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Tone, style and register are ambitiously selected and deployed to enhance the purpose of the task. There is a skilfully controlled overall structure, with paragraphs and grammatical features used to support coherence and cohesion and achieve a range of effects. 21–24 marks - **Level 5:** The form is confidently adapted and shows a secure understanding of purpose and audience. There is a sustained use of tone, style and register to fulfil the purpose of the task. There is a controlled overall structure, with paragraphs and grammatical features used to support coherence and cohesion and achieve particular effects. 17–20 marks - **Level 4:** The form is adapted to show a clear understanding of purpose and audience. Tone, style and register are chosen to match the task. There is a well-managed overall structure, with paragraphs and grammatical features used to support coherence and cohesion, and sometimes for effect. 13–16 marks - **Level 3:** The form is sustained and shows clear awareness of purpose and audience. Tone, style and register are appropriate for the task, with some inconsistencies. There is a clear overall structure, with paragraphs and grammatical features used, mostly securely, to support coherence and cohesion. 9–12 marks - **Level 2:** The form, which is mostly appropriate for purpose and audience, is generally maintained. There is an attempt to use a tone, style and register appropriate to the task. There is some evidence of overall structure, with some use of paragraphs and grammatical features to support coherence and cohesion. 5–8 marks - **Level 1:** There is some attempt to use a form appropriate for purpose and audience. There is a limited attempt to use a tone, style and register appropriate for the task. There is some attempt to structure the response, with limited evidence of paragraphs or grammatical features to support coherence and cohesion. 1–4 marks - No response or no response worthy of credit. 0 marks **Assessment rubric: AO6 vocabulary, sentence structure, spelling and punctuation** 16 marks - **Level 4:** An ambitious range of sentence structures is used to shape meaning and create impact. Accurate punctuation is used to enhance clarity and achieve particular effects. Vocabulary is precise and subtle, expressing complex ideas with clarity. Spelling of irregular and ambitious words is accurate, with very occasional lapses. 13–16 marks - **Level 3:** A wide range of sentence structures is used for deliberate purpose and effect. Punctuation is consistently accurate and is used to achieve clarity. Vocabulary is sometimes ambitious and used convincingly for purpose and effect. Spelling, including complex regular words, is accurate; there may be occasional errors with irregular and ambitious words. 9–12 marks - **Level 2:** A range of sentence structures is used, mostly securely, and sometimes for purpose and effect. Punctuation is generally accurate with occasional errors. Vocabulary is appropriate and shows some evidence of being selected for deliberate effect. Spelling is generally accurate with occasional errors with common and more complex words. 5–8 marks - **Level 1:** Simple sentences are used with some attempt to use more complex structures. Some punctuation is used but there is a lack of control and consistency. Vocabulary is straightforward and relevant. Mostly accurate spelling of simple words. 1–4 marks - No response or no response worthy of credit. 0 marks Where the answer consistently meets the criteria, award the higher mark. Use best fit across the whole response. Credit candidates who speak as credible young representatives without pleading. References to employment law should be general; precise legal detail is not required. This task differs from advice on success: the audience is employers and the focus is mutual benefit. **Model answer** Good morning, ladies and gentlemen. Thank you for inviting me to your breakfast, and for giving up ten minutes of a working day to listen to a seventeen-year-old. I know how valuable your time is. I’m going to try to make it worth your while. Last summer, I applied for forty-three part-time jobs. I know the number because I kept a spreadsheet: cafés, shops, a hotel, a cinema and a garage. I filled in online forms that took half an hour each. I printed my CV on good paper and handed it in by hand, in my best shirt. I heard back from four. I had two interviews. Both times, I was told, kindly, that they were looking for someone with experience. That is the trap that many young people in this town are caught in. You can’t get a job without experience, and you can’t get experience without a job. Many teenagers have simply stopped applying. Now, I’m not naive. I know there are good reasons why some of you hesitate to employ someone my age, and I’d rather name them than pretend they don’t exist. You may worry about reliability: that a teenager will cancel shifts at the last minute or treat the job as an optional extra. You may worry about training costs, investing time in someone who might leave after a few months for college or university. And you may be concerned about the legal limits on the hours and tasks young people can do, and the paperwork that comes with them. Those are fair concerns. But let me offer another perspective. On reliability: a first job matters enormously to a teenager. It’s often our first taste of independence, our first wage, our first reference. Most of us will work extremely hard to keep it, precisely because we know how difficult it was to get. On training: yes, young people may move on. But they often stay for two or three years, through school and sixth form, and they frequently return during university holidays, already trained. Many go on to recommend their friends, saving you recruitment costs. On regulation: the rules are clearer than many people fear, and the local business