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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 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 responses that transform the atmosphere through controlled changes in weather, sound, light and movement. Strong answers maintain a clear viewpoint while developing the observer’s response and use the calm after the storm to create contrast or reflection. Reward precise, varied vocabulary and controlled sentence variety. Accept any other appropriate response.99:T1532,**Purpose, audience and form** - **Purpose:** To describe a place or scene vividly, creating contrasting atmospheres for the reader - **Audience:** A general adult reader - **Form:** Descriptive writing **Task-specific guidance** - Choose a viewpoint that allows the reader to experience the glasshouse closely, such as a visitor, gardener or attendant sheltering among the plants. - Control the transition from the first signs of the storm, through the violent hail, to the unnatural stillness afterwards. - Use the glass, water, plants, paths, light and sounds of the weather as connected descriptive details rather than as a list. - Contrast the enclosed warmth and apparent safety of the glasshouse with the force of the storm outside and the fragile barrier between them. - Develop the atmosphere across the response, perhaps moving from calm or unease to threat, then relief, wonder or uncertainty. **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. Strong responses control the transition between the storm and its aftermath so that the change in atmosphere is clear and purposeful. Credit vivid sensory description and a sustained viewpoint. Reward structural choices that connect details before, during and after the hailstorm and an ending that leaves a lasting impression. Accept any other appropriate response.9a:T1f9f,**Purpose, audience and form** - **Purpose:** To recount a memorable personal experience vividly and reflect on its significance - **Audience:** A general adult reader - **Form:** Personal writing: a first-person autobiographical account **Task-specific guidance** - Make the building vivid through architecture, light, sound and atmosphere. - Show how the writer’s expectations before the visit compare with the experience itself. - Focus on a key moment within the visit that carries the emotional weight. - Reflect on how the visit changed the writer’s perspective. **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 balance description of the building with personal narrative and reflection. Credit a clear shift in attitude, handled with subtlety. Reward ambitious vocabulary for space, scale and sound used precisely. **Model answer** I went into the cathedral expecting to be bored, and I came out unable to speak. I was twelve. The trip was for the school choir, which I had joined only because my best friend had, and which I privately thought was the least cool thing a person could do on a Wednesday afternoon. We were going to watch the cathedral choir rehearse for its Christmas concert. Mrs Adeyemi, our music teacher, had talked about it for weeks with a shine in her eyes that I found faintly embarrassing. On the coach I sat at the back and complained loudly about missing PE. From outside, the building was simply large: a great, sooty mass of stone squatting in the middle of the city, its towers lost in drizzle. Pigeons huddled in every niche. A man was selling hot chestnuts by the west door, and I remember thinking that the chestnuts were the best thing about the whole trip. Then we went inside. The first thing I noticed was the silence. It was not empty silence; it was full, as though the air itself were listening. Our trainers squeaked on the stone floor and the sound flew upwards and vanished. I looked up after it and kept looking, because the ceiling was so far above me that it seemed to belong to a different weather. Columns rose from the floor like the trunks of enormous stone trees, then split and spread and met overhead in a vaulted canopy of ribs and arches, pale and intricate as the underside of a mushroom. Light fell through the stained-glass windows in slanting shafts of blue and crimson and gold, and where it touched the floor the stone looked like it was glowing from inside. I forgot to be bored. I forgot, for a moment, to be anything at all. We sat in the wooden pews near the front. The cathedral choir filed in wearing ordinary clothes, jeans and jumpers and school uniforms, which surprised me. They looked like anyone. A man in a cardigan raised his hands, the organ breathed one low note, and they began to sing. I do not know how to describe that sound even now. It began with a single boy’s voice, high and clear and fragile as glass, rising alone into the vault. Then the others joined, layer by layer, until the music seemed to fill every inch of that immense space and press gently against the walls and windows, wanting to get out. It rolled back to us from the stone a fraction of a second late, so that every note echoed and overlapped and shimmered. The hairs on my arms stood up. My throat tightened. I looked sideways at my friend and saw, to my astonishment, that she was crying, and I realised that I was too. On the coach home I sat at the front, near Mrs Adeyemi, and did not complain about anything. I am in the sixth form now, and I still sing. I am not especially good. But that afternoon taught me something I have never quite been able to put into words: that a building can be made of stone and also made of sound, and that there are places on earth designed to make people feel small in the best possible way. I never did get any chestnuts. This is one possible response, not a required script. 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3.4 Section B: Writing imaginatively and creatively – content

Question 147

3.4 Section B: Writing imaginatively and creatively – content Questions

3.4 Section B: Writing imaginatively and creatively – content

Question 147

3.4 Section B: Writing imaginatively and creatively – content Questions