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ENGLISH LANGUAGE

OCR 2024
GCSE English Language
J351/01 Communicating information and ideas
With Marking Scheme Merged

Oxford Cambridge and RSA

Thursday 23 May 2024 – Morning
GCSE (9–1) English Language
J351/01 Communicating information and ideas
Time allowed: 2 hours
You must have:
• the Insert (inside this document)

*

J

3

5

1

0

1

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Please write clearly in black ink
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Centre number

Candidate number

First name(s)
Last name
INSTRUCTIONS
• Use black ink
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If you need extra space use the
lined pages at the end of this booklet
...

• Answer all the questions in Section A and one question in Section B
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INFORMATION
• The total mark for this paper is 80
...

• Quality of extended response will be assessed in questions marked with an asterisk (*)
...

ADVICE
• Read each question carefully before you start your answer
...


2
Section A
Reading information and ideas

You should spend about 1 hour on this section
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1

Look at lines 1–10
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1
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2
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[2]

© OCR 2024

3
Question 2 is about Text 1, Autobiography by Joseph Carey Merrick and Text 2, My Left Foot
by Christy Brown
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What are the similarities between the writers and their lives?
Draw on evidence from both texts to support your answer
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[6]
© OCR 2024

Turn over

4
Question 3 is about Text 2, My Left Foot by Christy Brown
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Explore how Christy Brown uses language and structure to describe the moment he began
to write
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[12]


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© OCR 2024

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6
Question 4 is about Text 1, Autobiography by Joseph Carey Merrick and Text 2, My Left Foot
by Christy Brown
...
’ How far do you agree with this statement?
In your answer you should:
•
•
•

discuss what we learn about the challenges each writer faced
explain how far you agree that the writers overcame their challenges successfully
compare the ways the texts present the writers overcoming challenges
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[18]


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© OCR 2024

7

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© OCR 2024

9
Section B
Writing for audience, impact and purpose
Choose one of the writing tasks
...

In questions marked with an asterisk (*) you will be assessed on the quality of your
extended response
...

EITHER
5* Write the words of a speech to advise young people how to achieve success
...


[40]

OR
6* Write a letter to the editor of a newspaper to argue that people should not be judged on their
appearance
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[40]

Write the number of the question you have chosen to answer
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© OCR 2024

Turn over

10

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© OCR 2024

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12

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© OCR 2024

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14

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You must write the question numbers clearly in
the margin
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• Do not send this Insert for marking
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INFORMATION
• This document has 8 pages
...
He joined an exhibition and people would pay to be able to come and look at him
...

I first saw the light on the 5th of August 1860
...
I went to
school like other children until I was about 11 or 12 years of age, when the greatest
misfortune of my life occurred, namely – the death of my mother
...

After she died my father broke up his home and went to lodgings
...
Henceforth, I never had one moment’s comfort
...
Lame and deformed as I was, I ran, or
rather walked away, from home two or three times
...

When I was about 13 years old, I was sent about the town to see if I could procure work, but,
being lame and deformed, no one would employ me
...
I was taunted and sneered at so that
I would not go home for my meals and used to stay in the streets with a hungry belly rather
than return for anything to eat
...
” The best friend I had in those days was my
father’s brother, Mr
...


5

10

15

1
Being unable to get employment, my father got me a license to hawk around the town, but,
being deformed, people would not come to the door to buy my wares
...

So, thought I, I’ll get my living by being exhibited about the country
...
Sam Torr of
Gladstone Vaults, Leicester, went in for Novelties, I wrote to him
...
Ellis, The Bee‑hive Inn, Nottingham, from 25 whom
I received the greatest kindness and attention
...
In fact, I may say, I am as comfortable now as I was uncomfortable
before
...
He could not
control any of his body except for his left foot
...

© Christy Brown, My Left Foot , pages 15-17, Vintage, Random House, 1954
...


© OCR 2024

J351/01 Insert Jun24

6
BLANK PAGE

© OCR 2024

J351/01 Insert Jun24

7
BLANK PAGE

© OCR 2024

J351/01 Insert Jun24

8

GCSE

English Language
J351/01: Communicating information and ideas
General Certificate of Secondary Education

Mark Scheme for June 2024

Oxford Cambridge and RSA Examinations

OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of
qualifications to meet the needs of candidates of all ages and abilities
...


