English Language – Paper 1

Brighton Rock
SECTION A: READING MARKS MINS
Read the questions and annotate source 0 10
Question 1 – List 4 valid points 4 5
Question 2 – Language Analysis 8 10-12
3 Technique, Evidence, Effect – analyse individual words from quote
 words and phrases (adjective, verb, adverb, noun – lists)
 language techniques (metaphor, simile, personification)
 sentence forms (simple, complex, short, long, broken/incomplete sentences)

Question 3 – Structural Analysis 8 10-12

 Overview of journey reader is taken on
 3 Structural Feature, Evidence, Effect paragraphs
 Beginning/Opening/Setting/Development/Focus/Time shift/Twist/Ending/Key
Repetition/Ending/Moral
 Summary of structural effects and how the text ends

Question 4 – Evaluate Texts Critically 20 20

 Respond to reviewer’s opinion
 Respond to reviewer with opinion – LEAD WITH METHOD/TECHNIQUE/TONE
 End with a snappy summary
 Section A:
Reading
1 hour
20th Century prose fiction

• An extract from the novel Brighton Rock by Graham Greene.

It is 1938, in the popular seaside resort of Brighton on a Bank Holiday1. Hale, playing the part of Kolly
Kibber, works for The Daily Messenger newspaper giving out cards for prizes to the holiday crowd. But
he has something else on his mind.
• HALE knew, before he had been in Brighton three hours, that they meant to murder him. With his inky fingers and his bitten nails, his manner cynical and nervous, anybody could tell he
didn't belong – belong to the early summer sun, the cool Whitsun2 wind off the sea, the holiday crowd.
• They came in by train from Victoria every five minutes, rocked down Queen's Road standing on the tops of the little local trams, stepped off in bewildered multitudes into fresh and glittering
air: the new silver paint sparkled on the piers, the cream houses ran away into the west like a pale Victorian water-colour; a race in miniature motors, a band playing, flower gardens in bloom
below the front, an aeroplane advertising something for the health in pale vanishing clouds across the sky.
• It had seemed quite easy to Hale to be lost in Brighton. Fifty thousand people besides himself were down for the day, and for quite a while he gave himself up to the good day, drinking gins
and tonics wherever his programme allowed. For he had to stick closely to a programme: from ten till eleven Queen's Road and Castle Square, from eleven till twelve the Aquarium and
Palace Pier, twelve till one the front between the Old Ship and West Pier, back for lunch between one and two in any restaurant he chose round the Castle Square, and after that he had to
make his way all down the parade to West Pier and then to the station by the Hove streets.
• Advertised on every Messenger poster: "Kolley Kibber in Brighton today”. In his pocket he had a packet of cards to distribute in hidden places along his route: those who found them would
receive ten shillings from the Messenger, but the big prize was reserved for who-ever challenged Hale in the proper form of words and with a copy of the Messenger in his hand: "You are Mr.
Kolley Kibber. I claim the Daily Messenger prize.“ This was Hale's job to keep doing his duty until a challenger released him, in every seaside town in turn: yesterday Southend, today Brighton,
tomorrow –
• He drank his gin and tonic hastily as a clock struck eleven, and moved out of Castle Square. Kolley Kibber always played fair, always wore the same kind of hat as in the photograph the
Messenger printed, was always on time. Yesterday in Southend he had been unchallenged: the paper liked to save its guineas3 occasionally but not too often. It was his duty today to be
spotted and it was his inclination too. There were reasons why he didn't feel too safe in Brighton, even in a Whitsun crowd.
• He leant against the rail near the Palace Pier and showed his face to the crowd as it uncoiled endlessly past him, like a twisted piece of wire, two by two, each with an air of sober and
determined gaiety. They had stood all the way from Victoria in crowded carriages, they would have to wait in queues for lunch, at midnight half asleep they would rock back in trains an hour
late to the cramped streets and the closed pubs and the weary walk home. With immense labour and immense patience they extricated from the long day the grain of pleasure: this sun, this
music, the rattle of the miniature cars, the ghost train diving between the grinning skeletons under the Aquarium promenade, the sticks of Brighton rock, the paper sailors caps.
• Nobody paid any attention to Hale; no one seemed to be carrying a Messenger. He deposited one of his cards carefully on the top of a little basket and moved on, with his bitten nails and his
inky fingers, alone.

