Ntes and guidance: Paper 1 Sectin B Petic vices This resurce explains hw the questin in the specimen assessment materials fr AS Paper 1, Sectin B, Petic vices, addresses the assessment bjectives, with sme suggestins as t hw each task might be apprached. This is nt intended t be an exhaustive list f every pint that culd be made, but it prvides teachers and students with sme guidance that will supprt their wrk n this paper. In additin, this resurce is designed t help teachers and students engage with the specimen mark scheme t understand hw it will be applied by ur examiners. This will be useful when preparing fr examinatin. Furthermre, the infrmatin prvided here will help teachers t create their wn questins and mark scheme fr use in the classrm. Engaging with the questin Read [ Fllwer and Mid-Term Break ]. Cmpare and cntrast hw [Heaney] presents [childhd] in these pems. The students classrm study f their chsen pems will have been fcused n the nature and functin f petic vice in the telling f events and the presentatin f peple (utlined in the Specificatin, pages 14-15). They will have cnsidered the rle f language in the cnstructin f perspective and explred and analysed: the presentatin f time: understanding the past, reviewing past experiences, the manipulatin f time the imprtance f place: lcatins and memries, the ways in which these are captured in vice(s), and their effects n individuals hw peple and their relatinships are realised thrugh pint f view, attitude, specific registers, physical descriptins, speech and thught the presentatin f events thrugh the pet s selectin f material, the use f narrative frames and ther petic techniques.
Students will always be directed t read tw named pems and t write abut these pems in their answer. The questin will always fllw a similar pattern: Cmpare and cntrast hw [the pet] presents [an aspect f the named tw pems]. The cmmand wrd cmpare means t cnsider hw the tw pems are similar; the cmmand wrd cntrast means t cnsider hw the tw pems are different. The wrd presents directs students t cnsider the ways in which the writer has shaped meaning. There will always be a central fcus t the questin (in this case, the pet s presentatin f childhd). Hw the questin addresses the Assessment Objectives The AOs assessed in these questins are AO1, AO2 and AO4 (AO1 15 marks, AO2 15 marks, AO4 10 marks) The questin wrding gives students clear directin t address the Assessment Objectives that are assessed in Sectin B f Paper 1. Specifically: AO1 is pinted t thrugh the cmmand wrk presents. In rder t cnsider hw the writer presents an aspect f the pems, students will need t: apply cncepts and use methds as apprpriate t illuminate the pem use crrect and relevant terminlgy fr the cntext f the questin use cherent written expressin in their answer, adpting an academic style and register. AO2 is als pinted t thrugh the wrd presents asking students t cnsider the way in which the pet has shaped meaning. In rder t address this Assessment Objective, students will need t: demnstrate an understanding f the questin fcus by prviding valid interpretatins and thrugh the selectin f relevant parts f the pems analyse petic techniques and authrial craft, prviding interpretive cmments n any techniques credited under AO1. AO4 is fregrunded in the wrding f the questin and the use f the cmmand wrds cmpare and cntrast. In rder t address this Assessment Objective, students need t: demnstrate an ability t make links between pems explre ways in which the pems are similar and different.
