Mark Scheme (Results)

June 2022

Pearson Edexcel International GCSE

In English Language (4EA1)
Paper: 01
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June 2022
Publications Code 4EA1_01_2206_MS
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© Pearson Education Ltd 2022
 General Marking Guidance
• All candidates must receive the same treatment. Examiners must mark the
last candidate in exactly the same way as they mark the first.
• Mark schemes should be applied positively. Candidates must be rewarded
for what they have shown they can do rather than penalised for omissions.
• Examiners should mark according to the mark scheme - not according to
their perception of where the grade boundaries may lie.
• All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the
mark scheme. Examiners should also be prepared to award zero marks if
the candidate’s response is not worthy of credit according to the mark
scheme.
• Where some judgement is required, mark schemes will provide the
principles by which marks will be awarded and exemplification/indicative
content will not be exhaustive.
• 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.
• Crossed out work should be marked unless the candidate has replaced it
with an alternative response.

Specific Marking Guidance

When deciding how to reward an answer, examiners should consult both the
indicative content and the associated marking grid(s). 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.
• Indicative content is exactly that – they are factual points that candidates
are likely to use to construct their answer.
• 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. It is the
examiner’s responsibility to apply their professional judgement to the
candidate’s response in determining if the answer fulfils the requirements
of the question.

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AO1 Read and understand a variety of texts, selecting and interpreting
information, ideas and perspectives.
AO2 Understand and analyse how writers use linguistic and structural
devices to achieve their effects.
AO3 Explore links and connections between writers’ ideas and
perspectives, as well as how these are conveyed.
AO4 Communicate effectively and imaginatively, adapting form, tone
and register of writing for specific purposes and audiences.
AO5 Write clearly, using a range of vocabulary and sentence structures,
with appropriate paragraphing and accurate spelling, grammar and
punctuation.

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Section A: Reading

Question AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
1 Accept any of the following, up to a maximum of two
marks:
• ‘(the) novelty’ (1)
• ‘(the avalanche of) information’ (1)
• ‘(the) busyness’ (1)
• ‘I was good (at it)’ (1)
(2)

Question AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
2 Accept any reasonable explanation of the writer’s thoughts
and feelings, in own words where possible, up to a
maximum of four marks.

For example:

• the writer feels that the girls at school look down on her
• she is unhappy that her mother, Win, supports her
classmates’ views about her winning the poetry prize
• she thinks that her mother deliberately wants to stop
her feeling too proud
• she believes that her mother can never simply
congratulate her
• the writer thinks that her mother intuitively knows
where she lacks confidence and can make her feel even
more insecure
• she realises that her brother, David, does not get on as
well at school as she does
• she is astounded at her mother's disappointment that
Deborah is more successful than her brother and that
she believes that doing well at school is less important
for girls than for boys
• she is so taken aback by her mother’s opinions that she
cannot respond
• she feels that her mother’s views are hurtful and very
unjust, not just to her on a personal level but to every
girl

Reward all valid points. (4)

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Question AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
3 Accept any reasonable description of the argument between
the writer and her parents, up to a maximum of five marks.

For example:

• the writer’s mother, Win, seems to speak on behalf of

both parents, using the pronouns ‘we’ and ‘us’
• Win expresses the view, still common at the start of the
1960s, that a single woman should live at home ‘‘until
you’re married’’ and thinks that Deborah should attend
a local university
• the writer protests that she wants to get away from
home and does not understand her mother’s stance:
‘‘You’ve been telling me how much you hate it all your
life’’
• Win’s ‘Pursed lips’ clearly show that she is
unhappy/angry with Deborah’s refusal to conform
• Win expresses her points forcefully in short sentences
• when Deborah points out that Win seems rather
hypocritical as ‘‘You didn’t stay with your family’’, she is
told ‘‘I moved where my husband wanted to go. That’s
what wives do’’
• Win tells Deborah that she is not allowed to leave
home: ‘‘Your father and I forbid you’’ as ‘‘You are still a
child’’
• Deborah is defiant: ‘‘You can’t forbid me’’
• Win ends the argument thinking she has successfully
enforced her will and refuses to discuss it further:
‘‘That’s an end to it’’
• Deborah is taken aback and ‘shocked’ by the argument
and seems determined not to give into her parents’
wishes: ‘That was not an end to it’
(5)
Reward all valid points.

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Question Indicative content
Number
4 Reward responses that explain and analyse how the writer uses
language and structure to interest and engage the reader.

Examiners should refer to the following bullet points and then to the
table on page 8 to come to an overall judgement.