1 Bank Holiday – an official holiday when banks and most offices are closed.
2 Whitsun – A Christian festival on the seventh Sunday after Easter

3 Guineas – A guinea was an old form of currency equivalent to just over £1

 Question 2: 8 marks – 10
minutes
• Explain, comment on and analyse how writers use language to achieve
AO2 effects and influence readers, using relevant subject terminology to support
their views.

Knowledge and Skills Required:

• Words and phrases: identify and explain the effect of individual words and phrase types using word
classes and grammatical subject terminology.

• Language techniques and features: identify and explain the effect of a broad range of literary and
language devices

• Sentence forms: identify and explain the symbolic or reflective use of different sentence forms
How does the writer use language here to
describe the rat? [8 marks]
You could include the writer’s choice of:
• words and phrases - explore the use of vocabulary and word classes: noun,
adjective, verb, adverb, preposition, interjection, conjunction, pronoun, etc.; explore
a range of ideas.
• language features and techniques - alliteration, repetition, metaphor, simile,
juxtaposition, onomatopoeia, personification, pathetic fallacy, narrative voice,
retrospective narrator, emotive appeal/language/triadic repetition, listing…
• sentence forms - Reflect on the use of minor, simple, compound and complex
sentences, embedded clauses, etc.. Discuss how sentence lengths can be used to
engage the reader. What could they symbolise in the setting/description/character?
10
WRITE 6 TEE PARAGRAPHS – ANALYSE MIN
S
INDIVIDUAL WORD CLASSES!
 Question 2 - Sentence Starters
Word Classes, Phrases, Grammar Language Features and Techniques
The word __________ suggests…………. The simile ________________ suggests………………..
The adjective __________ suggests The metaphor _________________ symbolises …………………….
The noun _______ suggests… The alliteration ______________________ suggests……………………………
The verb ________ suggests… The personification of _________________________ suggests………………
The adverb ________ suggests… The oxymoron _____________________________ mirrors……………………………………..
The adjective(s) __________________ suggests… The figurative phrase ______________ explores…………..
The phrase __________________ suggests…. The ______ imagery in ____________________ suggests………………………….
The noun phrase ____________________ implies… The internal rhyme __________________ ……………………………
The verb phrase _________________ implies… The rhetorical question _____________________ suggests…………………….
The preposition ________________ suggests……………………. The rhetorical device ____________________ suggests…………………….
The interjection _____________________ suggests………………….. The use of anaphora _____________________ reflects………………………………
The conjunction _________________ suggests……………………… The pun _________________ suggests………………
The repetitive use of the conjunction “for/and/nor/but/or/yet/so” could symbolise… The malapropism ________________________ suggests…………………………
The writer’s use of the pronoun _____________________ suggests…………………….. The use of pathetic fallacy in ______________________ suggests…………………………..
The collective pronoun _________________ suggests……………………………….. The euphemism _______________________________ suggests……………………..
The informal phrasing of ___________ suggests………………… The analogy of _____________________________ is used……………………… to replicate…
The colloquial use of ___________ suggests……………… The onomatopoeic __________________ conveys a sense of………….
The formal phrasing ________ is used to indicate… ___________ is a motif that underpins…………………………
The writer’s use of the adjectives ____ ________ ________ suggest… ___________ is a bildungsroman that documents ________________ in their emotional
The first person address ____ is used… journey……………………
The second person direct address “You”/”Yourself” is used… The hyperbolic phrase ______________________ suggests…………………………..
The speech is punctuated with semi-colons/exclamation points/question points… The metonym ___________ symbolises…
The use of ellipsis indicates… The description of ______
The serialised comma… The authentic direct speech of ________
