Mark Scheme (Results)

January 2019

Pearson Edexcel International GCSE

In English Language B (4EB1) Paper 01R
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January 2019
Publications Code 4EB1_01R_1901_MS
All the material in this publication is copyright ©
Pearson Education Ltd 2019

2
General 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.

AO1 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.
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.

3
SECTION A: Reading

Text One

Question AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
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 AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
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)

4
Question Answer Mark
Number
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 lack

of organisation causes: ‘consistently forget at least one
essential item’ and the list of items forgotten:
‘toothbrush’, ‘trousers’, ‘tablet’, ‘train ticket’
 this is emphasised by the single-word sentence: ‘Great.’
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 suggests
how important it is to her
 how she describes some of the difficulties with
organisation: ‘easy to get important tasks jumbled up’,
‘difficult to get on and complete them’, ‘struggling to
manage your workload’
 the use of language when she gives advice about lists:
‘tasty bitesize chunks’ (metaphor) ‘little crumbs’
(metaphor) ‘mental indigestion’ (metaphor) – and the
slightly 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’ makes
the text more personal
 the description of the writer’s room: ‘been burgled’, ‘been
setting off explosives’, which is designed to shock
 the use of a friendly chatty tone creates a sense of
understanding and support: many examples
 the use of personal address throughout.

(10)

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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 the
language and/or structure used by writers to achieve
effects.
 The use of references is limited.
Level 2 3–4  Some understanding of and comment on language and
structure and how these are used by writers to achieve
effects, including use of vocabulary.
 The selection of references is valid, but not developed.
Level 3 5–6  Clear understanding and explanation of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary and sentence structure.
 The selection of references is appropriate and relevant to
the points being made.
Level 4 7–8  Thorough understanding and exploration of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary, sentence structure and
other language features.
 The selection of references is detailed, appropriate and
fully supports the points being made.
Level 5 9–10  Perceptive understanding and analysis of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary, sentence structure and
other language features.
 The selection of references is discriminating and clarifies
the points being made.

11
Text Two

Question AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
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 AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
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 say
no
 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)

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Question Answer Mark
Number
6 Reward responses that demonstrate how the writer presents
the problems that parents and teenagers have about tidiness.

Responses may include:

 the use of examples of people concerned: ‘Kristyna

Krueger’, ‘Brandon’, ‘Kristi’, ‘Gina Atanasoff’
 the use of language describing how Kristyna Krueger
enters her son’s room: ‘braced’, ‘gingerly’, which suggests
she is doing something unpleasant
 the use of a list: ‘clothes, cords for charging things,
cologne and body-spray bottles’, which suggests the
chaos
 this is further emphasised by ‘a bowl of crushed potato
chips’
 the description of her son’s wardrobe: ‘thirty hangers in
his wardrobe, but they’re empty’ and the repetition ‘on
top of’, which suggests there are many layers
 the use of short sentences and phrases in this
description suggests Kristyna’s desperation
 the use of experts (several examples) adds authority and
reassuring support
 the use of the examples of teenagers who are untidy but
successful may suggest that parents are worrying too
much
 the description of how desperate parents are for advice:
‘Parenting blogs reverberate with cries’
 the use of ‘parallel universe’ suggests that teenagers are
aware of the problems
 the use of ‘attacking the wreckage’ (hyperbole) suggests
how out-of-hand the problem can become
 the use of extreme hyperbolic language: ‘Kidnapping’ is
humorous but again suggests how desperate parents are
(and, perhaps, how great the conflict is)
 the use of humour in the final paragraph lightens the
mood.

(10)

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Question 6
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 the
language and/or structure used by writers to achieve
effects.
 The use of references is limited.
Level 2 3–4  Some understanding of and comment on language and
structure and how these are used by writers to achieve
effects, including use of vocabulary.
 The selection of references is valid, but not developed.
Level 3 5–6  Clear understanding and explanation of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary and sentence structure.
 The selection of references is appropriate and relevant to
the points being made.
Level 4 7–8  Thorough understanding and exploration of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary, sentence structure and
other language features.
 The selection of references is detailed, appropriate and
fully supports the points being made.
Level 5 9–10  Perceptive understanding and analysis of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary, sentence structure and
other language features.
 The selection of references is discriminating and clarifies
the points being made.

