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AQA
GCSE
English Language
8700/1 Paper 1 Explorations in creative reading and writing
1 hour 45 minutes Materials
For this paper you must have:
Source A – printed within the question paper. Instructions
Answer all questions.
Use black ink or black ball-point pen.
Fill in the boxes on this page.
You must answer the questions in the spaces provided.
Do not write outside the box around each page or on blank pages.
Do all rough work in this book. Cross through any work you do not want to be marked.
You must refer to the insert booklet provided.
You must not use a dictionary. Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 80.
There are 40 marks for Section A and 40 marks for Section B.
You are reminded of the need for good English and clear presentation in your answers.
You will be assessed on your reading in Section A.
You will be assessed on the quality of your writing in Section B. Advice
You are advised to spend about 15 minutes reading through the source and all five questions you have to answer.
You should make sure you leave sufficient time to check your answers.
Source A: ‘Forgotten Enemy’ The thick furs thudded softly to the ground as Professor Millward sat upright on the narrow bed. This time, he was sure, it had been no dream. The freezing air that rasped against his lungs seemed to echo with the sound that had come crashing out of the night. All was quiet again. The world was utterly still. Even in the old days the city would have been silent on such a night, and it was doubly silent now. Professor Millward shuffled out of bed and made his way to the nearest window, pausing now and then to rest his hand lovingly on the books he had guarded all these years. He shielded his eyes from the brilliant moonlight and peered out into the night. The sky was cloudless: the sound had not been thunder, whatever it might have been. It had come from the north, and even as he waited it came again. Distance and the bulk of the hills that lay beyond London had softened it. It was like no natural sound that he had ever heard, and for a moment he dared to hope again. Only Man, he was sure, could have made such a sound. Perhaps the dream that had kept him here for more than twenty years would soon be a dream no longer. Men were returning to England, blasting their way through the ice and snow with the weapons science had given them before the coming of the Dust. It was strange that they should come by land, and from the north, but he thrust aside any thoughts that would quench his flame of hope. Twenty years ago he had watched the last helicopters climbing heavily out of Hyde Park in the ceaselessly falling snow. Even then, when the silence had closed around him, he could not bring himself to believe that England had been abandoned forever. Yet already he had waited a whole generation among the books, the treasures of civilisation to which he had dedicated his life. Now that the dome of St Paul’s had collapsed beneath the weight of snow, only Battersea Power Station, its tall stacks glimmering like ghosts against the night sky, challenged the supremacy of the University building in which Professor Millward lived. He left the University building only through sheer necessity. Over the past twenty years he had collected everything he needed from the shops in the area, for in the final exodus vast supplies of stock had been left behind. The sun was blazing from a cloudless sky as he shouldered his rucksack and unlocked the massive gates. Even ten years ago, packs of starving dogs had hunted in this area, and though he had seen none for years, he was still cautious and always carried a revolver when he went into the open. The sunlight was so brilliant that the reflected glare hurt his eyes; but it was almost wholly lacking in heat. The latest snowdrifts had packed hard and Professor Millward had little difficulty making the journey to Oxford Street. Sometimes it had taken him hours of floundering through snow, and one year he had been trapped in the University building for nine months. He kept away from the houses with their dangerous burdens of snow and their dagger-like icicles and went north until he came to the shop he was seeking. The words above the shattered windows were still bright: ‘Jenkins and Sons. Electrical.’ Some snow had drifted through a broken section of roofing, but the little upstairs room had not altered since his last visit. The radio still stood on the table, and the empty tins on the floor reminded him of the lonely hours he had spent here before all hope died. He wondered if he must go through the same ordeal again. Slowly, with infinite patience, Professor Millward began to traverse the radio bands. As he listened, the faint hope that he had dared to cherish began to fade. The radio was as silent as
