Mark Scheme for Specimen Paper 2

English Language 7161

Section A (30 marks)

Mark questions 1 – 7 according to the following mark scheme.

Text One
1. What two factors are essential in order to survive in the desert?
2 marks
i. water – allow variants, e.g. enough water
ii. some shelter – allow shelter

2. What are the main points to remember if you are treating someone suffering from
sunburn?
5 marks
i. get the person (casualty) out of the sun
ii. protect the person from the sun (further exposure)
iii. cool the area which has been sunburnt (use cold water)
iv. cover with a dressing (to stop infection)
v. do not move the person (unless essential)
vi. make her/him drink plenty of water
vii. ensure s/he gets plenty of rest
Maximum 5 marks

3. “Walking at night in the desert? It’s far too dangerous!” Find three reasons to
convince the speaker that it is safe.
3 marks
Mark the first three offered
i. physical activity (exertion) will keep you warm
ii. the cold of the desert night will stop you sweating (body fluid loss)
iii. can see quite well as the moon and the stars provide light (visibility normally
good)
iv. can navigate (find your way) by the stars if you don’t have compass

Text Two
4. After the first fire went out, why was it essential that the man should build a second
fire?
3 marks
i. he was very cold
ii. he needed to dry his feet and shoes/socks
iii. his feet were badly frozen
This is a test of interpretation. Reward:
i. interpretation of extreme cold
ii. frozen hands/feet
iii. need to get dry (carried through from 1st paragraph)

1
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003
5. Why did the second fire go out? Select three reasons and use your own words as far
as possible. Mark first three only.
3 marks
• he had already burned his hand
• he was in pain
• he was unable to lift the twigs/grasses properly
• he had to use the heels/edges of his hands [difficult to express, but ensure
candidate understands that it’s nothing to do with feet]
• he was clumsy
• he had to use his teeth to manoeuvre the fuel
• he was shivering/shaking so much that he could not arrange the fuel
• a piece of moss fell and disturbed the twigs and grasses
• he scattered the fuel/twigs/grasses when he tried to poke them together/arrange
them/keep the fire going

6. The writer shows us how cold it is by describing the effect on the man’s body and
clothing. Choose three quotations which illustrate this, and say why you think each is
effective. (Quotations may be from a few words to 20 words long.)
6 marks
There are lots of quotations to choose from. Reward with one mark for an apt choice and a
further one mark for a comment which reflects some engagement with language. Examples
unsupported by comment (a statement of fact, for example) can only score a single mark, e.g.
‘Thick socks were like sheaths of iron’ – ‘This shows that it was very cold.’

Below are quotations and possible comments, but these are not prescriptive. If a candidate
chooses a different quote or makes a different, but appropriate comment, examiners should
reward appropriately.

2
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003
Quote
Thick socks were like sheaths of iron halfway
to the knees
Shoe laces were like rods of steel
He tugged with his numb fingers
He would most likely lose some toes through
frostbite
He could not bring his frozen fingers together
to pull them [twigs and grasses] out
He became aware of sensation in his frozen
hand. His flesh was burning.
He could not pick and choose, for he had to
lift the fuel between the heels of his hands.
He tried to poke it out with his fingers, but
his shivering frame made him poke too far
His shivering got away with him
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003
Comment
Shows how the ice/cold has frozen the socks
hard, like iron
Again, imagery of metal. The cold has frozen
the laces very hard
Fingers gone dead with the cold
Anticipation of the results of exposure – a
horrific idea.
His fingers are immobilised by the cold. He
can’t make any fine motor movements –
candidates won’t express it quite like this.
Maybe say he’s clumsy
Extent of frostbite. So cold, that he can’t feel
his flesh burning until it’s too late.
Quite a difficult one. Better candidates may
show that the man’s hands are so clumsy with
the cold that he can’t use his fingers and must
use the ‘heels,’ the base of his hands
He’s so cold he can’t control his shivering,
which makes his whole body shake and he
can’t poke the twigs and grasses together
As above, only this time his shivering makes
him scatter his fire and put it out
3
Texts One and Two
7. Imagine you are making an adventure film about survival in an extreme climate.
Which of these texts would provide you with better material for your film script?
You can choose either text, but you must explain your choice carefully and include
reasons why the other text is less suitable. Use your own words as far as possible.
8 marks

Below are suggestions , but they are not in any way prescriptive. The candidate may produce
a valid and reasoned argument which contains few (or none) of the points other than the
elements listed below. Comments do not need to be equally balanced, though reference to
both texts is required (ie a fulsome appraisal of Text One, but ‘I thought Text Two was
boring’ will not score highly). What we are looking for is evidence of 1) the candidate’s
understanding of both texts and, 2) a critical ability at some level. Candidate does not have to
produce a sophisticated argument to score well, but does need to satisfy the examiner that s/he
has understood and engaged with both of the texts.

