Mark Scheme (Results)
Summer 2023
Pearson Edexcel GCE
In English Language (9EN0)
Paper 3: Language InvestigationEdexcel and BTEC
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Summer 2023
Question Paper Log Number P72845
Publications Code 9EN0_03_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 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 judgement 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.
Specific Marking Guidance
The marking grids have been designed to assess student 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 leveldepending 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.Section A
Indicative Content
Question 1
Topic: Global English
Subtopic: Uglish
General
Candidates should be aware of the key features of Uglish and may comment on
the different purposes of the two texts and the different producers of the
language.
Analysis
Candidates may comment on some of the following features:
Discourse
• A1 – code switching between different languages
• A1 – structures associated with lyrics, e.g. chorus and rhyme
• A2 – features of journalese within the report.
Morphology and syntax
• A1 - construction of tense, e.g. ‘it is be boring’
• A1 - pronoun use, e.g. ‘them got’
• A1 – inconsistent use of the verb ‘to be,’ e.g. ‘you holding me’
• A2 – the use of articles, e.g. ‘the uh an imagery’
• A2 – adverb placement, e.g. ‘unconventionally speak’
• A2 – use of ‘like’ as a filler, e.g. ‘even like if I’m talking to you’
• A2 – use of formal indefinite pronoun, ‘one’
• A2 – use of ‘de-‘ to create negative phrases, ‘detoothing.’
Lexis
• A1 – influence of American English, e.g. ‘movie’
• A1 – metaphor shows continuity across languages, e.g. ‘we’re capsizing,’
‘our love becomes burning cigarettes and water’
• A1 – cultural influences of other languages
• A2 – explicit Uglish phrases explained, e.g. ‘benching a girl,’ ‘detoothing’.
Phonology
• Across texts - inconsistent rhoticity, e.g. (A2) ‘girl’ vs. (A1) ‘heart’
• Across texts – inconsistent use of ‘th’ stopping, e.g. (A1) ‘the’ and ‘that,’ (A2) ‘the’
and ‘together’
• Across texts - inconsistent substitution of /l/ for /r/ - evident in A2, e.g. ‘outlets,’
‘blogs’ but not A1 e.g. ‘broke’ and ‘drop’
• Across texts – shortened vowel sounds in (A2) ‘these,’ (A1) ‘take’.
Accept any valid interpretation based on different linguistic approaches.Indicative content
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