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Title: Pearson Edexcel Level 3 GCE 8EN0/01 English Language Advanced Subsidiary PAPER 1: Language: Context and Identity May 2024+ MARK SCHEME
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel GCE Advanced Subsidiary In English Language (8EN0) Paper 1: Language: Context and Identity
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel GCE Advanced Subsidiary In English Language (8EN0) Paper 1: Language: Context and Identity
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Please check the examination details below before entering your candidate information
Candidate surname
Centre Number
Other names
Candidate Number
Pearson Edexcel Level 3 GCE
Monday 13 May 2024
Morning (Time: 1 hour 30 minutes)
English Language
Paper
reference
8EN0/01
Advanced Subsidiary
PAPER 1: Language: Context and Identity
You must have:
Source Booklet (enclosed)
Total Marks
Instructions
Use black ink or ball-point pen
...
Answer the question in Section A and the question in Section B
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Information
The total mark for this paper is 50
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Advice
Read each question carefully before you start to answer it
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•
• Check your answers if you have time at the end
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F:1/1/1/1/
*P72914A0116*
1 Texts A–C all concern birds
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You should refer to any relevant language frameworks and levels to support your
answer and consider:
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mode
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field
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function
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audience
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2
*P72914A0216*
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Read Texts A–C on pages 3-5 of the source booklet before answering Question 1
in the space provided
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2 Analyse the way Lemn Sissay presents himself in Text D
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(Total for Question 2 = 25 marks)
TOTAL FOR SECTION B = 25 MARKS
TOTAL FOR PAPER = 50 MARKS
16
*P72914A01616*
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Turn over
P72914A
©2024 Pearson Education Ltd
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It’s from a section offering advice on ‘Feeding and Caring for Birds
in Winter
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They feature on
Christmas cards and their bright red chest even resembles the garb of the great
Santa himself!
Robins are revered by gardeners as voracious pest eaters and often shadow the winter
gardener in the hope of an unearthed worm or another tasty morsel
...
Their first winter is the hardest of all, but you can do your bit
and help these creatures survive to raise their chicks
...
Choose a tailored robin food and you’ll
soon see much more of the red-chested puffed-up robins hopping between the shrubs
in your garden
...
It features two experts, Luke Phillips and Ami Kirkbright, discussing a variety of swan
called the whooper swan
...
) = pause
LP = Luke Phillips
AK = Ami Kirkbright
LP: Now whooper swan is a bit of an unusual name I’d say so there must be some origin
behind that so I asked Ami all about that as well
AK: It’s because of their (
...
) an old-fashioned car horn (
...
) distinguishing feature as well for whoopers sometimes it’s you know
you’ve got a group of swans you can’t quite see where you are you know (
...
) whooper swans are super loud and quite vocal so if you hear that sort of
honky (
...
) you’re kind of sure it’s going to be a whooper
LP: So whooper swans are not with us (
...
) so so where are they
coming from
AK: The whoopers that we see in the UK and in Ireland will be (
...
) it’s (
...
) apart from a couple of
thousand (
...
) the
rest all come to the UK and Ireland to winter
4
P72914A
Text C
In her memoir ‘H is for Hawk’, Helen MacDonald writes about how the experience of training
a goshawk, a large variety of hawk, helped her to deal with her grief at the loss of her father
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I slowly extended my gloved fist out from the screen of the brush
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303 rifle
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Saw a chain of
events so fast they snapped into a comic strip: frame, frame, frame
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Frame two: goshawk low to
the ground, grass streaking along under her
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Frame three: rabbits running
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But it wasn’t safe
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She
slewed round sling-shot style, soaking up g-force like a sponge
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Sucked into the black hole of the wood, beneath a low-hanging larch branch
...
He was fostered as a baby by a
white family who told him his Ethiopian mother did not want him
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As a teenager he was shown letters his mother had
written to the local authority
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They lied to me
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My mother
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I
don’t want him to face discrimination
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It didn’t take long for my joy at receiving the letters to turn to anger
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Nobody spoke of depression then
...
The Authority in charge was
the same Authority who wouldn’t give me back to her
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All I
knew at the time was that I felt unsafe because the staff who were looking after me had
no idea about my story
...
She was not poor
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She did
not abandon me
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Norman Mills gave me my birth certificate
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Lemn Sissay
...
I didn’t know how to pronounce Lemn
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On my left hand are the initials
NG and the nickname Chaulky from when I tattooed myself in Woodfields aged fourteen
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I stabbed my hand hundreds of times and forced
the ink into my skin
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That’s how you tattoo
yourself
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After a few days though, I
tried to tear them off but it was too late, the ink wouldn’t flow out
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But now I knew my name
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And I knew my country
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I decided there and then
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And when they asked, ‘Why have you
changed your name?’ I would tell them, ‘I didn’t change my name
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This is the name I was born with
...
