Edexcel a level english language question p aper 3 june 2023+ mark scheme

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Mark Scheme (Results) Summer 2023 Pearson Edexcel GCE In English Language (9EN0) Paper 3: Language InvestigationEdexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pear... son, 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 students at: www.pearson.com/uk Summer 2023 Question Paper Log Number P72845 Publications Code 9EN0_03_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 leveldepending 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.Section A Indicative Content Question 1 Topic: Global English Subtopic: Uglish General Candidates should be aware of the key features of Uglish and may comment on the different purposes of the two texts and the different producers of the language. Analysis Candidates may comment on some of the following features: Discourse • A1 – code switching between different languages • A1 – structures associated with lyrics, e.g. chorus and rhyme • A2 – features of journalese within the report. Morphology and syntax • A1 - construction of tense, e.g. ‘it is be boring’ • A1 - pronoun use, e.g. ‘them got’ • A1 – inconsistent use of the verb ‘to be,’ e.g. ‘you holding me’ • A2 – the use of articles, e.g. ‘the uh an imagery’ • A2 – adverb placement, e.g. ‘unconventionally speak’ • A2 – use of ‘like’ as a filler, e.g. ‘even like if I’m talking to you’ • A2 – use of formal indefinite pronoun, ‘one’ • A2 – use of ‘de-‘ to create negative phrases, ‘detoothing.’ Lexis • A1 – influence of American English, e.g. ‘movie’ • A1 – metaphor shows continuity across languages, e.g. ‘we’re capsizing,’ ‘our love becomes burning cigarettes and water’ • A1 – cultural influences of other languages • A2 – explicit Uglish phrases explained, e.g. ‘benching a girl,’ ‘detoothing’. Phonology • Across texts - inconsistent rhoticity, e.g. (A2) ‘girl’ vs. (A1) ‘heart’ • Across texts – inconsistent use of ‘th’ stopping, e.g. (A1) ‘the’ and ‘that,’ (A2) ‘the’ and ‘together’ • Across texts - inconsistent substitution of /l/ for /r/ - evident in A2, e.g. ‘outlets,’ ‘blogs’ but not A1 e.g. ‘broke’ and ‘drop’ • Across texts – shortened vowel sounds in (A2) ‘these,’ (A1) ‘take’. Accept any valid interpretation based on different linguistic approaches.Indicative content Question 2 Topic: Language and Gender Identity Subtopic: Representation of Gender in Crime Fiction General Candidates should show an awareness of a range of theories linking language, gender identity and representation as well as some of the typical conventions of crime fiction and acknowledgement of the date the text was published. Candidates may compare the presentation of Meggie and Abbershaw in both texts. Analysis Candidates may comment on some of the following features: Lexis: • use of diminutive suffix for Margaret, ‘Meggie’ • use of titles for male characters, e.g. ‘Colonel Coombe,’ ‘Dr Whitby.’ ‘Mr Gideon’ • use of lexis associated with fashion and jewels to describe Meggie, e.g. ‘a severe ‘John’ bob,’ ‘brilliance’ • focus on response of character, e.g. ‘trembling.’ ‘livid with terror’ (female character); ‘quivered,’ ‘protective’ (male character). Syntax: • use of expanded noun phrases to describe characters, e.g. ‘a tall, slender youngster,’ ‘the young scientist’ • fragmented sentences reflect emotion of female character, e.g. ‘Not – not here’ • contrasting use of imperative function, e.g. ‘Tell me’ (male character); ‘Can’t we get outside?’ (female character) • use of speech tags, e.g. ‘whispered,’ ‘said…protective tone.’ [Show More]

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