Component 2: 19th and 21st Century Non-fiction Reading and Transactional / Persuasive Writing – Markscheme indicative content
Section A - Reading (40 marks)
A1.
(a) How many food metaphors could Jay come up with to help his son? (1)
(b) How many marks were there for the first maths question Jay looked at? (1)
(c) How many marks did Eddie get for his maths homework? (1)
AO1 (1a)
This question tests the ability to identify explicit information.
Awardone markforeachcorrect response.
(a) None
(b) 3 (marks)
(c) 20 (out of 25)
A2. Jay Rayner comments that he was not especially academic or good at school work. How does he try to convince us of this? (10)
AO2 (1a, b, c and d)
This question tests the ability to explain, comment on and analyse how writers use language to achieve effect, using subject terminology to support their views.
Give 0 marks for responses where there is nothing worthy of credit.
Give 1-2 marks to those who identify and give straightforward comments on the examples of Rayner’s school experiences but struggle to engage directly with the question.
Give 3-4 marks to those who identify and give straightforward comments on the examples Rayner uses, such as his failure to come up with a food metaphor or his difficulty with the equations. These responses will include some subject terminology and identification of some language points.
Give 5-6 marks to those who give a number of examples which indicate Rayner’s problems in the classroom and begin to show how language and structure is used to achieve the effects and influence the reader, such as the negative effects these memories are having on him. These responses will begin to use subject terminology relevantly to support their comments.
Give 7-8 marks to those who make accurate comments about a range of examples Rayner uses to persuade the reader of his academic weaknesses. These will begin to analyse how language and tone are used to achieve these effects and enhance description; such as the use of emotive language, nouns and adjectives to create effect. Subject terminology is used accurately to support comments effectively.
Give 9-10 marks to those who make perceptive and accurate comments about the use of language and a wide range of examples listing Jay’s academic weaknesses. Examples in such areas as sentence structure and length, his use of similes, the cumulative effect of chosen words or phrases, the subtleties of the writer’s technique in influencing the reader and the way Rayner challenges the reader in the title of the piece. Well considered, accurate use of terminology and a selection of judicious quotations are included.
In addition to the examples above, other details candidates may explore or comment on could be:
- Facts and figures to back up his views
- Specific examples and anecdotes Rayner has from his school days and his self- deprecating humour
- In the text Jay tells the reader of the horrors of his school days and how dreadful memories come back to him of the humiliations and pain he suffered with the use of emotive language.
- His use of adjectives and other devices such as hyperbole and description of his failures such as ‘flunked’, ‘chilly emptiness’ and the image of the imaginary nose bleed to obscure the equations.
- His use of tone throughout the piece in the elements of ridicule and mockery
- The fact that he has to use supporting websites to find the solutions to the maths question
- The fact that he only scores 12 out of 25 in his test, much less than his son and this is his ‘final humiliation’. The comparison between his son’s success and his apparent failure. However this is a case of a clever man convincing us he isn’t!
A3.
(a) What does the writer of the first letter mean when he says, ‘I would write you a sly letter’? (1)
(b) What does Henry suggest his father should do as a result of his letter? (2)
(AO1 1a, b, c, and d)
This question tests the ability to identify and interpret explicit and implicit information and ideas.
(a) Awardone markfor a correct response/valid alternative
This letter is one that is sent not through the school but by the way of a friend at Church. In that respect this sending of the letter is crafty, secretive or underhand, as it is not going through the proper school channels.
(b) Awardone markfor a correct response,to a maximum of two:
- His father will let him come home at Christmas
- His father will write him a letter back
- His father will not sign the letter he replies with
- His father will not let Mr Smith know that he has received a letter from Henry
- His father will write back via Mr Halmer.
A4. What do you think and feel about Mr Heritage writing to Mr Halmer instead of Henry? (10 marks)
AO4
This question tests the ability to evaluate texts critically and support this with appropriate textual references.
Give 0 marks for responses where there is nothing worthy of credit.
Give 1-2 marks to those who express a simple personal opinion with linked basic textual reference but struggle to engage with the text or the question. Such as Henry wrote to his father, Mr Heritage, so he deserves a letter back.
