AS

English Language
7701/1 Language and the Individual
Mark scheme

7701
June 2016

Version 1.0: Final Mark Scheme

Mark schemes are prepared by the Lead Assessment Writer and considered, together with the
relevant questions, by a panel of subject teachers. This mark scheme includes any amendments
made at the standardisation events which all associates participate in and is the scheme which was
used by them in this examination. The standardisation process ensures that the mark scheme covers
the students’ responses to questions and that every associate understands and applies it in the same
correct way. As preparation for standardisation each associate analyses a number of students’
scripts. Alternative answers not already covered by the mark scheme are discussed and legislated
for. If, after the standardisation process, associates encounter unusual answers which have not been
raised they are required to refer these to the Lead Assessment Writer.

It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular
examination paper.

Further copies of this mark scheme are available from aqa.org.uk

Copyright © 2016 AQA and its licensors. All rights reserved.

AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this
booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any
material that is acknowledged to a third party even for internal use within the centre.
 MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2016

English Language Mark Scheme

How to Mark

Aims
When you are marking your allocation of scripts your main aims should be to:

• recognise and identify the achievements of students

• place students in the appropriate mark band and in the appropriate part of that mark band (high, low,
middle) for each Assessment Objective
• record your judgements with brief notes, annotations and comments that are relevant to the mark
scheme and make it clear to other examiners how you have arrived at the numerical mark awarded
for each Assessment Objective
• put into a rank order the achievements of students (not to grade them – that is done later using the
rank order that your marking has produced)
• ensure comparability of assessment for all students, regardless of question or examiner.

Approach
It is important to be open minded and positive when marking scripts.

The specification recognises the variety of experiences and knowledge that students will have. It
encourages them to study language in a way that is relevant to them. The questions have been designed
to give them opportunities to discuss what they have found out about language. It is important to assess
the quality of what the student offers.

Do not mark scripts as though they were mere shadows of some Platonic ideal (or the answer you would
have written). The mark schemes have been composed to assess quality of response and not to
identify expected items of knowledge.

Assessment Objectives
This component requires students to:

AO1: Apply appropriate methods of language analysis, using associated terminology and coherent
written expression

AO3: Analyse and evaluate how contextual factors and language features are associated with the
construction of meaning

AO4: Explore connections across texts, informed by linguistic concepts and methods.

The Marking Grids

The specification has generic marking grids for each Assessment Objective that are customised with
indicative content for individual tasks. These have been designed to allow assessment of the range of
knowledge, understanding and skills that the specification demands.

Within each Assessment Objective there are five broad levels representing different levels of
achievement. Do not think of levels equalling grade boundaries.

On the left hand-side of the mark scheme, in bold, are the generic descriptors that identify the
performance characteristics at 5 distinct levels.

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 MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2016

On the right hand side are statements of indicative content. These give examples of the kind of things
students might do that would exemplify the level. They are neither exhaustive nor required – they are
simply indicative of what would appear at this level. You will find that they sometimes indicate areas of
content that can be handled with increasing sophistication and subtlety. You will also find statements that
only characterise work at the bottom or top of the range.

Depending on the part of the examination, the levels will have different mark ranges assigned to them.
This will reflect the different weighting of Assessment Objectives in particular tasks and across the
examination as a whole. You may be required to give different marks to bands for different Assessment
Objectives.

Using the Grids

These levels of response mark schemes are broken down into five levels, each of which has descriptors.
The descriptors for the level show the performance characteristics of the level. There is the same
number of marks in each level for an individual Assessment Objective. The number of marks per level
will vary from two to four between different Assessment Objectives depending upon the number of marks
allocated to the various Assessment Objectives covered by a particular question.

Having familiarised yourself with the descriptors and indicative content, read through the answer and
annotate it (as instructed below) to identify the qualities that are being looked for and that it shows. You
can now check the levels and award a mark.

Step 1 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 all the descriptors for 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 descriptors and
the answer. With practice and familiarity you will find that for better answers you will be able to skip
through the lower levels of the mark scheme quickly.

When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If
the answer covers different aspects of different levels of the mark scheme you should use a best-fit
approach for defining the level and then use the variability of the response to help decide the mark within
the level; ie if the response fulfils most but not all of level 3 with a small amount of level 4 material, it
would be placed in level 3 but be awarded a mark near the top of the level because of the level 4
content.

