GCSE Bitesize Specimen Papers ENGLISH Paper 2 Tier H (Higher)
Mark Scheme
Section A: Reading: Poems from Different Cultures
This section is marked out of 27. Responses to this section should show the writer can
1. understand and interpret the poems, using references to specific parts to support points
2. select appropriate poems for comparison and then compare them
3. explain how the writers’ use of language has an effect.
Question 1
Compare ‘Blessing’ with one other poem, explaining how the poets show their feelings and ideas about the different cultures in the poems.
Typical answers could include reference to the following:
The poet is asking the reader to ‘imagine’ the sound of a single drop of water, encouraging us to view something we take for granted in a new way and to consider the feelings of those people in the poem who never have ‘enough water’. Early in the poem, the description of the drip of water is very precise and methodical: first we are introduced to a ‘drip’, then the ‘small splash’ it makes and finally the ‘echo’ it creates inside a tin mug. This close observation of a single drip of water shows that the water is very precious to the people in the poem. The metaphor ‘the voice of a kindly god’ is used to summarize the sound of a single drip of water. This shows that the people are appreciative of the water provided, hearing it as a god speaking. The imagery used at the start prepares the reader for the rest of the poem by demonstrating how precious water is; after this description we understand why the burst water pipe is so celebrated. Water for these people has a strong spiritual importance as it is vital to life and yet so scarce. The poem shows us how differently the people in the poem value things: to them, the water from the burst pipe is ‘silver’, whereas we take it for granted.
Examples of poems that compare well with ‘Blessing’ for this question are below. Accept any others that are shown to be appropriate. 2
‘Vultures’ – In this poem we are shown that attitudes to others can be limited: the Commandant at Belsen is shown to be capable of love and affection as well as evil. The poem suggests that we all have that same capacity for affection and evil. ‘Nothing's Changed’ – This poem shows that the attitudes of one group of people can mean that others are denied a fair chance in life. This creates very negative feelings that can become destructive. ‘Night of the Scorpion’ – This poem contrasts the attitudes of two groups, the rationalists and those that are more spiritual. It encourages us to consider how we would feel in an emergency. ‘Hurricane Hits England’ – This poem shows that your ideas about where you live are vital as they can influence whether or not you feel comfortable there. ‘from Unrelated Incidents’ – This poem shows that people’s ideas about accents can mean they unfairly judge whole groups in society. This creates feelings of anger.
To award a mark for the answer use the guide below, deciding whether the answer is worth the higher or lower mark in the appropriate band. A sample comment is given for each of the levels as an indication of the expected depth.
1-3 Marks
The response shows some awareness of at least one poem. For example: ‘ ‘Blessing’ is about a water pipe bursting.’
4-6 Marks
The response shows awareness of some aspects of presentation. It mentions feelings or ideas. For example: ‘ ‘Blessing’ is about a water pipe bursting and shows people feeling happy.’
7-9 Marks
Simple comment about the poem is supported by reference to appropriate detail. The response also refers to aspects of presentation. For example: ‘ ‘Blessing’ is about a water pipe bursting and shows people feeling happy when it rushes out of the ground.’
10-12 Marks
The response refers in more detail to the poem and/or uses quotations to support points. There is comment on some aspects of presentation. For example: ‘ ‘Blessing’ is about how people react to a burst water pipe. The poet shows they are happy and that lots of people ‘every man woman child’ come to collect some.’
13-15 Marks The response is more detailed and supports points. It shows awareness of feelings and ideas. There is some comment on the effects achieved by the writer. For example: ‘ 3 ‘Blessing’ is about people who don’t have enough water until a pipe bursts. They are happy when it does burst, collecting what they can with ‘frantic hands’.’
16-18 Marks
The response has detailed and supported points with some cross reference. It shows awareness of the writers’ techniques and understanding of feelings and ideas. For example: ‘ ‘Blessing’ is about a culture where water is precious. People are happy when it comes from a burst pipe. The writer shows this by using the word ‘silver’ to describe the water.’
