Mark Schem e ( Result s)

January 2012

I nt ernat ional GCSE English ( 4EAO/ 02)

English Language A
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January 2012
Publicat ions Code UG030406
All t he m at erial in t his publicat ion is copyright
© Pearson Educat ion Lt d 2012
General Marking Guidance

• All candidat es must receive t he same t reat ment . Examiners must

mark t he first candidat e in exact ly t he same way as t hey mark
t he last .
• Mark schemes should be applied posit ively. Candidat es must be
rewarded for what t hey have shown t hey can do rat her t han
penalised for omissions.
• Examiners should mark according t o t he mark scheme not
according t o t heir percept ion of where t he grade boundaries may
lie.
• There is no ceiling on achievement . All marks on t he mark
scheme should be used appropriat ely.
• All t he marks on t he mark scheme are designed t o be awarded.
Examiners should always award full marks if deserved, i.e. if t he
answer mat ches t he mark scheme. Examiners should also be
prepared t o award zero marks if t he candidat e’ s response is not
wort hy of credit according t o t he mark scheme.
• Where some j udgement is required, mark schemes will provide
t he principles by which marks will be awarded and
exemplificat ion may be limit ed.
• When examiners are in doubt regarding t he applicat ion of t he
mark scheme t o a candidat e’ s response, t he t eam leader must be
consult ed.
• Crossed out work should be marked UNLESS t he candidat e has
replaced it wit h an alt ernat ive response.
Paper 2

Quest ion 1 – Reading

A02 I, ii:
• read wit h insight and engagement , making appropriat e reference t o t he t ext s
developing and sust aining int erpret at ions of t hem
• underst and and make some evaluat ion of how writ ers use linguist ic and
st ruct ural devices t o achieve t heir effect s.

Quest ion Indicat ive cont ent Mark

number
1 15
A relevant answer will focus on:
• evaluat ing how t he writ er t ries t o make t he reader sympat hise
wit h t he refugees
• using t ext ual evidence t o subst ant iat e t he point s made
• t he writ er’ s use of language.

Candidat es are free t o int erpret t ext ual det ails in a variet y of
ways. The following sect ion represent s a likely int erpret at ion of
t he t ext but examiners must evaluat e ot her responses on t heir
merit s. It is import ant t o be alert t o unusual responses which are
well explained and subst ant iat ed by effect ive use of t ext ual
evidence.

The bullet point s are not prescript ive, but are int ended t o
indicat e aspect s of t he t ext t hat candidat es may wish t o
consider.