Step 2 Determine a mark

Once you have assigned a level you need to decide on the mark.
It is often best to start in the middle of the level’s mark range and then check and adjust. If there is a lot
of indicative content fully identifiable in the work you need to give the highest mark in the level. If only
some is identifiable or it is only partially fulfilled, then give the lower mark.

The exemplar materials used during standardisation will also help. There will be an answer in the
standardising materials that 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 of 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.

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 MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2016

In addition to the generic descriptors (presented in bold text), paper-specific indicative descriptors
(presented in plain text) are provided as a guide for examiners. These are not intended to be exhaustive
and you must credit other valid points.

An answer that contains nothing of relevance to the question must be awarded no marks.

Annotating scripts
It is vital that the way you arrive at a mark should be recorded on the script. This will help you with
making accurate judgements and it will help any subsequent markers to identify how you are thinking,
should adjustment need to be made.

To this end you should:

• identify points of merit with  or  . For questions 1 and 2 reward A01 with  and reward
A03 with . For question 3 reward A04 with 
• Write a summative comment at the end for each Assessment Objective on the back page
• Transfer the total mark for each question to the front of the booklet
•
Please do not write negative comments about students’ work or their alleged aptitudes; this is
unprofessional and it impedes a positive marking approach.

Distribution of Assessment Objectives and Weightings

The table below is a reminder of which Assessment Objectives will be tested by the questions and tasks
completed by students and the marks available for them.

Assessment
AO1 AO3 AO4 Total
Objective
Question 1 10 15 25
Question 2 10 15 25
Question 3 20 20
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 MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2016

Textual Variations and Representations

Questions 1 and 2

• Award a mark out of 10 for AO1, place in the right-hand margin and ring.

• Award a mark out of 15 for AO3, place in the right-hand margin and ring.

eg

AO1 Summative Comment 7

AO3 Summative Comment 11

• Total the mark and place in the right hand margin and ring

18

Question 3

• Award a mark out of 20 for AO4, place in the right-hand margin and ring.

eg

AO4 Summative Comment 16

Transfer each ringed mark to the box on the front of the answer booklet. Initial your mark.

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 MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2016

0 1 Analyse how Text A uses language to create meanings and representations.

[25 marks]

AO1: Apply appropriate methods of language analysis, using associated terminology and
coherent written expression

Level/ Performance characteristics Indicative Content

Marks These are examples of ways students’
work might exemplify the performance
characteristics in the question above.
They indicate possible content and how
it can be treated at different levels.

Level 5 Students will: Students are likely to describe features

9-10 • apply linguistic methods and such as:
terminology, identifying patterns • visual design
and complexities • structure
• apply different levels of language • webpage navigation
analysis in an integrated way, • clause types, order, linking
recognising how they are • cohesion
connected • antithesis
• apply levels of language analysis • metaphor
with rare errors
• guide the reader

Level 4 Students will: Students are likely to describe features

7-8 • apply linguistic methods and such as:
terminology with precision and • ellipsis
detail • tenses
• apply two or more levels of • noun phrases
language analysis • noun types
• apply levels of language analysis • adverb types
with occasional errors • sentence types
• develop a line of argument

Level 3 Students will: Students are likely to describe features

5-6 • apply linguistic methods and such as:
terminology consistently and • connotations
appropriately • semantic fields
• label features that have value for • hyperlinks
the task • colloquialisms
• label features with more accuracy • graphological features
than inaccuracy • word classes
• communicate with clear topics • sentence functions
and paragraphs

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 MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2016

Level 2 Students will: Students are likely to:

3-4 • use linguistic methods and • refer to elements of language that
terminology inconsistently and do not illuminate the analysis
sometimes without value for the • make unsupported generalisations
task about nature of sentences
• generalise about language use • use a linguistic register of very
with limited/unclear evidence general terms eg sentence and
• label features with more word
inaccuracy than accuracy • quote imprecisely to illustrate
• express ideas with organisation descriptions
emerging • mislabel word classes and
sentences
• discuss formality, complexity at a
generalised level
Level 1 Students will: Students are likely to:
1-2 • quote or identify features of • quote relevant examples without
language without linguistic any linguistic examples
description
• present material with limited
organisation
0 Nothing written

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 MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2016

AO3: Analyse and evaluate how contextual factors and language features are associated
with the construction of meaning in Text A

Level/ Performance Indicative Content

Marks characteristics These are examples of ways students’ work might
exemplify the performance characteristics in the
question above. They indicate possible content and
how it can be treated at different levels.

