Paper 2 Question 5: Mark Scheme (AQA GCSE English Language)
Revision Note
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.
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:
| Upper Level 4 - 22-24 marks:
| |
Lower Level 4 - 19-21 marks:
| Lower Level 4 - 19-21 marks:
| |
Level 3 13-18 marks
| Content is clear and chosen for effect | Organisation is engaging, connected |
Upper Level 3 - 16-18 marks:
| Upper Level 3 - 16-18 marks:
| |
Level 2 7-12 marks
| Content is successful and controlled | Organisation is linked/relevant and paragraphed |
Upper Level 2 - 10-12 marks:
| Upper Level 2 - 10-12 marks:
| |
Lower Level 2 - 7-9 marks:
| Lower Level 2 - 7-9 marks:
| |
Level 1 1-6 marks
| Content is simple | Organisation is simple |
Upper Level 1 - 4-6 marks:
| Upper Level 1 - 4-6 marks:
| |
Lower Level 1 - 1-3 marks:
| Lower Level 1 - 1-3 marks:
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Here is a 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 |
Examiner Tips and Tricks
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
| Organisation
| |
What this means | ||
| ||
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
| Organisation
| |
What this means | ||
| ||
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:
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:
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AO5 Level 3 Response (13-18 marks) |
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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:
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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 |
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Level 3 9-12 marks
|
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Level 2 5-8 marks
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Level 1 1-4 marks
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Here is also a 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 |
Examiner Tips and Tricks
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 |
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What this means | |
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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 |
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What this means | |
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Typical features of a Level 4 response:
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