19-21 Marks
The response shows understanding of a range of techniques and appreciation of feelings and ideas. The comparison of poems is integrated. For example: ‘ ‘Blessing’ is about a culture in which water is considered like ‘the voice of a kindly god’. This shows that it is precious. The metaphor of ‘silver’ is also used to show how valuable the water is to the people.’
22-24 Marks
The response offers analysis of the writers’ techniques. It also demonstrates empathy with the feelings and ideas. For example: ‘ ‘Blessing’ opens with a close description of a single drip of water, which includes the metaphor ‘voice of a kindly god’. This shows that the people value water as a spiritual force. When the pipe bursts later in the poem, the people become a ‘congregation’, another reference to the religious importance of water to the culture.’
25-27 Marks
The response offers close analysis of the writers’ techniques. It is a conceptual response and has consistent insight. For example:‘ ‘Blessing’ has references to water a god that speaks and brings to life the people in the culture presented. A drip of it is ‘the voice of a kindly god’, as if the people believe in the power of just a small amount. At the end of the poem the water is said to ‘sing’ over the ‘small bones’ of children, another link to the ‘voice of a kindly god reference’, and further evidence of the spiritual importance of water to the culture.’ 4
Question 2
Compare the ways in which the poets present people in ‘Two Scavengers in a Truck, Two Beautiful People in a Mercedes’ and one other poem that you have chosen from the Different Cultures section of the Anthology.
Typical answers could include reference to the following:
The poem describes people based on their appearance, but uses this to imply characteristics about the two groups. The poem contrasts two groups who are physically close to each other, but divided by a huge cultural gap. The poem summarizes the rich-poor divide in America. The scene represents the ‘gulf’ between democratic ideals and reality: both groups have been stopped by the red light, which applies to all people, but this closeness is only ‘for an instant’ and soon reality will divide them again.
Examples of poems that compare well with ‘Two Scavengers’ for this question are below. Accept any others that are shown to be appropriate.
‘Nothing's Changed’ – This poem is also about opposing groups of people. The poem offers contrasts in imagery to suggest the differing perceptions of the two groups. ‘Blessing’ – This poem presents people as being vulnerable to the environment in which they live. They are also spiritual and thankful for small, even temporary, alterations to their living conditions. ‘Night of the Scorpion’ – This poem presents opposing groups of people in terms of how they react to a crisis. Some rely on spirituality and pray, whereas others prefer more rational and logical solutions. ‘Half-caste’ – This poem discusses the way in which people’s perceptions of each other can be damaging. ‘from Search For My Tongue’ – This poem shows the importance of language to people. Their identity is formed partly from how they, and other people, view them and their language.
To award a mark for the answer use the guide below, deciding whether the answer is worth the higher or lower mark in the appropriate band. A sample comment is given for each of the levels as an indication of the expected depth.
1-3 Marks
The response shows some awareness of at least one poem. For example: ‘ ‘Two Scavengers’ is about two groups of people waiting at a traffic light.’
4-6 Marks
5 The response shows awareness of some aspects of presentation. It mentions feelings or ideas. For example: ‘ ‘Two Scavengers’ is about two different groups of people, one rich and one poor, waiting at a traffic light.’
7-9 Marks
Simple comment about the poem is supported by reference to appropriate detail. The response also refers to aspects of presentation. For example: ‘ ‘Two Scavengers’ shows two completely different groups of people – one rich, one poor – becoming close for a moment because they are stopped by a traffic light.’
10-12 Marks
The response refers in more detail to the poem and/or uses quotations to support points. There is comment on some aspects of presentation. For example: ‘ ‘Two Scavengers’ shows two different groups of people being held for together for a minute by a traffic light. One group is described as ‘grungy’ scavengers whilst the other is described as ‘elegant’.’
13-15 Marks
The response is more detailed and supports points. It shows awareness of feelings and ideas. There is some comment on the effects achieved by the writer. For example: ‘ ‘Two Scavengers’ shows two contrasting groups of people. The first group are ‘grungy’ scavengers, and one of them is described as a Quasimodo because he has a hunched back, whilst the second group have fashionable clothes and are described as ‘elegant’.’
