_______________________

Name:
_
Website pages
_______________________
Class:
_

_______________________
Date:
_

Time: 217 min.

Marks: 128 marks

Comments:

Page 1 of 27
Q1.

There is going to be a Summer Festival in your area and the organisers are asking for
ideas about what to put on.

Write a letter to the organisers which describes what you would like to include and
explains why your ideas would appeal to the community.
(Total 16 marks)

Q2.

A new website called Outdoor Exploring for Kids has just been set up.

Write a short article for the website describing a place you have explored and the most
interesting thing you found there.

Remember to:

• write an article

• use language to describe

Try to write approximately one side of your answer booklet.

(Total 16 marks)

Q3.

A website called The Best and the Worst is asking for contributions.

Write an entry for it which describes the best meal you ever had and the worst. Explain
the reasons for your choices.
(Total 16 marks)

Q4.

‘Talent shows like The X Factor provide cheap television, gossip and nothing of any value.
There are better programmes than these.’

Argue for or against the views expressed in this quotation. Your piece will appear on the
entertainment pages of a website.
(Total 24 marks)

Q5.

Write a brief article for a website of your choice telling your readers about an interesting or
unusual journey or travel experience you have had. Explain why it was memorable.
(Total 16 marks)

Q6.

Page 2 of 27
 A place can appear to be very different if you visit it at different times of year.
Choose a place that you know well and describe it at two different times of year for a
travel website.

Remember to:

• write about a place

• write to describe.
(Total 16 marks)

Q7.

Many people believe that it is our duty to cut back on our use of the world’s resources,
and that we must invest in greener forms of energy for the future – whatever the cost.

Write an article for an environmental website which argues for or against this idea.
(Total 24 marks)

Page 3 of 27
Mark schemes

Q1.

AO3, i, ii English
AO4, i, ii English Language

Band 4 Convincing, compelling

Communication
• communicates in a way which is convincing, and increasingly compelling
• form, content and style are consistently matched to purpose and audience,
and becoming assuredly matched
• engages the reader with structured and developed writing, with an increasingly
wide range of integrated and complex details
• writes in a formal way, employing a tone that is appropriately serious but also
manipulative, subtle and increasingly abstract
• uses linguistic devices, such as the rhetorical question, hyperbole, irony and
satire, in a consciously crafted way that is increasingly sustained
• shows control of extensive vocabulary, with word choices becoming
increasingly ambitious
Organisation of Ideas
• employs fluently linked paragraphs and seamlessly integrated discursive
markers
• uses a variety of structural features, for example, different paragraph lengths,
indented sections, dialogue, bullet points, in an increasingly inventive way
• presents complex ideas in a coherent way
8 – 10 marks

Band 3 Clear, success

Communication
• communicates in a way which is clear, and increasingly successful
• clear identification with purpose and audience, with form, content and style
becoming increasingly matched
• engages the reader with a range of material, with writing becoming more
detailed and developed
• writes in a formal way, employing a tone that is appropriately serious and
clearly chosen, with increasing anticipation of reader response
• uses linguistic devices, such as the rhetorical question, hyperbole, lists and
anecdote, as appropriate, and increasingly to engage and interest the reader
• shows evidence of a clear selection of vocabulary for effect, with increasing
sophistication in word choice and phrasing
Organisation of Ideas
• employs usually coherent paragraphs that are increasingly used to enhance
meaning, for example, one sentence paragraphs, and increasingly integrated
discursive markers
• uses a variety of structural features, for example, direct address to reader,
indented sections, dialogue, bullet points, increasingly effectively
• presents well thought out ideas in sentences
5 – 7 marks

Band 2 Some
Communication
• communicates ideas with some success
• some awareness of purpose and audience, with increasingly conscious
attempt to suit needs

Page 4 of 27
• engages the reader with some reasoning and reference to the issue, and an
increasing variety of ideas
• register may vary between formal and colloquial or slang, but with some
attempt to control tone
• may use simple devices, such as the rhetorical question, lists and
exaggeration, increasingly with some effect
• shows the beginnings of variety in vocabulary, with increasingly conscious use
of vocabulary for effect
Organisation of Ideas
• some attempt to write in paragraphs, gradually beginning to mark a shift in
focus, with an increasing use of appropriate, if mechanical, discursive markers
• shows some evidence of structural features, for example, short paragraphs
and dialogue if appropriate
• presents a number of related ideas in an increasingly logical sequence
3 – 4 marks

Band 1 Limited
Communication
• communicates few ideas with limited success
• limited awareness of purpose and audience
• engages the reader in a limited way by reference to one or two ideas that may
be linked
• register may vary between formal and colloquial or slang, sustaining neither
• may use simple devices, such as the rhetorical question and lists, but not
always appropriately
• limited vocabulary with occasional selected word
Organisation of Ideas
• shows evidence of erratic paragraph structure, with little use of discursive
markers
• shows limited structural features
1 – 2 marks

