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Its consultation document calls the project “a better use of a central site”. It describes the market as “in need of a new purpose”. On Friday mornings, stallholder Rosa Malik lays out apples, jars of honey and bundles of herbs beneath the market’s iron roof. “Some people come for one thing; some come to talk,” she said. “You won’t see that in a count of the bags they carry.” The council’s survey recorded visitor numbers during two weekday afternoons in February. It does not say whether those visits were typical. A council planner said the roof needs substantial work and that the proposed offices would help fund changes to the square. “We have to think about what the whole town needs,” she said. A group of traders has offered to help organise weekend events. Its spokesperson, Malik, says the traders have not yet been told how much the repairs would cost or whether they could remain in the building while work took place. The council suggests that shoppers use the supermarket on the edge of town. It is a 25-minute walk from the market, according to the council’s access notes. The planner said the supermarket offers “a wider choice under one roof”. Malik replied that it was “not somewhere you stop to ask how someone’s mum is doing”. The council has not said whether the proposed square would include space for regular stalls. The consultation closes in three weeks, with a decision expected later in the year. At closing time on Friday, a boy came back to Malik’s stall because he had left his sketchbook there. Malik had kept it safe behind the counter. The boy thanked her, then paused to draw the old clock above the entrance. “That clock has heard a lot of conversations,” Malik said. The council’s document calls the redevelopment “a fresh start”.99:T14f4,**Marking guidance** **AO2: language and structure** 12 marks - **Level 1:** Basic identification of language or structural devices, with little explanation of their effects and limited textual reference. 1–2 marks - **Level 2:** Some understanding and comment on language and structure; valid references are selected but their significance is not developed. 3–4 marks - **Level 3:** Clear understanding and explanation of language and structural choices and their effects; relevant evidence supports the points. 5–7 marks - **Level 4:** Thorough exploration of language and structure, supported confidently by detailed, well-selected references. 8–10 marks - **Level 5:** Perceptive, discriminating analysis of language and structural choices, with evidence selected precisely to clarify their effects. 11–12 marks - Nothing rewardable. 0 marks Use best fit across the whole response. These are original practice descriptors aligned to Pearson's AO2 levels and mark ranges. Reward developed analysis of both language and structure in relation to the question. Identifying techniques or retelling events is insufficient on its own; do not require a fixed paragraph structure or a particular interpretation. **Question-specific points** - The council’s phrases “a better use of a central site” and “in need of a new purpose” frame redevelopment as practical improvement and imply the market’s current role is inadequate. - Malik’s contrast between buying goods and coming “to talk” presents social contact as part of the market’s value; her comment that bag counts miss this challenges the council’s limited survey without claiming the figures are false. - The planner gives a practical case based on roof repairs, funding and the needs of the whole town. The traders’ offer to organise events provides a possible alternative, while unanswered questions about costs and access leave its feasibility uncertain. - The supermarket is presented as a convenient source of wider choice, but the 25-minute walk and Malik’s comment about stopping to ask after someone make the difference between the two places concrete. - The article moves from the council’s summary and survey to competing voices, then to the suggested alternative and an individual moment at the market. - The closing scene of the returned sketchbook and the boy drawing the clock gives personal detail to the market’s communal role. The final phrase “a fresh start” echoes the council’s opening case but invites comparison with what the reader has just seen; the article does not establish the repair costs or what the square would include. **Model answer** Grant opens with the council’s description of the proposal as “a better use of a central site”. The comparative word “better” presents redevelopment as an improvement before the reader has heard what might be lost. Calling the market “in need of a new purpose” also implies that its current role is inadequate, but this is the council document’s judgement rather than an established fact. Malik’s account offers a different way of measuring the market. Her phrase “some come to talk” suggests that its value includes social contact, not just sales. She says this would not appear in “a count of the bags they carry”, which makes the survey seem limited. Grant specifies that the figures came from two weekday afternoons in February, so the reader can question how representative they are without being told that the figures are inaccurate. The planner’s voice gives the proposal a practical argument: the roof needs substantial work and offices would help fund changes to the square. The phrase “what the whole town needs” broadens