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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. Strong responses control the shift in atmosphere rather than merely stating that people became frightened. Credit convincing differences between the narrator's limited understanding during the incident and their later interpretation. The announcement should affect the events, but it may be routine, surprising, amusing or serious. Accept any other appropriate response.99:T142d,**Purpose, audience and form** - **Purpose:** To create a vivid impression of a setting and its atmosphere - **Audience:** Readers of imaginative prose - **Form:** Descriptive writing **Task-specific guidance** - Responses may contrast the present quietness of the classroom with signs of its earlier activity. - Relevant details could include desks, chairs, displays, books, equipment, writing on the board or belongings left behind. - Sound, changing light, temperature and small movements may be used to establish atmosphere. - Thoughts and feelings may be conveyed through the observer’s response to the empty room and the traces of the people who occupied it. - Credit any coherent viewpoint and any appropriate interpretation of the setting. **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. Effective responses may move from an overall view of the classroom to carefully selected details, using traces of recent activity to create atmosphere. Thoughts and feelings should develop naturally from the description. Accept any other appropriate response.9a:T1fb2,**Purpose, audience and form** - **Purpose:** To describe a place or scene vividly, creating atmosphere for the reader - **Audience:** A general adult reader - **Form:** Descriptive writing **Task-specific guidance** - Make the elevated viewpoint central: describe what can and cannot be seen from this height. - Contrast scales, for example the vast city against small, specific details glimpsed in windows or streets. - Use light and darkness deliberately to shape the atmosphere. - Let the observer’s thoughts develop so that the description builds towards a reflective or emotional point. **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. High-scoring responses move purposefully between panorama and close detail rather than producing a list of lights. Credit original imagery that avoids clichés such as stars or diamonds unless they are reworked. The third bullet invites inner reflection; this should be woven through the description, not added at the end. **Model answer** From the twenty-third floor, the city is a circuit board someone has forgotten to switch off. I am standing at the window of the hospital’s family room at half past two in the morning, a plastic cup of machine tea cooling in my hands. Behind me the room hums with fluorescent light and a vending machine that sighs every few minutes, as if it, too, is waiting for news. In front of me, beyond the glass and my own faint, hollow-eyed reflection, the whole of the city lies spread out like a map that has learned to glow. The main roads are the first thing the eye finds. They run in long amber seams from the centre towards the edges of the dark, and along them the headlights move in slow, patient beads: white coming, red going, an endless rosary of other people’s journeys. At this hour there are fewer of them, and each one seems to carry a story. Who drives across a city at half past two? Night nurses. Bakers. Someone like my father, an hour ago, racing to this building with the hazard lights on. Closer in, the streets fold into a tangle of orange and shadow. The cathedral is floodlit, its spire a pale finger raised against the clouds. The river is the only truly black thing, a slick ribbon without a single light upon it, and the bridges stitch across it in bright, beaded threads. Further out, the housing estates are scattered with porch lamps, thousands of them, tiny and steady, each marking a door behind which, presumably, people are asleep. But not all of them. If I narrow my eyes I can pick out lit windows here and there among the dark blocks. A kitchen on the tenth floor of the tower opposite: someone moving back and forth, small as a moth. A bedroom with a television flickering blue. A single square of yellow in a terrace by the ring road, which goes out even as I watch, like a held breath released. From up here, the city seems silent. I cannot hear the traffic or the sirens or the drunk singing outside the station. All the noise has been drained away by height and glass, and what remains is pure pattern, beautiful and indifferent. It occurs to me that from any one of those windows, this hospital must look exactly the same: just another tower of lit rectangles, one of which contains a girl with a cold cup of tea and a grandmother in a room down the corridor, wired to machines. The thought is both terrible and strangely comforting. Out there, in the dark, there must be dozens of other family rooms, other vending machines, other people standing at windows at half past two and staring at the lights because the lights are easier to look at than anything else. Far to the east, above the hills, the sky has begun to lose its density, turning from black to the deep blue of ink thinned with water. A crane on the skyline blinks its red warning light, on, off, on, off, steady as a pulse. I watch it for a long time. Behind me, a door opens. This is one possible response, not a required script. 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3.4 Section B: Writing imaginatively and creatively – content

Question 123

3.4 Section B: Writing imaginatively and creatively – content Questions

3.4 Section B: Writing imaginatively and creatively – content

Question 123

3.4 Section B: Writing imaginatively and creatively – content Questions