16-18 Marks
The response has detailed and supported points with some cross reference. It shows awareness of the writers’ techniques and understanding of feelings and ideas. For example: ‘ ‘Two Scavengers’ shows two different groups of people. The first group are ‘grungy’ scavengers, and one of them is described as a Quasimodo because he has a hunched back, whilst the second group have fashionable clothes and are described as ‘elegant’. The groups are strongly contrasted when they are stopped next to each other at a traffic light.’
19-21 Marks
The response shows understanding of a range of techniques and appreciation of feelings and ideas. The comparison of poems is integrated. For example: ‘ ‘Two Scavengers’ is about the gap between different groups in society, caused by money. This gap is shown when two different groups are strongly contrasted as they are stopped next to each other at a traffic light. The first group are ‘grungy’ scavengers, and one of them is described as a Quasimodo because he has a hunched back, whilst the second group have fashionable clothes and are described as ‘elegant’.’
22-24 Marks 6
The response offers analysis of the writers’ techniques. It also demonstrates empathy with the feelings and ideas. For example: ‘ ‘Two Scavengers’ describes how, even though the society it describes is supposed to be a democracy where everyone is equal, in reality people are separated by a ‘small gulf’ caused by money. This gulf is shown when two different groups are strongly contrasted as they are stopped next to each other at a traffic light. The first group are garbagemen who have been working since 4am and so look like ‘grungy’ scavengers, whilst the second group have well-paid office jobs so can wear fashionable clothes and are described as ‘elegant’.’
25-27 Marks
The response offers close analysis of the writers’ techniques. It is a conceptual response and has consistent insight. For example: ‘ ‘Two Scavengers’ describes how, even though the society it describes is supposed to be a democracy where everyone is equal, in fact people are separated by a ‘small gulf’. This gulf is illustrated by the juxtaposition of two different groups who are stopped next to each other at a traffic light. For a moment is seems like “anything at all were possible between them” but in reality the lifestyle of the ‘elegant’ office workers is as much of a fantasy for the ‘grungy’ garbagemen as a television advertisement.’ 7
Section B: Writing to Inform, Explain or Describe
This section is marked out of 27. Responses to this section should show the writer can:
1. Communicate clearly, adapting his or her writing to different readers and purposes, organising ideas into sentences and paragraphs. (Maximum of 18 marks)
2. Use a range of sentence structures, with accurate punctuation and spelling. (Maximum of 9 marks)
Below are suggestions of the sort of content that may appear in responses, with examples. After these suggestions there is guidance on how to award the response marks.
Question 3 People in ot her countries may wonder what daily life is really like elsewhere. Write about a typical day in your life in a way that will inform other people.
Techniques used to inform may include the following: Offering information. This is the most obvious but often the most over-looked aspect; explaining feelings isn’t providing information. For example: ‘I leave for school at 8am. My school is a 14-19 upper school with over 1200 students so when I arrive finding my friends can take a while!’
Clear organisation. For this question the most obvious way of organising clearly is to work through the day chronologically (from the morning to the evening). Phrases to indicate the link between one paragraph and the next help with this. For example: ‘After spending some time talking to my friends, I have to go to my first lesson where the morning register is taken electronically.’
Facts are an obvious way to inform, but opinions are equally important for this question. For example: ‘The most enjoyable part of my day is English, when I have the chance to study poetry. Exploring how poets have used language is very rewarding.’ Here the reader finds out both what a part of the day involves and how the writer feels about it.
A summary at the end is a good way of clarifying the information that has been delivered.
Question 4
We often have to make important choices in our lives. Think about a choice that you have made, that was important to you. Write about a choice you made and explain why it was important.
Techniques used to explain may include: 8 A clear account of the choice and then detailed explanation. For example: ‘When I was 15 I had to decide between helping a friend in a fight and risking being hurt or not helping and losing a friend. This choice was difficult as we had been friends since primary school and I thought of him as a brother.’ This format of a clear account followed by a detailed explanation is likely to be used throughout in better answers.