Responses may include some of the following points:

• the end of the first paragraph, in which the writer ponders

whether the end of term might be ‘in my case perhaps the end of
school forever’, causes the reader to wonder why Adeline does
not know this fact and what the alternative might be
• the use of foreshadowing in the fact that ‘The radio warned of a
possible typhoon’ may suggest to the reader that there could be
some upheaval to come for the writer
• the girls are playing Monopoly but Adeline’s statement that she
‘threw the dice’ may convey a sense of risk or uncertainty about
her future
• Adeline’s worry about leaving school is described with the simile
‘throbbed at the back of my mind like a persistent toothache’,
giving the reader the sense that she is in continual pain and
discomfort
• Ma-mien Valentino speaks to Adeline in a series of short,
peremptory sentences, three of which end in an exclamation
mark, conveying a sense of haste and urgency
• alliteration in the phrase ‘Full of foreboding’ emphasises the
apprehension felt by both Adeline and the reader
• use of the simile ‘as in a nightmare’ to describe Adeline’s dash
down the stairs further conveys the fear she is experiencing
• Adeline is curious to know ‘who had died this time’, making the
reader wonder why she assumes this to be the only explanation
for the summons
• the chauffeur’s nonchalant and offhand attitude delays the
revelation of why Adeline has been called home but leads to her
trepidation increasing; she becomes ‘full of dread’ and ‘wondered
what I had done wrong’, arousing the reader’s curiosity and
concern
• the new house is only a ‘short drive’ away, but Adeline appears
unfamiliar with it and the reader may question why this is so
• the fact that Adeline has ‘never been invited’ to her father’s room
seems odd and the Biblical description of it as ‘the Holy of Holies’
implies that he is a God-like presence to her
• the monosyllabic question ‘Why?’ followed by ellipsis shows her
bewilderment as to why her father wants to see her
• the fronted adverbial ‘Timidly’ intensifies the anxiety that Adeline
is feeling at the thought of seeing her father and the reader is in
a state of anticipation
• the two rhetorical questions regarding her father’s motives show
Adeline’s lack of trust in him and the reader is intrigued by her
fear that it may be ‘a giant ruse on his part to trick me’

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 • the one-sentence paragraph made up of three short questions in
the present tense – ‘Is it possible? Am I dreaming? Me, the
winner?’ – shows a swift change in Adeline’s mood to one of
disbelief and excitement
• that Adeline’s father ‘For once’ expressed his pride in her
demonstrates to the reader that his good opinion of her is
unexpected
• her extreme delight that she has pleased her father is conveyed
to the reader using hyperbole: ‘all the joy in the world’; ‘I only
had to stretch out my hand to reach the stars’
• the repetition of the noun ‘heaven’ to describe England leads the
reader to infer that Adeline cannot imagine a better place to go
• the use of direct speech in the exchange between Adeline and
her father demonstrates the power differential and the verbs and
adverbs employed reveal how mercurial he is, as his mood can
swiftly move from ‘he laughed approvingly’ to ‘he scoffed’
• after her father’s scathing dismissal of Adeline’s desire to study
literature, the single-line paragraph ‘I waited in silence. I did not
wish to contradict him’ creates suspense as the reader, with
Adeline, awaits his decision
• Father’s repeated use of the simple future tense ‘‘you will’’
reveals his traditional patriarchal attitude that will brook no
discussion, but Adeline’s humble response shows that she is very
grateful to be allowed to attend university even if she is not
permitted to choose her course of study.

Reward all valid points.

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Question 4
Level Mark AO2 Understand and analyse how writers use linguistic and
structural devices to achieve their effects.
0 No rewardable material.
Level 1 1–2 • Basic identification and little understanding of the language
and/or structure used by writers to achieve effects.
• The use of references is limited.
Level 2 3–4 • Some understanding of and comment on language and
structure and how these are used by writers to achieve
effects, including use of vocabulary.
• The selection of references is valid, but not developed.
Level 3 5–7 • Clear understanding and explanation of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary and sentence structure.
• The selection of references is appropriate and relevant to the
points being made.
Level 4 8–10 • Thorough understanding and exploration of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary, sentence structure and
other language features.
• The selection of references is detailed, appropriate and fully
supports the points being made.
Level 5 11–12 • Perceptive understanding and analysis of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary, sentence structure and
other language features.
• The selection of references is discriminating and clarifies the
points being made.

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Question Indicative content
Number
5 Reward responses that compare the writers’ experiences and the
ways in which they present their ideas and perspectives.

Examiners should refer to the following bullet points and then to

the table on page 11 to come to an overall judgement.