It is also responsible for developing new specifications to meet national requirements and
the needs of students and teachers
...

This mark scheme is published as an aid to teachers and students, to indicate the requirements
of the examination
...
It does not
indicate the details of the discussions which took place at an examiners’ meeting before
marking commenced
...

Mark schemes should be read in conjunction with the published question papers and the
report on the examination
...


Make sure that you have accessed and completed the relevant training packages for on-screen marking: RM assessor Online Training;
OCR Essential Guide to Marking
...


Make sure that you have read and understood the mark scheme and the question paper for this unit
...
rm
...


Mark strictly to the mark scheme
...


Marks awarded must relate directly to the marking criteria
...


The schedule of dates is very important
...
If you experience problems, you must contact your Team Leader (Supervisor) without delay
...


If you are in any doubt about applying the mark scheme, consult your Team Leader by telephone, email or via the RM messaging system
...


Crossed Out Responses
Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is not marked
...


Rubric Error Responses – Optional Questions
Where candidates have a choice of question across a whole paper or a whole section and have provided more answers than required, then all
responses are marked and the highest mark allowable within the rubric is given
...
(The underlying assumption is that the candidate has penalised themselves by attempting more
questions than necessary in the time allowed
...

2

J351/01

Mark Scheme

June 2024

Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response)
Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked
...

The remaining responses should not then be marked
...
(The underlying assumption is that the candidate is attempting to
hedge their bets and therefore getting undue benefit rather than engaging with the question and giving the most relevant/correct responses
...
)
Longer Answer Questions (requiring a developed response)
Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed) response
and not crossed out the first response, then only the first response should be marked
...


6
...
If the candidate has continued an answer there then add a tick to confirm that the work has been seen
...


Award No Response (NR) if:
•

there is nothing written in the answer space
...


Team Leaders must confirm the correct use of the NR button with their markers before live marking commences and should check this
when reviewing scripts
8
...
Please refer to these
comments when checking your practice responses
...

If you have any questions or comments for your Team Leader, use the telephone, email or the RM messaging system
...


Mark Scheme

June 2024

Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end
of the marking period
...

Constructive criticism of the question paper/mark scheme is also appreciated
...
For answers marked by levels of response:
a
...

To determine the mark within the level, consider the following:
Descriptor
On the borderline of this level and the one below
Just enough achievement on balance for this level
Meets the criteria but with some slight inconsistency
Consistently meets the criteria for this level

Award mark
At bottom of level
Above bottom and either below middle or at middle of level (depending on number
of marks available)
Above middle and either below top of level or at middle of level (depending on
number of marks available)
At top of level

4

J351/01

11
...
g
...


Mark Scheme

June 2024

Subject-specific Marking Instructions

INTRODUCTION
Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends
...


You should ensure that you have copies of these materials
...
These are set out in the
OCR booklet Instructions for Examiners
...

Please ask for help or guidance whenever you need it
...

Rubric Infringement
Candidates may infringe the rubric in the following way:
• answering two questions from Section B
...


6

J351/01

Mark Scheme

June 2024

ASSESSMENT OBJECTIVES
Candidates are expected to demonstrate the following in the context of the content described:
Identify and interpret explicit and implicit information and ideas
...


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
...


AO4

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

Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
...


7

J351/01

Mark Scheme

June 2024

WEIGHTING OF ASSESSMENT OBJECTIVES
The relationship between the components and the assessment objectives of the scheme of assessment is shown in the following grid:
% of GCSE (9–1)
AO1

AO2

AO3

AO4

AO5

AO6

Total

J351/01 Communicating Information and Ideas

6
...
5

3
...
5

15

10

50%

J351/02 Exploring Effects and Impact

2
...
25

3
...
5

15

10

50%

Total

8
...
75

7
...
The Mark Scheme is an integral part of the process that begins with the setting of the
question paper and ends with the awarding of grades
...

This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers
...

The Examiners’ Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates’ responses to the questions,
and that all Examiners understand and apply the Mark Scheme in the same way
...
Co-ordination scripts will be issued at the meeting to exemplify aspects of
candidates’ responses and achievements; the co-ordination scripts then become part of this Mark Scheme
...
You will
encounter answers which fall outside the ‘target range’ of Level of Response Bands for the paper which you are marking
...