• the challenges the refugees face

t hey are homeless
t hey have no count ry t o go t o
t hey have no official st at us
people who might help are coldly unhelpful
ordinary people regard t hem wit h fear and
host ilit y
t hey have become t he t arget of polit icians
t hey are out numbered and unprot ect ed
even t he weat her is against t hem
t here's no place f or us
Once we had a count ry…we cannot go t here
now
“ If you've got no passport you're of f icially
dead”
Went t o a commit t ee; t hey of f ered me a
chair/ Asked me polit ely t o ret urn next year
"If we let t hem in, t hey will st eal our daily
bread"
It was Hit ler over Europe, saying: "They must
die"
Ten t housand soldiers marched t o and f ro:
Looking f or you and me
St ood on a great plain in t he f alling snow
 • the reactions of the narrator to their situation
The narrat or’ s react ions are finely nuanced
and play an import ant part in making t he
reader sympat het ic. There are many possible
int erpret at ions of his feelings and t he same
quot at ion may be explained in different
ways:
• accept ance of t heir fat e; resignat ion
• mat t er of fact t one, almost wry,
suggest underlying bit t erness
• barely concealed anger
• increasing fear
• increasing sense of hopelessness,
despair
• remains affect ionat e t o his part ner
• the contrasts in the poem
bet ween t he haves and t he have-not s
emphasising t he refugees’ isolat ion
bet ween a past t hat was happy and
prosperous and a present t hat offers not hing
bet ween t he nat ural order – which renews –
and officialdom - which denies life
bet ween pampered animals and deprived
humans
bet ween t he freedom of wild animals and
enslaved humans
bet ween dreams and realit y
bet ween t he isolat ion of t he couple and t he
masses of t he forces opposed t o t hem
We cannot go t here now, my dear, we cannot
go t here now.
Saw t he f ish swimming as if t hey were f ree:
Only t en f eet away, my dear, only t en f eet
away.
Saw a door opened and a cat let in:/ But t hey
weren't German Jews, my dear, but t hey
weren't German Jews.
Ten t housand soldiers marched t o and f ro:
Looking f or you and me, my dear, looking f or
you and me.
But where shall we go t o-day, my dear, but
where shall we go t o-day?
repet it ion of my dear t hroughout t he poem
Some are living in mansions, some are living
in holes…Yet t here’ s no place f or us…
Once we had a count ry and we t hought it
f air, / Look in t he at las and you'll f ind it
t here:/ We cannot go t here now…
…t here grows an old yew, / Every spring it
blossoms anew:/ old passport s can’ t do
t hat …
Saw a door opened and a cat let in:/ But
t hey weren't German Jews…
saw t he birds in t he t rees; / They had no
polit icians and sang at t heir ease…
Dreamed I saw a building wit h a t housand
f loors…Not one of t hem was ours
Ten t housand soldiers marched t o and f ro:
Looking f or you and me…
 • the use of language
simple, conversat ional st yle engages t he
reader direct ly
repet it ion of key words and clauses
emphasises t heir plight and conveys t heir
misery
use of convent ions of ‘ blues’ – st ruct ure of
st anzas, verbs wit hout a subj ect
last lines of each verse bring us back t o t he
couple, and are frequent ly negat ive t o
reflect t heir hopelessness
language wit h religious associat ions
• makes t hem Christ figures (flight
int o Egypt )
• is used ironically (t he Lord’ s Prayer)
images drawn from nat ure emphasise t he
inhumanit y and cruelt y of t heir t reat ment
animal images underline t he cruel
discriminat ion – shows how t hey are
regarded as sub-human
t he reader’ s perspect ive is t hat of t he
couple; you observe from t heir viewpoint
t he couple are present ed as symbols of
suffering humanit y
Went t o a commit t ee; t hey of f ered me a
chair; Asked me polit ely t o ret urn next year
Yet t here's no place f or us, my dear, yet
t here's no place f or us.
Went t o a commit t ee;/ Went down t he
harbour…/ Walked t hrough a wood
But t hey weren't German Jews, my dear,
but t hey weren't German Jews
Ten t housand soldiers marched t o and f ro:
Looking f or you and me, my dear, looking
f or you and me.
"If we let t hem in, t hey will st eal our daily
bread"
In t he village churchyard t here grows an old
yew,/ Every spring it blossoms anew:/ Old
passport s can't do t hat
Saw a poodle in a j acket f ast ened wit h
a pin
Went down t he harbour and st ood upon t he
quay,/ Saw t he f ish swimming as if t hey
were f ree:
They weren't t he human race, my dear, t hey
weren't t he human race
The ‘ best fit ’ approach
An answer may not always sat isfy every one of t he assessment crit eria for a part icular
mark range in order t o receive a mark wit hin t hat mark range, since on individual
crit eria t he answer may meet t he descript or for a higher or lower mark range. The
‘ best -fit ’ approach should be used t o det ermine t he mark range which corresponds
most closely t o t he overall qualit y of t he response.

Mark Descript or
Range
0-1 very basic at t empt at comment
ext remely limit ed cont ent
minimal grasp of how writ er t ries t o make t he reader sympat hise wit h
t he refugees in t he poem.
2 basic underst anding of t he t ext
unclear and undeveloped point s
lit t le awareness of how t he writ er t ries t o make t he reader sympat hise
wit h t he refugees in t he poem.
3-4 some underst anding of t he t ext
some relevant point s but lit t le development
limit ed awareness of how t he writ er t ries t o make t he reader
sympat hise wit h t he refugees in t he poem.
5-6 fair but not fully-developed underst anding of t he t ext
valid point s wit h some development
some underst anding of how t he writ er t ries t o make t he reader
sympat hise wit h t he refugees in t he poem.
7-8 generally sound and sust ained grasp of t ext
several clear point s wit h generally appropriat e examples/ references
fair underst anding of how t he writ er t ries t o make t he reader
sympat hise wit h t he refugees in t he poem.
9-10 sound and sust ained grasp of t ext
range of relevant point s wit h sound examples/ references
clear underst anding of how t he writ er t ries t o make t he reader
sympat hise wit h t he refugees in t he poem.
11-12 good analysis based on t horough underst anding of t he t ext
a range of well-focused point s wit h apt examples/ references
t hought ful int erpret at ion of how t he writ er t ries t o make t he reader
sympat hise wit h t he refugees in t he poem.
13-14 percept ive analysis and assured underst anding of t he t ext
coherent and fully developed ideas deft ly support ed wit h
examples/ references
sensit ive int erpret at ion of how t he writ er t ries t o make t he reader
sympat hise wit h t he refugees in t he poem.
15 ast ut e and penet rat ing analysis of t he t ext
cogent and original explorat ion of ideas and evidence
sophist icat ed and individualist ic int erpret at ion of how t he writ er t ries
t o make t he reader sympat hise wit h t he refugees in t he poem.