Level 5 Students will: Students are likely to:

13-15 • explore use of • explore journalistic style and representation of
language and topic eg “Let’s get that O-word out of the way first”
representations • explore how values and attitudes are conveyed eg
according to context directly quoted dad “are you gonna beat Vos
then?” and Lizzie’s reported speech “She wishes
she’d written things down.”
• explore patterns of metaphor eg “slightly faded
coloured rings”, “drifted out”
• explore the contrasting representations of
domesticity and celebrity eg “mug of tea”, “post-
Games dinner circuit”
• explore intertextual and design features

Level 4 Students will: Students are likely to:

10-12 • analyse how • analyse how audience is positioned eg “Forget a
language choices mid-life crisis”, “Let’s get that O-word out of the
create meanings way first.”
and representations • analyse how language is used to represent Lizzie
• analyse how eg “you can’t take Yorkshire out of the girl”
aspects of context • analyse representations of gender eg “You’re a
work together to man, you’re alright”
affect language use • analyse spoken effects eg “No way”, “Just a bit.”

Level 3 Students will: Students are likely to:

7-9 • interpret • identify and exemplify purposes of the text to
significance of express, describe and entertain
specific choices of • identify vocabulary reflecting audience’s interest in
language according cycling eg “Giro Rosa”, “Vos”
to context • identify vocabulary used to describe Lizzie’s
• link specific experiences of competition eg “breakdown”,
language choices “pressure”, “gonna beat”
with an aspect of • identify use of third person reporting eg “Words
context Andy McGrath”

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 MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2016

Level 2 Students will: Students are likely to:

4-6 • identify distinctive • identify potential audience of Text A as
features of language cycling/celebrity concerned web surfers
and significant • identify interactive features eg “Search”
aspects of context • identify use of first, second and third person
address

Level 1 Students will: Students are likely to:

1-3 • paraphrase or • give factual information about online newspaper
describe content of article, producers and audiences
texts • show literal understanding of information
• misunderstand text • rely on lengthy quotations
or context

0 Nothing written about the

text or topic

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 MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2016

0 2 Analyse how Text B uses language to create meanings and representations.

[25 marks]

AO1: Apply appropriate methods of language analysis, using associated terminology and
coherent written expression
Level/ Performance characteristics Indicative Content
Marks These are examples of ways students’
work might exemplify the performance
characteristics in the question above.
They indicate possible content and how
it can be treated at different levels.

Level 5 Students will: Students are likely to describe features

9-10 • apply linguistic methods and such as:
terminology, identifying patterns • visual design
and complexities • structure
• apply different levels of language • webpage navigation
analysis in an integrated way, • clause types, order, linking
recognising how they are connected • cohesion
• apply levels of language analysis • antithesis
with rare errors • metaphor
• guide the reader

Level 4 Students will: Students are likely to describe features

7-8 • apply linguistic methods and such as:
terminology with precision and • tenses
detail • noun phrases
• apply two or more levels of • noun types
language analysis • adverb types
• apply levels of language analysis • sentence types
with occasional errors • comparative adjectives
• develop a line of argument • ellipsis

Level 3 Students will: Students are likely to describe features

5-6 • apply linguistic methods and such as:
terminology consistently and • word classes
appropriately • sentence functions
• label features that have value for the • connotations
task • semantic fields
• label features with more accuracy • hyperlinks
than inaccuracy • colloquialisms
• communicate with clear topics and • graphological features
paragraphs

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 MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2016

Level 2 Students will: Students are likely to:

3-4 • use linguistic methods and • refer to elements of language that do
terminology inconsistently and not illuminate the analysis
sometimes without value for the • make unsupported generalisations
task about nature of sentences
• generalise about language use with • use a linguistic register of very general
limited/unclear evidence terms eg sentence and word
• label features with more inaccuracy • quote imprecisely to illustrate
than accuracy descriptions
• express ideas with organisation • mislabel word classes and sentences
emerging • discuss formality, complexity at a
generalised level