the city. Soon after midnight the batteries faded out. He got what consolation he could from the thought that if he had not proved his theory, he had not disproved it either. As he began the journey home, the silence was broken by a distant rumble of thunder and little avalanches of snow went swishing into the wide street. Professor Millward stood motionless, considering, analysing. Perhaps it was an atomic bomb, burning and blasting away the snow. His hopes revived and his disappointments of the night began to fade. That momentary pause almost cost him his life. Out of a side street something huge and white moved suddenly into his field of vision. For a moment his mind refused to accept the reality of what he saw. Then the paralysis left him and he fumbled desperately for his futile revolver. Padding towards him, swinging its head from side to side, was a huge polar bear. He dropped his belongings and ran, floundering over the snow towards the nearest building. The entrance to an Underground station was only a few feet away. The temptation to look back was intolerable, for he could hear nothing to tell him how near his pursuer was. For one frightful moment the steel gates resisted his numbed fingers. Then they yielded reluctantly and he forced his way through a narrow gap. The monstrous shape reared in baffled fury against the gates but the metal did not yield. Then the bear dropped to the ground, grunted softly and padded away. It slashed once or twice at the fallen rucksack, scattering a few tins of food into the snow, and vanished as silently as it had come. A very shaken Professor Millward reached the University three hours later, after moving in short bounds from one refuge to the next. By the end of the week he knew that the animals of the North were on the move. He saw a reindeer being pursued by a pack of silent wolves, and sometimes in the night there were sounds of deadly conflict. Something was driving them south. It could only be Man. The strain of waiting was beginning to affect the Professor and he dreamed of rescue and the way in which men might be returning to England. Whatever was approaching from the north was nearer, and several times a day that strange roar would thunder over the city. At times it was like listening to the clash of mighty armies, and a mad but dreadful thought came into his mind. He would wake in the night and imagine he heard the sound of mountains moving into the sea. Every morning he would climb to the top of the building and scan the horizon, but all he ever saw was the stubborn snow above Hampstead. His ordeal ended one morning as he raised his binoculars to the northern sky. In that moment, Professor Millward knew the truth. Overnight, the enemy he had forgotten had conquered the last defences and was preparing for the final onslaught. As he saw the deadly glitter along the crest of the doomed hills, Professor Millward understood at last the sound he had heard advancing for so many months. Out of the North, their ancient home, returning in triumph to the lands they had once possessed, the glaciers had come again
Section A: Reading Answer all questions in this section.
You are advised to spend about 45 minutes on this section.
1. Read again from the first part of the source, lines 1 -8. List four things from this part of
the text about the night. (4 marks)
A. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
B. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
C. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
D. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Look in detail at this extract from paragraphs 5-7:
How does the writer use language here to describe the weather?
You could include the writer’s choice of:
words and phrases
language features and techniques
sentence forms. [8 marks]
3. You now need to focus on the whole of the source.
This text is from a novel.
How has the writer structured the text to interest you as a reader?
You could write about:
what the writer focuses your attention on at the beginning
how and why the writer changes this focus as the extract develops
any other structural features that interest you [8 marks]
4. Focus this part of your answer on the whole of the source.
A student, having read this section of the text said: “The writer creates a threatening
atmosphere through his description of setting and weather.”
To what extent do you agree?
In your response, you could:
write about your own impressions of the characters
evaluate how the writer has created these impressions
support your opinions with quotations from the text. [20 marks]
Section B: Writing You are advised to spend about 45 minutes on this section.
Write in full sentences. You are reminded of the need to plan your answer.
You should leave enough time to check your work at the end.
5. You are going to enter a creative writing competition. Your entry will be judged by a panel of people of your own age. Either: Write a description suggested by this picture:
Or: Write the opening part of a story about being lost.
(24 marks for content and organisation 16 marks for technical accuracy)
[40 marks]
Mark Scheme (AQA Paper 1, Section A)
1. Read again the first part of the source, lines 1-8. List 4 things from this part of the text about
the night. (4 marks)
AO1:
Identify and interpret explicit and implicit information and ideas
Select and synthesise evidence from different texts. Give 1 mark for each point about the weather:
Responses must be drawn from lines 1 to 6 of the text
Responses must be true statements from the extract
Responses must relate to the weather
Candidates may quote or paraphrase – each is acceptable
A paraphrased response covering more than one point should be credited for each point made.
Note: The indicative content must not treated as exhaustive and reference must be made to
the selected section of the text.
Indicative Content:
freezing air
quiet
brilliant moonlight
cloudless
no-one around
had been a loud noise
2. Look in detail at this extract from paragraphs 5-7 of the source: How does the writer use language to describe the weather?