Text One
Positive
Factual: useful; easy to read
Headings break the information down
Descriptive – easy to visualise – sunburn
symptoms; water and how to find it; how to
survive; desert travel
Better candidates might see it as the basis on
which to build a story – identify dramatic
potential in the facts, e.g. deterioration after 4
days without water; frostbite in the desert;
travelling at night
Negative
This is a survival manual and nothing more.
No sense of narrative. Instructions – fact-
based.
No characters emerge.
Cold and clinical mostly.
No dialogue.
Better candidates will identify its short-
comings – assumes knowledge; survival
skills; probably male orientated; Army fitness
assumed; emergency rations assumed.

Text Two
Positive Negative
Narrative – tension, dramatic interplay Over-descriptive. Wordy.
between man and elements is carefully drawn No real sense of the character of the man,
step-by-step. even though he’s the central figure.
Has a story-board/filmic quality. Might be quite difficult to film.
Lots of visual descriptions – you can picture Male orientated.
it. No dialogue.
Tension rises and falls throughout. No other characters.
Better candidates will see its filmic qualities
– a ready-made film episode.

4
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003
Application of marks

Mark range Comments

8-6 Comprehensive and subtle observations. The best answers will make a
distinction between the two texts in terms of style and content, and their
appropriateness to informing a film study, e.g. the factual style of the desert
piece would be useful in terms of achieving authenticity. Candidates might
present the lack of character in both pieces as a weakness or as liberating. In
the snow piece, the clear description of scene and process could be
beneficial or limiting.

5-3 Candidates will understand the broad outline of both texts. There will be a
clear demonstration that, for example, the candidate understands the man’s
predicament in the snow or the hazards of desert cold. Candidates will be
able to make a reasonable judgement about the usefulness of the text and
offer examples which demonstrate interpretation as well as understanding.
At the top of this band, candidates might identify the narrative-filmic
process contained in the snow piece. Weaker candidates might simply
suggest that it’s ‘a good story.’

2 -1 Candidates will make a few observations, possibly fact-based, on both texts.

Understanding will be demonstrated simply. Critical ability will rest on
fairly obvious elements: it’s very hot/cold; need to keep warm/cool.

5
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003
Section B (35 marks)

Use material from Text One only

Imagine you have crashed your aeroplane in the desert and cannot be rescued for another
three days. You only have enough food and water to last for two days. You need to light a
signal fire.

Write your diary entries for the next 2 days showing

• the problems you encounter

• your efforts to survive

Write between 200 and 220 words.

Guidelines

Word limit
The number of words should be approximated using the grid. Any words over the limit should
be crossed through from the beginning of the next sentence.

Content points
These are possible but not exclusive points which the candidate might include, and will
satisfy AO1, ‘read with understanding texts of various kinds’. AO2 invites the candidate to
‘select, order and present’ information from the stimulus text, but not to try to second guess
the mark scheme. Thus, the points listed below are only a guide to examiners. These
suggestions should be read in conjunction with the ‘Mark grid for assessing content, style and
audience’ but must not be assessed separately. As always, if the candidate simply lifts
material from the stimulus, s/he will be less likely to satisfy Assessment Objectives AO3 and
AO5.

Water Fire Food

- need to find water - needed for cooking - not a priority
- possible sources - needed for warmth at night - has water so doesn’t need to
- plants with shallow - needed for signalling eat
roots and fleshy - lack of fire-making - avoid emergency rations
leaves/stems materials and meat
- roots of desert trees - or, kerosene plant which - eat moisture-retaining
- cacti burns well but briefly plants
- palm trees - signalling fire possible if
staying with plane
- keep small
- use plane fuel