partnership has offered to provide simple guidance to anyone in this room who wants it. And consider what young staff can bring. We understand social media, and plenty of local shops could use help with theirs. We often have flexibility at weekends and during school holidays, exactly when you are busiest. We bring energy and fresh ideas. And when you employ local teenagers, their parents, grandparents and friends notice. A business that invests in young people earns a reputation money cannot buy. There’s a bigger picture too. Every one of you was given a first chance by someone. Somebody, once, decided to trust you before you had proved anything. That first job probably shaped who you became. So here is my request. Before you leave this morning, consider offering just one part-time position, or one week of work experience, to a young person this year. Talk to the schools. Read the CVs that come through your door. You never know: one of us might end up running your business one day. Thank you. This is one possible response, not a required script. Credit other valid approaches that meet the level descriptors.99:T2116,**Purpose, audience and form** - **Purpose:** To argue: to express and justify a considered opinion on a contested issue. - **Audience:** Adult newspaper readers with a range of views, some of whom will disagree. - **Form:** Letter to the editor: formal salutation, a clear reason for writing, controlled argumentative register, and a formal sign-off. **Task-specific guidance** - Top responses construct a nuanced argument, possibly arriving at a qualified position. - Description of the visit should be precise and serve the argument, perhaps through a telling detail. - Supporters’ arguments (conservation, education, research) should be presented fairly. - The candidate’s own view should be clearly justified and conclude decisively. **Marking** 40 marks Mark the response out of 24 marks (AO5) and out of 16 marks (AO6), then add the two marks together. **Assessment rubric: AO5 communication and organisation** 24 marks - **Level 6:** The form is deliberately adapted to position the reader, showing a sophisticated control of purpose and effect. Tone, style and register are ambitiously selected and deployed to enhance the purpose of the task. There is a skilfully controlled overall structure, with paragraphs and grammatical features used to support coherence and cohesion and achieve a range of effects. 21–24 marks - **Level 5:** The form is confidently adapted and shows a secure understanding of purpose and audience. There is a sustained use of tone, style and register to fulfil the purpose of the task. There is a controlled overall structure, with paragraphs and grammatical features used to support coherence and cohesion and achieve particular effects. 17–20 marks - **Level 4:** The form is adapted to show a clear understanding of purpose and audience. Tone, style and register are chosen to match the task. There is a well-managed overall structure, with paragraphs and grammatical features used to support coherence and cohesion, and sometimes for effect. 13–16 marks - **Level 3:** The form is sustained and shows clear awareness of purpose and audience. Tone, style and register are appropriate for the task, with some inconsistencies. There is a clear overall structure, with paragraphs and grammatical features used, mostly securely, to support coherence and cohesion. 9–12 marks - **Level 2:** The form, which is mostly appropriate for purpose and audience, is generally maintained. There is an attempt to use a tone, style and register appropriate to the task. There is some evidence of overall structure, with some use of paragraphs and grammatical features to support coherence and cohesion. 5–8 marks - **Level 1:** There is some attempt to use a form appropriate for purpose and audience. There is a limited attempt to use a tone, style and register appropriate for the task. There is some attempt to structure the response, with limited evidence of paragraphs or grammatical features to support coherence and cohesion. 1–4 marks - No response or no response worthy of credit. 0 marks **Assessment rubric: AO6 vocabulary, sentence structure, spelling and punctuation** 16 marks - **Level 4:** An ambitious range of sentence structures is used to shape meaning and create impact. Accurate punctuation is used to enhance clarity and achieve particular effects. Vocabulary is precise and subtle, expressing complex ideas with clarity. Spelling of irregular and ambitious words is accurate, with very occasional lapses. 13–16 marks - **Level 3:** A wide range of sentence structures is used for deliberate purpose and effect. Punctuation is consistently accurate and is used to achieve clarity. Vocabulary is sometimes ambitious and used convincingly for purpose and effect. Spelling, including complex regular words, is accurate; there may be occasional errors with irregular and ambitious words. 9–12 marks - **Level 2:** A range of sentence structures is used, mostly securely, and sometimes for purpose and effect. Punctuation is generally accurate with occasional errors. Vocabulary is appropriate and shows some evidence of being selected for deliberate effect. Spelling is generally accurate with occasional errors with common and more complex words. 5–8 marks - **Level 1:** Simple sentences are used with some attempt to use more complex structures. Some punctuation is used but there is a lack of control and consistency. Vocabulary is straightforward and relevant. Mostly accurate spelling of simple words. 1–4 marks - No response or no response worthy of credit. 