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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 any reasonable practical response to concerns about cost, access, noise or parking. Candidates are not required to provide factual evidence about a real pool or council. Responses that ignore opposition will not meet the second bullet. Accept any other appropriate response.99:T1f15,**Purpose, audience and form** - **Purpose:** To persuade the school council to improve lunchtime activities, using clear reasons and practical suggestions. - **Audience:** Members of the school council, who can consider changes to school life. - **Form:** Speech: address the audience, use a register appropriate to a school meeting, organise ideas clearly and finish with a suitable appeal. **Task-specific guidance** - The strongest responses establish a confident voice for a student speaker and keep the school council in mind throughout. - The difficulty described should be clear and relevant to lunchtime; suggestions should respond to it and be realistic for a school. - Benefits may include effects on students and the wider school community. Reasons should be developed with explanation or examples. - A clear progression from the problem, through possible changes, to a final appeal will support the purpose. **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. Credit a range of realistic lunchtime difficulties and improvements that are relevant to the school context. Credit benefits supported by appropriate reasoning or examples. Candidates may invent details about their school, provided these do not contradict the task. **Indicative content** Responses may include: - A difficulty such as students having too little to do, limited indoor space in poor weather, or some activities being inaccessible to particular students. - Changes such as setting up supervised indoor games, making a quiet space available, organising clubs or rotating activities so students can try different options. - Benefits such as giving students more ways to spend the break, helping them feel included, encouraging social interaction, or making lunchtime calmer. - Practical considerations such as using existing rooms or equipment, asking students what they would use, and trialling a change before expanding it. - A direct appeal asking the school council to discuss or test a proposed change. **Model answer** Good afternoon, everyone. At lunchtime, not every student knows where to go or what to do. If the weather is poor, the places where we can sit and spend time with friends become crowded. Some students would rather join an activity, but there are few choices available unless they already belong to a club. A break should give everyone a chance to rest and enjoy being part of school, not leave people feeling that they have nowhere to fit. The school council could start by asking students which activities they would actually use. A short survey would give us a clearer picture than guessing. We could then trial two simple changes for a few weeks: an indoor games area using equipment the school already has, and a quiet room where students can read, draw or talk without the noise of a busy common space. These options would give students different ways to spend their break. Someone who wants a lively game could choose that; someone who needs a calmer place could choose that instead. Having more than one option may also help students meet people with similar interests, rather than spending every lunchtime in the same group. This would be manageable for the school. A trial could use existing rooms, with staff supervising in the usual way. At the end, the council could ask students whether the activities worked and decide what to keep. That means the school would be making a decision based on students' experience, not committing to a large change without knowing whether it is useful. Please consider supporting a short trial and asking students for their views. A small change to lunchtime could make a real difference to how many of us feel during the school day. Thank you for listening. This is one possible response, not a required script. Credit other valid approaches that meet the level descriptors.9a:T15e3,**Purpose, audience and form** - **Purpose:** To persuade readers to reserve regular periods without planned activity, using a personal example to make the case and addressing possible objections. - **Audience:** Readers of a lifestyle blog, including young people who feel pressure to fill their time and adults who influence their routines. - **Form:** Blog post: an engaging heading, an individual voice, direct address, clear progression through paragraphs or subheadings and a purposeful ending. **Task-specific guidance** - The personal episode should show a worthwhile result emerging from an initially unplanned period and should contribute to the wider argument. - Details should make the event clear and memorable, while indicating why the experience mattered to the writer. - Discussion of busyness should recognise genuine responsibilities or attractions before considering the effects of having no free time. - The argument should move towards a practical and convincing reason for readers to set aside some unplanned time. - An assured blog persona can combine reflection, wit or challenge while remaining appropriate for the intended readers. **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 to 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 a wide range of worthwhile outcomes, including creativity, rest, reflection, practical activity or stronger relationships. Responses may challenge the idea that every free hour must be productive. 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Section B: Writing for audience, impact and purpose – content","topicId":"e8952a9c-225f-5195-ae45-0a77465b8866","topicSidebar":"$L9b","topicSlug":"2-4-section-b-writing-for-audience-impact-and-purpose-content","topicTitle":"2.4 Section B: Writing for audience, impact and purpose – content"}]}],"$L9c","$L9d"]}]

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

Question 30

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

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

Question 30

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