Level 1 Students will: Students are likely to:

1-2 • quote or identify features of • quote relevant examples without any
language without linguistic linguistic examples
description
• present material with limited
organisation

0 Nothing written

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 MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2016

AO3: Analyse and evaluate how contextual factors and language features are associated
with the construction of meaning in Text B
Level/ Performance Indicative Content
Marks characteristics These are examples of ways students’ work might
exemplify the performance characteristics in the
question above. They indicate possible content and
how it can be treated at different levels.
Level 5 Students will: Students are likely to:
13-15 • explore use of language • explore affordances and constraints of message
and representations board context eg competition between posters
according to context • explore how values and attitudes are conveyed eg “I
imagine diet has a bigger effect than exercise.”
• explore the representation of the Singletrack site as
inexpensive eg “Under a tenner!” and informative eg
“Trail Guide”
• evaluate the use of irony within the Singletrack
community eg “Children? Bet not. Biohazards.”
• explore intertextual and design features

Level 4 Students will: Students are likely to:

10-12 • analyse how language • analyse how audience is positioned eg “ …how does
choices create it compare to your none cycling peers?”
meanings and • analyse how language is used to represent cycling:
representations personal, humorous eg “I’m off sick much less, in
• analyse how aspects of hospital much more”
context work together • analyse representations of children eg “kids”,
to affect language use “biohazards” and school “germ exchange is back in
term time”
• analyse self-representation of users eg “cruzcampo”,
“jam bo”

Level 3 Students will: Students are likely to:

7-9 • interpret significance of • identify and exemplify purposes of the text to
specific choices of express, discuss and entertain
language according to • identify vocabulary reflecting cyclist/family member
context users eg “biking”, “kids”, “ wife”
• link specific language • identify vocabulary used to describe unhealthy
choices with an aspect lifestyle eg “overeating”, “crisps”
of context • identify features of message board (spoken effects,
emoticons, blending, ellipsis)

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 MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2016

Level 2 Students will: Students are likely to:

4-6 • identify distinctive • identify potential audience of Text B as
features of language cycling/health concerned web surfers
and significant aspects • identify interactive features eg “Search forum”
of context • identify first, second person address

Level 1 Students will: Students are likely to:

1-3 • paraphrase or describe • give factual information about message board,
content of texts producers and users
• misunderstand text or • show literal understanding of information
context • rely on lengthy quotations
0 Nothing written about the
text or topic

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 MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE 2016

0 3 Compare and contrast Text A and Text B, showing ways in which they are similar and
different in their language use.
[20 marks]

AO4: Explore connections across texts, informed by linguistic concepts and methods
Level/ Performance Indicative Content
Marks characteristics These are examples of ways students’ work might
exemplify the performance characteristics in the
question above. They indicate possible content and
how it can be treated at different levels.
Level 5 Students will: Students are likely to:
17-20 • explore the • explore effects of internet contexts on language use,
significance of representations and meanings
connections found • explore effects of sociocultural contexts on language
across texts use, representations and meanings
• explore creation of discourses about cycling
• explore effects of health contexts on language use,
representations and meanings
• explore effects of celebrity contexts on language use,
representations and meanings

Level 4 Students will: Students are likely:

13-16 • examine connections • examine internet contexts and visual presentation
between texts by • examine media contexts: online newspaper report/web-
linking language and based forum and language
context • examine sporting/competitive contexts and language
• examine fitness contexts and language use
• examine use of sentence types and functions
Level 3 Students will: Students are likely to:
9-12 • make connections • compare use of first, second and third person
across texts by • compare and contrast degrees of interactivity
identifying similar or • compare and contrast how language is used to describe
different uses of social norms and behaviour
language/content/ • compare and contrast vocabulary describing cycling
context • compare and contrast other uses of language

Level 2 Students will: Students are likely to:

5-8 • make connections at • compare audiences/users
a literal level • compare topics
• contrast writers/producers
• contrast genres
Level 1 Students will: Students are likely to:
1-4 • discuss relevant • make one/two explicit connections (4)
aspects of texts • make implicit connections by using similar topics for
without making paragraphs (3)
connections explicitly • write about each text separately (2)
• write about one text only (1)

0 Nothing written about the

text or topic

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