Mark Scheme (Results)
Summer 2023
Pearson Edexcel GCE Advance Subsidiary
In English Literature (8ET0)
Paper 1: Poetry and DramaEdexcel and BTEC
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Summer 2023
Question Paper Log Number P69661
Publications Code 8ET0_01_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 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 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 Candidates may refer to the following in their answers:
• ways in which society is presented in the poem, e.g. description of ‘kids
in cars’; ‘Burberry clad louts’
• ways in which poets reference time and how society may be perceived,
e.g. allusion to the Keats poem and the past; reference to ‘future poets’
• ways in which poets use form and structure to represent society, e.g.
change in rhyme structure in the last two sestets to represent change in
society over time; use of ode form
• ways in which poets use language to represent societal and cultural
norms, e.g. proper nouns of ‘Burberry’, ‘Diamond White’
• comparison of poets’ views of society, such as the implied criticism of
how young people in society are depicted in the media, e.g. ‘Daily
Express exposé’
• use of imagery in the poem to present ideas about society, e.g. the
‘Grayson Perry Urn’ and the intertextuality of Keats’ Grecian urn
• ways in which poets present ideas of society through the voice of the
poem, e.g. conversational tone of ‘Hello! What’s all this here?’; use of
apostrophe ‘you garish crock’.
These are suggestions only. Reward any appropriate poem selection and
relevant comparisons.
2 Candidates may refer to the following in their answers:
• ways in which poets use the narrative voice to tell a story, e.g. use of
first-person to create a personal account of the mother’s illness
• ways in which poets use voices to create different perspectives, e.g.
snippets of dialogue from parents add humour and pathos
• ways in which poets use form and structure, e.g. use of enjambement to
mimic mother’s disorientation
• ways in which poets use language to create voice, e.g. use of
conversational tone in the poem
• ways in which poets use imagery to create voice and character, e.g. ‘the
locked-in son’; the mother’s ‘living hell’
• comparison of the connection between poet and the subject, e.g. use of
the name ‘Adam’ to emphasise personal voice
• ways in which poets use times and places, e.g. season of Autumn; ‘Paris
restaurant’; ‘Berkshire lanes’.
These are suggestions only. Reward any appropriate poem selection and
relevant comparisons.Please refer to Specific Marking Guidance on page 4 when applying this
marking g [Show Less]