Paper 2 Question 5: Mark Scheme (AQA GCSE English Language)

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Paper 2 Question 5: Mark Scheme

Writing can be very subjective and the mark scheme for Question 5 reflects this. Examiners are required to start at the lowest level of the mark scheme and use it as a ladder to see whether your response meets the descriptors for that level. The descriptors for the level indicate the different qualities that might be seen in your answer for that level. If your answer meets the lowest level, then the examiner will go on to the next one, and so on. Examiners are required to use the full range of marks and should not hesitate to give full marks if your response merits it.

It is therefore essential to understand the mark scheme really well yourself: if you understand exactly what you are being assessed on, you understand how to improve. Below you will find sections on (click to go straight to the section):

Translating the Question 5 AO5 mark scheme

Question 5 is the non-fiction writing question. While Questions 1-4 focus on your analysis and understanding of writers’ language and structural choices, Question 5 asks you to apply these skills yourself.

In Question 5, you will be set a question that asks you to write in a cohesive and convincing way. The question assesses your ability to construct a well-crafted response appropriate to the task, audience and purpose in the question. This means you are assessed on the relevance and organisation of your ideas, as well as your spelling and grammar.

For Question 5, 24 of the 40 marks are awarded for AO5:

AO5 (24 marks) - content and organisation

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences

Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts

Here is the AQA mark scheme for each level of AO5 in Question 5:

Level

Skills Descriptor: Content

Skills Descriptor: Organisation

Level 4

19-24 marks

Content is convincing and crafted

Organisation is structured, developed, complex

Upper Level 4 - 22-24 marks:

Communication is convincing and compelling
Tone, style and register are assuredly matched to purpose and audience
Extensive and ambitious vocabulary with sustained crafting of linguistic devices

Upper Level 4 - 22-24 marks:

Varied and inventive use of structural features
Writing is compelling, incorporating a range of convincing and complex ideas
Fluently linked paragraphs with seamlessly integrated discourse markers

Lower Level 4 - 19-21 marks:

Communication is convincing
Tone, style and register are convincingly matched to purpose and audience
Extensive vocabulary with conscious crafting of linguistic devices

Lower Level 4 - 19-21 marks:

Varied and effective structural features
Writing is highly engaging with a range of developed complex ideas
Consistently coherent use of paragraphs with integrated discourse markers

Level 3

13-18 marks

Content is clear and chosen for effect

Organisation is engaging, connected

Upper Level 3 - 16-18 marks:

Communication is consistently clear
Tone, style and register are consistently matched to purpose and audience
Increasingly sophisticated vocabulary and phrasing, chosen for effect with a range of successful linguistic devices

Upper Level 3 - 16-18 marks:

Effective use of structural features
Writing is engaging, using a range of clear connected ideas
Coherent paragraphs with integrated discourse markers

Level 2

7-12 marks

Content is successful and controlled

Organisation is linked/relevant and paragraphed

Upper Level 2 - 10-12 marks:

Communicates with some sustained success
Some sustained attempt to match tone, style and register to purpose and audience
Conscious use of vocabulary with some use of linguistic devices

Upper Level 2 - 10-12 marks:

Some use of structural features
Increasing variety of linked and relevant ideas
Some use of paragraphs and some use of discourse markers

Lower Level 2 - 7-9 marks:

Communicates with some success
Attempts to match tone, style and register to purpose and audience
Begins to vary vocabulary with some use of linguistic devices

Lower Level 2 - 7-9 marks:

Attempts to use structural features
Some linked and relevant ideas
Attempt to write in paragraphs with some discourse markers, not always appropriate

Level 1

1-6 marks

Content is simple

Organisation is simple

Upper Level 1 - 4-6 marks:

Communicates simply
Simple awareness of matching tone, style and register to purpose and audience
Simple vocabulary; simple linguistic devices

Upper Level 1 - 4-6 marks:

Evidence of simple structural features
One or two relevant ideas, simply linked
Random paragraph structure

Lower Level 1 - 1-3 marks:

Limited communication
Occasional sense of matching tone, style and register to purpose and audience
Simple vocabulary

Lower Level 1 - 1-3 marks:

