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For example, 286 of the 400 residents support the proposal in some form, but 214 of these supporters want restrictions. - Data should be interpreted accurately. Because residents could select up to two expected effects, each figure shows how many of the 400 residents expected that effect; for example, more than half expected more noise late at night, while almost three in five expected more customers for nearby shops. - Benefits and concerns should be weighed against each other, with developed reasoning rather than separate lists. Discussion of possible overlap between effect categories may demonstrate thoughtful interpretation, but is optional and is not a separate requirement for full marks. - Any recommendation should follow logically from the evidence. Conditions might address opening hours, noise, litter, transport, security or review arrangements, but no particular conditions are required. - A courteous yet firm tone is required. Candidates may support, oppose or conditionally support the proposal if their position is developed and justified. **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 any reasoned decision supported by the survey findings, including approval, conditional approval or refusal. Candidates are not required to perform calculations, but accurate synthesis of the figures may strengthen the response. Credit sophisticated awareness of the committee’s responsibilities and practical objections. A response that merely lists the data without interpreting or weighing it is less likely to reach Level 6 for AO5.99:T1abf,**Purpose, audience and form** - **Purpose:** To encourage readers to try growing herbs at home. - **Audience:** Readers of a lifestyle blog who may be interested in a simple home-growing project. - **Form:** Blog post: engaging title, personal voice, direct address, clear structure and an inviting close. **Task-specific guidance** - A focused opening moment can draw readers in, for example noticing a plant's scent while cooking or seeing new leaves appear. - Advice may cover choosing a suitable herb, using a pot or other container, and finding a practical place to keep it. - Readers may be encouraged by the sensory pleasure, usefulness or small sense of progress involved; claims should be developed through relevant details. - A clear, manageable first action gives readers a way to try the idea without assuming they have gardening experience or much space. **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 relevant personal details, advice and reasons. Responses that do not develop the purpose of encouraging readers will not reach the higher levels. **Model answer** A Little Green on the Windowsill The first time I picked a few leaves of mint from a pot beside our kitchen window, I stopped before adding them to my tea. They smelled so fresh that I leaned over the pot for another breath. It was a tiny harvest, but it made an ordinary cup feel like something I had made myself. You do not need a garden to try growing herbs. A pot on a windowsill or balcony can be enough. Start with a herb you already enjoy using, such as mint or basil, and choose a container with room for it to grow. Put it somewhere you can remember to check it. A plant hidden behind other things is easy to forget. Keep the routine simple. Look at the soil regularly and water when it feels dry, rather than pouring in water automatically every day. Snip off a few leaves when you need them, and leave the rest of the plant to keep growing. If you are not sure what will suit your home, ask someone at a garden centre or read the care instructions that come with the plant. Part of the pleasure is having something small to look after. You can notice a new leaf, brush past the plant and catch its scent, then use a little of it in a meal. There is no need to turn it into a grand project. Even a single pot can bring a useful splash of green into a room. Choose one herb you like and find a suitable pot this week. Put it somewhere you will see it, give it a little attention, and see what grows. Your first handful of leaves might be small; the satisfaction of growing them yourself is not. This is one possible response, not a required script. Credit other valid approaches that meet the level descriptors.9a:T15f1,**Purpose, audience and form** - **Purpose:** To argue and persuade parents of the value of helping young people develop independent travel skills. - **Audience:** Parents reading a family or parenting magazine. - **Form:** Magazine article: headline, standfirst, engaging opening, clear argument and practical suggestions for families. **Task-specific guidance** - A convincing article may draw parents in with a recognisable moment, then maintain a considered, engaging voice as it develops its case. - Accounts of how young people get around might contrast lifts from adults, walking, cycling or public transport, while recognising that options vary between families and places. - Reasons for limited practice might include tightly organised family routines, worries about safety, unfamiliar routes, restricted transport options or a lack of opportunities to take responsibility for planning. - The argument may connect travel skills with managing time, making decisions, confidence and access to education, work or activities. Practical suggestions could show how families introduce responsibility gradually and appropriately. **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. 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2.4 Section B: Writing for audience, impact and purpose – content

Question 78

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

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

Question 78

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