Band 0
Nothing to reward

AO3, iii English

AO4, iii English Language

Band 3
• uses complex grammatical structures and punctuation with success
• organises writing using sentence demarcation accurately
• employs a variety of sentence forms to good effect including short sentences
• shows accuracy in the spelling of words from an ambitious vocabulary
• uses standard English consistently
5 – 6 marks

Band 2
• writes with control of agreement, punctuation and sentence construction
• organises writing using sentence demarcation which is mainly accurate
• employs a variety of sentence forms
• shows accuracy in the spelling of words in common use in an increasingly
developed vocabulary
• uses standard English usually
3 – 4 marks

Band 1
• writes with some control of agreement, punctuation and sentence construction
• organises writing using sentence demarcation which is sometimes accurate

Page 5 of 27
 • writes simple and some complex sentences
• shows accuracy in the spelling of some words in common use
• uses standard English sometimes
1 – 2 marks

Band 0
Nothing to reward
[16 marks]

Q2.

AO3, i, ii

Band 3 Clarity, success

Communication
• shows clarity of thought and communicates with success
• engages the reader with more detailed description
• clearly communicates the purpose
• writes in a register which is clearly appropriate for audience
• uses linguistic features appropriate to purpose
• uses vocabulary effectively including discursive markers
Organisation of Ideas
• uses paragraphs effectively in the whole text
• begins to use a variety of structural features
9 – 10 marks

Band 2 Some, attempts

Communication
• communicates ideas with some success
• engages the reader with some description
• shows some awareness of the purpose
• attempts to write in a register which is appropriate for audience
• uses some linguistic features appropriate to purpose
• attempts to vary vocabulary and use discursive markers
Organisation of Ideas
• uses paragraphs which may be tabloid and/or at times correctly placed
• some evidence of structural features
5 – 8 marks

Band 1 Limited
Communication
• communicates with limited success
• reference to one or two ideas linked to task
• limited awareness of the purpose
• limited awareness of appropriate register for audience
• simple use of linguistic feature(s)
• uses simple vocabulary
Organisation of Ideas
• random or no paragraphs
• limited use of structural features
1 – 4 marks

Band 0
Nothing worthy of credit

AO3, iii

Page 6 of 27
 Band 3
• uses sentence demarcation accurately and a range of punctuation with
success
• uses a variety of sentence forms to good effect
• accurate spelling of more ambitious words
• usually uses standard English appropriately with complex grammatical
structures
5 – 6 marks

Band 2
• uses sentence demarcation which is mainly accurate with some control of
punctuation
• attempts a variety of sentence forms
• some accurate spelling of more complex words
• sometimes uses standard English appropriately with some control of
agreement
3 – 4 marks

Band 1
• occasional use of sentence demarcation and punctuation
• limited range of sentence forms
• some accurate basic spelling
• limited use of standard English with limited control of agreement
1 – 2 marks

Band 0
Nothing worthy of credit
[16 marks]

Q3.

AO3, i, ii, English

AO4, i, ii, English Language

Band 4 Convincing, compelling

Communication
• communicates in a way which is convincing, and increasingly compelling
• form, content and style are consistently matched to purpose and audience,
and becoming assuredly matched
• engages the reader with structured and developed writing, with an increasingly
wide range of integrated and complex details
• writes in a formal way, employing a tone that is appropriately serious but also
manipulative, subtle and increasingly abstract
• uses linguistic devices, such as the rhetorical question, hyperbole, irony and
satire, in a consciously crafted way that is increasingly sustained
• shows control of extensive vocabulary, with word choices becoming
increasingly ambitious
Organisation of Ideas
• employs fluently linked paragraphs and seamlessly integrated discursive
markers
• uses a variety of structural features, for example, different paragraph lengths,
indented sections, dialogue, bullet points, in an increasingly inventive way
• presents complex ideas in a coherent way
8 – 10 marks

Band 3 Clear, success

Communication

Page 7 of 27
• communicates in a way which is clear, and increasingly successful
• clear identification with purpose and audience, with form, content and style
becoming increasingly matched
• engages the reader with a range of material, with writing becoming more
detailed and developed
• writes in a formal way, employing a tone that is appropriately serious and
clearly chosen, with increasing anticipation of reader response
• uses linguistic devices, such as the rhetorical question, hyperbole, lists and
anecdote, as appropriate, and increasingly to engage and interest the reader
• shows evidence of a clear selection of vocabulary for effect, with increasing
sophistication in word choice and phrasing
Organisation of Ideas
• employs usually coherent paragraphs that are increasingly used to enhance
meaning, for example, one sentence paragraphs, and increasingly integrated
discursive markers
• uses a variety of structural features, for example, direct address to reader,
indented sections, dialogue, bullet points, increasingly effectively
• presents well thought out ideas in sentences
5 – 7 marks

