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Paper 1: Fiction and Imaginative Writing

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Paper 1.1 Mark Scheme

Section A: Reading

Question Number (AO1) Answer Mark

1 Accept only the following:

‘The Duchess has left one of her gloves here... and has asked me to bring it to her.’

(1)

Question Number (AO1) Answer Mark

2 Accept any reasonable answer based on lines 7 to 17, up to a maximum of 2 marks.

Quotations and candidate’s own words are

acceptable.

For example:

he ‘insists’ on knowing the answer to a question

he refuses to let Mr Podgers leave the room without answering him

‘The poor Duchess seemed to him of very little importance’ showed that he did not care about Mr Podgers’ task

he orders him to ‘tell him the truth’; ‘I must know

it’

he holds his hand out to Mr Podgers

Lord Arthur crosses the room to stop Mr Podgers leaving it

he looks at him in ‘petulant disdain’ showing that he is looking down on him.

(2)

The indicative content below gives some indication of how a candidate might have answered this

question. However, there are different ways that candidates might tackle this question. Candidates

need to analyse language and structure and show evidence of this in their responses. Candidates

need to provide a balance between their analysis of both language and structure.

Question Number Indicative content

3 Give credit to responses that explain how the writer uses language and structure to show the change in Mr Podgers’ mood, in lines 18 to 44.

Responses might include the following points about the language of the text.

At first Mr Podgers appears nervous: ‘blinked’ and ‘he moved uneasily’.

Mr Podgers’ eyes ‘flashed for a moment’: this might suggest cunning or greed.

Mr Podgers uses some business-like language when he gives Lord Arthur his ‘business card’ and Mr Podgers tries to strike a bargain with Lord Arthur over money when he asks: ‘Guineas?’



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He is also described as speaking about his fees ‘mechanically’

suggesting that he has repeated it many times before.

There are hints that Mr Podgers is reluctant and fearful to tell Lord Arthur his fortune. He ‘glanced nervously’ and pulls the curtain.

Mr Podgers’ language becomes more confident as the extract progresses. He speaks to Lord Arthur in a business-like manner: ‘you had better sit down’.

Responses might include the following points about the structure of the text:

At the start of the extract, Lord Arthur is in charge of the exchange and he ‘insists’ that Mr Podgers tells him what he saw.

However, at the end of the extract, Mr Podgers is in control and speaks in a controlled way: ‘I am quite ready.’

The characters appear to have had a role reversal. Initially, Mr

Podgers appears fearful, but at the end of this extract, he relaxes and becomes business-like in his tone.

There is a contrast between the control of Mr Podgers at the end of the extract when he tells Lord Arthur to ‘better sit down’ and the orders that Lord Arthur gives him at the start of the extract: ‘I will pay you.’

Lord Arthur appears to lose control and is described in a way that

makes him sound like a child: ‘stamping his foot angrily on the polished floor’. This contrasts to the careful actions of Mr Podgers: ‘wiped it carefully’.

The dialogue increases in speed and the last line: ‘I am quite ready’, is a tense moment as Mr Podgers is about to reveal Lord Arthur’s future.

Lord Arthur uses ‘I’ a lot to reinforce that he is interested in himself

and his future. Mr Podgers uses more formal and respectful language, highlighting their different social standings.

There is a contrast between the frantic nature of Lord Arthur and the controlled reaction of Mr Podgers.

Level Mark (AO2) Descriptor Indicative of steps

0 No rewardable material

Level 1 1–2 Some comment on the

language/structure used to achieve effects and influence readers, including use of vocabulary.

Range of reference is correct but

not developed.

NB The mark awarded cannot

progress beyond the top of Level 1 if only language OR structure has been considered.

1st – 3rd Step:

Reading for meaning (RfM)

Evaluation (RE)

Whole text (RT)

Language (RL)



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Level 2 3–4 Some explanation of how both

language and structure are used to achieve effects and influence readers, including use of vocabulary and sentence structure.

