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Mark Scheme (Results)Summer 2015Pearson Edexcel International GCSE inEnglish Language (4EA0)Paper 02
Edexcel and BTEC QualificationsEdexcel and BTEC qualifications are awarded by Pearson, the UK’slargest awarding body. We provide a wide range of qualificationsincluding academic, vocational, occupational and specific programmesfor employers. For further information visit our qualifications websitesat www.edexcel.com or www.btec.co.uk. Alternatively, you can get intouch with us using the details on our contact us page atwww.edexcel.com/contactus.Pearson: helping people progress, everywherePearson aspires to be the world’s leading learning company. Our aim isto help everyone progress in their lives through education. We believein every kind of learning, for all kinds of people, wherever they are inthe world. We’ve been involved in education for over 150 years, and byworking across 70 countries, in 100 languages, we have built aninternational reputation for our commitment to high standards andraising achievement through innovation in education. Find out moreabout how we can help you and your students at: www.pearson.com/ukSummer 2015Publications Code UG041466*All the material in this publication is copyright Pearson Education Ltd 2015
General Marking Guidance All candidates must receive the same treatment. Examiners must markthe first candidate in exactly the same way as they mark the last.Mark schemes should be applied positively. Candidates must be rewardedfor what they have shown they can do rather than penalised foromissions.Examiners should mark according to the mark scheme not according totheir perception of where the grade boundaries may lie.There is no ceiling on achievement. All marks on the mark scheme shouldbe used appropriately.All the marks on the mark scheme are designed to be awarded. Examinersshould always award full marks if deserved, ie if the answer matches themark scheme. Examiners should also be prepared to award zero marks ifthe candidate’s response is not worthy of credit according to the markscheme.Where some judgement is required, mark schemes will provide theprinciples by which marks will be awarded and exemplification may belimited.When examiners are in doubt regarding the application of the markscheme to a candidate’s response, the team leader must be consulted.Crossed out work should be marked UNLESS the candidate has replaced itwith an alternative response.
Paper 1Question 1: ReadingAO2:All students will be required to demonstrate the ability to:(i) read and understand texts with insight and engagement(ii) develop and sustain interpretation of writers’ ideas and perspectives(iii) understand and make some evaluation of how writers use linguistic andstructural devices to achieve their effects.Questionnumber1Indicative contentMarkA relevant answer will focus on: evaluating how the writer presents the meeting with theunknown girlusing textual evidence to substantiate the points madethe writer’s presentation and use of techniques, includinguse of language.Candidates are free to interpret textual details in avariety of ways. The following section represents a likelyinterpretation of the text but examiners must evaluateother responses on their merits. It is important to bealert to unusual responses which are well explained andsubstantiated by effective use of textual evidence.The bullet points are not prescriptive, but are intended toindicate aspects of the text that candidates may wish toconsider.415
How the writer describes the unknown girl She is painting a henna patternThis is repeated and described in detailfrom a nozzlein the poem, “a wet brown line/from anozzle” How she is dressedShe is in “satin-peach” clothes She is youngShe is described throughout as a “girl” The girl is skilled at her job, “icing my hand,/which she steadies withalthough she does not earn hers”, “for a few rupees”, “very deftly”much money“evening bazaar”, “ for a few rupees” She may be earning very little,as she has to work during theevening, for very little money The girl is linked to herThe repetition of “in the eveningenvironment and to herbazaar an unknown girl is hennaingoccupation; we only see her inmy hand”one place and doing her jobThe writer’s feelings about the unknown girl There is a mysterious quality“unknown” is repeated four times,about the girlheightening this mystery She admires the girl and her“very deftly”, “a peacock stretches itshenna patternslines”, “I have new brown veins”, “softas a snail trail/the amber bird beneath” There is a sense that the writer“with my hands outstretched/longingmay never really get to thefor the unknown girl”heart of the real India, whichshe desires to do and which thegirl represents There is a further sense that, on The girl is mentioned in her Indiananother level, the girl could be a context and at the end of the poemsymbol of India or the essence appears to be linked to Indian identityof IndiaHow the writer describes the place The colour and excitement of thesetting The Indian context Candidates may contrast thiswith a sense of a WesterninfluenceCandidates may identify thatthere is a sense of identityevoked by the place and theevent Use of colours and a sense of thingschanging; the appeal to the senses ofsight, touch and sound: “brown”,“satin-peach”, “colours”, “amber”,“wet”, the girl touching the writer’shand and steadying it on her knee,“soft”, “furious streets are hushed”“evening bazaar”, “people who cling tothe side of a train”“Dummies with their Western perms”,“Banners for Miss India 1993”, “neon”“When India appears and reappears/I’lllean across a country/with myoutstretched hands”5
