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Credit any appropriate approach that fulfils the task, purpose and audience. **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. Top-band responses may make the later reinterpretation alter the reader’s understanding of earlier details rather than relying only on a surprise ending. Credit ambitious, original writing and thoughtful reflection on the consequences of the writer’s judgement.99:T1551,**Purpose, audience and form** - **Purpose:** To describe a place or scene vividly, creating and transforming atmosphere for the reader - **Audience:** A general adult reader - **Form:** Descriptive writing **Task-specific guidance** - Move coherently between the lamp room and the sea below, making the physical and atmospheric relationship between the two viewpoints clear. - Use recurring details, such as the moving beam, darkness, sound or the structure of the tower, to connect the viewpoints. - Build a contrast between the apparent security of the working light and the danger or uncertainty created when it fails. - Describe the storm through its effects on both the lighthouse and the surrounding sea rather than relying only on general statements about bad weather. - Shape the description towards a clear climax, such as the disappearance of the beam or the sudden darkness that follows. **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. High-scoring responses control the transitions between the two viewpoints and use them to intensify the atmospheric change. Credit precise details used accurately and for effect, but do not require specialist knowledge of lighthouses. Reward ambitious sentence structures, including deliberate fragments, used to convey the disruption caused by the failing light. Accept any other appropriate response.9a:T150c,**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 glasshouse central to the description, using the observer’s position to control what is noticed inside and through the glass. - Shape a coherent progression from the occupied building to its empty state rather than presenting two disconnected scenes. - Explore the interaction between the storm and the enclosed environment through details such as light, sound, movement, temperature or reflections. - Let the observer’s response develop as the familiar public space becomes more isolated, threatening, peaceful or strange. **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. High-scoring responses control the transition from an occupied to an empty glasshouse and make the storm affect the description rather than merely mentioning it. Credit varied interpretations of the final atmosphere, including fear, wonder, calm or isolation, when these are developed convincingly. 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3.4 Section B: Writing imaginatively and creatively – content

Question 131

3.4 Section B: Writing imaginatively and creatively – content Questions

3.4 Section B: Writing imaginatively and creatively – content

Question 131

3.4 Section B: Writing imaginatively and creatively – content Questions