Presentation Title runs here l 00/00/002 GCSE English Language Unit 2 Feedback from June 2011 Online event.

Presentation Title runs here l 00/00/002

GCSE English Language Unit 2

Feedback from June 2011Online event


Aims and Outcomes

The purpose of this event is to:• provide an overview of the unit from the summer 2011 series

• Talk through the standardisation scripts from the website to understand how the mark scheme is applied for each tier

• Collate delegate questions and concerns to create a document for the unit for all teachers to use as a guide for the forthcoming examination series


General comments from the examiner report – June 2011• Examiners commented that many students provided evidence

that they had understood the writers’ ideas

• Students were also able to select examples of the writers’ language, with a range of language features

• Less successful answers showed an insecure grasp of language or ideas and failed to support their points with textual evidence

• In the writing task, most students wrote reasonably on a topic but some did not have secure control of language or argument


Section A

English Language specification:

• Students should answer one question in this section, on an extract from the text they have studied. They will respond to questions on an extract of approximately 500 words taken from their text.

• Students must analyse the language showing understanding of the impact on the reader of the writer’s choice of linguistic, grammatical and structural features, and the use of language to support the writer’s ideas and perspectives.

• Part (a) of the question will focus on the extract.• Part (b) of the question will focus another part of the whole text


Foundation Tier


Section A – what is being assessed.

Foundation Tier


Section A

Foundation Tier part a(i)

• The Foundation paper a (i) differs from the higher paper.

• The Foundation paper does simply require the students to list/identify and underline in a sentence the language features to ease them into the exam

• This is the only question on either tier which require students to do ‘feature spotting’.


Question 5 (a) (i) – ‘Of Mice and Men’

5 (a) (i) Give three examples of the writer’s use of language in the extract. Identify the language feature for each example chosen.

Summary of 5 (a) (i) from examiner report:

• Students need to follow the example given on the paper and not be tempted to write too much for this response.

• Examiners noted that some candidates copied out a phrase but did not indicate which word they were identifying as a noun/verb/adjective/adverb etc

• In some cases, there was some uncertainty about what constituted a ‘language feature’.


Question 5 (a) (ii)– ‘Of Mice and Men’

5 (a) (ii) Explain how the language in the extract influences your view of Slim. In your answer, you must give examples of the language the writer uses. You may include examples from your answer in 5 (a) (i)

Summary of 5 (a) (ii) from examiner report:

• There were reasonably sound responses to Slim’s introduction, his character and his role in the novel

• The best dealt with the introductory description and the dialogue to talk about his relationship with George and Lennie

• The less successful answers showed some misunderstanding of Slim’s character and felt he was ‘arrogant’ or ‘loved himself’

Question 5 (a) (ii) – ‘Of Mice and Men’

• Read script F5B (a) (ii) on the screen• This response scored 12 out of 13

• The examiner comments that ‘this response shows sound understanding of Slim in the given extract.’

• Band 5• Sound understanding of the text• Sound understanding of the writer’s ideas• Sound understanding of how the writer uses language• Clear reference to the extract to support response



Question 5 (b)- ‘Of Mice and Men’

5 (b) – Slim is one of the male characters in the novel. Describe how another male character is presented in one other part of the novel. In your answer, you must give examples of the language the writer uses. You may wish to consider how the writer describes the character’s physical appearance, describes the kind of person he is, shows what other characters think of him.

Summary of 5 (b) from examiner report:• This produced some reasonable responses especially on Crooks (ch.4),

Lennie (in terms of his physical and mental characteristics) and Curley and George.

• Weaker scripts either copied out sections of the given extract or drew general points at random from the whole novel.

• Candidates should make a reference (chapter, page number) to make clear the chosen extract or episode.

