English Paper 1

Mark Scheme
Stage 4

English_S4_01_MS/7RP
© UCLES 2020
S4/01 English Stage 4 Paper 1 Mark Scheme From 2020

Question Answer Marks

1 Look at the first paragraph (lines 1–3). 1

Give one word that tells us that the writer thinks the speed of the train is
amazing.

Award 1 mark for:

• impressive

Question Answer Marks

Look at the second paragraph (lines 4–8).

2(a) Give one adjective that means ‘enormous’. 1

Award 1 mark for:

• gigantic

2(b) Why is a comma ( , ) used in line 8? 1

Award 1 mark for:

• to separate (two) clauses / two (2) parts of a sentence / a main clause

and/from a subordinate clause

2(c) Look at these sentences: ‘When electricity is sent to the magnets, the 1
magnetic field changes. This moves the train.’ (Lines 7–8)
Replace the full-stop ( . ) and ‘This’ with a suitable connective. Tick () one
box.

Award 1 mark for:

• , which

Page 2 of 11
S4/01 English Stage 4 Paper 1 Mark Scheme From 2020

Question Answer Marks

3 Look at the third paragraph (lines 9–12). Maglev trains do not have the 1
same problems as other trains.
Which figurative technique does the writer use to emphasise this?

Tick () one box.

Award 1 mark for:

• repetition

Question Answer Marks

Look at the last paragraph (lines 15–19).

4(a) Give two adjectives the passenger uses to describe her train ride on a 2
Maglev.

Award 1 mark for each of the following, up to a maximum of 2 marks:

• impressive
• smooth
• fantastic

4(b) Why does the writer use direct speech? 1

Award 1 mark for an answer which conveys:

• to state the passenger’s point of view

Page 3 of 11
S4/01 English Stage 4 Paper 1 Mark Scheme From 2020

Question Answer Marks

The five paragraphs do not have subheadings.

5(a) Match the paragraphs to a suitable sub-heading. 3

first paragraph Advantages of Maglevs

second paragraph Speed of Maglevs

third paragraph How Maglevs work

fourth paragraph Disadvantages of Maglevs

5(b) Write a suitable sub-heading for the fifth paragraph. 1

Award 1 mark for a response which conveys this idea:

• Riding on the Maglev

5(c) What would the purpose be of having these sub-headings in this text? 1

Award 1 mark for one of the following ideas:

• to organise the information

• to let the reader know what information is in the following paragraph / below
the heading
• to make it easier for the reader to locate information

Question Answer Marks

6 How would transport in your country be better with Maglev trains? 3

Give three ways, using information from the text.

Accept any suitable response based on information from the text.

Award 1 mark for each of the following ideas, up to a maximum of 3 marks.

• Train journeys would be faster.

• Train journeys would be safe(r).
• Train journeys would be (more) environmentally friendly / less polluting /
there would be no use of (fossil) fuel.
• Train journeys would be quiet(er).
• Trains are not affected by temperatures / the weather / objects on the track.

Page 4 of 11
S4/01 English Stage 4 Paper 1 Mark Scheme From 2020

Question Answer Marks

7 Look at the main heading. What literary technique is used? 1

Tick () one box.

Award 1 mark for:

• alliteration

Question Answer Marks

8 Why would children find the Bernina Express trip so exciting? 1

Award 1 mark for:

• Children love tunnels and there are lots of / plenty of / (196) bridges and
(55) tunnels
• There are (196) bridges and (55) tunnels

Question Answer Marks

9 Look at the third paragraph. (Lines 5–7) 2

There are several opinions given in the paragraph – some are the writer’s
opinion and some are not. Give one example of each.

Award 1 mark for one of the following:

The writer’s opinion

• (an) adventure
• (the) magic
• (as) dramatic as it sounds

Award 1 mark for the following:

Not the writer’s opinion

• (Considered by many as one of) ‘the greatest railway journeys in the world’

Page 5 of 11
S4/01 English Stage 4 Paper 1 Mark Scheme From 2020

Question Answer Marks

10 Look at the last paragraph (lines 8–12). 1

Give one quantifier.