Such language use helps us sympathise/empathise/side/dislike ___________ The use of listing here suggests….
The dramatic narrative/emotive anecdote….
The repetition of …. Suggests…
The symbolic nature of the …
Sentence Forms.
The (over/singular) use of the simple sentence(s) ___________________________ here suggests…………..
The (over/singular) use of the complex sentence(s) _______________________________ suggests…………………….
The use of the compound sentence _________________ suggests…………………………………
The use of the compound-complex/complex-compound sentence _______________________ suggests……………
The use of minor sentences such as ______ suggests………
Write 6 TEE paragraphs. Use
The repetitive use of ___________ sentence forms suggests…
The mixture/sporadic use of sentence forms suggests………………..
The interrogative _____________________ suggests……………………..
two sentence starters from
The declarative ______________________ suggests………………………………
The imperative ________________________ suggests……………………………….
The exclamative _________________________ suggests……………………………
each sub-heading.
 QUESTION 2: AO2 – Language -
Criteria
Level Skill Descriptors
This question assesses Language ie: Words / Phrases / Language Features / Language Techniques / Sentence Forms
Level 4 Shows detailed and perceptive understanding of language:
 Analyses the effects of the writer’s choices of language
Perceptive, detailed  Selects a judicious range of textual detail
7-8 marks  Makes sophisticated and accurate use of subject terminology
Level 3 Shows clear understanding of language:
 Explains clearly the effects of the writer’s choices of language
Clear, relevant  Selects a range of relevant textual detail
5-6 marks  Makes clear and accurate use of subject terminology
Level 2 Shows some understanding of language:
 Attempts to comment on the effect of language
Some, attempts  Selects some appropriate textual detail
3-4 marks  Makes some use of subject terminology, mainly appropriately
Level 1 Shows simple awareness of language:
 Offers simple comment on the effect of language
Simple, limited  Selects simple references or textual details
1-2 marks  Makes simple use of subject terminology, not always appropriately
Level 0 No comments offered on the use of language.
No marks Nothing to reward
Words, Phrases and Grammar Language Features and Techniques Sentence Forms
Noun Simile Minor
Noun phrase Metaphor Simple
Concrete noun Personification Compound
Abstract noun Repetition Complex
Proper noun Alliteration Complex-compound
Common noun Hyperbole Fractured
Adjective Pathetic Fallacy Broken
Verb Anthropomorphism Incomplete
Past tense verbs Zoomorphism Interrogative
Present tense verbs Anaphora Declarative
Future form verbs Epistrophe Imperative
Present participle Oxymoron Exclamative
Past participle Rhetorical Question Comma splice
Gerund Figurative Fused/Run-on
Adverb(ial) Metaphorical
Interjection Allegorical
Pronoun Allusion
Preposition Sibilance
Conjunction Assonance
Filler Consonance
Hesitation Ellipsis
Dialect Irony
Phonetic Direct Address
Accent Assertion
Semantic field [Adjective] Imagery
Lexical field Symbolic nature
Verbing
Quantifier
Modifier
Determiner
Subordinate(ing)
Words, Phrases and Language Features and Sentence Forms
Grammar
Noun
Techniques
Simile Minor
SUBJECT
Noun phrase
Concrete noun
Metaphor
Personification
Simple
Compound TERMINOLOGY
-
Abstract noun Repetition Complex
Proper noun Alliteration Complex-compound
Common noun Hyperbole Fractured
Adjective
Verb
Past tense verbs
Pathetic Fallacy
Anthropomorphism
Zoomorphism
Broken
Incomplete
Interrogative
How many of these
Present tense verbs Anaphora Declarative key words can you
spot in your
Future form verbs Epistrophe Imperative
Present participle Oxymoron Exclamative
Past participle Rhetorical Question Comma splice
Gerund
Adverb(ial)
Interjection
Figurative
Metaphorical
Allegorical
Fused/Run-on
partner’s work?
Pronoun Allusion
Preposition Sibilance
Conjunction
Filler
Hesitation
Assonance
Consonance
Ellipsis
EXTENSION
Dialect
Phonetic
Irony
Direct Address
-
Accent
Semantic field
Lexical field
Assertion
[Adjective] Imagery Set your partner
Verbing
Quantifier targets on which
Modifier
Determiner
Subordinate(ing)
columns they need
to work on
identifying.
Level ?