6
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003
Section B: Mark grid for assessing content, style and audience (AOs 1, 2, 3, 5)
Mark range Candidate should be able to:
20- 17 Show a comprehensive understanding of the stimulus text
Produce a sophisticated response to written style and tone
Show exact understanding of explicit meaning
Show subtle understanding of inferential meaning
Select a wide range of relevant points from the stimulus
Distinguish clearly between fact and opinion
Incorporate with some subtlety the selected material
Use clearly appropriate style and register, showing a complete and
confident awareness of the intended audience
16- 13 Show a sound understanding of the stimulus text
Demonstrate sound response to written style and tone
Show good understanding of explicit meaning
Show insight into inferential meaning
Select a good range of relevant points from the stimulus
Distinguish between fact and opinion
Incorporate with some skill the selected material
Use appropriate style and register, showing a clear awareness of the
intended audience
12 – 9 Show a clear understanding of the stimulus text
Produce a clear response to written style and tone
Show a clear understanding of explicit meaning
Show some understanding of inferential meaning
Select a range of relevant points from the stimulus
Make some distinction between fact and opinion
Present selected material in an appropriate way
Show an awareness of the style/format, and has some feel for the
intended audience
8–5 Show that the stimulus text has been understood within the context of
the question
Show understanding of explicit meaning
Select some points from the stimulus
Present selected material in a style/format which is suited to the task
4–1 Show that the stimulus text in general has been understood
Understand some explicit meaning
Select a limited number of points from the stimulus
Write simply and communicates at a basic level

Directed writing (to supplement Mark grid for assessing content, style and audience).
Take into account but do not score separately:

1. 2 distinct dates for 2 diary entries (satisfies directed writing)

2. Note form or sentences (satisfies directed writing)
3. Use of first person (satisfies directed writing)

7
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003
Section B: Mark grid for assessing expression and accuracy (AO4)
Mark range Candidates should be able to:
15 – 13 Write using the standard grammatical forms and idioms of English
Write with confident use of a range of sentence structures
Show considerable skill in organising writing
Write with an impressive range of vocabulary
Express ideas with lucidity and precision
Write very accurately with regard to spelling and punctuation
Describe vividly using own words and phrases
Show control in sustaining theme and tone with clarity of expression
12 – 10 Write clear standard English
Write with a variety of sentence structures
Demonstrate skill in organising material
Use appropriate and varied vocabulary
Use mostly accurate spelling and punctuation
Describe clearly using mainly own words and phrases
Show ability to sustain theme and tone
9–7 Write standard English reasonably clearly
Write with a variety of sentence structures
Write with some skill in organising material
Use accurate spelling and punctuation
Write with apt vocabulary and mostly own words
6–4 Write understandable English
Write with some variety of sentence structure
Show some accuracy in spelling and punctuation
Write with appropriate vocabulary, but some may be copied from text
3–1 Write at a level of basic coherence in English
Write simple sentences
Show a basic understanding of the conventions of spelling and
punctuation
Minimal original expression

8
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003
Section C: Essay

Write between 350 and 400 words on ONE of the following:

1. Write a letter to a friend describing your unusual holiday or your visit to a strange or
beautiful place.

2. ‘Explorers and mountain-climbers should not expect other people to risk their lives to
rescue them when they get into trouble.’
Do you agree? Remember to give some reasons for your answer.

3. ‘Late again?’ said the teacher. ‘What’s your excuse this time?’
‘You’re not going to believe this, sir,’ I said, as I limped painfully into the classroom.
Finish the story.

9
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003
Section C
Mark range and language skill
descriptions
30 – 35
• Shows outstanding flair and originality in content, combined with considerable
ability in the control and application of language skills
24 – 29
• Communicates with flair ideas related • Shows a complete grasp of the task
to the topic
• Writes confidently in a form
appropriate, correct for an essay/
letter/report (as directed)
• Is aware of purpose and audience
• Uses some rhetorical devices such as • Employs a structure which is
humour, satire, irony in an
appropriate way
• Sustains an appropriate register
• Organises writing into paragraphs
• Offers a variety of sentence structures
• Uses sophisticated grammatical
structures
• Punctuates with accuracy
• Spells with accuracy
• Uses a sophisticated range of
vocabulary
• Uses Standard English with some
accuracy
Content-related descriptions
Question 1
• Employs rhetorical devices to
enhance the argument, e.g. by using
humour or irony in the narration of an
example, or examples of skilful
description
unobtrusive, yet effective, allowing
intro/conclusion to contribute to the
overall effect
• Writes a well-rounded letter, which is
accurate in its layout and employs an
appropriate tone and register
Question 2
• Shows a complete understanding of
the task, and with confidence explains
the key ideas and arguments raised by
it
• Offers a number of sophisticated
reasons, well-illustrated and
supported, to argue for/against
• Offers, with some frequency,
generalised comments which build
the argument
• Uses a structure which enhances and
[enlivens] the argument
Question 3
• Shows a confident embrace of the
stimuli, often with imaginative flair
and creativity
• Includes characters, description,
dialogue which are well-constructed
and actively contribute to the
narrative
• Handles the narrative structure with
assurance, and is not afraid to play
with tension, humour, etc