8

J351/01

Mark Scheme

June 2024

Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range
...


INFORMATION AND INSTRUCTIONS FOR EXAMINERS
1

The practice scripts provide you with examples of the standard of each band
...


2

The specific task-related notes on each question will help you to understand how the band descriptors may be applied
...
They are some thoughts on what was in the setter’s mind when the question was
formulated
...
Rigid demands for ‘what must be a good answer’ would lead to a distorted assessment
...
Beware of prepared answers that do not show the candidate’s thought
and which have not been adapted to the thrust of the question
...


4

Candidates’ answers should demonstrate knowledge and understanding of the texts
...
Re-telling sections of the text without commentary is of little or no value
...


2

Using ‘best-fit’, decide first which set of Level of Response Band Descriptors best describes the overall quality of the answer
...

•

Highest mark: If clear evidence of all the qualities in the band descriptors is shown, the HIGHEST Mark should be awarded
...
e
...


•

Middle mark: This mark should be used for candidates who are secure in the band
...


3

Be prepared to use the full range of marks
...
g
...
If an answer gives clear evidence of the qualities described in the band descriptors, reward appropriately
...


2

The maximum mark for the paper is 80
...


Guidance
Give one phrase that shows that Joseph Carey Merrick was
like other children when he was younger
...


Award one mark for the following phrase:
• I went to school … (until I was about 11 or 12 years of
age)

1

b

SKILLS:
AO1i: Identify and interpret explicit and implicit information
and ideas
...

Accept direct quotation of the relevant phrase only
...


2

Explain two reasons why Joseph Carey Merrick’s
stepmother made his life a misery
...


Award one mark each for any two of the following:
•
•
•

Accept either a quotation or an explanation in the candidate’s
own words
...

Merrick had a ‘deformity’

11

J351/01

Mark Scheme

Question 2
Both writers describe their early life
...
(6 marks)
AO1ii: Select and synthesise evidence from different texts
...


Level 3 (5–6 marks)

A detailed response which shows a secure ability to synthesise appropriate ideas and evidence from both texts, showing
perceptive understanding of the similarities between the writers and their lives, including conceptual ideas
...
The ideas and evidence selected may not be equal
across both texts
...
The evidence selected is likely to focus on more
obvious, surface features of the texts and may be imbalanced across the texts
...


Level 1 (1–2 marks)

0 marks

Question 2 Guidance
Give credit for answers that synthesise evidence from both texts
...
Lower-level responses will make straightforward connections between points and use some relevant
evidence
...
Higher level
responses will draw on conceptual ideas whereas lower-level responses will select and comment on more obvious features
...


12

June 2024

J351/01

Mark Scheme

June 2024

Question 3
Look at lines 17-33
...
Support your ideas by
using relevant subject terminology
...
Where the candidate’s answer consistently meets the criteria, the higher mark should be awarded
...
Candidates’ analysis of both language and structure is
consistent and detailed
...


Level 5 (9–10 marks)

• An analysis which demonstrates a perceptive understanding of how the writer has used language and structure to
achieve effects and influence the reader
...
Well–chosen subject terminology integrated into explanations
...
Candidates comment on the effects of both language and structure,
but the explanation may not be entirely balanced
...


Level 3 (5–6 marks)

• A clear explanation which shows a general understanding of how the writer has used language and structure to
achieve effects and influence the reader
...
Some use of relevant subject terminology to support ideas
...
Candidates are likely to refer more fully to either language or
structure and note some features without explaining the effects
...


Level 1 (1–2 marks)

• A descriptive response which shows limited awareness of how the writer has used language and structure to
achieve effects and influence the reader
...


0 marks

• No response or no response worthy of credit
...
Give credit for accurate use of relevant terminology integrated into responses, which shows a precise understanding of features
and their effect in this text
...
A response which does not achieve a reasonable
balance between references to language and to structure cannot achieve the higher levels, as indicated in the level descriptors
...
’ How far do you agree with this statement? In your answer you
should: discuss what we learn about the challenges each writer faced; explain how far you agree that the writers overcame their challenges
successfully; compare the ways the texts present the writers overcoming challenges
...
(18 marks) SKILLS: Mark the response out of 12 marks (AO4) and out of 6 marks (AO3) using
the two sets of level descriptors below; add the two marks together to award a total mark out of 18
...