Limited or no evidence of structural features
One or two unlinked ideas
No paragraphs

Here is a more simplified version of the mark scheme:

Level 1	Level 2	Level 3	Level 4
At Level 1, there will be reference to the task and evidence of a relevant idea/s, with little evidence of using linguistic techniques	At Level 2, there will be consistent reference to the task and appropriate use of relevant linguistic techniques in paragraphs, as well as evidence of the conventions of form	At Level 3 the writing will clearly and consistently respond to task, with clear construction of tone and successful use of linguistic techniques in well-developed paragraphs	At Level 4 the response will be convincing, with a carefully constructed tone and successful integration of complex ideas

Exam Tip

The best responses are those where the student presents a coherent response to the statement, taking one perspective and following it through to the end. Avoid alternating back and forth, agreeing and disagreeing with different aspects of the statement, as this often results in an unclear argument.

Understanding the different levels of AO5: consistent and clear versus compelling and convincing

The descriptions for Level 3 and 4 in the mark scheme make the distinction between “consistent and clear” and “compelling and convincing”. To be awarded a Level 4 mark, you must provide a response which successfully achieves the purpose of the task and does this in a convincing way, which means you have produced a type of writing which would be seen in a real-world context.

A convincing response involves a more carefully thought-out piece of writing. It considers the subject in relation to the audience and the purpose and how best to deliver your ideas. A convincing response develops a line of argument throughout, keeping the reader firmly in mind.

A Level 3 answer will respond to the question clearly by considering a range of ideas and using a variety of appropriate language and structural techniques. What sets a Level 4 answer apart from a Level 3 answer, however, is the construction of a tone of voice and the subtle manipulation of techniques to achieve purpose.

Level 3 AO5: Consistent and clear (13-18 marks)

The key words in the mark scheme for a Level 3 mark are “consistent and clear”.

A consistent and clear response means that the writing answers the task in the question clearly and consistently. Ideas have been communicated successfully using clear paragraphs, and relevant techniques have been used. The writing uses the conventions of the format in the question.

Consistent and clear 13-18 marks	Skills Descriptors
	Content Communication is consistently clear and effective Tone, style and register matched to purpose, form and audience Increasingly sophisticated vocabulary and phrasing , chosen for effect with a range of appropriate linguistic devices	Organisation Writing is engaging with a range of detailed connected ideas Coherent paragraphs with integrated discourse markers Effective use of structural features
What this means
This means a clear argument has been made all the way through The response uses relevant conventions of format The response is written in an appropriate tone using a range of relevant linguistic techniques A range of ideas have been explored using more sophisticated vocabulary The answer develops a line of argument using clear paragraphs and integrated discourse markers Paragraphs are ordered effectively

Level 4 AO5: Compelling and convincing (19-24 marks)

The key words in the mark scheme for a Level 4 mark are “compelling and convincing”. This involvеs taking into account the way the writing appears in real life. It means you have considered the brief in the question carefully and constructed your response with an audience in your mind. A convincing piece of writing addresses the task in a very specific way and has control over the argument. A convincing response shows a skillful manipulation of language.

Compelling and convincing 19-24 marks	Skills Descriptors
	Content Communication is convincing and compelling throughout Tone style and register assuredly matched to purpose, form and audience; manipulative, subtle and increasingly abstract Extensive and ambitious vocabulary with sustained crafting of linguistic devices	Organisation Highly structured and developed writing, incorporating a range of integrated and complex ideas Fluently linked paragraphs with seamlessly integrated discourse markers Varied and inventive use of structural features
What this means
This means the response delivers a strong argument which is successfully communicated all the way through The response uses linguistic techniques in a subtle, yet successful, way to achieve purpose The vocabulary is not complex and difficult to understand, but is sophisticated and articulates complex ideas The answer covers a range of credible and convincing ideas in a supported and developed way The writing has been planned in an effective way

Question 5 Level 4 and Level 3 response

Below is an example of a paragraph for a Level 4 response, and one for a Level 3. It is based on the following June 2019 AQA Paper 2 Question 5 task:

aqa-english-language-paper-2-question-5-

AO5 Level 4 Response (19-24 marks)

Address

Dear Sir/Madam,

Let me ask you a question; why is it that those who are famous are never those who work hard? This might seem paradoxical in nature to you, and indeed to many others. However, have you ever stopped to consider those who really work hard? The cleaners, the teachers, the examiners - there are millions of ordinary people who work without cease or pause, but who are not recognised properly for their actions. This is wrong.

