Paper 1:

Level	Marks	Description	Guidance
Level 3	5–6 marks	A detailed response showing a secure ability to synthesise appropriate ideas and evidence from both texts. The response demonstrates perceptive understanding of the similarities between the texts, including conceptual ideas.	Higher level responses will synthesise perceptive ideas, using appropriate evidence and addressing conceptual similarities between the texts.
Level 2	3–4 marks	A response which shows some ability to make connections between ideas and evidence from both texts. The response demonstrates clear awareness of the similarities between the texts, though the ideas and evidence may not be equally drawn from both texts.	Responses at this level make clear connections but may focus on more surface-level comparisons or imbalance in evidence selection.
Level 1	1–2 marks	A response showing limited ability to select and connect evidence from both texts, with little awareness of the similarities. The evidence is likely to focus on obvious, surface features and may be imbalanced across the texts.	Lower level responses select evidence that may be superficial or imbalanced across the texts, lacking in depth.
Level 0	0 marks	No response or no response worthy of credit.	No relevant response given.

Question 2 Guidance:

• Credit should be given for answers that synthesise evidence from both texts.
• Higher-level responses will draw together perceptive ideas, using evidence effectively from both texts.
• Lower-level responses will make more straightforward connections and use less sophisticated evidence.
• Higher-level responses will engage with conceptual ideas, while lower-level responses will focus on more obvious surface features.

Paper 2:

Level	Marks	Description	Guidance
Level 6	6	A skilled analysis demonstrating a sophisticated understanding of how the writer uses language and structure to achieve effects and influence the reader. Candidates' analysis of both language and structure is consistent and detailed.	Responses should demonstrate a high level of understanding, using precise terminology and providing a detailed analysis of both language and structure.
Level 5	5	A perceptive analysis showing a clear understanding of how the writer uses language and structure to achieve effects and influence the reader. The analysis of both language and structure is reasonably detailed and balanced.	Responses must show perceptive understanding of how the features influence the reader, with relevant terminology.
Level 4	4	A developed explanation showing secure understanding of how the writer uses language and structure to achieve effects and influence the reader. Candidates comment on the effects of both language and structure, but the explanation may not be fully balanced.	The response may focus slightly more on either language or structure but still shows understanding of both. Relevant terminology is used to support ideas.
Level 3	3	A clear explanation showing a general understanding of how the writer uses language and structure to achieve effects and influence the reader. Candidates refer to language and structure, but may not fully explain the effects of both.	Some relevant subject terminology should be used to support ideas, but the explanation may lack depth.
Level 1	1	A descriptive response showing limited awareness of how the writer uses language and structure to achieve effects and influence the reader. Little or no use of subject terminology.	Responses will likely be paraphrasing or descriptive, with little analysis of language and structure.
Level 2	2	A straightforward commentary showing some understanding of how the writer uses language and structure to achieve effects and influence the reader. Candidates may focus more on either language or structure, noting features without explaining the effects.	Use of subject terminology may be limited or not fully relevant. The response may be imbalanced in terms of language or structure.
Level 0	0	No response or no response worthy of credit.	No relevant response.

Question 2 Guidance:

• Award credit for accurate and relevant use of subject terminology.
• Responses must address both language and structure and explain their effect on the reader.
• A response that is imbalanced between language and structure will not reach the higher levels (5 or 6).
• Higher-level responses should offer analysis of the effects of language and structure, while mid-level responses provide some commentary, and lower-level responses are mostly descriptive or paraphrased.