You could include the writer’s choice of:
words and phrases
language features and techniques
sentence forms. [8 marks]
AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views
This question assesses Language ie: Words / Phrases / Language Features / Language Techniques / Sentence Forms
Level Skills Descriptors
Level 4 Perceptive, detailed 7-8 marks
Shows detailed and perceptive understanding of language
Analyses the effects of the writer’s choices of language
Selects a range of judicious quotations
Uses sophisticated subject terminology accurately
Level 3 Clear, relevant 5-6 marks
Shows clear understanding of language
Clearly explains the effects of the writer’s choices of language
Selects a range of relevant quotations
Uses subject terminology accurately
Level 2 Some, attempts 3-4 marks
Shows some understanding of language
Attempts to comment on the effect of language
Selects some relevant quotations
Uses some subject terminology, not always appropriately
Level 1 Simple, limited 1-2 marks
Shows simple awareness of language
Offers simple comment on the effect of language
Simple references or textual details
Simple mention of subject terminology
Level 0 No marks
No comments offered on the use of language. Nothing to reward
Indicative Content:
dagger-like icicles – danger – metaphor
repetition – sunlight
hurt his eyes – damaging
dangerous burdens – threat – personification
floundering through the snow – helpless
trapped – personification
contrast – sunlight/snow
wholly lacking in heat – no comfort
3. You now need to focus on the whole of the source.
This text is from a novel.
How has the writer structured the text to interest you as a reader? You could write about:
what the writer focuses your attention on at the beginning
how and why the writer changes this focus as the extract develops
any other structural features that interest you [8 marks]
AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views
This question assesses how the writer has structured a text. Structural features can be: at a whole text level eg. beginnings / endings / perspective shifts; at a paragraph level eg. topic change / aspects of cohesion; and at a sentence level when judged to contribute to whole structure
Level Skills Descriptors
Level 4 Perceptive, detailed
Shows detailed and perceptive understanding of structural features
7-8 marks Analyses the effects of the writer’s choice of structural features
Selects a range of judicious examples
Uses a range of subject terminology appropriately
Level 3 Clear, relevant 5-6 marks
Shows clear understanding of structural features
Clearly explains the effects of the writer’s choice of structural features
Selects a range of relevant examples
Uses subject terminology accurately
Level 2 Some, attempts 3-4 marks
Shows some understanding of structural features
Attempts to comment on the effect of structural features
Selects some relevant examples
Uses some subject terminology, not always appropriately
Level 1 Simple, limited 1-2 marks
Shows simple awareness of structure
Offers simple comment on the effect of structure
Simple references or examples
Simple mention of subject terminology
Level 0 No marks
No comments offered on the use of structure Nothing to reward
4. A student, having read this section of the text said: “The writer creates a threatening
atmosphere through his description of setting and weather.”
To what extent do you agree?
In your response, you could:
write about your own impressions of the characters
evaluate how the writer has created these impressions
support your opinions with quotations from the text.
[20 marks]
AO4
Evaluate texts critically and support this with appropriate textual references
Level Overview Statement Skills Descriptors
Level 4 Perceptive, detailed 16-20 marks
In this level critical evaluation will be perceptive and detailed
Critically evaluates the text in a detailed way
Offers examples from the text to explain views convincingly
Analyses effects of a range of writer’s choices
Selects a range of relevant quotations to validate views
Level 3 Clear, relevant 11-15 marks
In this level critical evaluation will be clear and consistent
Clearly evaluates the text
Offers examples from the text to explain views clearly
Clearly explains the effect of writer’s choices
Selects some relevant quotations to support views
Level 2 Some, attempts 6-10 marks
In this level there will be some evaluative comments
Attempts evaluative comment on the text
Offers an example from the text to explain view(s)
Attempts to comment on writer’s methods
Selects some quotations, which occasionally support views
Level 1 Simple, limited 1-5 marks
In this level there will be simple personal comment
Simple evaluative comment on the text
Offers simple example from the text which may explain view
Simple mention of writer’s methods
Simple references or textual details
Level 0 No marks
No relevant comments offered in response to the statement, no impressions, no evaluation.
Mark Scheme (AQA Paper 1, Section B)
AO5 Content and Organisation Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical textures to support coherence and cohesion of texts.