Hw the Assessment Objectives apply t Sectin B AO1: Apply cncepts and methds frm integrated linguistic and literary study as apprpriate, using assciated terminlgy and cherent written expressin. The three strands within each level are abut: Using terminlgy Clearly in their respnse t this questin students will need t use crrect and relevant terminlgy fr the cncepts, methds and features they select in rder t thrughly examine hw Heaney presents childhd in Fllwer and Mid- Term Break. In respnding t the questin n the specimen paper students culd identify accurately and precisely hw, fr example, Heaney has used a child-like register r variatins in syntax. Applying cncepts and methds In rder t examine hw Heaney presents childhd in the given pems, students will need t apply cncepts and use methds as apprpriate t illuminate them. The examples they chse t cnsider will enable them t illustrate their understanding f these by drawing n the field f Stylistics. They will need t draw n apprpriate language levels (eg grammar, lexis, phnlgy) and use crrect and relevant terminlgy fr the cncepts they discuss, the methds they use and features they discuss. In respnding t the specimen questin, students culd, fr example, chse t cmment n Heaney s use f particular wrd classes and semantic fields in rder t cnsider the effects f the patterns prduced r t explre the effects f Heaney s use f spatial and tempral deixis. Expressing and presenting ideas Students will need t use cherent written expressin in their answer in rder t efficiently cnvey their ideas abut hw Heaney presents childhd in these pems. Their ability t maintain an academic style and rganise their ideas int tpics and paragraphs is als being assessed. AO2: Analyse ways in which meaning are shaped in texts. The tw strands within each level are abut:
Questin fcus, selecting relevant parts f the extract and prviding valid interpretatin This part f AO2 assesses the student s ability t maintain a relevant fcus n the questin thrughut their answer, t make apprpriate chices f examples frm the extract and t include valid ideas n these chices. In respnding t the specimen questin, students wuld need t ensure that their discussin remains n hw Heaney presents childhd in the given pems. Analysing narrative techniques and authrial craft This part f the AO2 assesses the student s ability t analyse and interpret the effects f the writer s crafting within the pems. Fr example, in respnding t the questin n the specimen paper, students culd discuss hw, thrugh Heaney s first persn pint f view and use f particular techniques, the child s interactin with the adult wrld is cnveyed. AO4: Explre cnnectins acrss texts, infrmed by linguistic and literary cncepts and methds. The key wrds in the questin are cmpare and cntrast with these cmmand wrds directing students t identify similarities and differences in hw the writer has presented an idea in the tw named pems. They are thus clearly invited t explre cnnectins between the tw pems. Fr example in the specimen paper, students culd make cnnectins between Fllwer and Mid-Term Break by examining, fr example: the use f the first persn viewpint, ways in which the speaker s attitude twards and interactins with adults are cnveyed, varius petic techniques and verse structure. Engaging with the mark scheme AO1: The mark scheme descriptr is: This rewards students ability t apply cncepts and methds frm integrated linguistic and literary study t petry, and specifically t the cnstructin f petic vice and the presentatin f time, place, peple, and events. AO1 als rewards the ability t maintain an academic style thrughut the essay. The mark scheme shws that AO1 assesses three distinct stands: use f terminlgy selectin f analysis at different/apprpriate language levels
expressin and presentatin f ideas. Awarding at the different levels (1-5) fr the first strand will be based n the level f accuracy and precisin in using terminlgy and labelling features. Fr the secnd strand, the selectin f language levels relevantly t the texts (rather than any hierarchical judgements abut the language levels themselves) and the quality f discussin f the patterns and effects f these is being awarded. In additin, reference ught t be made t features (where relevant t the specific pems) that represent distinctive ways that petic vice might be cnstructed s as t allw fr the third strand f AO2 that fcuses n an analysis f the cnstructin f petic vice and authrial craft. The third strand f AO1 rewards, at the higher levels, the ability t present ideas academically with gd expressin and develpment f ideas, as well as the verall structural rganisatin f the answer t respnd t the questin. Indicative cntent fr AO1 includes likely/pssible language features (at any analytical level) that students culd cmment n. In particular, thse features which are fregrunded are highlighted. In additin, reference is made t the fllwing features where relevant that represent distinctive ways that petic vice might be cnstructed s as t allw fr the third strand f AO2 (analysis f the cnstructin f petic vice and authrial craft): particular cnfiguratins f telling : wh speaks and t whm, and any changes that ccur within the pem(s) pssible reasns fr wanting t tell this stry the tellability f the pem hw petic vice is set up and develped acrss pem(s) ways in which perspective is cnstructed the varius ways f representing speech and thught (character v speaker driven) different uses f memries and representatins f events (e.g. childhd) hw strywrlds, lcatins and time frames are cnstructed and develped ther imprtant authrial/speaker chices such as text layut and structure, use f allusins and intertextual references