The writer says that ‘Fifty thousand

people besides himself were down for
the day’. The words ‘fifty thousand’
emphasise that it was very crowded on
that day and that Hale was just one of
them.
Level ?
The words ‘every five minutes’ emphasises how often
the crowd arrived on that day and shows how busy it
would have been in Brighton. The verb ‘rocked’
suggests that the ‘little trams’ were so crowded they
were swaying from side to side. When they got off the
trams, the crowd were ‘bewildered’ because they
weren’t sure where they were in Brighton so it makes
us feel sorry for them.
Level ?
The opening complex sentence includes a list of what the
crowd experienced as they arrived in Brighton. The writer uses
the noun ‘multitudes’ to suggest that there are thousands of
visitors, packed together, and the verb ‘rocked’ gives the idea
that they were swaying from side to side on the tops of the
‘little trams’, making the reader think that it was a bit
dangerous. This is relieved with the description, ‘fresh and
glittering air’, which sounds healthy and exciting – just what
the crowd have come to Brighton for.
Level ?
The first paragraph consists of a single complex
sentence which rolls out a list of sights, perhaps
suggesting the onward movement of the crowd on the
tram as they make their way into Brighton. The idea
that, for the crowd, this is a pilgrimage, is suggested by
the biblical noun, ‘multitudes’ and that their
‘bewilderment’ is partly due to their disorientation at
seeing the sights of Brighton set out before them –
their paradise for the day.
 Self-Assessment – Give yourself a
mark out of 8
Level Skill Descriptors
This question assesses Language ie: Words / Phrases / Language Features / Language Techniques / Sentence Forms EXTENSION
Level 4 Shows detailed and perceptive understanding of language
 Analyses the effects of the writer’s choices of language TECHNIQUE COUNT:
Perceptive, detailed  Selects a range of judicious quotations
 Uses sophisticated subject terminology accurately make a note of how
7-8 marks
many techniques
Level 3 Shows clear understanding of language you explained.
 Clearly explains the effects of the writer’s choices of language
Clear, relevant  Selects a range of relevant quotations
5-6 marks  Uses subject terminology accurately
QUOTE COUNT:
Level 2 Shows some understanding of language make a note of how
 Attempts to comment on the effect of language many quotes you
Some, attempts  Selects some relevant quotations used.
3-4 marks  Uses some subject terminology, not always appropriately
Level 1 Shows simple awareness of language BULLET MATCH:
 Offers simple comment on the effect of language label each technique
Simple, limited  Simple references or textual details with which bullet
1-2 marks  Simple mention of subject terminology
point it matches.
Level 0 No comments offered on the use of language. You should have two
No marks Nothing to reward of each.
 Question 3: 8 marks – 10
minutes
• Explain, comment on and analyse how writers use language and
AO2 structure to achieve effects and influence readers, using relevant
subject terminology to support their views.

Knowledge and Skills Required:

• Ability to read through the whole of the text and annotate throughout
• Distinguish where the writer shifts narrative perspective or focus within the text
• Identify and explain where and how a writer changes setting, develops character or uses dialogue for a
specific effect.
• Pick out repetition of a key theme, sentence, word or motif and explain its significance or importance
• Give an overview of the journey the reader has been on throughout the text.
• Comment on the moral/meaning on the text and how this has been structured.
 Question 3 will always focus on the
structural features of the whole text:
• the sequence through a passage, such as: introduction,
development, summary and conclusion, repetition, threads,
patterns or motifs

• shifts in ideas and perspectives, such as: movement from big to

small, place to place, outside to inside (and vice versa), narrative
perspectives

• coherence, such as: connections and links across paragraphs, links

within paragraphs, topic sentences.
When analysing structure, consider
these first:
How do we know when and where the narrative is set? Are
Setting we outside or inside a building?