Band 2 Some, attempts

Communication
• communicates ideas with some success
• sustains awareness of purpose and audience, with increasingly conscious
attempt to suit needs
• engages the reader with some reasoning and reference to the issue, and an
increasing variety of ideas
• register may vary between formal and colloquial or slang, but with some
attempt to control tone
• may use simple devices, such as the rhetorical question, lists and
exaggeration, increasingly with some effect
• shows the beginnings of variety in vocabulary, with increasingly conscious use
of vocabulary for effect
Organisation of Ideas
• some attempt to write in paragraphs, gradually beginning to mark a shift in
focus, with an increasing use of appropriate, if mechanical, discursive markers
• shows some evidence of structural features, for example, short paragraphs
and dialogue if appropriate
• presents a number of related ideas in an increasingly logical sequence
3 – 4 marks

Band 1 Limited
Communication
• communicates few ideas with limited success
• limited awareness of purpose and audience
• engages the reader in a limited way by reference to one or two ideas that may
be linked
• register may vary between formal and colloquial or slang, sustaining neither
• may use simple devices, such as the rhetorical question and lists, but not
always appropriately
• limited vocabulary with occasional selected word
Organisation of Ideas
• shows evidence of erratic paragraph structure, with little use of discursive
markers
• shows limited structural features
1 – 2 marks

Band 0

Page 8 of 27
 Nothing to reward

AO3, iii, English

AO4, iii, English Language

Band 3
• uses complex grammatical structures and punctuation with success
• organises writing using sentence demarcation accurately
• employs a variety of sentence forms to good effect including short sentences
• shows accuracy in the spelling of words from an ambitious vocabulary
• uses standard English consistently
5 – 6 marks

Band 2
• writes with control of agreement, punctuation and sentence construction
• organises writing using sentence demarcation which is mainly accurate
• employs a variety of sentence forms
• shows accuracy in the spelling of words in common use in an increasingly
developed vocabulary
• uses standard English usually
3 – 4 marks

Band 1
• writes with some control of agreement, punctuation and sentence construction
• organises writing using sentence demarcation which is sometimes accurate
• writes simple and some complex sentences
• shows accuracy in the spelling of some words in common use
• uses standard English sometimes
1 – 2 marks

Band 0
Nothing to reward
[16 marks]

Q4.

AO3, i, ii, English

AO4, i, ii, English Language

Band 4 Convincing, compelling

Communication
• communicates in a way which is convincing, and increasingly compelling
• form, content and style are consistently matched to purpose and audience,
and becoming assuredly matched
• engages the reader with structured and developed writing, with an increasingly
wide range of integrated and complex details
• writes in a formal way, employing a tone that is appropriately serious but also
manipulative, subtle and increasingly abstract
• uses linguistic devices, such as the rhetorical question, hyperbole, irony and
satire, in a consciously crafted way that is increasingly sustained
• shows control of extensive vocabulary, with word choices becoming
increasingly ambitious
Organisation of Ideas
• employs fluently linked paragraphs and seamlessly integrated discursive
markers

Page 9 of 27
• uses a variety of structural features, for example, different paragraph lengths,
indented sections, dialogue, bullet points, in an increasingly inventive way
• presents complex ideas in a coherent way
13 – 16 marks

Band 3 Clear, success

Communication
• communicates in a way which is clear, and increasingly successful
• clear identification with purpose and audience, with form, content and style
becoming increasingly matched
• engages the reader with a range of material, with writing becoming more
detailed and developed
• writes in a formal way, employing a tone that is appropriately serious and
clearly chosen, with increasing anticipation of reader response
• uses linguistic devices, such as the rhetorical question, hyperbole, lists and
anecdote, as appropriate, and increasingly to engage and interest the reader
• shows evidence of a clear selection of vocabulary for effect, with increasing
sophistication in word choice and phrasing
Organisation of Ideas
• employs usually coherent paragraphs that are increasingly used to enhance
meaning, for example, one sentence paragraphs, and increasingly integrated
discursive markers
• uses a variety of structural features, for example, direct address to reader,
indented sections, dialogue, bullet points, increasingly effectively
• presents well thought out ideas in sentences
9 – 12 marks

