Mark Scheme
Summer 2017 (adapted for first
assessment 2019)

Pearson Edexcel GCSE (9–1) in

English Language (1EN0)

Paper 2: Non-fiction and

Transactional Writing

NB: this is an updated version of the mark scheme where Question 2 and Question 5 have
been amended to match the revised format for first assessment 2019.

1
 
General marking guidance

• All candidates must receive the same treatment. Examiners must mark the last
candidate in exactly the same way as they mark the first.
• Mark schemes should be applied positively. Candidates must be rewarded for
what they have shown they can do rather than be penalised for omissions.
• Examiners should mark according to the mark scheme – not according to their
perception of where the grade boundaries may lie.
• All the marks on the mark scheme are designed to be awarded. Examiners should
always award full marks if deserved, i.e. if the answer matches the mark scheme.
Examiners should also be prepared to award zero marks if the candidate’s
response is not worthy of credit according to the mark scheme.
• Where some judgment is required, mark schemes will provide the principles by
which marks will be awarded and exemplification/indicative content will not be
exhaustive.
• When examiners are in doubt regarding the application of the mark scheme to a
candidate’s response, a senior examiner must be consulted before a mark is
given.
• Crossed-out work should be marked unless the candidate has replaced it with an
alternative response.

Marking guidance – specific

• The marking grids have been designed to assess student work holistically. The
grids identify the Assessment Objective being targeted by the level descriptors.
• When deciding how to reward an answer, examiners should consult both the
indicative content and the associated marking grid(s). When using a levels-based
mark scheme, the ‘best fit’ approach should be used.
• Examiners should first decide which descriptor most closely matches the answer
and place it in that level
• The mark awarded within the level will be decided based on the quality of the
answer and will be modified according to how securely all bullet points are
displayed at that level
• In cases of uneven performance, the points above will still apply. Candidates will
be placed in the level that best describes their answer according to the
Assessment Objective described in the level. Marks will be awarded towards the
top or bottom of that level depending on how they have evidenced each of the
descriptor bullet points
• Indicative content is exactly that – it consists of factual points that candidates are
likely to use to construct their answer. It is possible for an answer to be
constructed without mentioning some or all of these points, as long as they
provide alternative responses to the indicative content that fulfill the requirements
of the question. It is the examiner’s responsibility to apply their professional
judgment to the candidate’s response in determining if the answer fulfills the
requirements of the question.

2
 
The table below shows the number of raw marks allocated for each question in this mark
scheme.

Assessment Objectives
Questions Total
marks
AO1 AO2 AO3 AO4 AO5 AO6

Question 1 2 2

Question 2 2 2

Question 3 15 1

Question 4 1 1

Question 5 1 1

Question 6 15 1

Question 7a 6 6

Question 7b 14 14

Question 8 or 9 24 16 40

3
 
Section A: Reading

Question AO1: Identify and interpret explicit information and ideas Mark
Number
1 Accept any two of the following answers, based on lines 1–5, for (2)
example:
• she is (particularly) sensitive to the cold (1)
• she is running a (constant) temperature (1)
• the blankets are thin/symbolic (1).

Question AO1: Identify and interpret explicit information and ideas Mark
Number
2 Award 1 mark for a valid example from lines 15–18, up to a (2)
maximum of 2 marks, for example:
 address book (1)
 toothpaste (1)
 red socks (1).

4
 
In responses to the question, examiners should be aware of the different ways
candidates may structure their responses. There should be sufficient evidence analysing
both language and structure to reward responses. Responses that are unbalanced
cannot access Level 3 or above, where analysis of both language and structure
is required.
Question Indicative content
Number
3 AO2, 15 marks

Reward responses that analyse how the text uses language and structure to
interest and engage the reader.