The use of language Repetition of particular phrases,with variations Use of metaphor“In the evening bazaar an unknowngirl is hennaing my hand”“icing my hand”, “a peacock spreads itslines”, “the amber bird”“satin-peach”, “brown”, “amber”,“neon”, “Colours leave the street /floatup in balloons”“like people who cling to the side of atrain”, “soft as a snail trail”“Dummies in shop-fronts/tilt andstare”, “the furious streets”, “WhenIndia appears and reappears”“bazaar”, “hennaing”, “rupees”,“kameez”“neon bazaar”“squeezes a wet brown line”, “icing”,“spreads its lines/across my palm”,“canopy me”, “clinging/to these firmpeacock lines”, ”, “hushed”, “scrape”Evident throughout poemSeries of images, punctuated byrepetition of central event Use of colours and light Use of similes Use of personification Lexis which places the poem inits Indian context Juxtaposition of East and West Interesting use of verbs andadjectives, creating images Use of onomatopoeia Use of free verse Structure6
The ‘best-fit’ approachAn answer may not always satisfy every one of the assessment criteria for aparticular mark range in order to receive a mark within that mark range, since onindividual criteria the answer may meet the descriptor for a higher or lower markrange. The ‘best-fit’ approach should be used to determine the mark range whichcorresponds most closely to the overall quality of the response.LevelMark0Level 11-3AO2 (i)/(ii)/(iii)No rewardable material. Level 24-6 Level 37-9 Level 410-12 Level 513-15 Engagement with the text is limited, examples used areof limited relevancelittle understanding of language, structure and form andhow these are used to create literary effectslimited connections are made between particulartechniques used by the writer in presentation of ideas,themes and settings.Some engagement with the text is evident, examplesused are of partial relevancesome understanding of language, structure and formand how these are used to create literary effectssome connections are made between particulartechniques used by the writer in presentation of ideas,themes and settings.Sound engagement with the text is evident, examplesused are of clear relevanceclear understanding of language, structure and formand how these are used to create literary effectssound connections are made between particulartechniques used by the writer in presentation of ideas,themes and settings.Sustained engagement with the text is evident,examples used are thoroughly relevantthorough understanding of language, structure andform and how these are used to create literary effectssustained connections are made between particulartechniques used by the writer in presentation of ideas,themes and settings.Assured engagement with the text is evident, examplesused are discriminatingperceptive understanding of language, structure andform and how these are used to create literary effectsperceptive connections are made between particulartechniques used by the writer in presentation of ideas,themes and settings.7
Question 2 - WritingAO3:All students will be required to demonstrate the ability to:(i) communicate clearly and appropriately, using and adapting forms fordifferent readers and purposes(ii) organise ideas into sentences, paragraphs and whole texts using a variety oflinguistic and structural features(iii) use a range of sentence structures effectively, with accurate punctuation andspelling.Questionnumber2(a)Indicative contentMark15Each answer will need to be judged on its merits, and the skilland effectiveness with which the candidate answers thequestion. Examiners must be alert to unusual, perhaps originalapproaches (for instance in style, content, structure, ideas andso on) which address the question in an engaging, yet relevantway, and reward these positively. The chosen style or register should reflect the interpretations of what is appropriate may varythe structure and expression of the magazine article shouldshow an awareness of the intended readership. A text whichsimply reads like an essay would be less effectivesentences are likely to be varied with complex sentences,verbal linking and a sequenced paragraph structurecandidates should use examples and evidence to supporttheir ideas.Weaker answers are likely to be brief and undeveloped andshow little awareness of the magazine context.More successful answers will be strong in terms of register,content and style.8
Questionnumber2(b)Indicative contentMark15Each answer will need to be judged on its merits, and theskill and effectiveness with which the candidate answers thequestion. Examiners must be alert to unusual, perhapsoriginal approaches (for instance in style, content, structure,ideas and so on) which address the question in an engaging,yet relevant way, and reward these positively. The chosen style and form should reflect the specifiedaudience of young people. The audience and task mayimply a degree of informality but a more formal style isequally acceptablethe tone should show awareness of the audience, but itis important not to be over-prescriptive in this respectit is difficult to give indications of typical content asmuch of this is likely to be student-specificcandidates may argue for either side or may present abalancebe particularly alert for a variety of approaches andreward appropriately and positively. Remember that itis the quality of expression which is being judged notthe content.Weaker answers are likely to be straightforward and givebrief points in an uncertain structure with a limited grasp ofcontext.Stronger answers will make a good range of aptly chosenpoints, with clear argument/persuasion, and show aneffective command of an appropriate register for thesuggested audience.9