0 marks Where the answer consistently meets the criteria, award the higher mark. Use best fit across the whole response. Candidates may argue for, against or for reform; credit the quality of argument, not the position taken. Zoos and wildlife parks named should be invented. Claims about species or conservation programmes should be general rather than precise. **Model answer** Dear Editor, Your recent report on plans to expand Hartwell Zoo prompted me to write, because it has forced me to confront a question I have been avoiding since I was a child: should zoos still exist at all? Last month, I visited Hartwell for the first time in ten years. Much had improved. The cramped concrete cages I remembered had been replaced by spacious enclosures planted with grasses and trees. The meerkats seemed thoroughly content, and a family of red pandas dozed in the branches with every appearance of happiness. But then I reached the enclosure of a single polar bear. It was large, by the standards of a zoo, with a pool and artificial rocks. Yet the bear paced the same route, again and again: twelve steps to the wall, a turn of the head, twelve steps back. A small boy beside me laughed and said the bear was dancing. His mother read from the information board that the bear was born in captivity and had never seen snow. I stood there for some time, and I did not enjoy it. I do not dismiss the case for zoos, and I know it is put forward by people who care deeply about animals. Modern zoos argue that they are no longer places of entertainment but centres of conservation. Some species, their supporters point out, survive today largely because they were bred in captivity and later returned to the wild. Zoos fund research, train vets and support projects protecting habitats far beyond their walls. They also educate. For many children, a zoo is the only place they will ever see a tiger or a gorilla, and that encounter may inspire a lifelong commitment to protecting wildlife. In an age when young people are increasingly disconnected from nature, those are not small achievements. These arguments are serious, and I accept much of them. But I believe they justify a very different kind of zoo from the one most of us still visit. The conservation argument applies powerfully to some animals: small, endangered species that can thrive in captivity and genuinely be returned to the wild. It applies far less to large, wide-ranging animals such as polar bears, elephants and big cats, which in the wild may roam vast distances and which so often show signs of distress when confined. Keeping such animals for the benefit of paying visitors is difficult to defend when breeding programmes rarely, if ever, return them to their natural habitat. As for education, I wonder what lesson that small boy learned. That a distressed animal is dancing? That wild creatures belong behind glass for our amusement? Documentaries, virtual reality and, above all, well-managed wildlife sanctuaries can teach children about animals without asking the animals to pay the price. I would therefore argue not for the abolition of zoos, but for their transformation. Zoos should focus on species they can help to survive; they should gradually stop breeding animals whose needs they cannot meet; and they should become, increasingly, sanctuaries and research centres rather than attractions. If Hartwell’s expansion is to go ahead, I hope it will be with that future in mind. The polar bear deserves at least that. Yours faithfully, Eleanor Whitfield Northbrook This is one possible response, not a required script. Credit other valid approaches that meet the level descriptors.9a:T214e,**Purpose, audience and form** - **Purpose:** To argue and persuade: to make a reasoned case for change to a senior decision maker. - **Audience:** The headteacher: an informed adult who will weigh practical objections carefully. - **Form:** Formal letter: addresses and date may be indicated, a formal salutation and sign-off, a respectful, measured register and clearly sequenced argument. **Task-specific guidance** - Top responses judge the register precisely: respectful and formal without being timid, confident without being presumptuous. - The description should be vivid and specific, giving the headteacher a sense of what mornings feel like. - Benefits should be reasoned and might draw on illustrative evidence about teenage sleep, attendance or attention. - The third bullet demands genuine engagement with objections such as transport, childcare and clubs, with workable responses. **Marking** 40 marks Mark the response out of 24 marks (AO5) and out of 16 marks (AO6), then add the two marks together. **Assessment rubric: AO5 communication and organisation** 24 marks - **Level 6:** The form is deliberately adapted to position the reader, showing a sophisticated control of purpose and effect. Tone, style and register are ambitiously selected and deployed to enhance the purpose of the task. There is a skilfully controlled overall structure, with paragraphs and grammatical features used to support coherence and cohesion and achieve a range of effects. 21–24 marks - **Level 5:** The form is confidently adapted and shows a secure understanding of purpose and audience. There is a sustained use of tone, style and register to fulfil the purpose of the task. There is a controlled overall structure, with paragraphs and grammatical features used to support coherence and cohesion and achieve particular effects. 17–20 marks - **Level 4:** The form is adapted to show a clear understanding of purpose and audience. Tone, style and register are chosen to match the task. There is a well-managed overall structure, with paragraphs and grammatical features used to support coherence and cohesion, and sometimes for effect. 13–16 marks - **Level 3:** The form is sustained and shows clear awareness of purpose and audience. Tone, style and register are appropriate for the task, with some inconsistencies. There is a clear overall structure, with paragraphs and grammatical features used, mostly securely, to support coherence and cohesion. 