Award 1 mark for:

• loads (of)

Question Answer Marks

11 Which train journey would you recommend for children who are always 1
hungry? Explain your choice, giving information from the text.

Award 1 mark for:

• the Indian train / train from Mumbai to Goa because (it has food vendors
wandering up and down the aisles offering a vast selection / loads of)
delicious snacks.

Question Answer Marks

12 Text B is a persuasive text. The writer tries to persuade the reader to go on 3

a train ride.
Give three ways in which the writer does this.

Award 1 mark for each of the following, up to a maximum of 3 marks:

• powerful / strong / superlative adjectives

• speaking directly to the reader
• asking the reader questions

Page 6 of 11
 English Stage 4 Paper 1 Mark Scheme

Section B: Writing

Question Answer Marks

13 Write an information text describing something you know about. 25

Your information text could be about:

• a different method of transport, for example a bicycle, a water taxi, a
car
• an electronic gadget, for example a phone, a laptop, a tablet
• a game, for example a sport, a computer game, a board game
• something else of your choice.

You could:
• explain how it works, how it is made or how it is played
• describe its advantages and/or disadvantages
• compare it to something similar.

Notes to markers

• Use the marking grids on the following pages.

• Marking should always begin from the lowest mark in each column and
work upward.
• A ‘best fit’ judgement should be made in judging first in which box to place
the response and then, within that box, which mark is appropriate.
• The lower mark within a box should be given if some the criteria have been
met but not all.
• Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
Award 0 marks for 20 words or fewer.
Award a maximum of 7 marks for responses of between 21 and 60 words.
You need not count the words unless you think there will be fewer than 60.
In normal-sized handwriting 60 words will be approximately 8 lines.