AO3 (6 marks) Compare writers’ ideas and
perspectives as well as how these are conveyed
across two or more texts
...

Level 5
A sustained comparison of writers’
(5
ideas and perspectives and how they
are conveyed
...


Level 6
(11–12 marks)

A sustained critical evaluation demonstrating a perceptive and considered response
to the statement and a full explanation of the impact of the texts on the reader
...


Level 5
(9–10 marks)

An informed critical evaluation showing a thoughtful response to the statement and
clear consideration of the impact of the texts on the reader
...


Level 4
(7–8 marks)

A response with developed evaluative comments addressing the statement and some
comments about the impact on the reader
...


Level 4
(4
marks)

A developed comparison of writers’
ideas and perspectives and how they
are conveyed
...


A response with clear evaluative comments and some awareness of the impact on
the reader
...


Level 2
(2
marks)

A response which identifies main points
of comparison between writers’ ideas
and perspectives
...
Comments are supported by some appropriate textual
references
...

No response or no response worthy of
credit
...
Comments are supported by copying or paraphrase
...


0 marks

15

J351/01

Mark Scheme

June 2024

Question 4 Guidance
This question assesses AO4 and AO3
...
The first two bullet points of the question prompt candidates to
evaluate the text (AO4) and the third bullet point prompts candidates to compare the texts (AO3)
...
Give credit for critical evaluation of ‘how far’ the candidate agrees with the statement that the writers successfully overcame the
challenges they faced
...
For example, some candidates
may consider one writer to be more impressed than the other
...
The stepmother who replaces Merrick’s real mother is less supportive
than Christy Brown’s mother
...

Brown in Text 2 is more successful than Merrick in Text 1
...
On the other hand, Merrick tries to get some work
but he finds, first of all, that no one will employ him
...

In Text 2 Brown’s way of overcoming his challenge may seem more
successful than Merrick’s in Text 1
...
Merrick
overcomes the difficulty of finding work by taking advantage of his ‘deformity’
and decides to ‘get my living by being exhibited about the country’
...


Candidates may evaluate these ideas in response to AO4:
Text 1
The writer of Text 1 faces dramatic challenges: He experienced ‘the death of
my mother’ - not overcome because his stepmother ‘making my life a
perfect misery’- partly overcome when he ‘walked away, from home two or
three times’ and ‘used to stay in the streets with a hungry belly rather than
return’
...
Then his father ‘got me a licence to
hawk around the town’ but ‘people would not come to the door to buy my
wares’ and ‘I could not move about the town without a crowd of people’ so
he did not overcome the challenge
...

Text 2
The writer of Text 2 faces dramatic challenges: he could not write because
he was only able to move his left foot but he overcame when he ‘took the
stick of chalk out of my sister’s hand’ and ‘made a wild sort of scribble with
it’
...
He
overcame to a degree because he ‘drew it – the letter ‘A’’ but it was ‘shaky,
with awkward, wobbly sides, and a very uneven centre line’
...


16

J351/01

Mark Scheme

SECTION B: Writing for audience, impact and purpose

EITHER
5*

Write the words of a speech to advise young people how to achieve success
...


OR
6
...

You should:
•
•
•

describe how people are judged on their appearance
explain why people are judged on their appearance
argue why people should not be judged on their appearance
...
Where the candidate’s answer consistently meets the criteria, the higher mark should be awarded
...
AO5: Organise information and ideas, using structural and
grammatical features to support coherence and cohesion of texts
...


