Mark Scheme (Results)
Pearson Edexcel GCSE
In English Language 2.0 (1EN2)
Paper 2: Contemporary Texts
V1.1
Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest aw
...
Mark Scheme (Results)
Pearson Edexcel GCSE
In English Language 2.0 (1EN2)
Paper 2: Contemporary Texts
V1.1
Edexcel 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
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Summer 2022
Question Paper Log Number 72598
Publications Code 1EN2_02_MS_2206
All the material in this publication is copyright
© Pearson Education Ltd 2022
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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 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.
However, different examples of responses will be provided at standardisation.
• 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 for levels-based mark schemes
How to award marks
The indicative content provides examples of how candidates will meet each skill assessed in the
question. The levels descriptors and indicative content reflect the relative weighting of each skill
within each mark level.
Finding the right level
The first stage is to decide which level the answer should be placed in. To do this, use a ‘best-fit’
approach, deciding which level most closely describes the quality of the answer. Answers can
display characteristics from more than one level, and where this happens markers must use the
guidance below and their professional judgement to decide which level is most appropriate.
Placing a mark within a level
After a level has been decided on, the next stage is to decide on the mark within the level. The
instructions below tell you how to reward responses within a level. However, where a level has
specific guidance about how to place an answer within a level, always follow that guidance.
Statements relating to the treatment of candidates who do not fully meet the requirements of
the question are also shown in the indicative content section of each levels-based mark scheme.
These statements should be considered alongside the levels descriptors.
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Markers should be prepared to use the full range of marks available in a level and not restrict
marks to the middle. Markers should start at the middle of the level (or the upper-middle mark if
there is an even number of marks) and then move the mark up or down to find the best mark.
To do this, they should take into account how far the answer meets the requirements of the
level:
● if it meets the requirements fully, markers should be prepared to award full marks
within the level. The top mark in the level is used for answers that are as good as can
realistically be expected within that level
● if it only barely meets the requirements of the level, markers should consider awarding
marks at the bottom of the level. The bottom mark in the level is used for answers that
are the weakest that can be expected within that level
● the middle marks of the level are used for answers that have a reasonable match to
the descriptor. This might represent a balance between some characteristics of the
level that are fully met and others that are only barely met.
When a candidate has produced an answer that displays characteristics from more than one
level, examiners must use their professional judgement to decide if they have covered enough of
the higher-level descriptors to be awarded marks at the bottom of the mark range in that higher
level. If that is not the case, then the higher mark in the lower level can be awarded.
Paper 2 – mark scheme
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Paper 2 – Mark Scheme
Section A: Reading
The use of slashes is to show alternative responses and the use of brackets is to show possible,
but not required or expected, candidate responses.
All answers should be gained from reading, understanding and analysis of the unseen extracts,
therefore do not credit any references that are based on other representations of the texts in
other media, such as film or television adaptations.
Paper 2 may include texts in the first or third person. Candidates will engage with texts where
the writer is the narrative voice and those where the writer is not.
Candidates are not expected to analyse the writer’s ideas distinctly from the perspectives of the
narrator and/or other characters, but only to consider, for example, how the character (including
where this character is an ‘I’) is presented and to consider ideas as they are presented in the text.
Question
number
Answer Mark
1 AO1 (identify explicit information and ideas)
Accept any one thing the cyclist does to get away, from lines 3–9.
Quotations and own words are acceptable.
Candidates may identify the following things:
● he ‘changed up through the gears’ (1)
● he used the power of his bodyweight (to crush the pedals) (1)
● he crushed the pedals (1)
● he ‘attacked with everything’ he had (1)
● he applied 30 seconds of effort (1)
● he ‘switched into time trial mode’ (to control his power) (1)
● he was controlling his power (1).
Accept any other reasonable points.
(1)
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Question
number
Indicative content
2 AO2 (6 marks)
Reward responses that explain how the writer uses language to present his
negative feelings in the given extract.
Use of relevant subject terminology is rewardable when it is used to support
points.
Responses may include the following points about the language of the
text:
● the writer uses descriptive phrases that suggest a loss of hope, such as
‘probably be for nothing’ and ‘zero chances of success’, suggesting he is
feeling as if his attack was likely to be unsuccessful
● the image of ‘an attack’ is used by the writer to portray his emotions at this
time, suggesting to the reader a feeling that a risky breakaway is being
attempted
● a negative tone is implied through the phrase ‘we had to plough on’,
suggesting an onerous task is being undertaken
● pathetic fallacy is used to emphasise the writer’s negative feelings. As it
‘began to rain’, he descends further into his mindset of hopelessness and
fear that his efforts have all been for nothing
● the metaphor ‘ebbed away’ helps the reader understand that the writer is
beginning to feel his confidence disappear, suggesting a building sense of
hopelessness during the race
● he develops a feeling of negativity as he details how he is losing his ability to
control his bike. The use of the negative phrase/metaphor ‘had deserted
me’ suggests he cannot seem to control his bike
● the writer portrays himself as someone who is desperate to be saved from
the situation he finds himself in with the verb ‘prayed’ (religious imagery),
helping the reader understand his feelings of wanting the ordeal to be over
● negative vocabulary such as ‘misery’ and ‘agony’ are used towards the end
of the extract, further reinforcing the feeling that he is having a difficult,
painful experience in the race.
Accept any other reasonable points
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