Question 5 (b) – ‘Of Mice and Men’

• Read script F5B (b) on the screen• This response scored 15 out of 24

• The examiner comments that ‘the chosen extract just gets into band 4 as the bullet points are covered in a generally sound way’

Band 4• Generally sound understanding of the text• Generally sound understanding of the writer’s ideas• Generally sound understanding of how the writer uses language• Mostly clear reference to the extract to support response



Question 3 (b)– ‘Balzac and the Little Chinese Seamstress’

3 (b) In the extract, the Narrator describes the life of the Little Seamstress. Describe how the Little Seamstress is affected by what happens to her in one other part of the novel. In your answer, you must give examples of the language the writer uses. You may wish to consider how the writer describes what happens to the Seamstress, describes her feelings about what happens, shows the effect on her.

Summary of 3 (b) from examiner report:• A number of extracts could have been chosen for this part of the question

such as her decision to leave for the city and how this affected her clothing and attitudes.

• Some selected how the Seamstress’s pregnancy changed her personality.

Question 3 (b)– ‘Balzac and the Little Chinese Seamstress’

• Read script F3 (b) on the screen• This response scored 22 out of 24

• The examiner comments that ‘ this is a well-chosen extract for b) showing sound knowledge of writer’s ideas and language, with short embedded quotations.’

• Band 5• Sound understanding of the text• Sound understanding of the writer’s ideas• Sound understanding of how the writer uses language• Clear reference to the extract to support response


Question 9 – Writing

Your local newspaper is publishing a special edition about the 2012 London Olympic Games. The newspaper wants to include young people’s views. Write a contribution which gives your views about the 2012 London Olympic Games. In your contribution you may wish to consider the competitors, the audience for the Games, the effect on the country holding the Games and any other ideas you may have.

Summary of Q9 from examiner report:• Most candidates used the bullet points to structure their answer• Most students were enthusiastic in their responses to the question and

many answers had a clear text structure• At the top of the range, candidates often used punctuation accurately

such as exclamation marks and speech marks for interviews. Weaker students struggled with sentence structure.


Question 9 - Writing

What is being assessed?



• Read script F9C on the screen• This response scored 11 out of 16 for AO4 (i) and (ii)

• The examiner comments that ‘the candidate writes with a generally sound grasp of purpose and audience with appropriate ideas’

Band 4• Expresses ideas that are generally appropriate.• Generally sound grasp of the purpose and audience.• Generally sound evidence of control in the choice of vocabulary and

sentence structures.• Organisation shows generally sound grasp of text structure, with opening

and development, and broadly appropriate paragraphing



• This response scored 6 out of 8 for AO4 (i) and (ii)

• The examiner comments that ‘the candidate shows some control of QWC’

Band 2• Sentences show some attempt to structure and control expression

and meaning. Some variety of sentence structures used.• Some control of a range of punctuation devices, enabling intended

emphasis and effects to be conveyed for some of the response• Spelling is sometimes accurate, with some slips which may hinder

meaning.



Higher Tier


Section A – what is being assessed.

Higher Tier parts (a) and (b)


Question 3 (a) – ‘Balzac and the Little Chinese Seamstress’3 (a) Explore how the language in the extract influences your view of

the Little Seamstress and her Father.

Summary of 3 (a) from examiner report:• Candidates focussed on the detailed descriptions of her appearance

and on the father’s importance and status.

Question 3 (a) – ‘Balzac and the Little Chinese Seamstress ’• Read script H3 question (a) on the screen• This response scored 4 out of 16

• The examiner comments that ‘the response is rather repetitive; not full coverage, but has some clearly picked out language. ’

• Band 2:• Sound understanding of the text• Sound understanding of the writer’s ideas• Sound understanding of how the writer uses language• Clear reference to the extract to support response



Question 5 (a) – ‘Of Mice and Men’

5 (a) Explore how the language in the extract influences your view of Slim. You must include examples of the language features in your answer.

Summary of 5 (a) from examiner report:• Many candidates were confident in identifying language features

through they often struggled to explore their resonance.• Good candidates knew how to look at language and there was lots of

evidence of PEE.• There was the usual feature spotting and mixing up of simile and

metaphor, not to mention adjective and adverb.