The form is deliberately adapted to position the reader,
showing a sophisticated control of purpose and effect
...
(AO5)
There is a skilfully controlled overall structure, with
paragraphs and grammatical features used to support
coherence and cohesion and achieve a range of effects
...
(AO5)
...
(AO5)
• There is a controlled overall structure, with paragraphs and
grammatical features used to support coherence and
cohesion and achieve particular effects
...
(AO5)
Tone, style and register are chosen to match the task
...
(AO5)

Level 4
(13–16
marks)

18

• An ambitious range of sentence structures is used to shape
meaning and create impact
...
(AO6)
• Vocabulary is precise and subtle, expressing complex ideas
with clarity
...
(AO6)

J351/01

Mark Scheme

June 2024

Level 3
(9–12
marks)

• The form is sustained and shows clear awareness of
purpose and audience
...
(AO5)
• There is a clear overall structure, with paragraphs and
grammatical features used, mostly securely, to support
coherence and cohesion
...
(AO5)
• There is an attempt to use a tone, style and register
appropriate to the task
...
(AO5)

Level 2
(5–8
marks)

Level 1
(1–4
marks)

• There is some attempt to use a form appropriate for purpose
and audience
...
(AO5)
• There is some attempt to structure the response, with limited
evidence of paragraphs or grammatical features to support
coherence and cohesion
...

• Some punctuation is used but there is a lack of control and
consistency
...

• Mostly accurate spelling of simple words
...


0 marks

• No response or no response worthy of credit
...

• Punctuation is consistently accurate and is used to achieve
clarity
...

• Spelling, including complex regular words, is accurate; there
may be occasional errors with irregular and ambitious words
...

• Punctuation is generally accurate with occasional errors
...

• Spelling is generally accurate with occasional errors with
common and more complex words
...

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support@ocr
...
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...
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...
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...
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2024 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee
...
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The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA
...
OCR is an exempt charity
...

OCR provides resources to help you deliver our qualifications
...
We update our resources regularly and aim to make sure content is accurate but please check the OCR
website so that you have the most up-to-date version
...

Though we make every effort to check our resources, there may be contradictions between published support and the
specification, so it is important that you always use information in the latest specification
...
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support, which keep pace with the changing needs of today’s society
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It shows the basis on which marks were awarded by examiners
...

All examiners are instructed that alternative correct answers and unexpected approaches
in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and
skills demonstrated
...

© OCR 2024

Oxford Cambridge and RSA Examinations

J351/02

Mark Scheme

June 2024

MARKING INSTRUCTIONS
PREPARATION FOR MARKING
SCORIS
1
...


2
...
These are posted on the RM
Cambridge Assessment Support Portal http://www
...
com/support/ca

MARKING
1
...


2
...


3
...
It is essential that you meet the RM 50% and 100% (traditional 50% Batch 1 and 100% Batch
2) deadlines
...


4
...


5
...
Where no
alternative response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where
legible
...
Enter a mark for each question answered into RM assessor, which
will select the highest mark from those awarded
...
)

2

J351/02

Mark Scheme

June 2024

Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response)
Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked
...

The remaining responses should not then be marked
...
(The underlying assumption is that the candidate is attempting to
hedge their bets and therefore getting undue benefit rather than engaging with the question and giving the most relevant/correct responses
...
)
Longer Answer Questions (requiring a developed response)
Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed) response
and not crossed out the first response, then only the first response should be marked
...


6
...
If the candidate has continued an answer there then add a tick to confirm that the work has been seen
...


Award No Response (NR) if:
•

there is nothing written in the answer space
...


Team Leaders must confirm the correct use of the NR button with their markers before live marking commences and should check this
when reviewing scripts
8
...
Please refer to these
comments when checking your practice responses
...

If you have any questions or comments for your Team Leader, use the telephone, email or the RM messaging system
...


Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of the
marking period
...
Constructive
criticism of the question paper/mark scheme is also appreciated
...


For answers marked by levels of response:
a
...

To determine the mark within the level, consider the following:
Descriptor
On the borderline of this level and the one below
Just enough achievement on balance for this level
Meets the criteria but with some slight inconsistency
Consistently meets the criteria for this level

Award mark
At bottom of level
Above bottom and either below middle or at middle of level (depending on number
of marks available)
Above middle and either below top of level or at middle of level (depending on
number of marks available)
At top of level

4

J351/02
11
...

To indicate explanations and analytical comment in AO3 and AO4
...