Tot al for Quest ion 1: 15 Marks

 Quest ion 2 - Writ ing

Quest ion 2 (a)

Range of writ ing: argue

Assessment Obj ect ives:

• communicat e clearly and imaginat ively, using and adapt ing forms for different
readers and purposes
• organise ideas int o sent ences, paragraphs and whole t ext s
• use a range of sent ence st ruct ures effect ively, wit h accurat e punct uat ion and
spelling.

In all answers t o writ ing quest ions, t he examiner’ s focus should be on t he qualit y
of t he writ ing.

• It is import ant not t o have preconcept ions of what is appropriat e or not ,

part icularly in t erms of ideas or t he expression of t hem.
• Each answer will need t o be j udged on it s merit s, and t he skill and
effect iveness wit h which t he candidat e answers t he quest ion.
• Examiners must be alert t o unusual, perhaps original approaches (for inst ance
in st yle, cont ent , st ruct ure, ideas and so on) which address t he quest ion in an
engaging, yet relevant way, and reward t hese posit ively.

In t his quest ion t he effect ive and logical development of persuasive argument in
support of t he candidat e’ s ideas on one side or t he ot her of t he viewpoint is a key
discriminat or.

Quest ion Indicat ive cont ent Mark

number
2(a) • No specific audience or cont ext is given. Candidat es are free t o 15
approach t he t opic as t hey wish; t his applies bot h t o t he expression
of ideas and t he choice of form, t hough most will probably opt for an
essay.
• The merit of t he answer will largely be det ermined by t he
cohesiveness and clarit y of t he present at ion of t he candidat e’ s
argument .
• The candidat e should argue clearly in favour or against t he
viewpoint ; t his could be done in a variet y of ways, including
considerat ion of argument s bot h for and against .
• St ronger responses will be support ed by reasons, examples and
evidence, and may use linguist ic t echniques t o persuade t he reader
• It is difficult t o suggest what t ypical cont ent might include. Much
will depend on t he experience, t he nat ionalit y and t he cult ural
background of t he candidat e. Most argument is likely t o be based on
point s relat ing t o:
ƒ economic issues and priorit ies
ƒ dist inct ions bet ween basic needs and luxuries
ƒ t he import ance of sport in t erms of int ernat ional
co-operat ion and/ or nat ional pride and
prest ige
 ƒ t ourism
ƒ encouraging people’ s involvement in sport for
various reasons including healt h issues
ƒ est ablishing role models for yout h
ƒ legacy (re-usable buildings/ facilit ies, improved
t ransport , j ob creat ion et c.)

Weak answers are likely t o be brief and unclear in argument , perhaps

merely assert ions of opinion and not clearly in favour or against the
viewpoint; more successful answers will develop a convincing argument
which present s a st rong case in favour or against t he viewpoint in an
engagingly expressed way and in a securely st ruct ured form.

NOW REFER TO PAGES 11-12 FOR THE ASSESSMENT OBJECTIVE GRIDS.

In applying t he grids, bear in mind t he need for t he ‘ best fit ’ approach.

 Quest ion 2 (b)

Range of writ ing: advise

Assessment Obj ect ives:

communicat e clearly and imaginat ively, using and adapt ing forms for different
readers and purposes
organise ideas int o sent ences, paragraphs and whole t ext s
use a range of sent ence st ruct ures effect ively, wit h accurat e punct uat ion and
spelling.