Marks

Creation of texts (Wc) 5

Vocabulary and language (Wv) 3

Grammar and punctuation (Wg) 7

Structure of texts (Ws) 7

Word structure [spelling] (Ww) 3

[Total 25]
English Stage 4 Paper 1 Mark Scheme
Creation of texts (Wc)
[5 marks]
A relevant response with
well-chosen ideas and
content. Some ideas and
material are developed in
detail.
Main features of the text
type are evident.
A straightforward viewpoint
which is generally consistent
and appropriate which
shows an awareness of the
audience.
[4–5]
Vocabulary and language Structure of texts (Ws)
(Wv)
[3 marks] [7 marks]
Paragraphs and sections are
used consistently to
organise ideas.
Chronological or logical links
between paragraphs help
the development of ideas.
Cohesion between
paragraphs is achieved
using devices such as
connectives to establish
links.
[6–7]
Grammar and punctuation Word structure (Ww)
(Wg) (spelling)
[7 marks] [3 marks]
Grammar:
Uses an increasing range of
sentence types accurately.
Use of expanded phrases to
develop ideas. For example:
• noun, adverbial, adjectival,
and verb phrases
• a range of connectives.
Past, present and future
verb forms are accurate.
Punctuation is used
consistently and accurately
• to demarcate sentences.
• Direct speech punctuation
includes other punctuation
alongside speech marks.
(Errors may occur where
structures are ambitious.)
• Commas are always used
in lists and often to clarify
meaning in sentences.
• Apostrophes correct for
possession (sing./plural)
[6–7]
English Stage 4 Paper 1 Mark Scheme
Creation of texts (Wc)
A relevant response that
elaborates on basic
information with some
development of essential
detail.
Writing for a given purpose
is clear with main features of
the text type clearly evident.
Use of content and language
in writing shows awareness
of audience.
[3]
Vocabulary and language
(Wv)
Specialised vocabulary is
used that is suitable for the
text type.
Good attempts to use
synonyms for overused
words.
[3]
Structure of texts (Ws)
Structure is clear using
paragraphs /sections with
good attempts to organise
the content.
Ideas set out in a logical
sequence, making
relationships between them
clear.
Links between paragraphs/
sections to help the
development of ideas are
evident but may not be
consistent.
Organisational devices may
be evident such as bullets,
numbered lists.
[4–5]
Grammar and punctuation
(Wg)
Grammar:
• Grammatically correct
multi-clause sentences
using a range of
connectives.
• Sentence openings are
varied, using language of
time, place and manner.
• Subject and verb usually
agree.
• Past and present tense of
regular and common
irregular verbs are used
accurately and consistently
throughout the text.
Punctuation:
• Full stops, question marks
and exclamation marks are
used correctly.
• Apostrophes of omission
are correct.
• Correct use of speech
marks around words
spoken.
[4–5]
Word structure (Ww)
(spelling)
Spelling of words with
common letter strings, but
different pronunciations is
correct, e.g., through, tough
Spelling of a range of
common prefixes and
suffixes is correct.
Spelling of common
homophones is correct
within their grammatical
purpose, e.g., they’re, their,
there.
Some correct spelling of
long and short vowel
phonemes.
Spelling of plurals is usually
correct, e.g. -s, -es,-y/ies,
and -f/ves.
[3]
English Stage 4 Paper 1 Mark Scheme
Creation of texts (Wc)
The response includes some
attempt to elaborate on
basic information.
Some general elements of
the text type are evident.
The writer’s attitude to the
subject may be conveyed
but shows a limited
awareness of the reader.
[2]
Vocabulary and language
(Wv)
Accurate use of vocabulary
includes a variety of
appropriate choices to
convey meaning that is
consistent and effective for
the text type.
Choice of words and
phrases strengthen the
impact of writing.
[2]
Structure of texts (Ws)
Paragraphs / sections are
generally used to help
organise and sequence
ideas.
Some attempt to sequence
relevant ideas/sections
logically.
Within paragraphs / sections
there are some links
between sentences.
[2–3]
Grammar and punctuation Word structure (Ww)
(Wg) (spelling)
Grammar: Spelling of common
• A mix of simple and inflections is usually
compound sentences accurate, e.g. –ing, –ed,
with some variation in
sentence openings. Spelling of common regular
and exception words,
• Successful attempts at
including polysyllabic and
compound sentences
compound words, is
use simple connectives
generally accurate.
to join clauses, e.g., and,
but.
• Subject and verb
agreement and tenses
often agree.
Punctuation:
• Demarcation of
straightforward
sentences is usually
correct.
• Note: if punctuation is
totally lacking and other
descriptors met, then
give the lower mark here.
[2–3] [2]
English Stage 4 Paper 1 Mark Scheme
Creation of texts (Wc)
Relevant material although
some basic information may
be inaccurate.
Some elements of the text
type can be seen. (A
maximum of 1 mark can be
awarded if not the given text
type.)
[1]
Creation of texts (Wc)
No creditable response
[0]
Vocabulary and language
(Wv)
Some attempt to expand the
general vocabulary to match
the task with some word
choices to create interest
including some adventurous
choices.
Vocabulary is simple and
matched to the text type.
[1]
Vocabulary and language
(Wv)
No creditable response
[0]
Structure of texts (Ws)
Ideas are in sections with an
attempt to group related
points together.
[1]
Structure of texts (Ws)
No creditable response
[0]
Grammar and punctuation
(Wg)
Some simple sentence
structures are used
successfully.
Some correct use of
punctuation, such as full
stops and capital letters.
Note: do not discriminate if
learners write with good
English but there are
punctuation errors. If
ambitious structures are
used, begin marking at 2–3
marks, provided there is
variation in sentence
openings.
[1]
Grammar and punctuation
(Wg)
No creditable response
[0]
Word structure (Ww)
(spelling)
All simple high frequency
words are spelt correctly,
e.g., that, she, put.
Spelling of high frequency
words is generally correct,
e.g., their/there, when, were,
what, some etc.
There may be some
successful attempts to
phonetically spell
polysyllabic and compound
words.
[1]
Word structure (Ww)
(spelling)
No creditable response
[0]