Narrative Is it a first- or a third-person narrator?

How is the main character introduced? Do we meet him/her

Character immediately, or is he or she introduced later?
Is the atmosphere light or dark? Does it change during the
Atmosphere passage?
What happens in the first few pages? How do the events
Events engage the reader?
 Close analysis and how to
comment on structure
Term Definition Sentence starter
Where the writer points the attention of the
Focusing The first paragraph focuses on…
reader. This changes throughout the passage.

Introducing When a character or idea is first mentioned. The main character … is introduced as a ….

As we are given more information, we learn At first we think of [character] as being …..,
Developing more about a character or situation. but as …………. develops we……….
A writer will change the focus throughout the When [other character] appears, the focus
Changing course of the opening by introducing a new changes. … is seen through the eyes of a
character or event. child (for example)
Where the examiner has chosen to end the [main character’s] concluding speech tells
Concluding extract will usually indicate a kind of conclusion. us that…
 Question 3 – AO2 - Structure
This question assesses how the writer has structured a text. Structural features can be: at a whole text level e.g. beginnings / endings / perspective shifts; at a
paragraph level e.g. topic change / aspects of cohesion; and at a sentence level when judged to contribute to whole structure

Level Skill Descriptor

AO2 content may include
Level 4 Shows detailed and perceptive understanding of structural features:
 Analyses the effects of the writer’s choice of structural features the effect of ideas such
Perceptive, detailed  Selects a judicious range of examples as:
7-8 marks  Makes sophisticated and accurate use of subject terminology
 the overall structure of a
Level 3 Shows clear understanding of structural features: journey – moving through
 Explains clearly the effects of the writer’s choice of structural features
Clear, relevant  Selects a range of relevant examples place
5-6 marks  Makes clear and accurate use of subject terminology  the change of structural
focus from outside to
Level 2 Shows some understanding of structural features:
 Attempts to comment on the effect of structural features inside
Some, attempts  Selects some appropriate examples  the consistent reminder of
3-4 marks  Makes some use of subject terminology, mainly appropriately
the weather, recapitulated
Level 1 Shows simple awareness of structure: through the text
 Offers simple comment on the effect of structure
Simple, limited  Selects simple references or examples  narrowing down the focus
1-2 marks  Makes simple use of subject terminology, not always appropriately to the individual
Level 0 No comments offered on the use of structure characters.
No marks Nothing to reward
 Structure Question – Structure
of Answer
• Overview or how the text is built and the journey the reader is taken on – shifts
in narrative perspective – builds mystery – ends with cliff-hanger

• 3 SEE paragraphs
• S = Structural Device/Feature
• E = Evidence
• E = Effect of structural device/feature on reader
• Why has the device been used?
• What has the reader learnt from this?
• How has the narrative progressed or been affected?
• How does the reader now engage emotionally to the characters, action or narrative because of this?