Band 2 Some, attempts

Communication
• communicates ideas with some success
• sustains awareness of purpose and audience, with increasingly conscious
attempt to suit needs
• engages the reader by presenting a generalised point of view with some
reasoning and reference to the issue, and an increasing variety of ideas
• register may vary between formal and colloquial or slang, but with some
attempt to control tone
• may use simple devices, such as the rhetorical question, lists and
exaggeration, increasingly with some effect
• shows the beginnings of variety in vocabulary, with increasingly conscious use
of vocabulary for effect
Organisation of Ideas
• some attempt to write in paragraphs, gradually beginning to mark a shift in
focus, with an increasing use of appropriate, if mechanical, discursive markers
• shows some evidence of structural features, for example, short paragraphs
and dialogue if appropriate
• presents a number of related ideas in an increasingly logical sequence
5 – 8 marks

Band 1 Limited
Communication
• communicates few ideas with limited success
• limited awareness of purpose and audience
• engages the reader in a limited way by reference to one or two ideas that may
be linked
• register may vary between formal and colloquial or slang, sustaining neither
• may use simple devices, such as the rhetorical question and lists, but not
always appropriately
• limited vocabulary with occasional selected word

Page 10 of 27
 Organisation
• shows evidence of erratic paragraph structure, with little use of discursive
markers
• shows limited structural features
1 – 4 marks

Band 0
Nothing to reward

AO3, iii, English

AO4, iii, English Language

Band 3
• uses complex grammatical structures and punctuation with success
• organises writing using sentence demarcation accurately
• employs a variety of sentence forms to good effect including short sentences
• shows accuracy in the spelling of words from an ambitious vocabulary
• uses standard English consistently
6 – 8 marks

Band 2
• writes with control of agreement, punctuation and sentence construction
• organises writing using sentence demarcation which is mainly accurate
• employs a variety of sentence forms
• shows accuracy in the spelling of words in common use in an increasingly
developed vocabulary
• uses standard English usually
3 – 5 marks

Band 1
• writes with some control of agreement, punctuation and sentence construction
• organises writing using sentence demarcation which is sometimes accurate
• writes simple and some complex sentences
• shows accuracy in the spelling of some words in common use
• uses standard English sometimes
1 – 2 marks

Band 0
Nothing to reward
[24 marks]

Q5.

AO3, i, ii, English

AO4, i, ii, English Language

Band 4 Convincing, compelling

Communication
• writes in a way which shows clarity of thought and communicates in a
convincing and/or compelling way
• engages the reader with detailed and developed ideas, perhaps abstract
concepts
• makes and sustains the purpose, intention and objective of writing the article,
e.g. by affecting the reader, evoking response
• writes a formal article, the tone of which is appropriately serious but also
subtle, employs e.g. reason, some sophistication
• uses linguistic devices such as the rhetorical question, hyperbole, irony, in an

Page 11 of 27
 effective and appropriate way
• shows control of extensive vocabulary with appropriately used discursive
markers
Organisation of Ideas
• writes a whole text in continuous prose
• employs paragraphs effectively to enhance meaning including, e.g. the one-
sentence paragraph
• uses a variety of structural features, e.g. different paragraph lengths, indented
sections, dialogue, bullet points, as appropriate
• presents complex ideas in a coherent way
8 – 10 marks

Band 3 Clarity, success

Communication
• writes in a way which shows clarity of thought and communicates with success
• engages the reader with more detailed informative and explanatory ideas
• clearly states the purpose and intention of writing the article e.g. by articulating
ideas and memories
• writes a formal article the tone of which is appropriately serious and which may
show subtlety, begins to employ e.g. emphasis, assertion, reason, emotive
language
• uses devices such as the rhetorical question, lists, hyperbole as appropriate
• uses words effectively including discursive / informative markers e.g.
‘furthermore’, ‘another memorable thing…’
Organisation of Ideas
• employs paragraphs effectively in a whole text
• begins to use a variety of structural features e.g. different paragraph lengths,
dialogue, indented sections if appropriate
• presents well thought-out ideas in sentences
5 – 7 marks

Band 2 Some
Communication
• communicates ideas with some success
• engages the reader by presenting information with some developing ideas
• shows some awareness of the purpose and intention of writing the article e.g.
by stating a number of related ideas
• register may vary between formal and colloquial or slang, the tone may be
unvaried
• may use devices such as the rhetorical question, lists, exaggeration but not
always appropriately
• uses some effective vocabulary which includes some discursive markers
Organisation of Ideas
• attempts use of paragraphs which may enhance meaning
• some evidence of structural features, e.g. short paragraphs, dialogue if
appropriate
3 – 4 marks

Band 1 Limited
• communicates few ideas with limited success
• engages the reader in a limited way by reference to one or two ideas, e.g.
makes brief reference to the topic which reiterates the question
• shows limited awareness of the purpose and intention of writing the article e.g.
by stating very simple ideas
• register may vary between formal and colloquial or slang, sustaining neither
• use of devices such as the rhetorical question and lists may not be appropriate
or effective
• limited vocabulary evident with arbitrary or little use of informative markers