Responses may include some of the following points:

• both extracts are first-person accounts that focus on the

complex relationship between a teenage girl and a parent
• both of the writers enjoy their time at school: in Text One the
writer states that ‘I loved school so much’ and in Text Two the
thought of leaving school is so painful to the writer that she
says it ‘throbbed ... like a persistent toothache’
• both of the authors win a writing competition: in Text One
Deborah wins ‘a prize for poetry’ and in Text Two Adeline wins
‘first prize in the International Play-writing Competition’
• each writer wants praise from their parent but describes how
the parent seems surprised that their daughter has won a
prize. In Text One ‘Win seemed puzzled’ and in Text Two
Father asks ‘‘How come you won?’’
• both writers describe their desire to leave home to continue
their education at university
• both writers describe how their parents are domineering,
wanting to make decisions for them and expecting their will to
be obeyed. In Text One Win states ‘‘Your father and I forbid
you from going’’ and in Text Two Father declares ‘‘you will go
to medical school’’
• the parents in each text have very rigid thoughts about careers
that are suitable for their daughter. In Text One Win tells
Deborah that teaching is ‘‘A good job for a woman. For a
mother’’ and in Text Two Father states that a career in
obstetrics is ‘‘a foolproof profession for you’’
• both texts include the use of direct speech to create a sense of
immediacy and give the reader the sense that they are present
at the encounters
• in both texts the parent seems scornful of their daughter’s
ambition. In Text One Win warns Deborah that she ‘‘wouldn’t
be able to keep up with’’ the other students at university and in
Text Two Father claims that if Adeline tries to become a writer
she will ‘‘starve’’
• both writers experience a range of emotions: in Text One the
writer expresses disappointment, resentment and anger and in
Text Two these include fear, foreboding and joy
• in both texts the parent speaks in short, emphatic sentences to
indicate a forceful attitude
• Text One covers a time span of several years, whereas Text
Two describes the events of just one day
• Text One is set in Scotland in the 1970s and Text Two is set in
China in the 1950s; although the settings are two decades
apart, the parents express similar views

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• the writer of Text Two uses more descriptive and figurative
language throughout her account
• in Text Two the writer has friends at school, whereas in Text
One the writer feels that the other girls, who are ‘sneering and
shaking their little heads’, look down on her
• in Text One, the writer’s main interaction is with her mother,
who appears to speak on behalf of both parents, but in Text
Two the writer meets only with her father as her stepmother is
‘out playing bridge’ and appears to take little interest in Adeline
• in Text One the writer’s parents do not want her to leave home
to attend university, telling her ‘‘your place is at home with
us’’, but in Text Two the writer has been sent away to boarding
school and her father is happy for her to go to university in
another country
• in Text One the writer stands up to her parents, declaring ‘‘You
can’t forbid me’’, and feels free to argue with them, whereas in
Text Two the writer defers to her father, stating ‘I did not wish
to contradict him’
• in Text One the writer finds it ‘deflating’ that her mother
cannot show pride in her daughter’s achievements, whereas in
Text Two the writer’s ‘whole being vibrated with all the joy in
the world’ when her father expresses pride
• Text Two does not give any perspective from the writer as an
adult but Text One includes some retrospective reflection on
her relationship with her mother: ‘I failed to get to know my
mother very well’; ‘years later, I started to realise there were
respects in which she hadn’t mothered well at all’
• in Text One the writer refers to her parents by name, ‘Win’ and
‘John’, suggesting a less deferential relationship, while in Text
Two the writer refers to her father respectfully as ‘Father’ and
seems nervous about his reactions
• Text One ends on a note of defiance with the writer asserting
‘for all their talk Win and John couldn’t stop me’, whereas Text
Two concludes with the writer expressing respectful gratitude
to her father: ‘Thank you very, very much.’

Reward all valid points.

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Question 5
Level Mark AO3 Explore links and connections between writers’ ideas and
perspectives, as well as how these are conveyed.
0 No rewardable material.
Level 1 1–4 • The response does not compare the texts.
• Description of writers’ ideas and perspectives, including theme,
language and/or structure.
• The use of references is limited.
Level 2 5–8 • The response considers obvious comparisons between the
texts.
• Comment on writers’ ideas and perspectives, including theme,
language and/or structure.
• The selection of references is valid, but not developed.
NB: candidates who have considered only ONE text may
only achieve a mark up to the top of Level 2
Level 3 9–13 • The response considers a range of comparisons between the
texts.
• Explanation of writers’ ideas and perspectives, including
theme, language and/or structure.
• The selection of references is appropriate and relevant to the
points being made.

Level 4 14–18 • The response considers a wide range of comparisons between

the texts.
• Exploration of writers’ ideas and perspectives, including how
theme, language and/or structure are used across the texts.
• References are balanced across both texts and fully support
the points being made.

Level 5 19–22 • The response considers a varied and comprehensive range of

comparisons between the texts.
• Analysis of writers’ ideas and perspectives, including how
theme, language and/or structure are used across the texts.
• References are balanced across both texts; they are
discriminating and fully support the points being made.

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SECTION B: Transactional Writing

Refer to the writing assessment grids at the end of this section when
marking questions 6 and 7.

Question Indicative content

Number
6 Purpose: to write a leaflet – informative and advisory.