Responses may include the following points about the language of the text:
• the use of personal pronouns: repetitive use of ‘you’ when referring to
herself creates a sense that the events are impersonal, even though they
are the writer’s memories
• the language used gives the reader a sense of power and formality in that
the surname is used for the officer ‘Podust’, but the first name is used for
‘Natasha’
• the verbs used show the lack of choice in the situation: ‘must be’ is
repeated, ‘don’t’, ‘won’t’
• language of power and control is used to show the negative circumstances:
‘prisoner’, ‘removed’, ‘confiscated’, ‘on report’, ‘forfeit’, ‘risk’, ‘regulations’
• the writer emphasises difficulty by repeating the idea of trying: ‘Try to...’,
‘You could try’, ‘try to fit it...’
• use of mathematical language conveys the sense of limitation: ‘two’, ‘one’,
‘maximum’, ‘minimum’, ‘thirty by thirty by seventy centimetres’; this
contrasts with the range of possessions mentioned in the lists and the more
generic terms like ‘a couple’ and ‘a few’
• the writer frequently uses the conjunction ‘and’, which suggests expanse
and continuation; this contrasts with the limitations of space
• adjectives are used to show the negativity, lack of space and freedom:
‘tight’, ‘barest’, ‘treacherous’
• limitation is seen in the use of descriptions such as ‘crammed’, ‘tight
squeeze’, ‘barest essentials’, ‘Virtually impossible’
• colloquial language is used to suggest the writer is talking to someone she
knows and is relaxed with: ‘my readers’, ‘nearest and dearest’, ‘What on
earth for?’

Responses may include the following points about the structure of the text:
• the use of the polite command ‘Try to picture it...’ suggests the telling of a
story; this contrasts with the use of commands to reflect the sense of
powerlessness that comes with incarceration: ‘Don’t forget’, ‘Put that
toothpaste back’, ‘Now take a look’
• use of lists contrasts the amount of possessions people have with the space
available: ‘letters, tooth powder, clothes and the like’, ‘five books, letters,
photographs of your nearest and dearest’
• the extract uses (tag) questions to engage the reader in thinking about how
they would react in the situation: ‘aren’t you?’, ‘why are you packing those
red socks?’, ‘You’re taking a tracksuit?’, ‘isn’t it?’
• the use of parenthesis creates impact: it separates the phrase to show the
isolation from family and friends
• the use of sentences beginning with conjunctions shows some informality
as if the reader and writer have a close relationship: ‘And why...’, ‘And
now...’
• short sentences are used to show a conversational tone: ‘What on earth
for?’, ‘To do exercises?’

5
 
 Question Indicative content
Number
3 • some sentences start in a positive way but then use ‘but’ to create
(contd.) negativity
• there are some truncated sentences which connect with the idea of saving
space: ‘Forget about...’, ‘Better just...’, ‘Better not...’, ‘Stow it away...’.

6
 
 Level Mark AO2: Explain, comment on and analyse how writers use
language and structure to achieve effects and influence readers,
using relevant subject terminology to support their views
0 No rewardable material.

Level 1 1–3 • Limited comment on the text.

• Identification of the language and/or structure used to achieve
effects and influence readers.
• The use of references is limited.
Level 2 4–6 • Comment on the text.
• Comment on the language and/or structure used to achieve
effects and influence readers, including use of vocabulary.
• The selection of references is valid, but not developed.
NB: The mark awarded cannot progress beyond the top of
Level 2 if only language OR structure has been considered.
Level 3 7–9 • Explanation of the text.
• Explanation of how both language and structure are used to
achieve effects and influence readers, including use of vocabulary
and sentence structure.
• The selection of references is appropriate and relevant to the
points being made.
Level 4 10–12 • Exploration of the text.
• Exploration of how both language and structure are used to
achieve effects and influence readers, including use of vocabulary,
sentence structure and other language features.
• The selection of references is detailed, appropriate and fully
supports the points being made.
Level 5 13–15 • Analysis of the text.
• Analysis of how both language and structure are used to achieve
effects and influence readers, including use of vocabulary,
sentence structure and other language features.
• The selection of references is discriminating and clarifies the
points being made.

7
 
 Question AO1: Identify and interpret explicit information and ideas Mark
Number
4 Accept any reasonable answer based on lines 20–27. (1)

Quotations and candidate's own words are acceptable.

For example:
• ‘be realistic’
• ensure you have some plastic boxes to put things in
• ‘get some plastic boxes and start half a year before the move’
• give yourself plenty of time before you plan to move
• ‘Categorise things as pure rubbish or charity-shop and jumble-sale’
• find family and friends who are setting up home and pass items on
to them
• find ‘children, nephews, nieces or friends’ offspring’ who are setting
up on their own, and ‘ply them with your unwanted furniture,
curtains, crockery and kitchen equipment’.

Question AO1: Identify and interpret explicit information and ideas Mark
Number
5 Award the mark for a valid phrase from lines 5–9, for example: (1)
 no one needs four copies of The Mayor of Casterbridge
 wardrobes full of random oddities
 no one needs three snorkel sets.

8
 
 Question Indicative content
Number
6 AO4, 15 marks

Reward responses that evaluate how successfully the writer shows positivity
about moving to a smaller house.