Level 4 19 – 24 marks Content is convincing and crafted; Organisation is structured, developed complex and varied
Upper Level 4
22-24 marks
Content
Communication is convincing and compelling throughout
Tone, style and register assuredly matched to purpose, tone and audience; manipulative, subtle and increasingly abstract
Extensive and ambitious vocabulary with sustained crafting of linguistic devices Organisation
Highly structured and developed writing, incorporating a range of integrated and complex ideas
Fluently linked paragraphs with seamlessly integrated discourse markers
Varied and inventive use of structural features
Lower Level 4
19 – 21 marks
Content
Communication is convincing
Tone, style and register matched to purpose, tone and audience
Extensive vocabulary with evidence of conscious crafting of linguistic devices Organisation
Structured and developed writing with a range of engaging complex ideas
Consistently coherent use of paragraphs with integrated discourse markers
Varied and effective structural features
Level 3 13 – 18 marks Content is clear and chosen for effect; Organisation is engaging, connected
Upper Level 3
16 – 18 marks
Content
Communication is consistently clear and effective
Tone, style and register consistently match purpose, tone and audience;
Increasingly sophisticated vocabulary and phrasing, chosen for effect with a range of appropriate linguistic devices
Organisation
Writing is engaging with a range of detailed connected ideas
Coherent paragraphs with integrated discourse markers
Effective use of structural features
Lower Level 3
13 – 15 marks
Content
Communication is clear
Tone, style and register generally matched to purpose, tone and audience;
Vocabulary clearly chosen for effect and successful use of linguistic devices Organisation
Writing is engaging with a range of connected ideas
Usually coherent paragraphs with a range of discourse markers
Usually effective use of structural features
Level 2 7 – 12 marks Content is successful and controlled; Organisation is linked/relevant and paragraphed
Upper Level 2
10 – 12 marks
Content
Communication is mostly successful
Sustained attempt at to match purpose, form and audience; some control of register
Conscious use of vocabulary with some use of linguistic devices Organisation
Increasing variety of linked and connected ideas
Some use of paragraphs and some use of discourse markers
Some use of structural features
Lower Level 2
7 – 9 marks
Content
Communicates with some success
Attempts to match purpose, form and audience; attempts to control of register
Begins to vary vocabulary with some use of linguistic devices Organisation
Some linked and connected ideas
Attempts to write in paragraphs with some use of discourse markers, not always appropriate
Attempts to use of structural features
Level 1 1 – 6 marks Content is simple Organisation is simple and limited
Upper Level 1
4 – 6 marks
Content
Simple success in communication of ideas
Simple awareness of purpose, form and audience; limited control of register
Simple vocabulary, simple linguistic devices Organisation
One or two relevant ideas, simply linked
Random paragraph structure
Evidence of simple structural features
Lower Level 1
1 – 3 marks
Content
Communicates some meaning
Occasional sense of purpose, form and/or audience
Simple vocabulary Organisation
One or two linked ideas
No paragraphs
Limited or no evidence of structural features
Level 0 No marks
Candidates will not have offered any meaningful writing to assess Nothing to reward
AO6 Technical Accuracy Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Level 4
13 – 16 marks
Sentence demarcation is consistently secure and accurate
Wide range of punctuation is used with a high level of accuracy
Uses a range of sentence forms for effect
Uses Standard English consistently and appropriately with secure control of complex grammatical structures
High levels of accuracy in spelling, including ambitious vocabulary
Extensive and ambitious use of vocabulary
Level 3
9 – 12 marks
Sentence demarcation is mostly secure and accurate
Range of punctuation is used, mostly with success
Uses a variety of sentence forms for effect
Mostly uses Standard English appropriately with mostly controlled of grammatical structures
Generally accurate spelling, including complex and irregular words
Increasingly sophisticated use of vocabulary
Level 2
5 – 8 marks
Sentence demarcation is usually secure
Some control of a range of punctuation
Attempts a variety of sentence forms
Some use of Standard English with some control of agreement
Some accurate spelling of more complex words
Varied use of vocabulary
Level 1
1 – 4 marks
Occasional use of sentence demarcation
Some evidence of conscious punctuation
Simple range of sentence forms
Occasional use of Standard English with limited control of agreement
Accurate basic spelling
Simple use of vocabulary
Level 0 No marks
Candidates spelling, punctuation etc. is sufficiently poor to prevent understanding or meaning