Questionnumber2(c)Indicative contentMarkEach answer will need to be judged on its merits, and the skill 15and effectiveness with which the candidate answers the question.Examiners must be alert to unusual, perhaps original approaches(for instance in style, content, structure, ideas and so on) whichaddress the question in an engaging, yet relevant way, andreward these positively. The story should illustrate the title, or relate to it, in a clearwayin the case of responses which are only loosely appropriate tothe task, the first paragraph in each band of the marking gridrelating to ‘effectiveness of communication’ can be helpfulexaminers should consider carefully before awarding higherband marks to candidates who are clearly reproducing ‘learnt’stories, or write stories of superficial or fleeting relevancewith an apparently appropriate conclusion grafted onthe reader’s interest should be engaged by the story, or byparticular aspects of it, for instance characterisation,suspense, dramatic situations and so onany genre of story is acceptableit is also impossible to be prescriptive about style. Theconsistency with which a candidate maintains his or heradopted style may well be important in defining the overallsuccess of the responsean effective beginning and ending are also critical factors.Weaker answers may be superficially relevant, brief, with littledevelopment of plot, character or situation, and written in a waywhich does not engage the reader.More successful answers will have a strong sense of purposeand audience, and will develop character and plot in a way whichfully reflects the title. They will be expressed in a style which isengaging and entertaining.10
LevelMark0Level 11-3AO3 (i)/(ii)/(iii)No rewardable material. Level 24-6 Level 37-9 Level 410 -12 0Communication is at a basic level, and limited in claritylittle awareness is shown of the purpose of the writingand the intended readerorganisation is simple with limited success in openingand developmentsentences show basic attempt to structure and controlexpression and meaning. A limited range of sentencestructures is used. Basic control of a range ofpunctuation devices, with little success in conveyingintended emphasis and effects. Spelling is basic inaccuracy, with many slips which will hinder meaning.Communicates in a broadly appropriate wayshows some grasp of the purpose and of theexpectations/requirements of the intended readersome grasp of text structure, with opening anddevelopment and some appropriate use of paragraphingand/or other sequencing devicessentences show some attempt to structure and controlexpression and meaning. Variety of sentence structuresused. Some control of a range of punctuation devices,enabling intended emphasis and effects to be conveyedfor some of the response. Spelling is sometimesaccurate, with some slips which may hinder meaning.Communicates clearlygenerally clear sense of purpose and understanding theexpectations/requirements of the intended reader isshownorganisation is sound with clear text structure;controlled paragraphing to reflect opening, developmentand closure together with some successful use ofcohesive devicessentences are generally clearly structured, withgenerally sound control of expression and meaning. Areasonable selection of sentence structures is usedgenerally sound control of a range of punctuationdevices, enabling intended emphasis and effects to beconveyed for most of the responseSpelling is mostly accurate, with some slips which donot hinder meaning.Communicates effectivelya sound realisation of the writing task according to thewriter's purpose and the expectations/requirements ofthe intended reader is shownorganisation is secure, text structure is well-judged;effective paragraphing as appropriate and/or a range ofcohesive devices between and within paragraphssentences are purposefully structured, with sustainedcontrol of expression and meaning. A wide and variedselection of sentence structures is used11
LevelMarkAO3 (i)/(ii)/(iii) Level 513 - 15 thorough control of the full range of punctuation,enabling intended emphasis and effects to be conveyed.Spelling is almost always accurate, with occasional slips.Communication is perceptive and subtle withdiscriminating use of a full vocabularytask is sharply focused on purpose and theexpectations/requirements of the intended readersophisticated control of text structure, skilfully sustainedparagraphing as appropriate and/or assured applicationof a range of cohesive devicessentences are convincingly structured, withsophisticated control of expression and meaning. Aconvincing selection of sentence structures is used.Control of the full range of punctuation is precise,enabling intended emphasis and effects to be conveyed.Spelling is consistently accurate.12
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Aug 19, 2015 · “wet”, the girl touching the writer’s hand and steadying it on her knee, “soft”, “furious streets are hushed” The Indian context “evening bazaar”, “people who cling to the side of a train” Candidat es may cont rast this with a sense of a
