Mark Scheme (Results) January 2019

1 Mark Scheme (Results) January 2019 Pearson Edexcel International GCSE In English Language B (4EB1) Paper 01R 0806 2 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, the UK s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at or Alternatively, you can get in touch with us using the details on our contact us page at Pearson: helping people progress, everywhere Pearson aspires to be the world s leading learning company.

2 Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: January 2019 Publications Code 4EB1_01R_1901_MS All the material in this publication is copyright Pearson Education Ltd 2019 0806 3 General Marking Guidance All candidates must receive the same tr eatment.

3 Examiners must mark the firstcandidate in exactly the same way as they mark the last. Mark schemes should be applied positively. Candidates must be rewarded for whatth ey h ave shown they can do rather than penalised for omissions. Examiners should mark according to the mark Scheme not according to theirperception of where the grade boundaries may lie. There is no ceiling on a chievement. All marks on the mark Scheme should be usedappropriately. All the marks on the mark Scheme ar e designed to b e awarded. Examiners shouldalways award full marks if deserved, if the answer matches the mark should also be pr epared to award zero marks if the candidate s response isnot worthy of credit according to the mark Scheme .

4 Where some judgement is required, mark schemes will provide the principles by whichmarks will be awarded a nd exemplification may be limited. When examiners are in d oubt regardi ng the applicati on of the mark Scheme to acandidate s response, the team leader must be consulted. Crossed out work should be marked UNLESS the candidate has replaced it with analternative Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives. AO2 Understand and analyse how writers use linguistic and structural devices to achieve their effects.

5 AO3 Explore links and connections between writers ideas and perspectives, as well as how these are conveyed. AO4 Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences. AO5 Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation . 0806 4 SECTION A: Reading Text One Question Number AO1 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives. Mark 1 One mark for any one of the following: saves time saves money prevents stress helps with time management can achieve your best can be more productive(1) Question Number AO1 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives.

6 Mark 2 One mark for any one of the following: untidiness can hinder productivity untidiness can make it difficult to find things untidiness can disrupt concentration untidiness can stop you being able to spread out tidiness can help you feel calmer tidiness can help you feel more in control tidiness can help you feel more prepared(1)0806 10 Question Number Answer Mark 3 Reward responses that demonstrate how the writer persuades the reader that tidiness and organisation are important. Responses may include: the use of personal examples of the problems that lackof organisation causes: consistently forget at least oneessential item and the list of items forgotten: toothbrush , trousers , tablet , train ticket this is emphasised by the single-word sentence: Great.

7 Which is sarcastic/ironic the list of areas that organisation can help: college,school, work, business and even social lives the use of positive language about the benefits: super-productive , achieve your best the way she describes her planner: survival pack , beloved , obsessed , extremely useful , which suggestshow important it is to her how she describes some of the difficulties withorganisation: easy to get important tasks jumbled up , difficult to get on and complete them , struggling tomanage your workload the use of language when she gives advice about lists: tasty bitesize chunks (metaphor) little crumbs (metaphor) mental indigestion (metaphor) and theslightly humorous tone of these comments the reassuring language used: completed in no time , absolute lifesavers the use of the example of her younger sister Jess makesthe text more personal the description of the writer s room.

8 Been burgled , beensetting off explosives , which is designed to shock the use of a friendly chatty tone creates a sense ofunderstanding and support: many examples the use of personal address throughout.(10)0806 11 Question 3 Level Mark AO2 Understand and analyse how writers use linguistic and structural devices to achieve their effects. 0 No rewardable material. Level 1 1-2 Basic identification and little understanding of thelanguage and/or structure used by writers to achieveeffects. The use of references is 2 3 4 Some understanding of and comment on language andstructure and how these are used by writers to achieveeffects, including use of vocabulary .

9 The selection of references is valid, but not 3 5 6 Clear understanding and explanation of language andstructure and how these are used by writers to achieveeffects, including use of vocabulary and sentence structure. The selection of references is appropriate and relevant tothe points being 4 7 8 Thorough understanding and exploration of language andstructure and how these are used by writers to achieveeffects, including use of vocabulary , sentence structure andother language features. The selection of references is detailed, appropriate andfully supports the points being 5 9 10 Perceptive understanding and analysis of language andstructure and how these are used by writers to achieveeffects, including use of vocabulary , sentence structure andother language features.

10 The selection of references is discriminating and clarifiesthe points being 12 Text Two Question Number AO1 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives. Mark 4 One mark for any one of the following: every drawer is open everything is on the floor empty (clothes) hangers clothes are at the bottom of the wardrobe his room is an absolute wreck (1) Question Number AO1 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives. Mark 5 One mark each for any two of the following: if you make it an issue, you will prolong the problem it is in teenagers nature to assert boundaries and sayno parents should let it go teenagers will have another way to misbehave teenagers are trying to identify who they are teenagers are preoccupied they do not see the mess it reflects their inner chaos(2)0806 13 Question Number Answer Mark 6 Reward responses that demonstrate how the writer presents the problems that parents and teenagers have about tidiness.