References to writer’s techniques should only be credited at Level 2

and above if they support the critical judgement of the text.

Responses may include:

• the opening of the extract indicates that the events described are from the
writer's own words, showing that this is a shared and personal account; this
creates an authenticity of experience; however, the personal view of the
writer may not be shared by all readers who may see it as unrealistic
• the opening of the extract is celebratory, which suggests that the
experience has been positive
• the effect of the ‘junk’ is shown in negative terms, which is effective in
emphasising the positives of downsizing: ‘sprawling vagueness’, ‘hardly
noticed’, ‘dusty, random’
• she refers to her new home as small and limited in space: ‘small but
shipshape ... tiny downstairs room’. The fact that she is honest about the
space means that the reader feels that downsizing is possible
• the writer’s conscious crafting of the extract demonstrates the development
of the theme from ‘We did it!’, to the ways that the reader can too, to the
positive impact: ‘you rediscover long-forgotten treasures’
• the way the writer crafts the extract to show how others can achieve the
positive impact of downsizing is effective: ‘many of the lessons we learned
apply to anyone’
• the piece is effectively structured using the extended metaphor of the home
and its possessions as living, breathing things: this shows the positivity of
downsizing as this causes them to ‘spring back to life’
• the writer structures the piece to move from her celebration of the
achievement of downsizing, to the expanse and randomness of the home
situation, to the positive effects of downsizing: ‘the rediscovery of
treasures’. This shows that the negatives are outweighed by the positives
• the positivity is ultimately seen in the rediscovery of early married life. This
suggests youth and a sense of something beginning: ‘It’s more like being
newlyweds again’.

   

9
 
 Level Mark AO4: Evaluate texts critically and support this with appropriate
textual reference
0 No rewardable material.

Level 1 1–3 • Description of ideas, events, themes or settings.

• Limited assertions are offered about the text.
• The use of references is limited.
Level 2 4–6 • Comment on ideas, events, themes or settings.
• Straightforward opinions with limited judgements are
offered about the text.
• The selection of references is valid, but not developed.
Level 3 7–9 • Explanation of ideas, events, themes or settings.
• Informed judgement is offered about the text.
• The selection of references is appropriate and relevant to
the points being made.
Level 4 10–12 • Analysis of ideas, events, themes or settings.
• Well-informed and developed critical judgement is
offered about the text.
• The selection of references is appropriate, detailed and
fully supports the points being made.
Level 5 13–15 • Evaluation of ideas, events, themes or settings.
• There is a sustained and detached critical overview and
judgement about the text.
• The selection of references is apt and discriminating and
is persuasive in clarifying the points being made.

10
 
 Question Indicative content
Number
7(a) AO1, 6 marks

Students must draw on BOTH texts to access marks.

Responses may include:

• both writers make sure they have some significant mementos despite
having little space. Text 1 refers to ‘five books, letters, photographs of your
nearest and dearest’, while in Text 2 the writer keeps ‘our huge collages of
holidays or schooldays ... in a big, safe art folder’
• both texts show that the writers have to leave some emotional
attachments behind – Text 1 shows the writer can only keep limited
photographs and has to leave her address book behind, while in Text 2 the
writer says: ‘We defied sentiment’
• both writers have to be creative with limited resources. In Text 1 the writer
suggests that things can be hidden away: ‘Stow it away somewhere safe’;
‘You could try secreting a few more things’. The writer in Text 2 has been
creative in finding ways of having people to stay in a small space: ‘one
classy fold-up, a moderately upmarket camp-bed’, ‘we’ve put a shepherd’s
hut in the garden for when the spare room and sofabed are full’
• in both texts there is a suggestion of the writers trying to hide things. In
Text 1 the writer suggests items can be hidden away but they may be
confiscated. Similarly in Text 2 the writer comments that she has ‘sneaked’
in items: ‘To my husband’s despair’
• both writers show the importance of tidiness in a small space. Text 1
comments on how the ‘lockers have two shelves and one drawer’ to keep
things organised and Text 2 looks at how ‘There’ll still be somewhere to
bung what’s left’
• both writers offer advice to their readers: in Text 1 the writer tells the
reader what will be confiscated and what should be hidden and in Text 2
the writer gives advice on downsizing: ‘get some plastic boxes and start
half a year before the move. Categorise things as pure rubbish or charity-
shop and jumble-sale’
• both writers consider luxuries and necessities. In Text 1 the writer talks
about luxuries like books and photographs and essentials like underwear
and towels; in Text 2 the writer indicates that luxuries are ‘pictures,
objects, photos and nice jugs’ and essentials are ‘sofabed’ and ‘camp-bed’
• both writers give the reader a sense of the size of the space they have: in
Text 1 the writer identifies the space as ‘thirty by thirty by seventy
centimetres’ and in Text 2 the writer tells us that ‘You can’t cram a quart
into a pint pot’.