the issue beyond the traders. Against this, the traders offer to organise events, but Malik has not been told the repair cost or whether they could stay during work. This sequence presents an alternative while leaving important details unresolved, rather than making the offer a complete answer. Grant then compares the market with the supermarket on the edge of town. The 25-minute walk makes the alternative’s location tangible, while the planner’s phrase “a wider choice under one roof” frames it in terms of convenience. Malik’s reply, “not somewhere you stop to ask how someone’s mum is doing”, shifts attention from shopping to relationships. The two voices therefore suggest different standards for judging what a market provides. At the end, the boy’s return for his sketchbook gives the article a specific example of the small interactions Malik describes. His pause to draw the clock, followed by her remark that it “has heard a lot of conversations”, makes the building seem connected to the life of the town. The final phrase “a fresh start” repeats the council’s optimistic framing, but after this scene it may also prompt the reader to consider what a fresh start would replace. Grant guides a judgement through contrast and sequence while leaving the proposal’s practical uncertainties open. This is one possible response, not a required script. Credit other interpretations supported by the text and judge the analysis against the criteria.9a:T1313,**Marking guidance** **AO2: language and structure** 12 marks - **Level 1:** Basic identification of language or structural devices, with little explanation of their effects and limited textual reference. 1–2 marks - **Level 2:** Some understanding and comment on language and structure; valid references are selected but their significance is not developed. 3–4 marks - **Level 3:** Clear understanding and explanation of language and structural choices and their effects; relevant evidence supports the points. 5–7 marks - **Level 4:** Thorough exploration of language and structure, supported confidently by detailed, well-selected references. 8–10 marks - **Level 5:** Perceptive, discriminating analysis of language and structural choices, with evidence selected precisely to clarify their effects. 11–12 marks - Nothing rewardable. 0 marks Use best fit across the whole response. These are original practice descriptors aligned to Pearson's AO2 levels and mark ranges. Reward developed analysis of both language and structure in relation to the question. Identifying techniques or retelling events is insufficient on its own; do not require a fixed paragraph structure or a particular interpretation. **Question-specific points** - Technical explanation and conditional planning establish confidence without claiming recklessness. - First-person present tense keeps the decision close to its consequences. - Small qualifications in the boulder’s stability prepare a change in control. - Recognition of trouble precedes the slowed account of impact. - Exclamations and commands replace the earlier orderly explanations. - The heroic anecdote offers hope but its doubtful status and unsuccessful effort prevent simple reassurance. **Model answer** Ralston shows confidence giving way to panic through a change in both the narrator's control of his body and the way he describes it. The passage begins with a problem analysed in practical stages. By its end, explanation has become urgent command, and intention no longer produces the movement he needs. The short assertion “But I’m stuck” halts the expectation that effort will produce release. Initially, measurements and technical vocabulary present an experienced person assessing a route. The narrator relates the new drop to one he has already negotiated and explains a method for moving between narrow walls. This makes confidence appear grounded in knowledge rather than mere boasting. The reader is allowed to understand why the descent seems possible from his point of view. His planning also uses a sequence of anticipated actions. A step onto the lodged stone should reduce the remaining distance, allowing him to lower himself before dropping. Each stage appears to prepare the next. Present-tense narration gives the plan immediacy, so the reader follows it as a current possibility rather than receiving an early assurance that everything will end safely. The slight movement of the rock introduces uncertainty within that sequence. Testing it has appeared to establish support, but standing and hanging apply weight differently. The detail prepares the loss of control without requiring a general statement that his judgement is worthless. His experience remains visible even as the circumstances exceed what the test has confirmed. Once he recognises movement in the stone, the language shifts towards instinct and limited options. His reactions are fast, yet the account slows the moment of impact. This contradiction communicates panic as an experience in which urgent action and the perception of time no longer align comfortably. The narrator knows something is wrong before he can prevent it. After the injury, bodily pain interrupts the analytical voice. Exclamation, growling and direct commands to his own hand replace the earlier explanation offered to the reader. His mind addresses the body as something that should obey, while the repeated failed pulls demonstrate that it cannot. The gap between command and result makes