the killers’ attitudes in the poems you have selected? What similarities and differences are there in their attitudes? You DO NOT need to use evidence in your introduction.

The best introductions will clearly outline your line of argument which will be developed in the main body of your essay.

Step 5: Main body

• Use key words throughout – that means in EVERY SINGLE paragraph. You must be explicitly answering the question in EVERY SINGLE paragraph. Do not make irrelevant points because you want to show off to the examiner.
• You should have one focus for comparison in each paragraph e.g. a linguistic or structural feature. You need to develop your comments about these using P.E.E.E. For the last part, consider the impact of the language used on the reader. You might think about the connotations of particular words. As a general rule, the point should be short, the quotation short and your analysis/comment the longest part. It’s much better to compare a single detail/feature/device in depth rather than listing a range of features.
• You should comment on the poet’s intentions (the characters are not real) and therefore you should use the poets’ names. Do not confuse the speaker/character with the poet.
• If you are aiming for an A/A* you need to consider/explore alternative interpretations.  

Step 6: Conclusion

Don’t just sum up what you’ve said – this is an opportunity to explicitly demonstrate your personal response to the poems. Is there an image which has been particularly striking?

What’s in each exam?

ENGLISH GCSE

Paper 1 Exam (1 3/4 hours) – 30% of English GCSE

Section A:

Reading response to non-fiction/media texts

Section B:

Choice of one from 3  or more questions testing writing to argue/persuade/advise

 

Paper 2 Exam (1 1/2 hours) – 30% of English GCSE

Section A:

Reading response to poetry from Different Cultures and Traditions (anthology)

Section B:

Choice of one from 3 or more questions testing writing to inform/explain/describe

 

ENGLISH LITERATURE GCSE

English Literature Exam (1 3/4 hours) – 70% of English Literature GCSE

Section A:

Answer one question based on set text – ‘Of Mice and Men’

Section B:

Answer one question comparing Duffy/Armitage and pre-1914 poems (anthology)