Illogically, those who are rich and famous and in the public eye are those who did not work arduous hours getting a university degree or those who did not spend years slaving over a training course on minimum pay. Those who are rich and famous are those with mountains of money in the first place; those who won the genetic lottery. We have a whole society built on luck and money. If this does not seem wrong to you, then I do not know what would!

What is often forgotten is that our society needs the council workers, the receptionists, the drivers. These workers are unappreciated in our society. So why is it that those who are rich and famous are also those who do not contribute to society in the slightest?

Of course, you might argue that those who are famous and rich make their own contributions through the entertainment they provide and the music they pump out. Millions of us listen everyday. I know I would not be able to survive a shift at work without my favourite Lady Gaga album! However, the truth is that this argument fails to acknowledge the plethora of bad behaviour and the bad influence these celebrities can have - arrests for drunk driving and illegal drugs are becoming increasingly common among such celebrities. Surely you can see that these are not the people who should be idolised? Instead, we should be celebrating those who work tirelessly for the NHS, firefighters and the police force; these are the everyday heroes!

We can fix this. As a society, we need to give more appreciation to those who really deserve it: the nurses, the caretakers, the cleaners. This problem is not unstoppable. We could all work for a more equal society based on mutual appreciation, a future where nobody is undervalued for their extraordinary efforts.

Yours faithfully,

NAME

Typical features of a Level 4 response:

A strong argument successfully communicated all the way through
Subtle linguistic techniques used to achieve purpose
Sophisticated vocabulary used to articulate complex ideas
Integrated discourse markers to develop the argument

AO5 Level 3 Response (13-18 marks)

Dear Editor,

I strongly agree with the statement: why should people who behave badly deserve to be famous?

Every year more than 20% of criminals who commit serious crimes become famous due to news broadcasts and media coverage. There are thousands and thousands of people out there who work day in and day out to succeed in what they do. What do they get for it? Absolutely nothing.

Do you agree?

Newspapers should start to focus on the good people in society and not the bad.

We see too many criminals in the news becoming famous for what they have done wrong. More people would be interested in reading newspapers if they showed everyone someone else’s achievements, not people’s downfalls.

You shouldn’t have to be born with money to be famous. More than 75% of famous people were born into wealthy families. There are people out there who start off with nothing and who make something of their lives. Many turn themselves into millionaires but do not shout about it. They get no attention for what they have done even though it is an extremely great achievement. There are many business owners who are well-educated and who have worked extremely hard to achieve success. We do not see them splashed all over the front pages for drink-driving offences.

If newspapers began publishing more positive stories, then maybe more people would actually strive to better themselves. Athletes, people who work in the emergency services and entrepreneurs are all types of people who have done something right in their lives and who would be amazing role models to be featured in newspapers.

Do you agree now?

Yours faithfully,

NAME

Typical features of a Level 3 response:

A clear argument consistently communicated all the way through
Consistent use of linguistic techniques to achieve purpose
Increasingly sophisticated vocabulary used to articulate complex ideas
Integrated discourse markers to develop the argument

Translating the Question 5 AO6 mark scheme

Marks for technical accuracy are rewarded for the correct use of grammar, as well as accuracy in spelling and the accurate use of a wide range of punctuation. The best answers use a range of vocabulary and sentence structures for clarity, purpose and effect in order to construct a tone of voice which is credible as well as relevant to the task.