Where

For explanations that are not fully clear

Body of the response

AO2 Comments on language

LH margin

AO2 Comments of structure

LH margin

AO3 Link or comparison

LH margin

AO4 Evaluation

LH margin

AO4 Relevance to question

Body of the response/ LH margin

Not relevant to question

Body of the response/ LH margin

Omission/needs development/needs example

Body of the response

Body of the response

Blank Page

SEEN

AO2 Indicates a response from outside the specified lines
AO6 Expandable vertical wavy line: errors of punctuation/lack of fluency

LH / RH margin

AO6 Expandable horizontal wavy line: specific errors of spelling/grammar

Body of the response

Pages used by the candidate for rough work/ a response that does not attract
any of the annotation above

5

J351/02

12
...
This material includes:
•
•
•
•

the specification, especially the assessment objectives
the question paper and its rubrics
the unseen texts
the mark scheme
...

You should ensure also that you are familiar with the administrative procedures related to the marking process
...
If you are examining for the first time, please read carefully Appendix 5 Introduction to Script
Marking: Notes for New Examiners
...
Your first point of contact is your Team Leader
...


If a candidate has written two answers for Section B, mark both answers and award the highest mark achieved
...

AO1

Select and synthesise evidence from different texts
...


AO3

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


AO5

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms,
purposes and audiences
...


AO6

Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and
punctuation
...
25

7
...
75

7
...
5

11
...
75

7
...
75

18
...
5

15

30

20

100%

USING THE MARK SCHEME
Please study this Mark Scheme carefully
...
Question papers and Mark Schemes are developed in association with each
other so that issues of differentiation and positive achievement can be addressed from the very start
...
The Mark Scheme can only provide ‘best
guesses’ about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts
...
The Mark Scheme will be discussed and amended at the
meeting, and administrative procedures will be confirmed
...

Before the Standardisation Meeting, you should read and mark in pencil a number of scripts, in order to gain an impression of the range
of responses and achievement that may be expected
...
You will
encounter answers which fall outside the ‘target range’ of Level of Response Bands for the paper which you are marking
...

Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range
...


INFORMATION AND INSTRUCTIONS FOR EXAMINERS
1

The co-ordination scripts provide you with examples of the standard of each band
...


2

The specific task-related notes on each question will help you to understand how the band descriptors may be applied
...
They are some thoughts on what was in the setter’s mind when the question was
formulated
...
Rigid demands for ‘what must be a good answer’ would lead to a distorted assessment
...
Beware of prepared answers that do not show the candidate’s thought
and which have not been adapted to the thrust of the question
...


4

Candidates’ answers should demonstrate knowledge and understanding of the texts
...
Re-telling sections of the text without commentary is of little or no value
...


2

Using ‘best-fit’, decide first which set of Level of Response Band Descriptors best describes the overall quality of the answer
...

•

Highest mark: If clear evidence of all the qualities in the band descriptors is shown, the HIGHEST Mark should be awarded
...
e
...


•

Middle mark: This mark should be used for candidates who are secure in the band
...


3

Be prepared to use the full range of marks
...
g
...
If an answer gives clear evidence of the qualities described in the band descriptors, reward appropriately
...


2

The maximum mark for the paper is 80
...

1

Look at lines 1-5
...
”
• Any sentence including the phrase “scuttling paws”
that answers the question
• any explanation in own words that could be
reasonably inferred from the passage e
...
‘Their
movements/noises/ sounds wake him up’
...
”
(3) “loping and alert as they scuffled in shadows and thickets”
Do not accept:
• Quotations that offer more than two answers on the same line
e
...
“The dogs roamed in packs, loping and alert as they scuffled i
shadows and thickets
...

• “roamed in the dark streets” or “roamed in packs” if “roamed” is
offered alone

Mark Scheme

J351/02

June 2024

Question 2
Question 2 is about Text 1, Paradise by Abdulrazak Gurnah
...
How does Abdulrazak Gurnah use language and structure to show that the dogs terrify Yusuf?
You should use relevant subject terminology to support your answer
...

• A skilled analysis which demonstrates a sophisticated appreciation of how the writer has used language and structure to achieve
Level 6 (6 marks)
effects and influence the reader
...

• Precisely–selected and integrated subject terminology deployed to enhance the response
...

Candidates’ analysis of both language and structure is reasonably detailed and balanced
...

A developed explanation which shows a secure understanding of how the writer has used language and structure to achieve
effects and influence the reader
...

