MARK SCHEME – ENGLISH LANGUAGE – 8700/2 – JUNE
2023
AQA
GCSE
ENGLISH LANGUAGE
8700/2
Paper 2 Writers’ viewpoints and perspectives
Mark scheme
June 2023
2
, MARK SCHEME – ENGLISH LANGUAGE – 8700/2 – JUNE
2023
Introduction
The information provided for each question is intended to be a guide to the kind of answers anticipated
and is neither exhaustive nor prescriptive. All appropriate responses should be given credit.
Level of response marking instructions
Level of response mark schemes for English Language are broken down into four levels (where
appropriate). In the first column each level is identified with one or two key words that represent the
differences in the skills then described. These key words show the progression from Level 1 to 4 and
are:
Level 4 Perceptive, detailed
Level 3 Clear, relevant
Level 2 Some, attempts
Level 1 Simple, limited.
This is followed in the second column by a description of the different qualities required in the student’s
answer for that level. These are called the skills descriptors. In order to reach a given level, a student
must fulfil one or more of the skills descriptors for that level.
The third column of the mark scheme is the Indicative Standard. This is an important feature of the mark
scheme for English Language. It provides exemplification of the skills descriptors at each level and
offers a small number of different comments at the required standard to give an indication of the quality
of response that is typical for that level. It shows the progression from Level 1 to 4.
The Indicative Standard is not intended to be a model answer nor a complete response, and it does not
exemplify required content. Students may reach a given level by making one or more comments of the
quality demonstrated by the Indicative Standard and do not have to meet all the skill descriptors at that
level.
The standardising scripts will further exemplify each of the levels. You must refer to the standardising
material throughout your marking.
Step 1 Annotate the response
When marking a response you should first read through the student’s answer and annotate each section
using the comments from the statement bank to show the qualities that are being demonstrated, as
instructed during standardising. You can then award a level and a mark.
Step 2 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptors for that level. The descriptors for the level indicate the different qualities that might be seen
in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.
The Indicative Standard column in the mark scheme will help you determine the correct level.
Remember, students may reach a given level by making one or more comments of the quality
demonstrated by the Indicative Standard and do not have to meet all the skill descriptors at that level. It
is not the number of references, but the quality of the comments that will determine the level. The
annotation you added to the script at Step 1 will help you determine the correct level.
3
, MARK SCHEME – ENGLISH LANGUAGE – 8700/2 – JUNE
2023
Step 3 Determine a mark
Once you have assigned a level you need to decide on the mark. This requires you to fine tune within
the level to see how well each of the skills descriptors for that level has been met. A student only has to
meet a skills descriptor at a given level once to be awarded that level. Since responses rarely match a
level in all respects, you need to balance out the range of skills achieved and allow strong performance
in some aspects to compensate for other skills that may be only partially fulfilled. Again, the annotation
added at Step 1 will help you determine the mark.
Reference to the standardising scripts throughout the marking period is essential. This will help you
apply the level descriptors accurately and consistently. There will usually be an answer in the
standardising materials which will correspond with each level of the mark scheme. This answer will have
been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example
to determine if it is the same standard, better or worse than the example. You can then use this to
allocate a mark for the answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.
An answer which contains nothing of relevance to the question must be awarded no marks.
Advice
In fairness to students, all examiners must use the same marking methods. The following advice may
seem obvious, but all examiners must follow it closely.
1. Refer constantly to the mark scheme and standardising scripts throughout the marking period.
2. Always credit accurate, relevant and appropriate responses that are not necessarily covered by
the mark scheme or the standardising scripts.
3. Use the full range of marks. Do not hesitate to give full marks if the response merits it.
4. Remember the key to accurate and fair marking is consistency.
5. If you have any doubt about how to allocate marks to a response, consult your Team Leader.
4
2023
AQA
GCSE
ENGLISH LANGUAGE
8700/2
Paper 2 Writers’ viewpoints and perspectives
Mark scheme
June 2023
2
, MARK SCHEME – ENGLISH LANGUAGE – 8700/2 – JUNE
2023
Introduction
The information provided for each question is intended to be a guide to the kind of answers anticipated
and is neither exhaustive nor prescriptive. All appropriate responses should be given credit.
Level of response marking instructions
Level of response mark schemes for English Language are broken down into four levels (where
appropriate). In the first column each level is identified with one or two key words that represent the
differences in the skills then described. These key words show the progression from Level 1 to 4 and
are:
Level 4 Perceptive, detailed
Level 3 Clear, relevant
Level 2 Some, attempts
Level 1 Simple, limited.
This is followed in the second column by a description of the different qualities required in the student’s
answer for that level. These are called the skills descriptors. In order to reach a given level, a student
must fulfil one or more of the skills descriptors for that level.
The third column of the mark scheme is the Indicative Standard. This is an important feature of the mark
scheme for English Language. It provides exemplification of the skills descriptors at each level and
offers a small number of different comments at the required standard to give an indication of the quality
of response that is typical for that level. It shows the progression from Level 1 to 4.
The Indicative Standard is not intended to be a model answer nor a complete response, and it does not
exemplify required content. Students may reach a given level by making one or more comments of the
quality demonstrated by the Indicative Standard and do not have to meet all the skill descriptors at that
level.
The standardising scripts will further exemplify each of the levels. You must refer to the standardising
material throughout your marking.
Step 1 Annotate the response
When marking a response you should first read through the student’s answer and annotate each section
using the comments from the statement bank to show the qualities that are being demonstrated, as
instructed during standardising. You can then award a level and a mark.
Step 2 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptors for that level. The descriptors for the level indicate the different qualities that might be seen
in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.
The Indicative Standard column in the mark scheme will help you determine the correct level.
Remember, students may reach a given level by making one or more comments of the quality
demonstrated by the Indicative Standard and do not have to meet all the skill descriptors at that level. It
is not the number of references, but the quality of the comments that will determine the level. The
annotation you added to the script at Step 1 will help you determine the correct level.
3
, MARK SCHEME – ENGLISH LANGUAGE – 8700/2 – JUNE
2023
Step 3 Determine a mark
Once you have assigned a level you need to decide on the mark. This requires you to fine tune within
the level to see how well each of the skills descriptors for that level has been met. A student only has to
meet a skills descriptor at a given level once to be awarded that level. Since responses rarely match a
level in all respects, you need to balance out the range of skills achieved and allow strong performance
in some aspects to compensate for other skills that may be only partially fulfilled. Again, the annotation
added at Step 1 will help you determine the mark.
Reference to the standardising scripts throughout the marking period is essential. This will help you
apply the level descriptors accurately and consistently. There will usually be an answer in the
standardising materials which will correspond with each level of the mark scheme. This answer will have
been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example
to determine if it is the same standard, better or worse than the example. You can then use this to
allocate a mark for the answer based on the Lead Examiner’s mark on the example.
You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.
An answer which contains nothing of relevance to the question must be awarded no marks.
Advice
In fairness to students, all examiners must use the same marking methods. The following advice may
seem obvious, but all examiners must follow it closely.
1. Refer constantly to the mark scheme and standardising scripts throughout the marking period.
2. Always credit accurate, relevant and appropriate responses that are not necessarily covered by
the mark scheme or the standardising scripts.
3. Use the full range of marks. Do not hesitate to give full marks if the response merits it.
4. Remember the key to accurate and fair marking is consistency.
5. If you have any doubt about how to allocate marks to a response, consult your Team Leader.
4