14
Question Indicative content
Number
7 Responses may include the following points:

Text One
 the use of colloquial style from the beginning engages audience: ‘Anyone
that knows me’
 how the writer presents herself: ‘absent-minded’, ‘scrambled’, ‘incapable’,
‘messiest’, which suggests that being disorganised is a problem
 the use of lists in paragraph three adds emphasis to the impact that lack
of organisation can have
 the use of positive language about tips for improving organisation:
‘beloved’, ‘tasty’, ‘valuable’
 the use of a personal story: ‘Jess, my little sister’
 the reassuring tone in the final two paragraphs: ‘Stay calm’, ‘A few easy
steps’.
General points candidates may make on the whole of Text One
 the first-person account helps to engage the reader
 the colloquial style, ‘Okay’, ‘so there we have it’, is intended to appeal to
the reader
 the use of positive or reassuring language conveys to the reader that
organisation is achievable
 the use of sub-headings makes it easier to read.

Text Two
 starts off with negative examples: ‘Every drawer is open’, ‘You cannot
walk’, ‘absolute wreck’
 uses experts: ‘Deborah Silberberg’, ‘Dr. Barbara Greenberg’, ‘Dr. Marsha
Levy-Warren’
 offers reassurance to parents: ‘It’s in their nature’, ‘They don’t even see
their rooms’
 gives positive examples of successful but untidy teenagers: ‘maintains an
A minus average in school’, ‘gets straight As’
 shows understanding of teenager’s perspective: ‘attacking the wreckage
can feel overwhelming’.
General points candidates may make on the whole of Text Two
 engages the reader by using real people
 supportive tone
 the use of humour lightens the tone.
Points of comparison
 Text One is aimed at students; Text Two is aimed at parents
 Text One is colloquial/friendly; Text Two is informative/persuasive
 both texts give advice/support
 both texts consider the benefits of tidiness and organisation
  both texts clearly convey ideas and perspectives
 Text One offers straightforward advice; Text Two uses humour to make
the point.

Reward all valid points.

Question 7

Level Mark AO3 Explore links and connections between writers’ ideas and
perspectives, as well as how these are conveyed.
0 No rewardable material.
Level 1 1-3  The response does not compare the texts.
 Description of writers’ ideas and perspectives, including
theme, language and/or structure.
 The use of references is limited.
Level 2 4–6  The response considers obvious comparisons between the
texts.
 Comment on writers’ ideas and perspectives, including
theme, language and/or structure.
 The selection of references is valid, but not developed.
NB: candidates who have considered only ONE text may only
achieve a mark up to the top of Level 2
Level 3 7-9  The response considers a range of comparisons between the
texts.
 Explanation of writers’ ideas and perspectives, including
theme, language and/or structure.
 The selection of references is appropriate and relevant to
the points being made.
Level 4 10–12  The response considers a wide range of comparisons
between the texts.
 Exploration of writers’ ideas and perspectives, including how
theme, language and/or structure are used across the texts.
 References are balanced across both texts and fully support
the points being made.
Level 5 13–15  The response considers a varied and comprehensive range
of comparisons between the texts.
 Analysis of writers’ ideas and perspectives, including how theme,
language and/or structure are used across the texts.
 References are balanced across both texts; they are
discriminating and fully support the points being made.
 SECTION B: Reading and Writing
Question Indicative content
Number
8 A suitable register for an article for a school or college website should be
adopted. Candidates should address all areas. The following are some points
that candidates may make but there are other possibilities. Some candidates
may interpret the task more widely and use other examples than those
mentioned in the passages.

Why being tidy and organised is important

 untidiness might be harmful
 cannot find things if you are untidy
 might forget important things if you are untidy
 untidiness can cause parents stress
 untidiness can cause teenagers stress
 untidiness can affect studies
 untidiness can affect work

The attitudes of adults and young people

 parents might be upset
 some parents might not care
 embarrassment about the untidiness
 experts offer understanding
 teenagers do not care
 teenagers do not notice
 teenagers need help
 teenagers can feel swamped by the task

Advice on how to be tidy and organised

 use a planner
 make lists
 break things down into smaller tasks
 delegate (if working in teams)
 tidy room
 tidy workspace
 keep calm
 play music to help with tidying
 limit time on social media, Facebook for example
 do not get distracted
 do not get upset and work with parents if they offer to help.

Reward all valid points.