Relevant terminology should be used to develop ideas
...
Candidates refer to language and structure but may not give a full explanation of the effects of both
...


Level 2 (2 marks)

• A straightforward commentary which shows some understanding of how the writer has used language and structure to achieve
effects and influence the reader
...

• Some use of subject terminology, though it may not always be relevant
...

• Little or no use of subject terminology
...


12

J351/02

Mark Scheme

June 2024

Question 2 Guidance
Give credit for accurate use of relevant terminology integrated into responses, which shows a precise understanding of features and their effect in this text
...
There is no doubt that he has every reason to be terrified as the
dogs are clearly feral street dogs in their own survival situation – and they certainly do pose a physical threat to a child, vulnerable because he
is sleeping outdoors at night
...
The motives he attributes to their constant return are not quite voiced here, almost as if, to
Yusuf, what they are planning is unthinkable
...
Reward highly any candidate who is aware of this
...
”
verb choices describing Yusuf’s feelings: “frightened”, “shocked”
verb choices describing the dogs, who seem constantly active: “yelp”, “turn away”, “standing (silently)”, “turning away (as if to a plan)”, “(they)
came”, “edged (nearer)”, “circling”, “howling”
language choices suggesting the dogs’ malevolence and implying their intentions: “(their) glare … expressing only one kind of knowledge”,
“hardened calculating patience” “Their eagerness growing clearer”

13

J351/02

Mark Scheme

June 2024

Question 3
Question 3 is about Text 2, The Devil’s Edge by Stephen Booth
...
Explore how Stephen Booth uses language and structure to describe Cooper’s feelings at the cliff edge
...


(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
...

Level 6
• A skilled analysis which demonstrates a sophisticated appreciation of how the writer has used language and structure to achieve effects
(11–12
and influence the reader
...

• Precisely–selected and integrated subject terminology deployed to enhance the response
...

Candidates’ analysis of both language and structure is reasonably detailed and balanced
...


Level 4
(7–8
marks)

• A developed explanation which shows a secure understanding of how the writer has used language and structure to achieve effects and
influence the reader
...

• Relevant terminology should be used to develop ideas
...
Candidates refer to both language and structure but may not give a full explanation of the effects
...


Level 2
(3–4
marks)

• A straightforward commentary which shows some understanding of how the writer has used language and structure to achieve effects and
influence the reader
...

• Some use of subject terminology, though it may not always be relevant
...

• Little or no use of subject terminology
...

Give credit for accurate use of relevant terminology integrated into responses, which shows a precise understanding of features and their effect in this text
...
At line 6, Cooper’s
reaction to what he is viewing appears quite controlled and rational: the narrator presents him as looking out over a night-time view of the
villages beneath him and describing what he can see
...
It
was only the imagination that turned them into something quite different”
...

Some candidates may interpret Cooper’s feelings in paragraphs 2 and 3 as a reaction to a “sudden” experience of vertigo
...
Sophisticated answers may consider the following: the fact that he is looking for a murderer; the setting at
night and the location; an earlier reference to “imagination”; a reference at the end of this section of text to his having “been led to the drop as if
by some unseen temptation”
...

‘Both texts powerfully present fear
...


Support your response with quotations from Text 1 and Text 2
...


16

J351/02

Mark Scheme

June 2024

Where the candidate’s answer consistently meets the criteria, the higher mark should be awarded
...


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


Level 6
(11–12
marks)

• A sustained critical evaluation demonstrating a perceptive and
considered response to the statement and a full explanation of the
impact of the texts on the reader
...


Level 5
(5
marks)

• A sustained comparison of writers’ ideas and
perspectives and how they are conveyed
...

• Comments are supported by persuasive textual references
...


Level 4
(7–8
marks)

• A response with developed evaluative comments addressing the
statement and some comments about the impact on the reader
...


Level 3
(3
marks)

• A clear comparison of writers’ ideas and
perspectives which begins to consider how they
are conveyed
...

• Comments are supported by appropriate textual references
...


Level 2
(3–4
marks)

• A response with straightforward evaluative comments and a little
awareness of the impact on the reader
...


Level 1
(1
mark)

• A response which makes simple points of
comparison between writers’ ideas and
perspectives
...

