A-level
ENGLISH LANGUAGE AND LITERATURE
7707/1
Paper 1 Telling Stories
Mark scheme
June 2024
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of ...
A-level
ENGLISH LANGUAGE AND
LITERATURE
7707/1
Paper 1 Telling Stories
Mark scheme
June 2024
, MARK SCHEME – A-LEVEL ENGLISH LANGUAGE AND LITERATURE – 7707/1 –
JUNE 2024
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 standardization events which all associates participate in and is
the scheme which was used by them in this examination. The standardizations 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
standardization 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 Examiner.
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.
No student should be disadvantaged on the basis of their gender identity and/or how
they refer to the gender identity of others in their exam responses.
A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will
be credited in exam responses in line with existing mark scheme criteria.
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English Language and Literature 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
scheme (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.
Approach
It is important to be open minded and positive when marking scripts.
This specification is underpinned by the belief that the best form of literary criticism is
rooted in a rigorous and precise application of concepts and methods from language study.
This means that although vague and impressionistic terms like ‘imagery’ and ‘tone’ are
unhelpful, there will be occasions where students might be drawing on different areas of
linguistics, or on different ideas about classifying language. They therefore may use a term
that is different from what an examiner might normally expect but it is in the spirit of this
specification that we accept a range of ideas and approaches as long as they are grounded in
precise descriptive analysis.
Assessment Objectives
This component requires students to:
AO1: Apply concepts and methods from integrated linguistic and literary study as
appropriate, using associated terminology and coherent written expression
AO2: Analyse ways in which meanings are shaped in texts
AO3: Demonstrate understanding of the significance and influence of the contexts in which
texts are produced and received
AO4: Explore connections across texts, informed by linguistic and literary concepts and
methods
AO5: Demonstrate expertise and creativity in the use of English to communicate in different
ways.
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JUNE 2024
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a
descriptor. The descriptor for the level shows the average performance for the level. There
are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and
annotate it (as instructed) to show the qualities that are being looked for. You can then
apply the mark scheme.
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 descriptor for that level. The descriptor for the level indicates 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.
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 is
predominantly 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
Indicative content in the mark scheme is provided as a guide for examiners. It is not
intended to be exhaustive and you must credit other valid points. Students do not have to
cover all of the points mentioned in the Indicative content to reach the highest level of the
mark scheme.
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:
use the relevant emarker2 annotation commenting on the answer’s relationship to the
Assessment
Objectives
write a summative comment at the end for each Assessment Objective
Please do not make 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 AO2 AO3 AO4 Total
Objective
4
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