Page 12 of 27
Organisation of Ideas
• shows evidence of erratic, if any, paragraph structure
• shows limited variety of structural features, e.g. one-sentence paragraphs
1 – 2 marks

Band 0
Nothing to reward

AO3, iii
AO4, iii

Band 3
• uses complex grammatical structures and punctuation with success
• organises writing using sentence demarcation accurately
• employs a variety of sentence forms to good effect including short sentences
• shows accuracy in the spelling of words from an ambitious vocabulary
• uses standard English consistently
5 – 6 marks

Band 2
• writes with control of agreement, punctuation and sentence construction
• organises writing using sentence demarcation which is mainly accurate
• employs a variety of sentence forms
• shows accuracy in the spelling of words in common use in an increasingly
developed vocabulary
• uses standard English usually
3 – 4 marks

Band 1
• writes with some control of agreement, punctuation and sentence construction
• organises writing using sentence demarcation which is sometimes accurate
• writes simple and some complex sentences
• shows accuracy in the spelling of some words in common use
• uses standard English sometimes
1 – 2 marks

Band 0
Nothing to reward

Indicative Content

Candidate articles should be succinct and focused. What is required is concentrated

information, and explanation reflecting the 16 marks and the time available.

Candidates may include the following in their article:

• show that the topic and task are understood – that the article is about an
interesting or unusual journey or travel experience they have had and why it
was so
• nominate an event or experience with focus but also detail
• develop reasons as to why it was interesting and/or unusual using
information / description, possibly anecdote
• explain why the experience was memorable – evokes memories, was e.g.
thrilling, frightening, pleasurable, calming and relaxing, life-changing
• make some emphasis on the ‘journey’ and/or ‘travel’ aspect of the article,
perhaps with information about the context of the experience
• conclude the article
[16 marks]

Page 13 of 27
Q6.

AO3, i, ii, English

AO4, i, ii, English Language

Band 3 Clear, success

Communication
• shows clarity of thought and communicates with success
• engages the reader with more detailed descriptive ideas
• clearly communicates the purpose of writing the description
• writes in a register which is clearly appropriate for audience
• uses linguistic features as appropriate to purpose
• uses vocabulary effectively including discursive markers e.g. ‘Furthermore...’,
‘In addition’.
Organisation of Ideas
• employs paragraphs effectively in the whole text
• uses a variety of structural features e.g. different paragraph lengths, indented
sections if appropriate
8 – 10 marks

Band 2 Some, attempts

Communication
• communicates ideas with some success
• engages the reader with some detail and descriptive ideas
• shows awareness of the purpose of writing the description
• attempts to write in a register which is appropriate for audience
• uses some linguistic features appropriate to purpose
• attempts to vary vocabulary and use discursive markers
Organisation of Ideas
• uses paragraphs which may be tabloid and/or at times, correctly placed
• some evidence of structural features
4 – 7 marks

Band 1 Limited
Communication
• communicates with limited success
• makes reference to one or two relevant ideas
• limited awareness of the purpose of writing the description
• register may vary between formal and colloquial
• limited attempt to use linguistic features
• uses a limited range of vocabulary
Organisation of Ideas
• random / no paragraphs
• limited use of structural features
1 – 3 marks

Band 0
Nothing worthy of credit

Indicative Content

Candidates may include some of the following attributes in their description:

• show understanding that they are describing a specific place (real or
imagined)
• make the description clear or vivid for the reader
• create a description which makes the different time of year clear to the reader
• provide a second section which clearly contrasts with the first, perhaps linking

Page 14 of 27
 and/or developing ideas from one section to the other
• attempt techniques to describe such as: adjectives, noun phrase, similes and
metaphors and/or other figurative devices / methods of comparison and/or
interesting ideas and details
• choose an effective way to organise the description e.g. in two clear sections
or by using a device to change the focus
• conclude in a rounded way

AO3, iii, English

AO4, iii, English Language

Band 3 Clear, relevant

• uses complex grammatical structures and a range of punctuation with success
• uses sentence demarcation accurately
• uses a variety of sentence forms to good effect
• accurate spelling of more ambitious words
• usually uses standard English appropriately
5 – 6 marks

Band 2 Some, attempts

• some control of agreement, punctuation and sentence construction
• uses sentence demarcation which is mainly accurate
• uses a variety of sentence forms
• some accurate spelling of more complex words
• sometimes uses standard English appropriately
3 – 4 marks

Band 1 Limited
• limited control of agreement, punctuation and sentence construction
• limited use of sentence demarcation
• limited range of sentence forms
• some accurate spelling of words in common use
• limited use of standard English
1 – 2 marks

Band 0
Nothing worthy of credit
[16 marks]

Q7.

