Mark Scheme (Edexcel GCSE English Language): Model Answers
Paper 1 Question 4:
Evaluate how successfully the writer creates a sense of mystery.
• AO4: Evaluate texts critically and support this with appropriate textual references.
Level 5 (13–15 marks):
At this level, candidates will demonstrate a sustained and detached critical overview of how the writer creates a sense of mystery. They will make a sophisticated evaluation and provide detailed, well-developed judgement supported by appropriate and discriminating textual references. Responses at this level will offer a nuanced understanding of the text, exploring multiple elements (e.g., setting, characterisation, narrative structure) and how they work together to build mystery. The references used will be apt and persuasive, demonstrating a deep engagement with the text.
• For example, a candidate may explore how the eerie description of the setting, such as the desolate inn, contrasts with the sudden, ambiguous appearance of the figure, creating suspense. They may also analyse the use of contrast, pacing, and characterisation to create an overall atmosphere of mystery. The references will be detailed and will fully support their evaluation.
Level 4 (10–12 marks):
Responses at this level will offer a well-developed critical judgement about how the writer creates mystery. The evaluation will be insightful, though it may not fully explore all aspects of the text. Relevant textual references will be used, but the analysis may not always be as detailed or discriminating as in Level 5. The candidate will show a solid understanding of the text and how different techniques contribute to the sense of mystery.
• For example, the candidate may focus on how the mysterious figure creates suspense but might not delve into the full range of techniques (e.g., narrative structure or symbolism) used to build tension. The references will be relevant and support the evaluation, but they may not be fully explored.
Level 3 (7–9 marks):
At this level, candidates will provide an informed explanation of how the writer creates mystery, offering a relevant judgement supported by appropriate textual references. The analysis will be more general, and the response may not fully explore the complexity of the text. There will be an understanding of how some techniques (e.g., setting or characterisation) are used to build mystery, but the response will lack depth or may only touch on a few aspects of the text.
• For example, a candidate may explain how the setting (e.g., the lonely house) contributes to mystery, and how the appearance of the figure increases suspense. However, they may not explore other techniques in as much detail, or they may miss the way the writer uses structural devices to heighten the mystery.
Level 2 (4–6 marks):
At this level, candidates will make straightforward comments on how mystery is created, offering a basic judgement. They will provide some relevant references but will lack development. The analysis will be simpler, and the evaluation will not be fully detailed or insightful. Candidates may focus more on description rather than evaluation, offering general points without fully engaging with the writer's techniques.
• For example, the candidate may comment that the setting is dark or eerie, and mention that a figure appears, but they may not explain how this creates mystery or explore the techniques used to build suspense.
Level 1 (1–3 marks):
Responses at this level will provide basic descriptions of the text, with minimal or no evaluation of how mystery is created. The references will be limited, and the response will lack critical engagement. The candidate may simply describe events or identify a few features, without offering any real analysis or judgement.
• For example, a candidate might say, "The house is old, and there is a mysterious figure," but will not explain why these elements create mystery or how they are linked together.
Level 0 (0 marks):
No rewardable material