• Summary of structural effects and how the text has ended

Level ?
The text tells us about Hale, and so introduces us to the main character.
The writer then moves on to the crowd and the reader can follow what
happens during that day in Brighton.
Level ?
The writer introduces Hale in the first paragraph so that the reader has
a clear idea of the main person in the story and what he is like. It then
moves on to the crowd in Brighton and follows through, in
chronological order, some of the places Kolly Kibber goes, and explains
to the reader what he is doing.
So the story widens out but keeps Hale in the centre of the action by
following him through that day.
Level ?
The writer begins with a focus on one person – Hale, the main
character, his feelings and what he is like, so that the reader can
identify with him. Then the scene widens out to the ‘multitudes’ of the
crowd and to the streets of Brighton. Then these elements come
together as the reader understands Hale’s job as ‘Kolly Kibber’ and that
he is trying to use the crowd and the places to avoid his fate. As the
extract develops, it narrows down again to Hale’s thoughts and puts the
crowd at a distance from him – so he ends up alone, like he was at the
beginning.
Level ?
The text is structured so that the reader can experience the relationship between
the one man – Hale, and Brighton and its multitudes, on that day. They start
separately but then converge as he joins the crowds to do his job as Kolly Kibber.
The reader is taken on a journey which starts inside Hale’s thoughts, then widens
through the geography of Brighton and the other places where he does his job,
then narrows to his singular act of drinking gin and tonic, then moves back to the
outside and the crowd. Towards the end, Hale and the crowd face each other in
the same space as he leans against the rail of the Palace Pier, and the journey
stops. Time is also a structural feature of the text because we are reminded of it
throughout. At the end, we return to the singular Hale, alone, as he moves off on
his journey again – but the reader knows he’s no further away from being
murdered than he was on the first line. So the journey ends where it began.
Question 4 – 20 marks – 20
minutes

• Evaluate texts critically and support this with appropriate

AO4
textual references.
 QUESTION 4: AO4 - Evaluate
texts
Level
critically
Overview Statement Skill Descriptors
Level 4 In this level critical evaluation will • Evaluates critically and in detail the effect(s) on the reader
be perceptive and detailed • Shows perceptive understanding of writer’s methods
Perceptive, detailed
• Selects a judicious range of textual detail
16-20 marks • Develops a convincing and critical response to the focus of the
statement
Level 3 In this level critical evaluation will • Evaluates clearly the effect(s) on the reader
be clear and consistent • Shows clear understanding of writer’s methods
Clear, relevant
• Selects a range of relevant textual references
11-15 marks • Makes a clear and relevant response to the focus of the
Level 2 In this level there will be some • Makes some evaluative comment(s) on effect(s) on the reader
evaluative comments • Shows some understanding of writer’s methods
Some, attempts
• Selects some appropriate textual reference(s)
6-10 marks • Makes some response to the focus of the statement
Level 1 In this level there will be simple • Makes simple, limited evaluative comment(s) on effect(s) on reader
personal comment • Shows limited understanding of writer’s methods
Simple, limited
• Selects simple, limited textual reference(s)
1-5 marks • Makes a simple, limited response to the focus of the statement
Level 0 No relevant comments offered in response to the statement, no impressions, no evaluation.
No marks
Question 4 – Answer Structure
• Respond to reviewer and acknowledge the extent of your agreement.
• E.g. I don’t entirely agree with the reviewer because…

• 6-8 PETER paragraphs

• Point/Opinion
• Evidence
• Technique – word class/language feature/technique/sentence form or structure
• Explanation
• Reader