In all answers t o writ ing quest ions, t he examiner’ s focus should be on t he qualit y
of t he writ ing.

It is import ant not t o have preconcept ions of what is appropriat e or not ,

part icularly in t erms of ideas or t he expression of t hem.
Each answer will need t o be j udged on it s merit s, and t he skill and effect iveness
wit h which t he candidat e answers t he quest ion.
Examiners must be alert t o unusual, perhaps original approaches (for inst ance in
st yle, cont ent , st ruct ure, ideas and so on) which address t he quest ion in an engaging,
yet relevant way, and reward t hese posit ively.

In t his quest ion, t he clarit y and det ail of t he advice are t he key discriminat ors.

Quest ion Indicat ive cont ent Mark

number
2(b) 15
• The question provides a specific audience and form, but, as an
informal letter, this should not be interpreted too rigidly. An
appropriate salutation and subscription may be used but these
could be very informal. Tone and style are also likely to be
informal, perhaps very informal.
• As the focus is on persuasion, the merit of an answer may well be
defined by the effectiveness and appropriateness with which verbal
techniques of persuasion are used. The persuasion may also
include points of advice.
• Stronger responses will tailor the content and means of persuasion
to the individual recipient. Robust comment may not be
inappropriate.
• Structure is also important; the friend should be given a clear idea
of what the issues are and how they should be addressed.
• As the content is likely to be very specific to the friend, it is
impossible to be precise about what might be included.

Weaker answers are likely to be straightforward and make brief,

assertive points in an uncertain structure with a limited grasp of
context ; more successful answers will show a confident awareness of
context and purpose, with a sensitive awareness of audience and form;
they will present a develop a clear and persuasive case.
Quest ion 2 (c)

Range of writ ing: imagine, ent ert ain

Assessment Obj ect ives:

communicat e clearly and imaginat ively, using and adapt ing forms for different
readers and purposes
organise ideas int o sent ences, paragraphs and whole t ext s
use a range of sent ence st ruct ures effect ively, wit h accurat e punct uat ion and
spelling.

In all answers t o writ ing quest ions, t he examiner’ s focus should be on t he qualit y
of t he writ ing.

• It is import ant not t o have preconcept ions of what is appropriat e or not ,

part icularly in t erms of ideas or t he expression of t hem.
• Each answer will need t o be j udged on it s merit s, and t he skill and
effect iveness wit h which t he candidat e answers t he quest ion.
• Examiners must be alert t o unusual, perhaps original approaches (for inst ance
in st yle, cont ent , st ruct ure, ideas and so on) which address t he quest ion in an
engaging, yet relevant way, and reward t hese posit ively.

The key discriminat or is t he degree t o which t he candidat e engages and sust ains
t he reader’ s int erest

Quest ion Indicat ive cont ent Mark

number
2(c) • Relevance is import ant . The st ory should illust rat e t he t it le, or 15
relat e t o it , in a clear way; it should involve ‘ a new st art ’ .
• ‘ Explore’ implies some sort of invest igat ion; t he st ory should,
at least in part , focus on, or present in some det ail, t he
t hought s and feelings of t he chosen charact er.
• In t he case of responses which are only loosely appropriat e t o
t he t ask, t he first paragraph in each band of t he marking grid
relat ing t o ‘ effect iveness of communicat ion’ can be helpful.
Examiners should consider carefully before awarding higher
band marks t o candidat es who are clearly reproducing ‘ learnt ’
st ories, or writ e st ories of superficial or fleet ing relevance wit h
an apparent ly appropriat e conclusion graft ed on.
• The int erpret at ion of ‘ new st art ’ is left t o t he candidat e;
examiners need t o be open-minded about t his.
• Any kind of st ory is accept able provided it engages t he reader.
A light -heart ed humorous approach is as appropriat e as a
serious one.
• It is also impossible t o be prescript ive about st yle or narrat ive
approach. The consist ency wit h which a candidat e maint ains
his or her adopt ed st yle may well be import ant in defining t he
overall success of t he response.
Weaker answers will be superficially relevant or brief, wit h lit t le
at t empt t o engage t he reader or address t he quest ion: more
successful answers will have a st rong sense of purpose and
 audience, and explore t he t hought s and feelings of t he cent ral
charact er in an engaging and ent ert aining way, which fully reflect s
t he t it le.