AO3, i, ii, English

AO4, i, ii, English Language

Band 4 Convincing, compelling

Communication
• communicates in a way which is convincing, and increasingly compelling
• form, content and style are consistently matched to purpose and audience,
and becoming assuredly matched
• engages the reader with structured and developed writing, with an increasingly
wide range of integrated and complex details
• writes in a formal way, employing a tone that is appropriately serious but also
manipulative, subtle and increasingly abstract
• uses linguistic devices, such as the rhetorical question, hyperbole, irony and
satire, in a consciously crafted way that is increasingly sustained
• shows control of extensive vocabulary, with word choices becoming
increasingly ambitious

Page 15 of 27
Organisation of Ideas
• employs fluently linked paragraphs and seamlessly integrated discursive
markers
• uses a variety of structural features, for example, different paragraph lengths,
indented sections, dialogue, bullet points, in an increasingly inventive way
• presents complex ideas in a coherent way
13 – 16 marks

Band 3 Clear, success

Communication
• communicates in a way which is clear, and increasingly successful
• clear identification with purpose and audience, with form, content and style
becoming increasingly matched
• engages the reader with a range of material, with writing becoming more
detailed and developed
• writes in a formal way, employing a tone that is appropriately serious and
clearly chosen, with increasing anticipation of reader response
• uses linguistic devices, such as the rhetorical question, hyperbole, lists and
anecdote, as appropriate, and increasingly to engage and interest the reader
• shows evidence of a clear selection of vocabulary for effect, with increasing
sophistication in word choice and phrasing
Organisation of Ideas
• employs usually coherent paragraphs that are increasingly used to enhance
meaning, for example, one sentence paragraphs, and increasingly integrated
discursive markers
• uses a variety of structural features, for example, direct address to reader,
indented sections, dialogue, bullet points, increasingly effectively
• presents well thought out ideas in sentences
9 – 12 marks

Band 2 Some
Communication
• communicates ideas with some success
• sustains awareness of purpose and audience, with increasingly conscious
attempt to suit needs
• attempts to engage the reader by presenting a generalised point of view with
some reasoning and reference to the issue, and an increasing variety of ideas
• register may vary between formal and colloquial or slang, but with some
attempt to control tone
• may use simple devices, such as the rhetorical question, lists and
exaggeration, increasingly with some effect
• shows the beginnings of variety in vocabulary, with increasingly conscious use
of vocabulary for effect
Organisation of Ideas
• some attempt to write in paragraphs, gradually beginning to mark a shift in
focus, with an increasing use of appropriate, if mechanical, discursive markers
• shows some evidence of structural features, for example, short paragraphs
and dialogue if appropriate
• presents a number of related ideas in an increasingly logical sequence
5 – 8 marks

Band 1 Limited
Communication
• communicates few ideas with limited success
• limited awareness of purpose and audience
• limited engagement of the reader by reference to one or two ideas that may be
linked
• register may vary between formal and colloquial or slang, sustaining neither

Page 16 of 27
• may use simple devices, such as the rhetorical question and lists, but not
always appropriately
• limited vocabulary with occasional selected word
Organisation of Ideas
• shows evidence of erratic paragraph structure, with little use of discursive
markers
• shows limited structural features
1 – 4 marks

Band 0
Nothing to reward

Indicative content

Candidates’ responses should be developed, showing evidence of thoughtful and

considered ideas, persuasively argued, reflecting the 24 marks available.
Candidates may include the following in their writing:
• Show that the topic is understood – that there is an issue about our using up
of the earth’s resources generally, which is leading to environmental problems.
• Identify some of these issues, e.g. pollution, reduction of rain forests, global
warming, exploitation of oil and coal.
• Show understanding that people believe sustainable energy production, like
wind farms, is a good way forward. But some people don’t.
• State a clear point of view on the topic.
• Employ, perhaps, some ideas from the Reading material.
• Develop ideas to support the point of view expressed; for example that do
have a duty to future generations not to destroy the planet’s resources through
greed and short-sightedness.
• Alternatively, present the view that the issue has been exaggerated, that
sustainable energy ideas such as wind farms are expensive and inefficient and
that the environmentalists are just scaring people.
• Employ narrative, anecdote and, for higher marks, moral or ethical arguments
to support views and ideas.
• Conclude the writing.