’
My name is Lemn Sissay
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gardenhealth
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youtube
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Text D: My Name Is Why, Lemn Sissay
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Pearson Education Ltd
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8
P72914A
Mark Scheme (Results)
Summer 2024
Pearson Edexcel GCE Advanced Subsidiary
In English Language (8EN0)
Paper 1: Language: Context and Identity
Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body
...
For further information visit our qualifications websites at
www
...
com or www
...
co
...
Alternatively, you can get in touch with us using the details
on our contact us page at www
...
com/contactus
...
Our aim is to help everyone progress
in their lives through education
...
We’ve been involved in education for over 150 years, and by
working across 70 countries, in 100 languages, we have built an international reputation for our
commitment to high standards and raising achievement through innovation in education
...
pearson
...
Examiners must mark the last
candidate in exactly the same way as they mark the first
...
Candidates must be rewarded for
what they have shown they can do rather than be penalised for omissions
...
•
All the marks on the mark scheme are designed to be awarded
...
e
...
Examiners should also be prepared to award zero marks if the
candidate’s response is not worthy of credit according to the mark scheme
...
•
When examiners are in doubt regarding the application of the mark scheme to a
candidate’s response, a senior examiner must be consulted before a mark is
given
...
Specific Marking Guidance
The marking grids have been designed to assess student work holistically
...
One bullet point is linked to one Assessment Objective, however
please note that the number of bullet points in the level descriptor does not directly
correlate to the number of marks in the level descriptor
...
When using a levels-based mark scheme,
the ‘best fit’ approach should be used:
•
examiners should first decide which descriptor most closely matches the answer
and place it in that level
•
the mark awarded within the level will be decided based on the quality of the
answer and will be modified according to how securely all bullet points are
displayed at that level
•
in cases of uneven performance, the points above will still apply
...
Marks will be awarded towards the
top or bottom of that level depending on how they have evidenced each of the
descriptor bullet points
•
examiners of Advanced GCE English should remember that all Assessment
Objectives within a level are equally weighted
...
It is possible for an answer to be
constructed without mentioning some or all of these points, as long as they
provide alternative responses to the indicative content that fulfils the
requirements of the question
...
Section A: Language and Context - Question 1
Mode
Text A: Digital text; written, planned
Text B: Spoken interactive; some element of spontaneity, e
...
fillers, false starts,
repetition
Text C: Written; evidence of planning
Field
Text A: Terms related to time of year; robins and their feeding habits; gardens
Text B: Words related to sounds; geographical locations
Text C: Terms related to speed; weapons, military equipment
Function
Text A: To inform; to persuade gardeners to buy bird food
Text B: To inform and engage
Text C: To inform and entertain
Audience
Text A: Gardeners, especially those fond of birds
Text B: Ornithologists, bird-watchers
Text C: Readers of literature; people interested in birds of prey
Discourse/Pragmatics
Text A:
•
•
•
•
•
direct address
assumes reader has a garden
assumes reader likes birds
arguably anthropomorphic in parts, e
...
‘characterful birds’
formal, literary tone
Text B:
• adjacency pairs
• interview format, LP asks questions, AK takes role of expert
• assumes interest in bird behaviour and methods of identification
• LP’s use of discourse markers, e
...
’Now,’
• informal, colloquial tone, e
...
‘honky’
Text C:
• uses comic strip analogy to structure sequence of events
• assumes interest in birds of prey
• discourse marker to create tension e
...
‘But’
• structure of paragraphs reflects the movements of the hawk
Graphology/Phonology
Text A:
• alliteration enhances literary tone
Text B:
•
•
AK mimics the sound of the bird
some fillers and some repetition
Text C:
•
•
alliteration and assonance enhance description
repetition to suggest speed of action, ‘frame, frame, frame’
Grammar/Morphology
Text A:
• extended noun phrases to create a positive picture, e
...
’This quintessential
winter bird of Britain’
• use of long, compound and complex sentences in the descriptive part
• use of short sentence at the start to enhance persuasive effect
• imperative to encourage purchase
• modal verbs to encourage purchase, e
...
‘you can do your bit’
Text B:
• use of vague language to create a more accessible tone, e
...
‘kind of’
• neologisms created in wordplay, e
...
‘hoopery’
• modified noun phrases to enhance description
• use of interrogative by interviewer
Text C:
• dynamic verbs
• present participles fulfilling adjectival function, e
...
‘streaking’, ‘running’
• sentences missing subjects and determiners to foreground speed and
movement
• minor sentences to focus on action
• omission of auxiliary verbs to create sense of action
Lexis/Semantics
Text A:
• some Latinate terms to elevate the style, e
...