• End with overall judgement/summary/rhetorical question that probes the text further.
 Level ?
Level
Level 4 I agree with the student in that I also feel that the writer is asking me to think
Perceptive, about the significance of the opening line, that ‘they meant to murder him’ by
detailed focussing my attention at the end of the extract on his ‘bitten nails and inky
16-20 marks fingers’. In this way, I feel the writer is successful in conveying Hale’s nervousness
Level 3 to the reader. Hale’s feelings about his situation in the crowd are ambivalent. An
Clear, relevant atmosphere of fear and tension is created because, ironically, his loyalty to The
11-15 marks Messenger makes him do his duty amongst the crowd, yet somebody in the
Level 2
crowd – he knows – is going to kill him. The writer creates a further irony
Some, attempts
because, to do his ‘duty’, Hale has to wear the same hat he has on in the paper’s
photograph and be at precise places at precise times – in so doing, he comes
6-10 marks
conspicuous for his killer. A further irony is the use of various forms of the word
Level 1 ‘challenge’ – the ‘big prize’ will, in fact, be for the murderer who carries out the
Simple, limited challenge on Hale’s life. His feelings for the crowd are also ambivalent and show
1-5 marks his unease. He feels he must be fair to them, but also describes them, cynically,
Level 0 as uncoiling ‘like a twisted piece of wire’. So I ask myself as a reader, why is the
No marks
writer contrasting the fun of the seafront with the sinister possibility of Hale’s
murder?
 Level ?
Level
Level 4 I agree with the statement. I’m not sure why the writer
Perceptive,
detailed emphasizes Hale’s nervousness when everyone else is having fun
16-20 marks around him. It helps me to wonder whether what is said in the
Level 3 first line will happen. Hale seems to be torn between wanting to
Clear, relevant be in the crowd, to do ‘his duty’ and because there is safety in
11-15 marks numbers, and the knowledge that somebody in the crowd is
Level 2 going to kill him. This dilemma creates a tense and nervous
Some, attempts
atmosphere which is reinforced by the writer’s use of the words
6-10 marks
like ‘hastily’ to describe Hale’s actions, and ‘a clock struck eleven’
Level 1
Simple, limited
indicating that maybe he is running out of time. The repetition of
1-5 marks the word ‘challenge’ in various forms also has an uneasy, double
Level 0 meaning – an innocent challenged by somebody for Hale’s life.
No marks
 Level ?
Level
Level 4
Perceptive,
It’s a good opening to a novel, I agree. It didn’t
detailed
16-20 marks
make me think when I read it too much about the
Level 3
opening line but I can see that Hale is nervous. I
Clear, relevant think Hale stays with the crowd because he feels
11-15 marks
Level 2
he has to do his job properly but also because
Some, attempts maybe he’s nervous and thinks he’ll be safer. But
6-10 marks
the writer creates a tense atmosphere by saying
Level 1
Simple, limited that even in the crowd, ‘there were reasons why
1-5 marks
he didn’t feel safe’ – that someone is out to kill
Level 0
No marks him.
 Level ?
Level
Level 4
Yes I agree. I think that Hale is
Perceptive,
detailed nervous and worried because the
16-20 marks

Level 3
writer makes it clear that ‘he didn’t
Clear, relevant
11-15 marks
feel too safe in Brighton, even in a
Level 2
Some, attempts
Whitsun crowd’, and in the beginning
6-10 marks
Level 1
it says he knew somebody was going
Simple, limited
1-5 marks
to murder him. Being in the crowd
Level 0
No marks doesn’t seem to help.
Section B: Writing
45 minutes
Question 5
Narrative or Descriptive Writing
Either: Describe an occasion when you felt unsure or
challenged. Focus on the thoughts and feelings you had at that
time.
Or: Write a
description
suggested by this
picture:
(24 marks for content and organisation
16 marks for technical accuracy)
[40 marks]
 Content and Organisation
Content and Organisation – 24 marks 
Content – convincing and crafted

Level 4 Organisation – structured, developed, complex, varied

Content – clear, chosen for effect

Level 3 Organisation – engaging, connected

Content – mostly successful and some control

Level 2 Organisation – linked/relevant, paragraphed

Content – simple
Level 1 Organisation – simple, limited
 Technical Accuracy
AO6 - Technical Accuracy -
Assess my…
Skills 
Sentence demarcation – consistently secure and consistently accurate
Level 4 Punctuation – high level of accuracy
Sentence forms – full range used for effect
“Consistent,
high level, full Standard English – consistent and controlled
range”
Spelling – high level of accuracy

Vocabulary – extensive and ambitious

Sentence demarcation – mostly secure and mostly accurate

Level 3 Punctuation – a range used, mostly successful
Sentence forms – a variety used for effect
“mostly,
range, varied” Standard English – mostly used and controlled
Spelling – generally accurate
Vocabulary – increasingly sophisticated
Sentence demarcation – mostly secure and sometimes accurate
Level 2 Punctuation – some control of range
Sentence forms – attempts a variety
“some
attempts” Standard English – some use
Spelling – some accurate
Vocabulary – varied
Sentence demarcation – occasional
Level 1 Punctuation – some evidence
Sentence forms – simple range
“Simple,
occasional” Standard English – occasional
Spelling – accurate basic spelling
Vocabulary – simple