AO3, iii
AO4, iii

Band 3
• uses complex grammatical structures and punctuation with success
• organises writing using sentence demarcation accurately
• employs a variety of sentence forms to good effect including short sentences
• show accuracy in the spelling of words from an ambitious vocabulary
• use standard English consistently
6 – 8 marks

Band 2
• writes with control of agreement, punctuation and sentence construction
• organises writing using sentence demarcation which is mainly accurate
• employs a variety of sentence forms
• shows accuracy in the spelling of words in common use in an increasingly
developed vocabulary
• use standard English usually
3 – 5 marks

Band 1
• writes with some control of agreement, punctuation and sentence construction
• organises writing using sentence demarcation which is sometimes accurate

Page 17 of 27
• writes simple and some complex sentences
• shows some accuracy in the spelling of words in common use
• uses standard English sometimes
1 – 2 marks

Band 0
Nothing to reward
[24 marks]

Page 18 of 27
Examiner reports

Q1.

The writing task was straightforward and candidates responded well with a large majority
achieving a mark in Band 3 or better. There was some predictability regarding bouncy
castles, music and food, with concerns and suggestions about toilet and parking facilities
– usually clearly written. The most successful writing recognised the multicultural aspects
of their communities with an understanding of the associated diverse needs and wants, or
the particular interests of, for example, a rural community. Many recognised the
opportunity for local bands to showcase their talent or for local people to demonstrate and
present theirs. Perhaps less engaging were the suggestions by some candidates that
global, headline groups or individuals might be sought to perform in the locality which,
though valid and often clearly written, lacked authenticity. Technical accuracy was, on the
whole, secure enough for a mark in Band 2 and often Band 3, with sentence variety and a
range of punctuation in evidence.

Q2.

This question tended, on the whole, to be really rather poorly done. This was somewhat
surprising given the quite straightforward nature of the task: to write an article.., that
describes a place.., with a little focus on something that was there.

Last summer, some concerns were expressed from teaching colleagues about the setting
of ‘script to inform’. And yet, the vast majority of students wrote brilliant and lively pieces
that were recognisable as scripts and had plenty of information to boot.

In this series however, very few students had any real idea of what should constitute an
article. Others forgot completely about writing to describe and wrote to inform. Some
thought they were promoting the website ‘Outdoor Exploring for Kids’ thereby switching to
persuade, others chose to advertise a place called ‘Outdoor Exploring for Kids’ and
mistook website for camp site. Many of those who wrote about a place they had been to
wrote a narrative.

With the exception of very few, more able students, the response to this question was very
disappointing this time.

Q3.

The topic for this question; the best and the worst meal, was well received. Candidates
evidently enjoyed writing about it and examiners enjoyed marking it. The task was
accessible and candidates had plenty to say, some showing considerable knowledge and
understanding of culinary matters and associated vocabulary. The less successful writing
focused entirely on the food aspect of the meal which, in some cases, resulted in the over-
use of both cliché and hyperbole. The most successful considered context: the restaurant
décor; the attitude of the waiters or the harmonious – or otherwise – circumstances of a
family occasion, and some produced restaurant critiques or humorous travelogue-style
responses. The best responses combined lively and controlled writing with an original,
perhaps ironic approach relating the meal to wider, even perhaps ethical considerations.
The marks reflected the candidates’ engagement with the topic with 85% achieving a mark
in Band 3 or above. There was also evidence that varied sentence forms, punctuation and
spelling were generally secure with 83% of candidates awarded 4 marks and 29%
awarded 5 marks out of a possible 6.

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Q4.

Candidates attacked the topic with energy, enthusiasm and, in some cases, fierceness.
The most successful candidates employed irony, satire and humour in well-crafted
discursive pieces. Most responses were clear in their views, one way or the other, and
engaged the reader with arguments variously explaining, for example, the advantages of
The X Factor in giving life-changing opportunities to people who would otherwise not get
them, or, alternatively, condemning the programme for exploiting the participants and the
viewer. A number of candidates expressed their ironic enjoyment in watching a
programme which they thought was laughably awful. The second part of the stimulus:
‘There are better programmes than these’, was not always addressed. However, most
candidates showed at least an ability to communicate with success, with accuracy
generally secure. Examiners, not for the first time, pointed out that the use of mnemonics
by candidates, taught in order to ensure the inclusion of various devices and techniques in
their writing, may help less confident candidates, but also constrains and stifles the free-
flowing, natural writing of others.

Q5.

In this question, examiners reported, was clearly enjoyed by candidates and was an
enjoyable section of the paper to mark. Many candidates produced interesting and
engaging responses that were well structured and demonstrated a capacity to employ a
variety of writing devices. However, some issue arose. Some candidates wrote at a length
inappropriate for the time and marks available. Some candidates clearly wrote fiction,
which did not necessarily preclude a respectable mark, whereas wholly narrative
responses which were not focused on aspects of the unusual or memorable, or did not
address an interesting journey / experience, did not attain success. There was some very
successful and compelling writing from obviously very able candidates.

The task required candidates to inform / describe and explain. The challenge for
candidates was to achieve those purposes with a piece that was engaging and original,
but to achieve it succinctly.

