1. Understanding what the examiner is looking for… S Hutchinson

2. For this question the student has to pick up the detail to gain a To get a developing mark they need to offer something more personal. Question 1

3. The following is not official CIE policy, and is simply what a more experienced marker advised when marking last Summer. 8 is your benchmark for a script that has made points for A1/A2/A3 with some details & maybe a little development, probably only in 1 area (or weak/basic development generally). One can be slightly less-well covered. If the three bullets have been covered with details & a little more development it will probably be 9 If no development and only a few details, maybe 7 If they make points for all 3 (A1, A2, A3), they have addressed the task - band 3. It is acceptable for some mechanical use of the passage in this band. If there is development in all 3 + a range of points & details consider band 2. This is not the case if A3 is barely touched even if A&B have some development. Of course, this changes if they are relying on lifting. Extent determines how far that affects marks, but they can’t demonstrate understanding if they are relying too heavily on the passages’ wording.

4. The examiner will ONLY award the words/phrases in the mark scheme. They WILL NOT award a mark for anything else. Examiners will only accept the choices listed in the mark scheme, and they shouldn’t be much longer than they are on there (or cover two choices). Question 2

5. EXP +

6. Selection is the key to question 2 assessment. Candidates for this question will be awarded for their explanation (EXP) of words/phrases selected and a + for effects of the language and connotations. For example, with the word ‘hammering’, a comment such as ‘it suggesting that the rain is hitting the roof hard’ would be an EXP (unless emphasis is alluded to). If they comment on noise, frequency, potential for damage or destruction, these warrant a + as they are connotations or effects. 1-3 marks are available for choices alone. There would have to be 8 of them (4 in each part), made precisely, to consider 3 marks if no comments are made. A mixed bag of choices & a few meanings might also get three. Imprecision of choice (chunks of text, or choices not considered separately can also take the mark down. Again this is about degree. If there are effects, you will move upwards. 5-6 marks: reasonable choices (3 in each, or 4 in one part and 2 in the other ) + some meanings (though these aren’t essential at all) and attempted effects. If there are 2 clear effects (alongside clear choices) it will likely be 6. Again, this does depend on precision of choice. We can accept some unevenness between the two parts of the question. Mostly answers in this band won’t show a proper understanding of imagery – even if they do spray the word ‘personification’ over their answer. 7-8 marks: they must tackle imagery, (not just say what it is). The final, rather vague descriptor "some understanding of how language works" is not really useful in making a decision; but can be a useful comment. Number & quality of comments determines which mark. The majority of candidates tend not to reach band 2. 9-10 marks: the key words are quality & wide-ranging. There will often be a sense of overview here too. Band One is rare. Language is clearly understood and effect, connotations are explored.

7. Approaching question 3a DO NOT write over the lines (if students do this they will lose the mark for ‘summarising’) Tell students to find as many possibly answers as possible and then eliminate those that could be perceived as the same e.g. it cost 27 million and the company went bankrupt but only eliminate if they have found more than 15.

8. Approaching question 3b Get students to learn 3 connectives. I would encourage them to write 3 paragraphs summarising the 15 bullets. 5 in each paragraph. Paragraph 1 - Initially, we learn…(1 st 5 bullets linked with also, moreover, additionally) Paragraph 2 – Furthermore, we go on to find that… (bullets 6—10 again using linking connectives also, to add to this and in addition) Paragraph 3 – Finally, we learn … (bullets 11-15)

9. Teaching the C/D borderlines Extended Paper Guidance Question 3 Question 1 Question 2 40 minutes on question 3 50 minutes on question 1 30 minutes on question 2 S. Mullen

10. Question 3 a) Question likely to have 2 focus areas. Student need to practise being able to locate these Keep the points brief (it HAS to fit the space). Again, use the exam papers as templates and stick into books to facilitate this Ensure students have at least 15 and cross out any they’re not sure about. An examiner is only allowed to mark the first 15 Helpful to have they/it/he/she etc. at start of the point to ensure it makes sense – key weakness of C/D borderlines

11. 1. Must be in own words unless impossible e.g. it’s a noun 2. Should be structured e.g. 3 paragraphs each containing 5 points 3. Should not be longer than the lines allow. Focus is concise 4. Should all link together through the use of connectives/linking words – one point per line linked by a connective 5. Should NOT contain any additional information 6. Should reread and Check ALL 15 points are included – tick them off Question 3 b)

12. Question 1 To secure at least 7+3 Without something for each bullet they are limited to 6/15 at best For every bullet there should be at least 3 details with development to ensure equal coverage All points made must be rooted in the passage Response should include factual details – names, places, times, actions, some developments to the points they make Own words Planning crucial – at least 20 minutes!

13. 1. Draw up table 2. Add at least 3 details for each 3. Add developments for each in brackets A1A2 A3 2 million people (very busy and popular event) Whooping crowds (excitement and enthusiasm) whole of Yorkshire (pride/community spirit)

14. How do you develop this detail? Detail whooping crowds What does this show? enthusiasm The atmosphere both before and during the race was great! All the crowd were shouting and screaming showing their enthusiasm and excitement at being part of something so special Detail in own words Development

15. Question 2 Re-read the descriptions of: a) what the crowd saw and felt in paragraph 5, beginning “the crowds were left…” b) the description of Yorkshire in paragraph 7, beginning “the real winner…” Select four powerful words or phrases from each paragraph. Your choices should include imagery. Explain how each word or phrase selected is used effectively in context. Write about 200 to 300 words.

16. What do they need to do to stay on track for a C (5/10)? Circle the two paragraphs Re-read both of the circled paragraphs and find at least 4 POWERFUL words or phrases in each paragraph (8 in total). Underline them. These will be adjectives/verbs/similes/alliteration Be able to correctly identify imagery – the teaching of identification in class is as important as the teaching of how to write about language Both parts of a) and b) must be done equally well Stay away from feature spotting e.g. simile unless they can comment on the effect well

17. CME – Choice, Meaning, Effect. Quote (C – choice) Give a dictionary-like definition (M – meaning) Make inferences about the language used in the context of the passage (E- effect) “Hidden gems” - hidden gems tells us it was concealed and precious. This image makes Yorkshire sound a place that is of great worth and somewhere undiscovered by many.