The quotations are appropriate

and support the points being made.

4th – 7th Step:


Evaluation (RE)

Whole text (RT)

Language (RL)

Level 3 5–6 Language and structure are analysed and the candidate comments on how this has influenced the reader. Their

comments include use of vocabulary, sentence structure

and other language features.

The quotations are well selected and illustrate the point being made.

8th – 12th Step:


Evaluation (RE)

Whole text (RT)

Language (RL)


4 Credit answers that evaluate how successfully the author shows tension between the characters in the extract.

References to writer’s techniques should only be credited at Level 2 and above if they support the critical judgement of the text.

Responses might include the following.

Lord Arthur’s attitude throughout the extract, which enables the

reader to feel his excitement and frustration about the fortune teller.

The reader feels that Lord Arthur is quite rude and controlling in his

response to the fortune teller because he insists on getting his own way. The reader feels a tension between the characters as it is obvious that Mr Podgers does not want to tell Lord Arthur his fortune, but that Lord Arthur is using his money and status to get what he wants.

There is a great deal of tension between the conflict within Mr Podgers who clearly does not really want to tell Lord Arthur his fortune but

greed and Lord Arthur’s insistence get the better of him.

Mr Podgers is described in quite a threatening way with his eyes ‘blinking’. His actions seem furtive: ‘uneasily shifting’ ‘played nervously’; this creates an air of suspense for the reader.

When Lord Arthur hears his fortune, the writer has created tension, because he does not immediately reveal what Mr Podgers has told

Lord Arthur. The reader only sees the reaction to it: ‘face blanched

with terror’, ‘eyes wild with grief’. This really makes the reader wonder what he can have been told.

When the reader eventually hears what Lord Arthur has been told, the exclamation marks and short one-word sentences really show his horror and shock: ‘Murder!’



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The structure of the last paragraph highlights Lord Arthur’s despair;

even the natural surroundings and the homeless are scared of him. This highlights how horrified and shocked he looks. The reader is shocked at how a controlling, rich man can have so quickly come to despair because of what Mr Podgers has told him.


0 No rewardable material

Level 1 1–3 There is some description of

ideas, events, themes or characters.

Some comments are offered about

the text.

Use of quotations is limited.

1st Step:


Evaluation (RE)

Whole text (RT)

Language (RL)

Level 2 4–6 There is some comment on ideas,

events, themes or characters.

Some simple comments are offered with some simple views about the text.

The selection of quotations is appropriate, but might be overlong or too brief.

2nd – 3rd Step:


Evaluation (RE)

Whole text (RT)

Language (RL)

Level 3 7–9 Explains ideas, events, themes and characters.

Clear views are given about the

text.

The use of quotations is

appropriate and well linked to the point being made.

4th – 6th Step:


Evaluation (RE)

Whole text (RT)

Language (RL)

Level 4 10–12 Analyses ideas, events, themes and characters.

There is a developed, reflective overview and there are opinions about the text.

The use of quotations supports these ideas and they are well selected.

7th – 9th Step:


Evaluation (RE)

Whole text (RT)

Language (RL)

Level 5 13–15 The candidate has a clear and reflective overview of the text.

There are thoughtful and perceptive points made and some insightful opinions are given.

The use of quotations is insightful, apt and develops the candidate’s argument.

10th – 12th Step:

Reading for meaning

(RfM)

Evaluation (RE)

Whole text (RT)

Language (RL)



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Section B: Imaginative Writing


*5

Purpose: to write a real or fictional account about a time a person met somebody interesting at a social event. This could include a range of approaches, including description, storytelling, literary techniques and dialogue.

Audience: the piece does not have a specific audience but it should interest and engage the reader.

Form: it should be a descriptive or narrative piece. There should be a clear start, middle and end. It may have literary features and dialogue may be informal.

