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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. High-scoring responses balance precise description of the workplace with a strong undercurrent of feeling. Credit technical or specialist vocabulary used accurately and evocatively. Reward a carefully crafted ending, such as the final action of the day. **Model answer** The presses at Harland and Sons have been running since 1887. At four o’clock this afternoon, they will stop for ever. I have come to the print works because my grandad worked here for forty-four years and he wanted somebody from the family to see it before it closes. Now I stand beside him on the iron gallery above the main floor, where the managers used to watch the work, and look down into a long, high, brick-built hall lit by rows of grimy skylights. Everything here is old, heavy and stained with ink. The walls, once whitewashed, have turned the yellow-grey of old teeth. Pipes and cables run along them in tangled lines, dripping with cobwebs. The concrete floor is worn into shallow, polished hollows by more than a century of boots walking the same paths: from the paper store to the presses, from the presses to the guillotine, from the guillotine to the loading bay. You can see the routes as clearly as footpaths across a field. And the smell. It hits the back of my throat: machine oil, hot metal, the sharp chemical tang of solvent, and above all ink, thick and bitter and strangely sweet. My grandad breathes it in with his eyes closed. “That,” he says, “is forty-four years.” Below us, the last job is running. The big press stands in the centre of the hall, a green-painted monster the length of a bus, all rollers and cylinders and chains, with steps and ladders bolted to its sides. It is printing the final edition of the local paper, the last one that will ever come out of this building. The noise is enormous: a deep, rhythmic clatter and thump, regular as a heartbeat, so loud it seems to press against my chest. Paper streams through it from a great white reel in a blurred ribbon, and emerges at the other end cut, folded, and stacked in neat, shuddering piles, the headlines flashing past too fast to read. Only six men work the floor today. Once, Grandad says, there were ninety. The six move slowly and carefully, as though in a church. One wipes a roller with a rag, then wipes it again, although it is already clean. Another stands by the stacker, lifting each bundle and squaring its edges with a tenderness that seems almost private. On the wall behind them, a calendar from 1996 still hangs from a nail, curled and brown, showing a picture of a lighthouse. Next to it, someone has pinned a card that reads, in felt-tip capitals: THANKS FOR EVERYTHING, LADS. At four o’clock exactly, a bell rings. Someone on the floor presses a red button. The press begins to slow, the thumping stretching out, longer and longer, each beat further from the last, like a tired heart. Then it stops. The silence afterwards is so sudden and so total that I can hear the pigeons on the skylights and the tick of the cooling metal. Nobody moves. Then one of the men picks up a copy from the very top of the last pile, folds it under his arm, and walks slowly towards the door. Beside me, my grandad is crying, without a sound, his inky fingers gripping the rail. This is one possible response, not a required script. Credit other valid approaches that meet the level descriptors.99:T14a2,**Purpose, audience and form** - **Purpose:** To describe a familiar domestic scene vividly and create an engaging atmosphere for the reader - **Audience:** A general adult reader - **Form:** Descriptive writing **Task-specific guidance** - Reward the selection of precise details from the kitchen, such as ingredients, utensils, surfaces and cooking equipment. - Responses may establish any clear viewpoint, including that of a participant or an observer. - Credit purposeful use of sight, sound, smell, touch and movement to make the activity convincing. - Responses may organise the description around stages of preparation, move between an overview and close-up details, or follow one person through the room. - A successful ending might focus on the completed meal, the people leaving the kitchen or the sudden quiet after the work is finished. **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. Reward any coherent approach to the domestic setting, including calm, humorous, tense or celebratory descriptions. Credit deliberate structural choices and precise vocabulary even where the response does not follow the suggested prompts. Accept any other appropriate response.9a:T1674,**Purpose, audience and form** - **Purpose:** To engage the reader with a vivid account of an unexpected encounter and communicate its personal significance - **Audience:** A general adult readership - **Form:** A first-person personal narrative containing reflection **Task-specific guidance** - Establish the ordinary situation before the visitor arrives so that the arrival creates a clear change. - Select precise sensory details to make the setting, visitor and encounter convincing. - Control the pace around the moment of arrival and organise subsequent events clearly. - Develop the narrator's changing thoughts and feelings rather than simply listing events. - Reflect on why the encounter remains important or memorable. **Indicative content** Responses may include: - the unexpected arrival of a friend, relative, neighbour or unfamiliar person - an arrival that creates excitement, concern, embarrassment, tension or relief - anticipation created through a knock, bell, voice, movement or other sign of the visitor - dialogue and physical details used selectively to reveal character or relationships - a contrast between the narrator's expectations and what actually happens - reflection on a relationship, change, separation, belonging or another relevant personal idea **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. Top-band responses may use the arrival as a structural turning point, controlling pace before and after it to create impact. Credit convincing fictionalised experiences as well as autobiographical ones. 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3.4 Section B: Writing imaginatively and creatively – content

Question 92

3.4 Section B: Writing imaginatively and creatively – content Questions

3.4 Section B: Writing imaginatively and creatively – content

Question 92

3.4 Section B: Writing imaginatively and creatively – content Questions