10
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003
18 – 23
• Communicates ideas clearly and
successfully
• Writes in a form appropriate and
correct for an essay/letter/report (as
directed)
• Writes in an appropriate, sustained
register
• Shows clear awareness of purpose
and audience
• Employs devices such as the
rhetorical question, humour or irony
appropriately
• Shows successful organisation and
control in writing
• Shows accuracy in paragraphing and
punctuation which enhances meaning
• Uses an appropriate variety of
sentence structures
• Spells complex words correctly
• Has a wide vocabulary
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003
Question 1
• Shows a sound understanding of the
topic
• Presents anecdote/s or example/s to
illustrate and includes commentary if
appropriate
• Offers a variety of sources, both
personal and general, enlivened by
rhetorical devices
• Employs a clear structure, with an
engaging introduction and a rounded
conclusion
• Writes a letter which is appropriate in
terms of tone, register and layout
Question 2
• Shows a sound understanding of the
topic
• Shows an awareness of the
implications of key elements of the
topic, e.g. how far can an explorer
risk her/his life and the lives of
potential rescuers in the pursuit of
her/his goal
• Offers clear and cogent arguments
for/against with strong examples
• Offer some generalised thoughts, with
some sophistication, e.g. how
necessary is danger to the human
condition or the individual
• Offers a thoroughly controlled and
structured argument
Question 3
• Shows a sound appreciation of the
potential of the stimuli for creative
writing
• Includes characters, scene-setting,
some simple plotting
• Includes some confident description
or dialogue
• Offers a narrative structure –
beginning, middle, end, or simple
variants
11
12 – 17 Question 1
• Communicates ideas with success • Shows a clear understanding of the
• Writes in a form appropriate to an topic
essay/letter/report (as directed) • Offers persuasive examples and
• Shows an awareness of purpose and anecdotes and relates them with
audience success
• Employs devices such as the • Offer some generalised comments as
rhetorical question or humour appropriate
• Uses an appropriate register • Offers a beginning and conclusion
• Shows control in a generally • Writes a letter which is appropriate in
organised and accurate piece of terms of register
writing Question 2
• Uses correct punctuation and • Shows that the topic has been
paragraphing to enhance meaning understood
• Uses a variety of sentence • Shows that key elements of the
constructions question have been understood, e.g.
• Spells accurately ‘risking life’ by both explorers and
rescuers
• Offers reasoned arguments for/against
with well-chosen examples
• Offers some generalised thoughts, e.g.
about the notion of risking one’s life
to save someone else’s
• Offers a well-rounded and
consciously structured argument
Question 3
• Shows an understanding and
appreciation of the stimuli as prompts
to a piece of creative writing, e.g.
continuing the direct speech
• Offers a piece of writing which
[operates] as a narrative, e.g. elements
of tension, humour, direct speech
which furthers the narrative
• Offers a finished and structured piece
of writing, with an interesting
opening and a rounded conclusion

12
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003
6 – 11 Question 1
• Communicates ideas with some • Shows that the stimulus has been
success understood as presented in the
• Attempts to use the form as directed question
with some success • Selects a range of ideas and describes
• Shows an awareness of audience them
• Writes in an appropriate register • Shows an awareness of structure by
• Begins to use some rhetorical devices giving an introduction and/or
• Shows an appropriate use of conclusion
paragraphs • Develops a continuous piece of
• Shows some accuracy and control of writing that is relevant to the topic
agreement, punctuation and sentence and is clearly in letter form
construction Question 2
• Employs a variety of sentence forms • Shows that the topic (in terms of
• Spells with some accuracy danger for adventurers and rescuers
and some of its implications) has been
understood as presented in the
question
• Presents a number of good reasons,
clearly expressed, for or against the
statement
• Presents some examples in support
• Offers a general conclusion
Question 3
• Shows that the topic has been
understood as a creative stimulus
• Offers a piece of writing which is a
clearly recognisable narrative
• Includes some descriptive phrases or
direct speech

13
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003
0–5 Question 1
• Communicates ideas with limited • Shows that the general topic/idea has
success been understood
• Attempts to use the form as directed • Selects features of the holiday/place
• Is aware of audience as appropriate
• Attempts to use an appropriate • Begins to develop a piece of
register continuous writing which is
• Shows some control in organising recognisable as a letter
written language Question 2
• Writes simple sentences • Shows that the general topic of
• Shows a limited accuracy in danger for both adventurers and
agreement, punctuation and sentence rescuers has been understood
construction • Present a number of adequately
• Spells most commonly-used words expressed reasons for or against the
accurately statement
Question 3
• Shows that the general topic/idea has
been understood
• Offers a piece of writing which
contains some elements of a narrative

14
Edexcel International GCE Ordinary Level 7161 Mark Scheme- first examination May/ June 2003