Question 5 (a) – ‘Of Mice and Men ’

• Read script H5B (a) on the screen• This response scored 13 out of 16

• The examiner comments that ‘this response works systematically through the extract making good use of evidence and making a number of assured points’

Band 4• Assured understanding of the text• Assured understanding of the writer’s ideas• Assured understanding of how the writer uses language• Pertinent reference to the extract to support response



Question 3 (b)- ‘Balzac and the Little Chinese Seamstress’

3 (b) In the extract, the Narrator describes the life of the Little Seamstress. Explore how the writer presents the ways the Seamstress is affected by an experience in one other part of the novel. You must use examples of the language the writer uses to support your answer

Summary of 3 (b) from examiner report:• Candidates were able to choose a relevant extract relating to the

Seamstress’ life and quoted appositely in support of their choice.

Question 3 (b) – ‘Balzac and the Little Chinese Seamstress’

• Read script H3 (b) on the screen• This response scored 4 out of 24

The examiner comments that this response is ‘somewhat simple in structure with a systematic use of PEE.’

Band 1• Generally sound understanding of the text• Generally sound understanding of the writer’s ideas• Generally sound understanding of how the writer uses language• Mostly clear reference to the extract to support response



Question 5 (b) – ‘Of Mice and Men’

5 (b) Slim is one of the male characters in the novel. Explore how the writer presents another male character in one other part of the novel. You must include examples of the language features in your answer.

Summary of 5 (b) from examiner report:• Some of the most successful answers were on the character of

Crooks which enabled candidates to explore the language of the novel in great depth. They concentrated on the first couple of pages of Section 4 which gave them more than enough material.

• Some candidates were unable to select one character which meant that their answer lacked detail

• Some also said they were going to look at a particular scene but often ended ranging more widely and the focus on language became lost as the answer drifted into a character sketch.

Question 5 (b) – ‘Of Mice and Men ’

• Read script H5B (b) on the screen• This response scored 20 out of 24

• The examiner comments that the answer is: ‘confident and assured and at times discriminating. Also aware of Steinbeck’s crafting.’

Band 5• Perceptive understanding of the text• Perceptive understanding of the writer’s ideas• Perceptive understanding of how the writer uses language• Discriminating reference to the extract to support response


Comparing the two scripts

• H5B (Of Mice and Men) is a response to Q5 a and b which gains 33 marks in total. The candidate has a limited reference to language terms, but offers a detailed and assured analysis which was marked at the upper end of the mark range;

• H3 (Balzac and the LCS) is a much less successful response gaining 8 marks in total and although it identifies a number of language features, the accompanying analysis is significantly weaker, and was marked at the bottom end of the range.

• This is an example of how candidates fail to support their points and replace language analysis with spotting language features.


Question 9 – Writing

Your local newspaper is publishing a special edition about the 2012 London Olympic Games. The newspaper wants to include young people’s views. Write a contribution which gives your views about the 2012 London Olympic Games.

Summary of Q9 from examiner report:• The better responses crafted their writing for the appropriate

audience and purpose and often had a clear personal voice.• Many of the views expressed were strongly expressed and

enjoyable to read• Some found it hard to sustain the response at a high level after the

1st couple of paragraphs



What is being assessed?



• Read script H9C on the screen• This response scored 11 out of 16 for AO4 (i) and (ii)

• The examiner comments that ‘the candidate uses titles and subtitles effectively and expresses opinions in an assured way’

Band 4• Assured presentation of fully developed ideas• A consistent fulfilment of the writing task and assured realisation of its intended

audience• Aptly chosen, reasonably extensive vocabulary and assured control in the

construction of varied sentence forms.• Organisation is assured, with sophisticated control of text structure, skilfully

sustained paragraphing and the effective applications of cohesive devices



• This response scored 5 out of 8 for AO4 (iii)

Band 2• Sentences are purposefully structured, with sustained control of

expression and meaning. A wide and varied selection of sentence structures is used.

• Thorough control of the full range of punctuation, enabling intended emphasis and effects to be conveyed.

• Spelling is almost always accurate, with occasional slips.



Any Questions?

Presentation Title runs here l 00/00/002 GCSE English Language Unit 2 Feedback from June 2011 Online event.

Documents

writers language

use of language

response presentation

text slide

foundation tier slide

sound understanding

argument slide

writers ideas sound