‘quintessential’, ‘revered’
• some dated terminology, e
...
’garb’
• words chosen to present visual image, e
...
’red-chested’
• statistic to support validity of appeal
Text B:
• lexis is accessible, high-frequency to suit wide age range of potential audience
• a few terms related to biology, e
...
‘distinguishing feature’
• AK uses a variety of coined words to capture the bird’s call
Text C:
• hyphenated forms used to add focus and concentrate description, e
...
‘humpbacked’
• figurative language to compare the Goshawk to weapons, e
...
‘recoil of a
...
g
...
AO4 - explore connections across data
Candidates should draw comparisons and contrasts between the language features
presented in the texts
...
g
...
These are suggestions only
...
Section A: Language and Context - Question 1
Please refer to the Specific Marking Guidance when applying these marking
grids
...
Level 1
1–3
Level 2
4–6
Recalls information
• Ideas are unstructured and not well linked, with
undeveloped examples
...
•Broad
Listsunderstanding
simple information about context
...
Uses some relevant terms
that show broad understanding, although there are
frequent lapses
...
Application is undeveloped
...
Uses relevant terms
accurately and written expression is clear
...
Begins to link these to construction of meaning
...
Language use is carefully chosen
with appropriate use of terminology
...
• Displays consistent awareness of contextual factors and
language features
...
Level 5
13–15
Discriminating application
• Discriminating analysis is supported by sustained
integration of examples
...
Structures writing in consistently
appropriate register and style
...
Able
to discriminate when making links to construction of
meaning
...
Level 1
1–2
General and descriptive
•Material
Makes no connections between the data
...
Recalls
basic theories and concepts
...
Mostly
supports with relevant theories, concepts and methods
...
Supports with carefully selected theories,
concepts and methods
...
Critically applies theories, concepts and
methods to data
...
Style is conversational using shortened forms
...
Field
Lexis related to family and identity
...
Language related to self-harm and mutilation
...
Function
To inform, to persuade, to entertain
...
Raises questions about treatment of children in the
care of local authority
...
Aspects of presentation
Written in standard English
...
Uses quotations from his mother’s letter to pose rhetorical questions that challenge
the truth of what he had been told about his past
...
g
...
’,
‘Ethiopia
...
g
...
Presents himself as isolated and anxious, e
...
, ‘Nobody spoke of depression’, ’I felt
unsafe’
...
In paragraph 6 he uses anaphora in a series of short sentences to list the lies he was
told about his mother
...
The simile depicting the remaining tattoos as being ‘like ghosts’ hints at the possibility
of other long-term effects of his childhood experience
...
He creates a sense of change by beginning the paragraph with a conjunction and an
adverb of time, ‘But now…’
Adverbs of time and place, ‘I decided there and then’ emphasise the importance of
this particular moment in the development of Sissay’s sense of himself
...
The imagined conversation with ‘anyone who knows me’ dramatises this new
confidence, with the last three sentences again using anaphora to create a
celebratory rhythm which culminates in the simple final statement
...
Level
Mark
AO1 = bullet point 1 AO2 = bullet point 2
Descriptor (AO1 ,AO2, AO3)
AO3 = bullet point 3
0
No rewardable material
...
Recalls few relevant terms and makes frequent errors
and technical lapses
...
Little
evidence of applying understanding to the data
...
Level 2
6–10
Broad understanding
• Organises and expresses ideas with some clarity, with some
appropriate examples
...
• Has broad understanding of basic concepts and issues
...
• Describes contextual factors and language features
...
Level 3
11–15
Clear understanding
• Ideas are mostly structured logically with examples that
demonstrate clear knowledge
...
• Shows clear understanding of relevant concepts and issues
...
• Explains clear contextual factors and language features
...
Level 4
16–20
Consistent application
• Applies analysis consistently and supports ideas with use of
relevant examples
...
Structure of response is
confident with some effective transitions
...
Consistently applies this understanding to
the data
...
Consistently makes links to construction of
meaning
...
Discriminating application of appropriate
terminology
...
• Shows discriminating understanding of a wide range of
concepts and issues
...
• Evaluates contextual factors and language features
...
Pearson Education Limited
Title: Pearson Edexcel Level 3 GCE 8EN0/01 English Language Advanced Subsidiary PAPER 1: Language: Context and Identity May 2024+ MARK SCHEME
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel GCE Advanced Subsidiary In English Language (8EN0) Paper 1: Language: Context and Identity
Description: Mark Scheme (Results) Summer 2024 Pearson Edexcel GCE Advanced Subsidiary In English Language (8EN0) Paper 1: Language: Context and Identity