Audience: parents/carers of teenagers. The focus is on communicating

advice to parents/carers about how to help and guide teenagers. There
should be an attempt to engage and influence the audience.

Form: candidates may use some stylistic conventions of a leaflet such as

heading, sub-heading or occasional use of bullet points. Candidates
should not include features of layout like pictures or columns. There
should be clear organisation and structure with an introduction,
development of points and a conclusion.

Responses may:
• consider what issues teenagers may face in their lives such as
school/college; friendships; relationships with family members
and/or partners; health; body-image; stress; peer-pressure
• offer advice on the different ways in which parents/carers can best
support teenagers
• suggest what parents/carers should not do
• include statistics, quotations, anecdotes, ‘expert’ opinion to support
points
• adopt a serious or more light-hearted approach.

The best-fit approach

An answer may not always satisfy every one of the assessment criteria for
a particular level in order to receive a mark within that level range, since
on individual criteria the answer may meet the descriptor for a higher or
lower mark range. The best-fit approach should be used to determine the
mark which corresponds most closely to the overall quality of the
response.

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Question Indicative content
Number
7 Purpose: to write a speech – informative, discursive and persuasive.

Audience: school or college leavers and their parents/carers. The focus is

on communicating ideas about the options open to those leaving school or
college. A range of approaches could be employed to engage and influence
the audience.

Form: the response should be set out effectively as a speech with a clear
introduction, development of points and a conclusion.

Responses may:
• consider the different options that are available to school/college
leavers for example: taking a gap year; travelling; going to
university; taking up an apprenticeship or internship; starting paid
employment
• explore the factors that should be taken into consideration when
reaching a decision about what option to choose
• look at where leavers can access information and advice
• include statistics, quotations and anecdotes to support points
• employ a personal or more general approach.

The best-fit approach

An answer may not always satisfy every one of the assessment criteria for
a particular level in order to receive a mark within that level range, since
on individual criteria the answer may meet the descriptor for a higher or
lower mark range. The best-fit approach should be used to determine the
mark which corresponds most closely to the overall quality of the
response.

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 Writing assessment grids for Questions 6 and 7

Questions 6 and 7
Level Mark AO4 Communicate effectively and imaginatively, adapting form, tone
and register of writing for specific purposes and audiences.

0 No rewardable material.
Level 1 1–5 • Communication is at a basic level, and limited in clarity.
• Little awareness is shown of the purpose of the writing and the
intended reader.
• Little awareness of form, tone and register.
Level 2 6–11 • Communicates in a broadly appropriate way.
• Shows some grasp of the purpose and of the expectations/
requirements of the intended reader.
• Straightforward use of form, tone and register.
Level 3 12–17 • Communicates clearly.
• Shows a clear sense of purpose and understanding of the
expectations/requirements of the intended reader.
• Appropriate use of form, tone and register.
Level 4 18–22 • Communicates successfully.
• A secure realisation of purpose and the
expectations/requirements of the intended reader.
• Effective use of form, tone and register.

Level 5 23–27 • Communication is perceptive and subtle.

• Task is sharply focused on purpose and the expectations/
requirements of the intended reader.
• Sophisticated use of form, tone and register.

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Questions 6 and 7
Level Mark AO5 Write clearly, using a range of vocabulary and sentence
structures, with appropriate paragraphing and accurate spelling,
grammar and punctuation.
0 No rewardable material.
Level 1 1–3 • Expresses information and ideas, with limited use of
structural and grammatical features.
• Uses basic vocabulary, often misspelt.
• Uses punctuation with basic control, creating undeveloped,
often repetitive, sentence structures.
Level 2 4–7 • Expresses and orders information and ideas; uses paragraphs
and a range of structural and grammatical features.
• Uses some correctly spelt vocabulary, e.g. words with
regular patterns such as prefixes, suffixes, double
consonants.
• Uses punctuation with some control, creating a range of
sentence structures, including coordination and subordination.
Level 3 8–11 • Develops and connects appropriate information and ideas;
structural and grammatical features and paragraphing make
the meaning clear.
• Uses a varied vocabulary and spells words containing
irregular patterns correctly.
• Uses accurate and varied punctuation, adapting sentence
structures as appropriate.
Level 4 12–15 • Manages information and ideas, with structural and
grammatical features used cohesively and deliberately across
the text.
• Uses a wide, selective vocabulary with only occasional spelling
errors.
• Positions a range of punctuation for clarity, managing
sentence structures for deliberate effect.
Level 5 16–18 • Manipulates complex ideas, utilising a range of structural and
grammatical features to support coherence and cohesion.
• Uses extensive vocabulary strategically; rare spelling errors
do not detract from overall meaning.
• Punctuates writing with accuracy to aid emphasis and
precision, using a range of sentence structures accurately and
selectively to achieve particular effects.

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