Task 1: Re-creative Writing: Model Answer (OCR A Level English Literature)

Revision Note

Deb Orrock

Written by: Deb Orrock

Reviewed by: Kate Lee

Task 1: Re-creative Writing: Model Answer

The best way to improve any essay is to know how you are assessed, and what skills you are being assessed on. This page has been created to give you a sense of what examiners are looking for in a full-mark response. It contains:

Overview

Task 1: Re-creative Writing will require you to produce a piece of writing that imitates the style and concerns of the author of a published text, along with a commentary analysing both your written piece and the original work.

Mark scheme

The mark scheme in English Literature is quite broad and can seem difficult to understand. This is because there is no “correct answer” for any essay: the exam board does not provide points that need to be included in any essay, and instead, examiners have to use the mark scheme to place an answer into a level. For Task 1: Re-creative Writing, AO2 is the dominant assessment objective. The weightings for the assessment objectives in this task are:

AO2 - 67%

AO1 - 33%

In simple terms, to achieve the highest marks (Level 6 = 13–15 marks), this means:

AO2

  • Write a recreated piece that emulates the main features, style, form, structure and language of the original author

  • Write a well-developed and detailed discussion of the ways in which language, form and structure in the selected passage or poem shape meanings

  • Use focused and precise analytical methods

  • Effectively and consistently use quotations and references to both your recreated piece and the original work, and blend these into your discussion

AO1

  • Demonstrate excellent understanding of the selected text or poem

  • Write fluently and accurately in an appropriate tone and using appropriate register

  • Use critical concepts and terminology accurately

  • Develop a well-structured and coherent discussion and exploration

Examiner Tips and Tricks

Although there are two specific assessment objectives assessed in this task, it is not the case that a certain number of marks are awarded for any one objective. Instead, the examiners are looking for a well-constructed and coherent essay that seamlessly combines a close analysis of the ways in which your recreated piece links to the original work.

Example task

The following task is an example of one submitted and approved by OCR for Task 1: Re-creative Writing. The text chosen is Saturday by Ian McEwan.

Imagine that Perowne has to take the tube train home from work on Friday evening before the “Saturday” that the book takes its title from. Imitate McEwan’s style and the character’s thoughts, concerns and feelings.

Model answer and commentary

Below you will find a part of a Level 5 candidate exemplar taken from OCR’s English Literature Non Exam Assessment Guide Version 2 for the above task, which can be accessed here [insert link]. The guide contains the full model answer, along with other, lower-marked examples.

task-1-recreative-writing--model-answer
task-1-recreative-writing--model-answer-comments
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Deb Orrock

Author: Deb Orrock

Expertise: English Content Creator

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.

Kate Lee

Author: Kate Lee

Expertise: English and Languages Lead

Kate has over 12 years of teaching experience as a Head of English and as a private tutor. Having also worked at the exam board AQA and in educational publishing, she's been writing educational resources to support learners in their exams throughout her career. She's passionate about helping students achieve their potential by developing their literacy and exam skills.