Students wh receive a Level 1 mark fr AO1 will prduce very limited answers. At the tp f this level there may be sme very brad descriptin f a limited number f features. Twards the bttm f this level, there will be very few cherent pints made. It is likely that answers at this level will lack relevance and will nt be well expressed. By Level 3, students will select sme apprpriate language levels n which t base their answers and will make sme valid cmments n these, but are unlikely t include the range f features identified in Levels 4 and 5, and there will be sme inaccuracy in the applicatin f terminlgy. Answers will cntain discussin f sme clear tpics but thers are likely t be less thrughly cnsidered. Ideas will be expressed in a straightfrward way with sme use f academic register. Students wh receive a Level 5 mark fr this Assessment Objective will select entirely apprpriate language levels t cmment n, supprted by well chsen examples frm the extract. They will use terminlgy accurately and there will be strng evidence f an ability t evaluate patterns in language use. They will use a cntrlled academic style and register and prduce sustained answers. AO2: The mark scheme descriptr is: This relates t students ability t examine the ways that meanings are shaped in their chsen text thrugh the selectin and explratin f relevant selectins f pems in respnse t a specific fcus. The mark scheme shws that this assesses three distinct strands: maintaining a fcus and selectin f apprpriate detail an ability t interpret analysis f cnstructin f petic vice and authrial craft. The mark scheme band descriptrs highlight that students are required t make selectins frm bth pems. Where an answer includes selectins frm nly ne pem it cannt be place abve Level 2. Hwever, (unlike AO4) even cverage f pems is nt necessary as it is the apprpriateness f the selectins chsen that is being assessed. Students cnsideratins f all these three strands will help determine bth the level they are awarded and where within that level they are placed. A defining feature f this specificatin is the matching f precise descriptive linguistics with interpretative cmment. The first tw strands, call upn students t select apprpriate material in line with the questin fcus, and use precise and accurate terminlgy (AO1) in the service f literary criticism. The third
stand f A02 awards cmment n any f the techniques identified fr AO1. The generic marking grid is divided int five levels, the highest achievement being Level 5 and the lwest Level 1. Each level is divided int tw key aspects f the assessment: relevance / interpretatins / selectin f examples frm the pems awareness f hw meanings are shaped Fr the first tw strands (maintaining a fcus, selectin f apprpriate detail and an ability t interpret) the indicative cntent will highlight sme f the key themes/interpretatins f the pem that might be pssible. Fr the final strand (analysis f the cnstructin f petic vice and authrial craft), indicative cntent in the mark scheme als includes interpretative cmment n any f the techniques identified fr AO1. Students wh receive a Level 1 mark fr AO2 will struggle t engage with the questin. At the upper end f this level, there may be sme attempt t make limited reference t the pems r the answer may cntain reference t nly ne pem. Ideas are likely t be irrelevant r ffering very limited interpretatin. There will be brief r n reference t hw the writer has shaped meaning. By Level 3, students will prduce answers that are generally relevant and include sme discussin f apprpriate examples frm bth pems. Interpretatins will be generally valid althugh lacking in the mre precise and develped ideas f the Levels 4 and 5. Students wh reach Level 5 will prduce answers that are knwledgeable and perceptive. They will include a judicius selectin f examples frm bth pems and use these t investigate clsely the writer s craft. There will be clse analysis f details with sme subtle interpretatin. AO4: The mark scheme descriptr is: This relates t students ability t make links between pems, and draw attentin t similarities and differences. The mark scheme shws that this assesses students abilities t explre cnnectins between texts, highlighting similarities and differences. The mark scheme band descriptrs als highlight the cverage f the texts. This is assessed in AO4 as the cmparative element requires a discussin f bth pems. Cverage f the pems is expected t be even fr Levels 4-5, while a slight imbalance is pssible in Level 3 with the expectatin f reasnably even cverage. Where the pems are cvered unevenly, Levels 1-2 can be awarded.
This means in practice that where the students fcus is mainly n ne pem, althugh there might be a little discussin f the ther, the maximum pssible mark fr AO4 will be 4. Where ne f the pems is nt discussed at all then a mark f 0 will be awarded as there will be n cnnectins made between pem. An answer that ffers tw separate analyses f the pems cannt be placed abve Level 1 fr AO4. Indicative cntent in the mark scheme draws attentin t hw students culd cmpare and cntrast key/fregrunded language features ways that petic vice is cnstructed key themes/interpretatins Students wh receive a Level 1 mark fr AO4 will struggle t make few cnnectins between the pems. There may be an islated basic pint f cmparisn. By Level 3, students will prduce answers that include sme ideas n ways in which the pems are similar and/r different. They are likely t be f a mre generalised nature with ne r tw clearer references. Students wh reach Level 5 will prduce answers that include well develped ideas n links between the pems and make perceptive cmments in cmparing and cntrasting them. They will cntain detailed cnsideratin f ways in which the pems are similar and different.