Level Mark AO1: Select and synthesise evidence from different texts
0 No rewardable material.

Level 1 1–2 • Limited understanding of similarities

• Limited synthesis of the two texts
• The use of evidence is limited.
Level 2 3–4 • Sound understanding of similarities
• Clear synthesis of the two texts
• The selection of evidence is valid but not developed
and there may be an imbalance.
Level 3 5–6 • Detailed understanding of similarities
• Detailed synthesis of the two texts
• The selection of evidence is appropriate and relevant
to the points being made.
11
 
In responses to the following question, examiners should be aware of the different ways
candidates may structure their responses. There should be sufficient evidence in the
response analysing each text, and comparing the texts, to reward responses.

Responses that are unbalanced will not be able to access Level 3 or above,
where explanation of writers’ ideas and perspectives is required alongside a
range of comparisons between texts.

Question Indicative content

Number
7(b) AO3, 14 marks

Reward responses that compare how each writer presents the importance of
possessions.

Responses may include:

• both show how changes in their circumstance impact on attitudes towards
possessions. In Text 1 the writer is a prisoner, whereas the writer in Text 2
has moved from a large space into a small space
• the texts have different reasons for changes in possessions: in Text 1 the
writer is forced to give up some possessions whereas the writer in Text 2
gives up some possessions by choice
• both texts use a mix of formal but mainly informal language. While both
extracts are on serious topics, both writers manage to create some humour
or use irony
• both texts are mainly about feelings. Both writers use a lot of personal
pronouns, for example in Text 1 the writer uses ‘you’ to suggest that she is
distancing herself from this as her experience, whereas the writer in Text 2
uses ‘I’ and ‘we’ to show a personal, shared experience and also ‘you’ to
involve the reader
• both show experiences when under pressure: of incarceration and lack of
power in Text 1, a change in living arrangements by choice in Text 2. The
texts are different as Text 1 is forced, whereas Text 2 is chosen
• both talk about the impact of their changing possessions on others. In Text
1 the writer uses the reader as an imaginary prisoner and how they might
cope without possessions, whereas the writer in Text 2 talks of the impact
on family and friends coming to stay
• both writers give practical advice to the readers: Text 1 to the reader on
what possessions should be taken and what will be confiscated and Text 2 to
the readers on how to declutter possessions
• both show how personal, sentimental possessions are important in their
situations. In Text 1 the writer emphasises the importance of letters and
photographs; similarly the writer in Text 2 talks about ‘Family archives, old
letters, children’s primary school drawings, treasured toys’
• both show the importance of choice in possessions but this contrasts given
the context of the text. In Text 1 the writer is forced to limit possessions due
to certain items being confiscated, whereas the writer in Text 2 is able to
choose which items can be recycled or given away
• both texts are personal about possessions but the comments are used in
different ways - one uses the experience to emphasise the limitations of the
situation, the other to emphasise the positive experience of downsizing.

12
 
 Level Mark AO3: Compare writers’ ideas and perspectives, as well as how
these are conveyed, across two or more texts
0 No rewardable material.

Level 1 1–2 • The response does not compare the texts.

• Description of writers’ ideas and perspectives, including theme,
language and/or structure.
• The use of references is limited.
Level 2 3–5 • The response considers obvious comparisons between the texts.
• Comment on writers’ ideas and perspectives, including theme,
language and/or structure.
• The selection of references is valid, but not developed.
NB: The mark awarded cannot progress beyond the top of Level
2 if only ONE text has been considered in detail.
Level 3 6–8 • The response considers a range of comparisons between the texts.
• Explanation of writers’ ideas and perspectives including theme,
language and/or structure.
• The selection of references is appropriate and relevant to the points
being made.
Level 4 9–11 • The response considers a wide range of comparisons between the
texts.
• Exploration of writers’ ideas and perspectives including how the
theme, language and/or structure are used across the texts.
• References are balanced across both texts and fully support the
points being made.
Level 5 12–14 • The response considers a varied and comprehensive range of
comparisons between the texts.
• Analysis of writers’ ideas and perspectives including how the theme,
language and/or structure are used across the texts.
• References are balanced across both texts, they are discriminating,
and clarify the points being made.