The logical sequencing of events and explanations. For example: ‘After making this choice and explaining my reasons my friend said he valued my honesty. He then declared that he would do the same for me if I ever needed help. I realised I had made the right choice as it brought us even closer together.’ Anticipating questions or thoughts the reader may have. For example: ‘You may think this wasn’t a good idea but there are several reasons why that is not the case.’
Question 5
Rooms can be very different from each other. Choose one of the following rooms and describe it, so that readers can imagine it clearly.
• a classroom in your school • an ideal room of your own • a busy kitchen on a weekday morning • any other room that you know well.
Techniques used to describe may include: Description. The most common issue with responses to descriptive tasks is a lack of description! Rather than a list of objects, responses should offer description of these objects. For example: ‘The modern room has accommodating desks and luxurious carpeting.’
Metaphors and similes can help, if they’re not over used. For example: ‘The cocoon in the centre of the room is my bed. It looks like a safe, cushioned barrier against the world.’
The five senses are commonly used to offer structure. For example: ‘In the kitchen all I could see was a billowing cloud of smoke and smell acrid fumes. Under my feet I could feel and hear the brittle, ruined toast being crushed. Although I didn’t taste it, I imagined it would be like consuming coal.’
Time or space may be used to organise the writing. A room can be described from top to bottom, or through time if a change occurs, or from the perspective of someone exploring. For example: ‘The first object I encountered in the room was the horrific figure of the chair. As I moved further through the door, the false smile of the dentist greeted me.’
Question 6
9 What would the perfect holiday be for you? Describe your ideal holiday and explain why you would like to go on it.
For this question, responses should include elements of description AND explanation (see above). Ideally, the response should be structured so that description is followed by explanation throughout
Communication and organisation (maximum of 18 marks)
1-2 marks
The response contains one or more relevant points.
3-4 marks
The response has some sense of the purpose and audience, with points made that are appropriate to the type of writing (informative, explanatory, descriptive). There is an awareness of how formal or informal the writing should be.
5-6 marks
The response communicates clearly and has more sense of the purpose and audience, with points that are linked together, possibly using paragraphs.
7-8 marks
The response shows a sense of purpose and audience throughout. The ideas are developed in more detail and linked together. The response begins to use techniques for informing, explaining or describing.
9-10 marks
The response suits the purpose and audience. Paragraphs are used to organise the response. It uses a variety of techniques for informing, explaining or describing. The vocabulary in the response is more varied.
11-12 marks
The response is mostly structured, with a clear sense of purpose and audience. It is more detailed, with a variety of viewpoints presented. There is more purposeful use of techniques for informing, explaining or describing.
13-14 marks
The response is more detailed and is matched to the purpose and audience. It uses varied vocabulary. Different viewpoints are used in a balanced way. There is confident use of techniques for informing, explaining or describing.
10 15-16 marks
The response is thorough and fluent, with a style that is matched to the purpose and audience throughout. A range of sources are used to support points. The sentences, paragraphs and vocabulary are varied for emphasis.
17-18 marks
The response is assuredly matched to the purpose and audience. It is well crafted and uses a very wide range of vocabulary. Rhetorical techniques and effects of tone (such as irony) are used effectively. Complex details from a range of sources are included when appropriate.
Sentence structures, punctuation and spelling (maximum of 9 marks)
1 Mark
The response has some sentences although the punctuation may be a little random. There is some accurate spelling.
2-3 Marks
The response is in sentences, with evidence of punctuation being used in a thoughtful way. The spelling of basic words is accurate.
4-5 Marks
A range of sentence types are accurately used, with some variation in punctuation. There is some evidence of the accurate spelling of more complex words. Full stops and capital letters are used in an accurate way.
6-7 Marks
The response is beginning to use sentence forms for effect, with punctuation used to make meaning clear. More complex words are included and are often spelt correctly. The response also begins to use some rhetorical devices for effect.
8-9 Marks
The response has confidently constructed sentences that are used for effect, with punctuation that is both accurate and varied. The response achieves a high level of accuracy in spelling. The response also uses rhetorical devices successfully for particular effects.
(The total mark for question 3, 4, 5 or 6 is out of a maximum of 18 + 9.)