Q6.

Some centres appeared to be genuinely surprised that a ‘describe’ task appeared on the
paper. However the new specification clearly stated that there will be one ‘shorter task
which is more informative or descriptive …. and one longer task which argues, persuades
or takes a viewpoint which must be sustained.’

There were some varied and engaging responses to this task, with candidates choosing
the focus with which they felt most at ease. Some candidates latched on to the word
‘describe’ and produced effective pieces covering the two times of year. Others engaged
more closely with the notion of the travel website and though employing some persuasive
techniques were still ably painting a picture of their chosen place at two times of year.
Examiners were asked to accept both of these choices equally.

The range of places chosen by candidates was impressive, though it has to be said that
those candidates who chose a narrower focus were often more successful. A favourite
local park in summer and winter was often tackled better than descriptions of India, for
example. Candidates who chose sunshine holiday resorts often struggled with a second
time of year, and could say little more about it than it was mainly closed or a bit chillier.
However, theme parks in the summer hols, then at Hallowe’en or Christmas worked
reasonably well.

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 There were some ghosts of specifications past however, when slightly altered versions of
a shopping centre open and closed appeared.

On the whole, aside from slipping into list like information at times, the majority of
candidates handled this task with energy and enthusiasm and these answers were
engaging and interesting, hitting many of the required descriptors. It would be worth
reiterating that this question is worth 16 marks and a proportionate allocation of time
would be about 20 – 25 minutes. One planned and effective side of writing, shaped,
structured and paragraphed is going to do candidates more favours than three rushed
sides, which is worth 24 marks.

Q7.

There were some very good responses to this question. The demanding nature of the
topic produced, in more able candidates, some extremely intelligent and well-presented
arguments which often focused on the ‘whatever the cost’ part of the question and
explored the moral, philosophical and financial issues. More mundane, but usually well
communicated responses were concerned with recycling and domestic energy-saving.
There were also interesting contributions from candidates with a more cynical view about
the issues, which often employed irony and paradox in a convincing way.

Page 21 of 27
Notes

Q1.

The Viewer opens with the first candidate script and the Annotation Framework.

AQA English examiners have highlighted and commented on a series of student

responses that represent a range of marks for each question. They linked their
commentaries to themes based on the focus Assessment Objectives for each question

Page 22 of 27
and these themes are shown by different highlight colours in the Annotation Framework.

In addition, every response has a summative comment that explains the strengths and
weaknesses of the answer alongside discussion points for teachers to share with their
students.

For example:

You can use the examiner commentary in a variety of flexible ways for classroom work or
CPD:

• Select a theme to display the highlights; click on a highlight and the comment
appears on a post-it style note.
• You can keep the final mark covered until the standard has been discussed.
• If you need to review the wording of the question alongside the response, you can
display it in the comment box too.

You can change the position, size and layout of the windows to suit your teaching point.
You can also close the Annotation Framework and comment windows by clicking on at the
top of the relevant window:

Click on the relevant icon to reopen.

Page 23 of 27
 Printing out the ‘clean’ exemplar gives everyone the chance to assess the script before
the examiners’ comments are explored.

To display the scripts and comments in a more legible form for the IWB, you can use the
keyboard shortcuts: (Shift+Ctrl and the Plus key to expand the display; Ctrl and the Minus
key to shrink it) or find the Zoom tools in the browser menus.

Q4.

The Viewer opens with the first candidate script and the Annotation Framework.

Page 24 of 27
AQA English examiners have highlighted and commented on a series of student
responses that represent a range of marks for each question. They linked their
commentaries to themes based on the focus Assessment Objectives for each question
and these themes are shown by different highlight colours in the Annotation Framework.

In addition, every response has a summative comment that explains the strengths and
weaknesses of the answer alongside discussion points for teachers to share with their
students.

For example:

Page 25 of 27
You can use the examiner commentary in a variety of flexible ways for classroom work or
CPD:

• Select a theme to display the highlights; click on a highlight and the comment
appears on a post-it style note.
• You can keep the final mark covered until the standard has been discussed.
• If you need to review the wording of the question alongside the response, you can
display it in the comment box too.

You can change the position, size and layout of the windows to suit your teaching point.
You can also close the Annotation Framework and comment windows by clicking on at the
top of the relevant window:

Click on the relevant icon to reopen.

Printing out the ‘clean’ exemplar gives everyone the chance to assess the script before
the examiners’ comments are explored.

Page 26 of 27
To display the scripts and comments in a more legible form for the IWB, you can use the
keyboard shortcuts: (Shift+Ctrl and the Plus key to expand the display; Ctrl and the Minus
key to shrink it) or find the Zoom tools in the browser menus.

Page 27 of 27