• Comments are supported by copying or paraphrase
...


0 marks

• No response or no response worthy of credit
...
AO4 is worth 12 marks and AO3 is worth 6 marks
...

Candidates may respond to the bullet points in combination and integrate their evaluative and comparative commentary throughout; this is a valid approach
which may achieve the highest levels for AO4 and AO3
...
Accept all valid evaluations
which are supported by appropriate, integrated references to both texts
...

Candidates may compare these points in response to AO3:
• Both texts describe fear as arising from a sense of something
elemental or psychological, powered by the imagination: Gurnah with
the reference to how the dogs came to him ‘in his dreams’; Booth with
the mention of the ‘dark forest of superstition’
...

• In the Gurnah extract, Yusuf’s fear is unrelenting and is to do with
physical threat, and is as strong and intense as when the passage
opens; in the Booth, however, Cooper goes through a range of
feelings, some of which might be described as ‘fear’ – from the
conviction that there was ‘nothing to worry about’, through a ‘surge of
panic’, to the ‘deep breath’ of relief as he recovers himself
...
’)
• Both the Gurnah and the Booth extracts are structured by an ending
which dissolves some of the fear
• Gurnah uses unpleasant sibilance to show Yusuf’s sense of fear and
imminent danger (‘soft-footed scuffling…soundless snarls
...


18

J351/02

Mark Scheme

June 2024

Question 5:
EITHER

5

Out at Night
...

In your writing you should:
• choose a clear viewpoint
•

describe the setting

•

explore the character’s thoughts and feelings about their experience

[40]*

OR
6

Write about a memorable time you spent with an animal
...

[40]*

SKILLS:
Mark the response out of 24 marks (AO5) and out of 16 marks (AO4) using the two sets of level descriptors below; add the two marks together to
award a total mark out of 40
...

AO5: Communicate clearly, effectively and imaginatively, selecting and
adapting tone, style and register for different forms, purposes and audiences
...


AO5: Organise information and ideas, using structural and grammatical
features to support coherence and cohesion of texts
...

• Tone, style and register are ambitiously selected and
deployed to enhance the purpose of the task
...

• The form is confidently adapted and shows a secure
understanding of purpose and audience
...

• There is a controlled overall structure, with paragraphs
and grammatical features used to support coherence
and cohesion and achieve particular effects
...

• Tone, style and register are chosen to match the task
...

• The form is sustained and shows clear awareness of
purpose and audience
...

• There is a clear overall structure, with paragraphs and
grammatical features used, mostly securely, to support
coherence and cohesion
...


Level 4
(13–16
marks)

Level 3
(9–12
marks)

Level 2
(5–8
marks)

20

• An ambitious range of sentence structures is used to
shape meaning and create impact
...

• Vocabulary is precise and subtle, expressing complex
ideas with clarity
...

• A wide range of sentence structures is used for
deliberate purpose and effect
...

• Vocabulary is sometimes ambitious and used
convincingly for purpose and effect
...

• A range of sentence structures is used, mostly securely,
and sometimes for purpose and effect
...


J351/02

Level 1 (1–
4 marks)

0 marks

Mark Scheme
• There is an attempt to use a tone, style and register
appropriate to the task
...

• There is some attempt to use a form appropriate for
purpose and audience
...

• There is some attempt to structure the response, with
limited evidence of paragraphs or grammatical features
to support coherence and cohesion
...


June 2024
• Vocabulary is appropriate and shows some evidence of
being selected for deliberate effects
...


Level 1
(1–4
marks)

0 marks

21

• Simple sentences are used with some attempt to use
more complex structures
...

• Vocabulary is straightforward and relevant with mostly
accurate spelling of simple words
...


J351/02

Mark Scheme

June 2024

Mark Scheme Assessment Objectives (AO) Grid

Question

AO1

AO2

AO3

AO4

AO5

AO6

Total

1a

1

0

0

0

0

0

1

1b

1

0

0

0

0

0

1

1c

2

0

0

0

0

0

2

2

0

6

0

0

0

0

6

3

0

12

0

0

0

0

12

4

0

0

6

12

0

0

18

5/6

0

0

0

0

24

16

40

Totals

4

18

6

12

24

16

80

22



---