Edexcel a level english language question p aper 1 june 2023+ mark scheme

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Mark Scheme (Results) Summer 2023 Pearson Edexcel GCE In English Language (9EN0) Paper 1: Language VariationEdexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson,... the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using the details on our contact us page at www.edexcel.com/contactus. Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your candidates at: www.pearson.com/uk Summer 2023 Question Paper Log Number P72842 Publications Code 9EN0_01_2306_MS All the material in this publication is copyright © Pearson Education Ltd 2023General 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 be 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 The marking grids have been designed to assess student work holistically. The grids identify which Assessment Objective is being targeted by each bullet point within the level descriptors. One bullet point is linked to one Assessment Objective, however please note that the number of bullet points in the level descriptor does not directly correlate to the number of marks in the level descriptor. 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 • in cases of uneven performance, the points above will still apply. Candidates will be placed in the level that best describes their answer according to each of the Assessment Objectives described in the level. Marks will be awarded towards the top or bottom of that level depending on how they have evidenced each of the descriptor bullet points• examiners of Advanced GCE English should remember that all Assessment Objectives within a level are equally weighted. They must consider this when making their judgements • the mark grid identifies which Assessment Objective is being targeted by each bullet point within the level descriptors • 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.Paper 1 Mark scheme Section A: Individual Variation Indicative content Question 1 Text A Phonology/Graphology • use of capitalisation for emphasis, e.g. ‘MORE productive’, ‘GOOD karma’, ‘YOU know’ Lexis/Semantics • use of metaphor may reflect her literary persona, e.g. ‘a fog that is just beginning to lift’ • contrasting vocabulary used to reflect people´s perception of her contrary to her own perspective, ‘they commented how I managed to stay so productive´ vs ´I´ve also been envious of my creator friends´ • emotive language relating to the semantic field of mental health, e.g. ‘kind’, ‘flexible’ ‘support’ • negative connotation created from the use of the neologism, ‘doomscroll’ • abbreviation used to represent the style of digital communication, ‘RE’ Syntax • parenthetical structures adding further detail, e.g. ‘(or at least what they´re posting about)’ • listing of verbs using present participles to create a sense of immediacy, e.g. ‘learning more tech’, ‘saying no more often’, ‘limiting my contact’, ‘creating in VR’ • use of imperatives in final section, e.g ´remember that every person has much more going on´ • adverbials used to mitigate imperatives and create an advisory tone, e.g. ´try very hard to focus on putting GOOD karma out´, ´especially during the pandemic´ • she creates a sense of self-awareness through the repetition of the personal pronoun, e.g. ‘for me´, ´I had´, ´I knew´ • conditional clauses create a connection with readers, ´even if you don´t read past this paragraph´ Discourse/Pragmatics • the first section contains repetition of the word ´negativity´ to characterise the tone in contrast to the more positive focus of the second section • passive voice is used to present vulnerability, e.g. ‘one of my favorite kidlit groups was being torn apart’ • strong focus on the advisory tone of the final section to highlight the ´TAKEAWAYS´, e.g. ´think about what the impact of what you say might have on individuals´ • she implies a critical commentary of social media through pragmatics, ´why and how you have chosen a public venue to say what you want to say´ Text B Phonology • non fluency features such as pauses and fillers, e.g. ´er´ • parodic representation of journalist’s speech e.g. /h/ dropping• evidence of casual speech, e.g. glottal stops and elision Lexis/Semantics • repetition of attributive adjective in order to stress her attempt to create an impression, ‘big hair... big shoulder pads… big earrings’ • she quotes her own direct speech in order to convey her frustration, e.g. ‘look, I know it´s hard for you’ • she creates humour through sarcasm in her response to the chairman´s doubts, ‘well luckily that´s not difficult’ • use of a demeaning reference to the press, ‘little hand’ • she intensifies adjectives for exaggeration, e.g. ‘really serious’ (repeated) and ‘very dramatic’ • she creates a confident persona using the superlative to imply her determination, ‘best league in the world’ Syntax • creates an anecdotal tone through simple connectives ‘and that was on the Friday... and I remember.. and I was going to meet’ • confident and assertive tone from the repetition the progressive verb ‘going to’ • modification using phrases to empahsise her personal values, ´a woman and a young woman at that´ • emphasis on the shock of the chairman through stress and interrogatives, ´football? Karen?´ • she embeds direct quotes to create a comedic tone at the punch line, ´what are your vital statistics?´ Discourse/Pragmatics • comedic intent through the narrative account of two defining conversations with men who doubted her success • implication of disagreement with sexist comments possibly creating a bond with readers who share this opinion, ´here we go´ • anecdotes used to help create a simple narrative reflection of her early career • use of pauses to create emphasis and to highlight the punchline of jokes • creates a feeling of success at the end of the anecdote, ´I flipped my very big hair and I walked off stage´ AO4 – explore connections across data • the writer in Text A presents herself as part of a community whereas the speaker in Text B presents herself as an outsider • both represent how other people have perceived them in contrast to their own view of themselves • both reflect on their sense of struggle to overcome negativity • both texts use direct address; Text A is addressing an absent audience and Text B is addressing a present one • both use their careers to establish fundamental parts of their persona These are suggestions only. Accept any valid interpretation of the speaker’s/writer’s purposes and techniques based on different linguistic approaches.Please refer to the Specific Marking Guidance on page 3 when applying this marking grid. AO1 = bullet point 1 AO2 = bullet point 2 AO3 = bullet point 3 AO4 = bullet point 4 Level Mark Descriptor (AO1, AO2, AO3, AO4) 0 No rewardable material. [Show More]

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