Here is the AQA mark scheme for each level of AO6 in Question 5:

Level	Skills Descriptors
Level 4 13-16 marks	Sentence demarcation is consistently secure and consistently accurate Wide range of punctuation is used with a high level of accuracy Uses a full range of appropriate sentence forms for effect Uses Standard English consistently and appropriately with secure control of complex grammatical structures High level of accuracy in spelling, including ambitious vocabulary Extensive and ambitious use of vocabulary
Level 3 9-12 marks	Sentence demarcation is mostly secure and mostly accurate Range of punctuation is used, mostly with success Uses a variety of sentence forms for effect Mostly uses Standard English appropriately with mostly controlled grammatical structures Generally accurate spelling, including complex and irregular words Increasingly sophisticated use of vocabulary
Level 2 5-8 marks	Sentence demarcation is mostly secure and sometimes accurate Some control of a range of punctuation Attempts a variety of sentence forms Some use of Standard English with some control of agreement Some accurate spelling of more complex words Varied use of vocabulary
Level 1 1-4 marks	Occasional use of sentence demarcation Some evidence of conscious punctuation Simple range of sentence forms Occasional use of Standard English with limited control of agreement Accurate basic spelling Simple use of vocabulary

Here is also a more simplified version of the mark scheme:

Level 1	Level 2	Level 3	Level 4
At Level 1, there will be evidence of capital letters and full-stops, and generally accurate spelling of simple words	At Level 2, there will be evidence of varied sentence length or structures, more interesting word choice and generally accurate grammar	At Level 3 there will be evidence of a tone of voice being constructed, with relevant vocabulary chosen for effect and mostly accurate spelling and grammar	At Level 4 there will be a consistently accurate use of a variety of sentence structures for impact, as well as a strong grasp of sophisticated vocabulary

Exam Tip

The best responses are those where students use a range of punctuation accurately. To create a more dynamic rhythm, include semi-colons to break down a long sentence, use short sentences for impact and directly address your reader with a rhetorical question.

Understanding the different AO6 levels

The mark schemes for Level 3 and 4 make the distinction between “consistently” and “mostly”. To be awarded a Level 4, you must provide a response which consistently uses accurate and effective grammar and consistently spells complex vocabulary correctly.

A consistently accurate and effective response constructs a tone of voice, using punctuation and sentence structures for effect. A consistent response demonstrates a strong grasp of tense, sentence construction and spelling throughout.

A Level 3 answer will respond to the question using mostly accurate grammar, with the occasional slip of tense or omission of correct sentence demarcation. Answers which fall into Level 3 consistently spell simple words correctly, and mostly spell more sophisticated words correctly. It is still best to attempt more complex vocabulary as you are marked for this in AO5.

Level 3 AO6: Mostly (9-12 marks)

The key word in the mark scheme for a Level 3 mark is “mostly”.

Level	Skills Descriptors
Level 3 9-12 marks	Sentence demarcation is mostly secure and mostly accurate Range of punctuation is used, mostly with success Uses a variety of sentence forms for effect Mostly uses Standard English appropriately with mostly controlled grammatical structures Generally accurate spelling, including complex and irregular words Increasingly sophisticated use of vocabulary
What this means
This means most sentences end with full-stops, question marks or exclamation marks A variety of punctuation has been used, and sometimes a tone of voice has been crafted Tenses are mostly consistent Grammatical constructions, like the use of semi-colons, are mostly correct Sophisticated words are generally correctly spelled, although a few may have been misspelled

Level 4 AO6: Consistently (13-16 marks)

The key word in the mark scheme for a Level 4 grade is “consistently”. A Level 4 answer uses a range of vocabulary and sentence structures for clarity, purpose and effect, with consistently accurate spelling and punctuation.

Level	Skills Descriptors
Level 4 13-16 marks	Sentence demarcation is consistently secure and consistently accurate Wide range of punctuation is used with a high level of accuracy Uses a full range of appropriate sentence forms for effect Uses Standard English consistently and appropriately with secure control of complex grammatical structures High level of accuracy in spelling, including ambitious vocabulary Extensive and ambitious use of vocabulary
What this means
This means the writing uses capital letters to start sentences or for proper nouns The writing clearly and consistently punctuates a range of sentence types correctly The response shows a skillful construction of tone for effect The response spells sophisticated words accurately The writing skilfully articulates complex ideas

Typical features of a Level 4 response:

Consistently accurate use of a range of punctuation
Carefully-considered sentence structures to achieve purpose
A construction of tone to reach audience
Accurate use of sophisticated vocabulary to articulate ideas

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Paper 2 Question 5: Mark Scheme (AQA GCSE English Language)

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Author: Sam Evans