helplessness audible. The remembered story of a mother lifting a car then shows a desperate attempt to recover belief in exceptional strength. Importantly, he doubts the story even while using it to motivate himself. This preserves the tension between a practical mind and the urgent need for hope. The final efforts are described through exertion rather than success. Ending with the stone unmoved leaves confidence neither restored nor wholly forgotten: its methods are still being used, but panic has taken over the need to make them work. This is one possible response, not a required script. Credit other interpretations supported by the prescribed extract and judge the analysis against the criteria.9b:T12fc,**Marking guidance** **AO2: language and structure** 12 marks - **Level 1:** Basic identification of language or structural devices, with little explanation of their effects and limited textual reference. 1–2 marks - **Level 2:** Some understanding and comment on language and structure; valid references are selected but their significance is not developed. 3–4 marks - **Level 3:** Clear understanding and explanation of language and structural choices and their effects; relevant evidence supports the points. 5–7 marks - **Level 4:** Thorough exploration of language and structure, supported confidently by detailed, well-selected references. 8–10 marks - **Level 5:** Perceptive, discriminating analysis of language and structural choices, with evidence selected precisely to clarify their effects. 11–12 marks - Nothing rewardable. 0 marks Use best fit across the whole response. These are original practice descriptors aligned to Pearson's AO2 levels and mark ranges. Reward developed analysis of both language and structure in relation to the question. Identifying techniques or retelling events is insufficient on its own; do not require a fixed paragraph structure or a particular interpretation. **Question-specific points** - The possible end of schooling dominates the opening despite the game. - The summons home is initially frightening because she does not know what it means. - The prize offers evidence of ability and a chance to seek permission. - Images of stars and heaven make education seem almost beyond ordinary reach. - Her request invokes the opportunities already available to her brothers. - Acceptance of a course she did not choose shows the scale of the opportunity without erasing the compromise. **Model answer** Yen Mah shows the value of further education by placing it against the possibility that Adeline's schooling may soon end. Her response to the opportunity is therefore much larger than simple pleasure at winning a prize. The structure makes education appear connected with escape from uncertainty, recognition of ability and access to a future she has been unable to assume. The reference to “heaven” makes permission seem to cross an almost absolute boundary. The opening gives the end of term a double meaning. For other pupils it may be a routine point in the school year, but for Adeline it could end education altogether. The thought intrudes while she plays Monopoly, and the comparison with a continuing toothache makes it persistent and bodily. The game cannot provide a separate space free from concern about what comes next. The sudden summons home does not immediately offer hope. Questions, fear and the chauffeur's inability to explain prolong uncertainty. This matters because the reader experiences how little information Adeline possesses about decisions affecting her life. Her future is not something she can plan confidently from the beginning of the passage. The newspaper changes the situation by making her achievement publicly visible. Her name and the details of the competition receive conspicuous emphasis, while the movement from dread towards amazement gives the announcement a strong structural effect. The award becomes evidence that her ability has been recognised beyond the family. It also creates a rare moment in which her father appears pleased enough for a request to seem possible. Her question about university is explicitly connected with her brothers. The comparison shows that she is asking for access to a possibility already normal for others in the family, rather than inventing an unimaginable ambition. The risk lies in whether it will be extended to her. Describing the moment as one that must be seized gives urgency to the request. Images of reaching the stars and entering heaven make the potential gain seem almost immeasurable. Such language communicates the scale of her relief and desire, not a detached assessment of an overseas course. Her momentary inability to treat the choice of subject as equally important shows how strongly the destination itself has taken possession of her hopes. When her father rejects literature and substitutes medicine, she accepts. The ending should not be read as proof that subject no longer matters, but as evidence of a constrained choice. Going at all seems valuable enough to outweigh the loss of control over what she will study. The passage therefore gives further education extraordinary importance while making the reader aware of the conditions under which she is able to obtain it. This is one possible response, not a required script. 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1.1 Content overview

Question 58

1.1 Content overview Questions

1.1 Content overview

Question 58

1.1 Content overview Questions