Edexcel as level english literature question paper 2 june 2023 + mark scheme

Mark Scheme (Results) Summer 2023 Pearson Edexcel GCE Advance Subsidiary In English Literature (8ET0) Paper 2: ProseEdexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at or . Alternatively, you can get in touch with us using the details on our contact us page at Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: Summer 2023 Question Paper Log Number P71656 Publications Code 8ET0_02_2306_MS All the material in this publication is copyright © Pearson Education Ltd 2023General Marking Guidance • All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last. • Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. • Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. • There is no ceiling on achievement. All marks on the mark scheme should be used appropriately. • 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 judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited. • When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the team leader must be consulted. • Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response.Specific Marking Guidance The marking grids have been designed to assess candidate work holistically. The grids identify which Assessment Objective is being targeted by each bullet point within the level descriptors. One bullet point is linked to one Assessment Objective, however please note that the number of bullet points in the level descriptor does not directly correlate to the number of marks in the level descriptor. 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 each of the Assessment Objectives 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 • examiners of Advanced GCE English should remember that all Assessment Objectives within a level are equally weighted. They must consider this when making their judgements • the mark grid identifies which Assessment Objective is being targeted by each bullet point within the level descriptors • indicative content is exactly that – they are 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 fulfils the requirements of the question. It is the examiner’s responsibility to apply their professional judgement to the candidate’s response in determining if the answer fulfils the requirements of the question.Question number Indicative content 1 Childhood Candidates may refer to the following in their answers: • comparison of how writers present marriage, e.g. the unhappy marriages of Celie to Mr – and Louisa to Bounderby; Jack Tallis’ infidelity and the attitudes to adultery committed by women and men in The Color Purple; failed marriages in What Maisie Knew and James’ treatment of divorce in society that valued respectability • how writers depict the effects of unhappy marriage, e.g. the loneliness of Emily in Atonement; Maisie witnesses parents’ arguments; Stephen’s desperation to escape marriage in Hard Times; the writers’ use of personal experiences to present acrimonious relationships • use of language and imagery to present marital relationships, e.g. Mr –‘s verbal abuse of Celie; the marriage of Paul and Lola compared to a ‘mausoleum’ • use of narrative methods to present marriage, e.g. the silencing of Lola’s voice; Celie’s confident voice following positive experiences of love; James’ adoption of Maisie’s point of view • comparison of economic implications faced by women in different eras and cultures, e.g. the widowed Mrs Sparsit; Mrs Wix’s need to work as a governess; Celie’s economic freedom gained by sewing pants; the wealth and social status gained by Lola in marrying Paul • how writers use symbolism, e.g. the staircase representing Louisa’s public disgrace should she elope; the vase symbolising fragile relationships in Atonement. These are suggestions only. Accept any valid alternative response. 2 Childhood Candidates may refer to the following in their answers: • comparison of the ways writers use money in the plot, e.g. an obstacle to Stephen Blackpool’s divorce; tension between people of different economic backgrounds in Atonement • how writers depict the negative impact of money, e.g. Paul and Robbie treated differently as a result of wealth and status; Grady’s spending of Shug’s money and its comment on patriarchy; Maisie’s judgement of Mrs Wix’s impoverished appearance; Dickens’ use of irony to comment on the experience of poverty • use of setting, e.g. Walker’s realistic description of a poor rural Southern community in The Color Purple; the wealthy social circles of Maisie’s parents; the inability of the poor to escape Coketown • comparison of how writers use symbolism, e.g. imagery of the bank’s heavy doors reflects the inability of the poor to access money in Hard Times; locks as the source of the Tallis family wealth and marking a contrast between the gentry and bourgeoisie; transport as a communication of wealth in What Maisie Knew • use of narrative methods to present the impact of money, e.g. Walker’s epistolary narrative and history of this form for women in literature; Dickens’ and James’ third person omniscient narrators • comparison of attitudes towards money, e.g. financial independence is a positive achievement for female characters such as Shug and Celie; Paul’s ennoblement due to wealth as a criticism of the honours system. These are suggestions only. Accept any valid al