Responses may:

use a range of devices to interest and engage the reader

introduce the person via dialogue or description

use appropriate techniques for engaging interest, including literary

techniques

use dialogue and direct speech

include non-standard English for effect

be written in a non-linear way, including flashbacks.

40 marks


*6 Purpose: to write a real or fictional account about ‘One day in the future’. This could include a range of approaches, including description, storytelling, literary techniques and dialogue.

Audience: the piece does not have a specific audience but it should interest and engage the reader.

Form: it should be a descriptive or narrative piece. There should be a clear start, middle and end. It may have literary features and dialogue may be informal.

Responses might:

use the image or images as a basis for writing, e.g. about a moment

of good fortune such as winning the lottery, or achieving their goals later in life. They might use the images in a completely different way to base their piece on: ‘one day in the future’

use the picture of the mysterious individual to craft a piece that includes meeting this person and the events that follow

use a range of devices to interest and engage the reader

use dialogue or description

use appropriate techniques for engaging interest, including literary techniques

include non-standard English for effect

be written in a non-linear way, including flashbacks.

40 marks



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Writing Mark Scheme

AO5

Level Mark The candidate: Indicative of steps

0 provides no rewardable material

Level 1 1–4 gives a limited response that does not engage the reader

expresses only basic ideas

1st Step:

Writing design (WD)

Whole text (WT)

Level 2 5–9 has engagement with the reader

uses paragraphs and the piece has a basic structure

2nd – 3rd Step:

Writing design (WD)

Whole text (WT)

Level 3 10–14 clearly gains the reader’s interest and largely maintains

this throughout the piece

shows clear, competent structuring with paragraphs to aid understanding

4th – 6th Step:

Writing design (WD)

Whole text (WT)

Level 4 15–19 engages the reader throughout the text through using a range

of devices

shows effective use of structuring and paragraphing to increase effect of text on the reader

7th – 9th Step:

Writing design (WD)

Whole text (WT)

Level 5 20–24 crafts the text to anticipate the

reader’s response; employs a range of skills, which are sustained and highly effective

across the piece

crafts the structure to influence and engage the reader;

structural features are carefully selected for deliberate effect on the reader.

Steps 10–12:

Writing design (WD)

Whole text (WT)



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AO6

Level Mark The candidate: Indicative of steps

0 provides no rewardable material 0

Level 1 1–3 uses language choices that are basic

makes frequent spelling errors

uses basic punctuation with a limited range of sentence structures

1st Step:

Sentences (WS)

Vocabulary (WV)

Writing design (WD)

Level 2 4–6 makes some interesting language choices

uses a wider range of word choices, but there are some

spelling errors

uses a range of sentence

structures and punctuation with a degree of accuracy

2nd – 3rd Step:

Sentences (WS)

Vocabulary (WV)

Writing design (WD)

Level 3 7–9 makes a range of interesting word choices

has mainly accurate spelling

uses a range of punctuation and sentence structures to achieve effect

4th – 6th Step:

Sentences (WS)

Vocabulary (WV)

Writing design (WD)

Level 4 10–12 has a wide vocabulary

uses mainly accurate spelling

uses a wide range of punctuation

to create an interesting effect for the reader

uses a wide range of sentence structures to create a variety of effects

7th – 9th Step:

Sentences (WS)

Vocabulary (WV)

Writing design (WD)

Level 5 13–16 has an interesting vocabulary

and is rarely at a loss for the correct word; word choices delight and engage the reader; spelling is largely accurate

uses a wide range of punctuation and sentence structures to craft

and create specific effects on the reader.

10th – 12th Step:

Sentences (WS)

Vocabulary (WV)

Writing design (WD)

For more information on using the Pearson Progression Scale to map progress with these mark

schemes, refer to the 'Using the Pearson Progression Scale' document.

paper 1: fiction and imaginative writing - pearson … · paper 1: fiction and imaginative writing...

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