9–12 marks - **Level 2:** The form, which is mostly appropriate for purpose and audience, is generally maintained. There is an attempt to use a tone, style and register appropriate to the task. There is some evidence of overall structure, with some use of paragraphs and grammatical features to support coherence and cohesion. 5–8 marks - **Level 1:** There is some attempt to use a form appropriate for purpose and audience. There is a limited attempt to use a tone, style and register appropriate for the task. There is some attempt to structure the response, with limited evidence of paragraphs or grammatical features to support coherence and cohesion. 1–4 marks - No response or no response worthy of credit. 0 marks **Assessment rubric: AO6 vocabulary, sentence structure, spelling and punctuation** 16 marks - **Level 4:** An ambitious range of sentence structures is used to shape meaning and create impact. Accurate punctuation is used to enhance clarity and achieve particular effects. Vocabulary is precise and subtle, expressing complex ideas with clarity. Spelling of irregular and ambitious words is accurate, with very occasional lapses. 13–16 marks - **Level 3:** A wide range of sentence structures is used for deliberate purpose and effect. Punctuation is consistently accurate and is used to achieve clarity. Vocabulary is sometimes ambitious and used convincingly for purpose and effect. Spelling, including complex regular words, is accurate; there may be occasional errors with irregular and ambitious words. 9–12 marks - **Level 2:** A range of sentence structures is used, mostly securely, and sometimes for purpose and effect. Punctuation is generally accurate with occasional errors. Vocabulary is appropriate and shows some evidence of being selected for deliberate effect. Spelling is generally accurate with occasional errors with common and more complex words. 5–8 marks - **Level 1:** Simple sentences are used with some attempt to use more complex structures. Some punctuation is used but there is a lack of control and consistency. Vocabulary is straightforward and relevant. Mostly accurate spelling of simple words. 1–4 marks - No response or no response worthy of credit. 0 marks Where the answer consistently meets the criteria, award the higher mark. Use best fit across the whole response. Answering counter-arguments convincingly is the key discriminator at the top level. References to research should be general and non-specific rather than invented named studies. Credit a structure that moves deliberately from experience to argument to proposal. **Model answer** Dear Mrs Whitcombe, I am writing on behalf of the Year 10 student council to ask you to consider moving the start of the school day from 8.30 to 9.15. I know that this would be a significant change, and I would like to set out our reasons as carefully as possible, including the difficulties we expect it to raise. At present, a typical morning for many students begins in darkness. Those who travel from the villages catch the first bus at ten past seven, and in winter they wait at the roadside with torches on their phones. By the time registration begins, a surprising number of us are already exhausted. Form tutors will tell you that the first lesson is often spent coaxing half-asleep students into answering the register, and the breakfast club queue is full of pupils who simply could not face eating at half past six. We do not believe this is laziness. It is fairly widely accepted that teenagers’ body clocks shift during adolescence, so that we naturally fall asleep later and wake later than both younger children and adults. Asking a fifteen-year-old to be alert at half past eight is, in biological terms, a little like asking an adult to sit an exam at six in the morning. A later start would allow us to arrive rested, and we believe the benefits would be felt in concentration, mood and behaviour. A survey we carried out among three year groups suggested that students who reported getting less than seven hours’ sleep were far more likely to describe themselves as unable to focus in the first two lessons. Staff, too, might welcome a calmer start in which time is spent teaching rather than waking us up. We are aware, however, that a change of this kind cannot be made simply because students would like a lie-in, and we have tried to think through the concerns you and our parents may have. The first is transport. We have spoken informally to the bus company, who indicated that a later timetable might actually be easier, since it would avoid the busiest commuter traffic. The second is childcare: many parents leave for work early and need their children to be supervised. We would suggest that the breakfast club and library open at 8.00 as they do now, so that no student would be left without somewhere safe to go. The third concern is the end of the day. A later finish would affect after-school clubs and sports fixtures, and some students have part-time jobs. One possibility would be to shorten lunch slightly and reduce the finish by only twenty minutes, which we believe most families would accept. We are not asking for an immediate decision. Instead, we would propose a trial during the summer term, with a short questionnaire for students, staff and parents at the beginning and end, so that any decision could rest on evidence rather than opinion. Thank you for taking the time to read this letter. We would be very grateful for the opportunity to discuss the idea with you, and we are happy to help in any way with organising a trial. Yours sincerely, Tomasz Kowalczyk Year 10 Student Council Representative This is one possible response, not a required script. 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2.4 Section B: Writing for audience, impact and purpose – content

Question 171

2.4 Section B: Writing for audience, impact and purpose – content Questions

2.4 Section B: Writing for audience, impact and purpose – content

Question 171

2.4 Section B: Writing for audience, impact and purpose – content Questions