Edexcel a level english literature question p aper 2 june 2023 + mark scheme

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Mark Scheme (Results) Summer 2023 Pearson Edexcel Level 3 GCE In English Literature (9ET0) Paper 2: ProseEdexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, th... e 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 students at: www.pearson.com/uk Summer 2023 Question Paper Log Number P72847 Publications Code 9ET0_02_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 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. Marking guidance - specific 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 answerand 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 2 Mark scheme Question number Indicative content 1 Childhood Candidates may refer to the following in their answers: • comparison of characters who make important choices, e.g. Celie’s choice to leave Mr in The Color Purple; Briony’s choice to falsely accuse Robbie in Atonement; Maisie’s choice of who to live with in What Maisie Knew; Louisa’s choice to leave Bounderby in Hard Times • ways writers present reasons for making choices, e.g. Celie’s breaking point after years of abuse in The Color Purple; Maisie’s search for security in What Maisie Knew; ambiguity about Briony’s motivation in Atonement • ways writers present the consequences of making choices, e.g. Maisie’s moral development in What Maisie Knew; Celie’s self-actualisation in The Color Purple; Gradgrind’s realisation of the flaws in his philosophy in Hard Times • methods used to depict moments of decision, e.g. Walker’s use of powerful dialogue; James’ use of the symbolic boat back to England; Dickens’ fire metaphor • contextual factors relating to choices, e.g. limited choices available to poor AfricanAmerican women in the early 20th-century; attitudes towards child-rearing, education, marriage and divorce in the 19th-century; social changes triggered by World Wars One and Two • writers’ use of narrative viewpoints to present characters making choices, e.g. McEwan’s shift from third-person to first-person narration; Dickens’ omniscient point of view; James’ limited point of view; Walker’s use of letters. These are suggestions only. Accept any valid alternative response. 2 Childhood Candidates may refer to the following in their answers: • comparison of the different roles of children, e.g. as innocent or moral figures; as victims; as teachers and pupils; as naïve or unknowing characters • use of children as symbols, e.g. Walker uses Celie’s children to represent hope; Maisie is used by James to symbolise innocence and to highlight the corruption of her parents; Dickens uses Sissy Jupe to symbolise the importance of kindness • ways children are presented as in need of protection, e.g. McEwan’s presentation of the impact of divorce on Jackson and Pierrot; Walker’s presentation of Celie’s childhood abuse; Dickens’ presentation of Louisa and Tom Gradgrind’s emotionally impoverished home life; James’ depiction of Maisie as a pawn in her parents’ power struggle • ways writers present children’s voices, e.g. use of dialogue in classroom scenes in Hard Times; Celie’s naïve and shocking narrative voice in the early letters of The Color Purple; James’ focalisation on Maisie’s point of view in What Maisie Knew; Briony’s childish dialogue in part 1 of Atonement • contextual factors affecting writers’ presentation of children’s roles, e.g. poverty and racism in early 20th-century American South; Dickens’ satirical depiction of Utilitarian philosophy; James’ exploration of changing roles within the family; McEwan’s exploration of social norms across different time periods • presentation of children’s growth and development, e.g. Briony’s lifelong guilt for her childhood actions in Atonement; Louisa Gradgrind’s rejection of her father’s educational system in Hard Times; Celie’s growth to adulthood and empowerment in The Color Purple; Maisie’s acquisition of knowledge and understanding of the world in What Maisie Knew. These are suggestions only. Accept any valid alternative resp [Show More]

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