13
 
Section B: Transactional Writing

Question Indicative content

Number
8 AO5, 24 marks AO6, 16 marks

Purpose: to write an article for a magazine to inform.

Audience: the writing is for a general readership. Candidates may choose

which magazine they are writing for and some may adopt a more informal style.
The focus is on communicating ideas about prized possessions. This can involve
a range of approaches.

Form: the response should be set out as an article for a magazine using
organisational features. Some candidates may use stylistic conventions of an
article such as subheadings or occasional use of bullet points. Candidates do not
have to include features of layout like columns or pictures. There should be
clear organisation and structure with an introduction, development of points and
a conclusion.

Responses may:
• comment on possible possessions the writer has that may be prized, for
example these could be linked to family, relationships, school or work,
hobbies or interests
• discuss what the key elements of the possessions are, for example where
they were received/purchased, who they came from, how long the possession
has been owned
• explain why the possession is prized: for example the memories of people
such as friends and family, times such as holidays, events, places such as
school or work.

14
 
Question Indicative content
Number
9 AO5, 24 marks AO6, 16 marks

Purpose: to write a speech to advise and inform.

Audience: the writing is for the candidate's peers. The focus is on communicating
ideas about how to be organised. This can involve a range of approaches. There
should be an attempt to engage and influence the audience. 

Form: the response should be set out as a speech using organisational features.
Some candidates may use stylistic conventions of a speech such as direct address,
rhetorical questions or anecdote. There should be clear organisation and structure
with an introduction, development of points and a conclusion.

Responses may:
• explain what being organised means: this could be coordination, time
management, tidiness, planning
• consider what the advantages and disadvantages of being organised are.
Advantages could be being on time, getting things done, feeling calmer and less
stressed, saving time. Disadvantages could be lack of spontaneity or flexibility,
spending more time getting organised than doing essential tasks
• suggest things that people can do to keep themselves organised and why these
may be useful: prioritising to make sure important things are done, making lists
to organise tasks, tidying up to get rid of clutter, having a schedule or calendar.

15
 
A05
• 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
Level Mark The candidate:
0 • provides no rewardable material.

Level 1 1–4 • offers a basic response, with audience and/or purpose not fully
established.
• expresses information and ideas, with limited use of structural and
grammatical features.
Level 2 5–9 • shows an awareness of audience and purpose, with straightforward
use of tone, style and register.
• expresses and orders information and ideas; uses paragraphs and a
range of structural and grammatical features.
Level 3 10–14 • selects material and stylistic or rhetorical devices to suit audience
and purpose, with appropriate use of tone, style and register.
• develops and connects appropriate information and ideas; structural
and grammatical features and paragraphing make meaning clear.
Level 4 15–19 • organises material for particular effect, with effective use of tone,
style and register.
• manages information and ideas, with structural and grammatical
features used cohesively and deliberately across the text.
Level 5 20–24 • shapes audience response with subtlety, with sophisticated and
sustained use of tone, style and register.
• manipulates complex ideas, utilising a range of structural and
grammatical features to support coherence and cohesion.

16
 
A06: Candidates must use a range of vocabulary and sentence structures for
clarity, purpose and effect, with accurate spelling and punctuation
Level Mark The candidate:
0 • provides no rewardable material.
•
Level 1 1–3 • uses basic vocabulary, often misspelled.
• uses punctuation with basic control, creating undeveloped, often
repetitive, sentence structures.
Level 2 4–6 • writes with a range of correctly spelt vocabulary, e.g. words with
regular patterns such as prefixes, suffixes, double consonants.
• uses punctuation with control, creating a range of sentence
structures, including coordination and subordination.
Level 3 7–9 • uses a varied vocabulary and spells words containing irregular
patterns correctly.
• uses accurate and varied punctuation, adapting sentence structure
to contribute positively to purpose and effect.
Level 4 10–12 • uses a wide, selective vocabulary with only occasional spelling
errors.
• positions a range of punctuation for clarity, managing sentence
structures for deliberate effect.
Level 5 13–16 • uses an extensive vocabulary strategically; rare spelling errors do
not detract from overall meaning.
• punctuates writing with accuracy to aid emphasis and precision,
using a range of sentence structures accurately and selectively to
achieve particular effects.

17