Give 3-4 marks to those who give a personal opinion supported by straightforward textual references. These responses will show limited interaction with Mr Heritage’s views but will consider some of the reasons why he took this decision.
Give 5-6 marks to those candidates who give an evaluation of the text and its effects supported by appropriate textual references. These responses will show some critical awareness of the Mr Heritage’s motives such as his lack of trust for Henry’s motives.
Give 7-8 marks to those who give a critical evaluation of the text and its effects supported by well selected textual references. They will show critical awareness and clear engagement with Mr Heritage’s views such as the need for a balanced view around ‘removal’, and the ways he tries to persuade Mr Halmer to do as he asks.
Give 9-10 marks to those who give a persuasive evaluation of the text and its effects, supported by convincing, well selected examples and purposeful textual references. These responses will show engagement and involvement, where candidates take an overview to make accurate and perceptive comments such as Mr Heritage’s broader commitments, his fairness to both sons but also the reasons why Henry might expect a direct response from him.
In addition to the examples given above, candidates may evaluate:
- The reasons Mr Heritage writes to Mr Halmer first and takes advantage of his friend’s knowledge and proximity to the boys and to the school.
- As Henry has written directly to his father he might expect a reply from him?
- Mr Heritage’s feeling that Henry is open to exaggeration and he has another motive which is to return home whereas George might be more truthful.
- Mr Heritage’s feeling that it would be good to speak to both boys to see whether there is a consistent picture emerging and a balanced view, and for that he reason he is trying to persuade Mr Halmer to take this course of action. From this, Mr Heritage can work out what is actually needed.
- Mr Heritage is showing a caring attitude and he will remove the boys if necessary. He is clearly under pressure and realises what the effect of recent loss of the boys’ mother might be having on his sons.
A5. Looking at both texts:
According to the texts what are the main differences between Eddie and Henry in their attitudes to their fathers? (4)
AO1 (2a and 2b)
This question tests the ability to select and synthesise evidence from different texts.
Give 0 marks for responses where there is nothing worthy of credit.
Give 1 mark to those who make some selection of relevant detail from both texts.
Give 2 marks to those who select a range of relevant detail from both texts such as Henry is polite whereas Eddie is mocking and less formal.
Give 3 marks to those synthesise with some understanding with a range of relevant detail from both texts such as the closeness and proximity of both relationships.
Give 4 marks to those who synthesise with clear understanding and provide an overview of both relationships drawn from a range of relevant detail from both texts such as the distant/close relationship and the possible reasons for this.
In addition to the examples given above, other details candidates may explore or comment on could be:
- Eddie is informal, cheeky and mocking towards his father but he is willing to ask him for help with his homework. They appear to have a close relationship and they humour one another. The language they use is colloquial.
- Henry is polite, formal and respectful towards his father and he asks him to bring him home from school so he can be with him. Their relationship appears distant, in more ways than one, and appears to lack trust and affection. He uses very formal language in his communications with his father.
A6. These passages are about parenting. Compare the following
- The writers’ attitudes to parenting
- How they present/convey/show these attitudes? (10 marks)
AO3
This question tests the ability to compare writers’ ideas and perspectives as well as how these are conveyed across two texts. Answers must support comments with appropriate textual references making it clear which text is being referred to.
0 marks for responses where there is nothing worthy of credit.
Give 1-2 marks to those who identify basic similarities or differences such as the style of language used.
Give 3-4 marks to those who identify and give a straightforward description of some of the similarities and differences such as the tone and levels of humour used.
Give 5-6 marks to those who identify similarities and differences and make some comparisons, commenting on how they are conveyed in terms of language and their styles of parenting with appropriate textual references.
Give 7-8 marks to those who make detailed comparisons with valid comments on how they are conveyed in terms of language styles, register and awareness of audience, with an understanding of the two periods they were written in.
Give 9-10 marks to those who make comparisons that are sustained and detailed showing a clear understanding of how they are conveyed using the points below. They will use appropriate textual references effectively and understand both the similarities and the differences.
Areas for possible evaluation:
- The relaxed, informal parenting of Jay Rayner which is warm and caring, in comparison to the very distant approach of Henry’s father.
- Comments on the methods and presentation in the two texts- the article form alongside the formality of the letter form show varying degrees of formality. The different audiences in both pieces.