NOW REFER TO PAGES 11-12 FOR THE ASSESSMENT OBJECTIVE GRIDS.

In applying t he grids, bear in mind t he need for t he ‘ best fit ’ approach

 Writ ing Mark Scheme: Paper 2 Quest ion 2

Writ ing skills Band/ Descript or

Range
Band 1
Effect iveness of 0-3 Communicat es at a basic level, limit ed vocabulary, lit t le
communicat ion variet y of sent ence st ruct ure. Lit t le awareness is shown of
t he purpose of t he writ ing and t he int ended reader

Organisat ion Organisat ion is simple wit h limit ed success in opening and
development
Spelling
Punct uat ion The spelling of common words is usually correct t hough
Grammar inconsist encies are present . Basic punct uat ion is used wit h
some cont rol. Sent ence const ruct ion and variet y shows
some cont rol.

Band 2
Effect iveness of 4-6 Communicat es in a broadly appropriat e way. There is some
communicat ion evidence of cont rol in choice of vocabulary and sent ence
st ruct ure. Shows a basic grasp of t he purpose and of t he
expect at ions/ requirement s of t he int ended reader shown

Organisat ion Shows some grasp of t ext st ruct ure, wit h opening and
development and broadly appropriat e paragraphing and
ot her sequencing devices

Full st ops, capit al let t ers, quest ion marks are used
Spelling t oget her wit h some ot her marks, most ly correct ly/
Punct uat ion grammat ical st ruct uring of simple and some complex
Grammar sent ences is usually correct / spelling of simple and more
complex words usually correct .

Purpose and Band 3 Generally clear sense of purpose and underst anding of t he
audience 7-9 expect at ions/ requirement s of t he int ended reader shown

Effect iveness of Communicat es clearly; well chosen vocabulary; some

communicat ion evidence of craft ing in const ruct ion of sent ences

Organisat ion Organisat ion most ly sound; clear t ext st ruct ure; cont rolled
paragraphing t o reflect opening, development and closure
t oget her wit h successful use of cohesive devices

Spelling Spelling of a wide range of words is accurat e. Punct uat ion

Punct uat ion is most ly secure. Sent ence const ruct ion and variet y are
Grammar accurat e and used t o creat e effect s wit h only occasional
errors.
 Band 4
Effect iveness of 10 - 12 Communicat es effect ively, wit h apt ly chosen vocabulary and
communicat ion well-cont rolled variet y in sent ence const ruct ion. A secure
realisat ion of t he writ ing t ask according t o t he writ er's
purpose and t he expect at ions/ requirement s of t he int ended
reader is shown

Organisat ion Organisat ion is secure, t ext st ruct ure is well-j udged;
effect ive paragraphing and a range of cohesive devices
bet ween and wit hin paragraphs

Spelling Spelling is almost always accurat e, wit h occasional slips.

Punct uat ion Punct uat ion is accurat e wit h a wide range of marks used t o
Grammar enhance communicat ion. A wide range of sent ence
const ruct ions and sent ence variet y is used effect ively t o
creat e int ended impact and convey nuances of meaning.

Band 5
Effect iveness of 13 -15 Compelling in it s communicat ive impact . Ext ensive
communicat ion vocabulary and skilful cont rol in t he const ruct ion of varied
sent ence forms. St rong and assured, sharply focused on
purpose and t he expect at ions/ requirement s of t he int ended
reader shown

Organisat ion Sophist icat ed cont rol of t ext st ruct ure, skilfully sust ained
paragraphing, assured applicat ion of a range of cohesive
devices

Spelling Spelling of a wide and ambit ious vocabulary is consist ent ly

Punct uat ion accurat e. Cont rol of a range of punct uat ion marks is
Grammar precise, enabling int ended emphases and effect s t o be
conveyed. Sent ence const ruct ion and variet y is ambit ious
and assured; There is sophist icat ed cont rol of expression
and meaning.

Tot al for Quest ion 2: 15 Marks

Tot al for Paper: 30 Marks
Furt her copies of t his publicat ion are available from
Edexcel Publicat ions, Adam sway, Mansfield, Not t s, NG18 4FN

Telephone 01623 467467

Fax 01623 450481
Em ail publicat ion.orders@edexcel.com
Order Code UG030406 Januar y 2012

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