- The use of different tones and registers. Rayner is ironic, self -deprecating and racy whereas Henry’s father is earnest, serious and humourless.
- How both Rayner and Henry’s father are anecdotal and use specifics based on experience.
- The use of contemporary references - the Conga alongside traditional values.
- Both fathers’ care for their son’s well- being and welfare to varying degrees. Henry’s father is suspicious of his son Henry, while clearly worried about George, whereas Jay seems proud of his son and admiring of some of his qualities.
Section B - Writing
B1.Your school or college is keen to reduce bullying.
Write an article for the school magazine suggesting ways this might be done. (20)
B2.A proposal has been made to end bus services in your area.
Write a letter to your local newspaper sharing your views on this proposal. You could either write in favour or against this proposal. (20)
For each question 12 marks are awarded for communication and organisation; 8 marks are awarded for vocabulary, sentence structure, spelling and punctuation.
USE THE GENERIC GUIDELINES IN THE MARKING GUIDELINES TO ASSESS THIS QUESTION.
GCSE English Language - WJEC Eduqas Component Two.
19th and 21st Century Non- fiction Reading and Transactional / Persuasive Writing
Mark Scheme and Indicative Content.
General Marking Guidelines to be used by teachers.
Marking should always be positive, rewarding achievement rather than failure. Marks must always be linked to the marking criteria and in marking the attached paper, markers should use the Generic Assessment Objectives Grid available from the relevant Awarding Body as the base point and the indicative content for each task (see Associated Resources inNew WJEC Eduqas GCSE English Language Sample Component 2 Indicative Content).
When awarding a mark, decide the most appropriate band/level for the work first, then where it sits within the band/level in the Generic Assessment Objectives Grid.
- Where the work covers the descriptors in the band/level convincingly the highest mark should be awarded.
- Where the work covers the descriptors in the band/level adequately the middle range mark(s) should be awarded.
- Where the work just meets the descriptors the lowest mark should be awarded.
Remember always try to use the full range of marks. Do not be frightened to give full marks if it is appropriate.
The indicative comment for each answer, where applicable, gives areas that candidates may well include in their responses. This is not a checklist and alternative responses could well be valid and teachers should use their professional judgement to decide whether these are appropriate.All appropriate responses should be given credit.
In certain comparative sections, balanced responses will be expected. Where responses are unbalanced candidates will be penalised across the Assessment Objectives in the generic grids.
For the GCSEEnglish Languagespecification the following assessment objectives apply.
For Reading, Assessment Objectives AO1, AO2, AO3 and AO4 apply.
For Writing, Assessment Objectives AO5 and AO6 apply.
Reading - 50%
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.
Writing - 50%
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)
In this component, Eduqas GCSE English Language Component Twoall the Assessment objectives are covered.
InSection A: Reading- AO1, AO2, AO3 and AO4 are covered in this section. Question A1 assesses AO1 totalling 3 marks. AO1 is assessed in A3 totalling 3 marks and in A5 totalling 4 marks. AO2 is assessed in Question A2 and is worth 10 marks. Question A4 assesses AO4 and is worth 10 marks. AO3 is assessed in Question A6 and is worth 10 marks
InSection B: WritingAO5 and AO6 are covered in this section. In total, AO5 carries 24 marks; AO6 carries 16 marks . For each of the two questions to be answered AO5 carries 12 marks, AO6 carries 8 marks.
The Generic Assessment Objectives Grids for this component can be found in the WJEC Eduqas Specimen Assessment materials for GCSE English Language Component 2. The link to this set of materials can be foundhere.
Section A - Reading
Specific content descriptors can be found in the indicative content section for each of the questions in this section. General instructions can be found on Page 22.
Section B - Imaginative Writing
General instructions can be found on Page 29 with the AO5 and AO6 mark schemes on Page 30.
The total number of marks for this paper is 80. It should be noted that this component is worth 60% of the overall weighting for GCSE Eduqas English Language.
Indicative Contentcan be found in Associated Resources inNew WJEC Eduaqs GCSE English Literature Sample Component 2 Indicative Content. This is not a checklist but it will give markers some pointers on what they might expect