Question 8

Level Mark AO1 Read and understand a variety of texts, selecting and
interpreting information, ideas and perspectives.
0 No rewardable material.
Level 1 1-2  Selection and interpretation of the given bullet points is
limited.
 Includes a small number of points with some relevance.
 Demonstrates a limited ability to locate and retrieve
information and ideas.
Level 2 3–4  Selection and interpretation of the given bullet points is valid,
but not developed.
 Gives some relevant points.
 Brings in some relevant information and ideas.

Level 3 5-6  Selection and interpretation of the given bullet points is

appropriate and relevant to the points being made.
 Offers a reasonable number of relevant points.
 Shows secure appreciation of information and ideas.
Level 4 7–8  Selection and interpretation of the given bullet points is
appropriate, detailed and fully supports the points being
made.
 Offers a good number of relevant points.
 Makes well-focused comments about information and ideas.
Level 5 9–10  Selection and interpretation of the given bullet points is apt
and is persuasive in clarifying the points being made.
 Offers a wide range of relevant points.
 Presents well-focused comments with perceptive references
to information and ideas.
Question 8

Level Mark AO4 Communicate effectively and imaginatively, adapting form, tone and
register of writing for specific purposes and audiences.
0 No rewardable material.
Level 1 1-2  Communication is at a basic level, and limited in clarity.
 Little awareness is shown of the purpose of the writing and the
intended reader.
 Little awareness of form, tone and register.
Level 2 3–4  Communicates in a broadly appropriate way.
 Shows some grasp of the purpose and of the
expectations/requirements of the intended reader.
 Straightforward use of form, tone and register.
Level 3 5-7  Communicates clearly.
 Clear sense of purpose and understanding of the
expectations/requirements of the intended reader.
 Appropriate use of form, tone and register.

Level 4 8–10  Communicates successfully.

 A secure realisation of purpose and the expectations/requirements
of the intended reader.
 Effective use of form, tone and register.

Level 5 11–12  Communication is perceptive and subtle.

 Task is sharply focused on purpose and the
expectations/requirements of the intended reader.
 Sophisticated use of form, tone and register.
Question 8

Level Mark AO5 Write clearly, using a range of vocabulary and sentence
structures, with accurate spelling, paragraphing, grammar
and punctuation.
0 No rewardable material.
Level 1 1–2  Expresses information and ideas, with limited use of structural and
grammatical features.
 Uses basic vocabulary, often misspelt.
 Uses punctuation with basic control, creating undeveloped, often
repetitive, sentence structures.
Level 2 3–4  Expresses and orders information and ideas; uses paragraphs and
a range of structural and grammatical features.
 Uses some correctly spelt vocabulary, e.g. words with regular
patterns such as prefixes, suffixes, double consonants.
 Uses punctuation with some control, creating a range of sentence
structures, including coordination and subordination.
Level 3 5-6  Develops and manages appropriate information and ideas using
structural and grammatical features deliberately with accurate
paragraphing
 Uses a varied and selective vocabulary, including words with
irregular patterns, with occasional spelling errors
 Uses a range of accurate and varied punctuation for clarity,
adapting sentence structures for effect.
Level 4 7-8  Manipulates complex ideas, utilising a range of structural and
grammatical features to support coherence and cohesion.
 Uses extensive vocabulary strategically; rare spelling errors do not
detract from overall meaning.
 Punctuates writing with accuracy to aid emphasis and precision, using
a range of sentence structures accurately and selectively to achieve
particular effects.
SECTION C: Writing

Question Indicative content

Number
9 As no audience is specified, the examiner is assumed to be the
audience.

Candidates are free to agree or disagree with the statement and may
present a variety of arguments.

Content may include references to: the reasons why there may be
tensions; some teenagers are unreasonable; some parents are
unreasonable; some disagreements are more serious than others;
the different causes of arguments; the different types of
disagreements; the generation gap and different attitudes; not all
parents and teenagers disagree; the positive outcomes.

Examiners should be open to a wide range of interpretation.

Question Indicative content

Number
10 No indicative content can be specified, since candidates may choose
to interpret the title as they wish.

Candidates should be rewarded for such qualities as a sense of

drama, vivid description, excitement or suspense.

NB: Explicit reference to the title may not be mentioned until the end
of the story.

Examiners should be open to a wide range of interpretation.

Question Indicative content

Number
11 Candidates may choose a range of objects which may be real or
imaginary. Answers may include descriptions of what the object
looks like, the effect it has on them or what it means to them.
Candidates are free to choose any object they wish.

Candidates should be rewarded for their powers to create a

detailed account of the object and its importance to them,
using effective vocabulary.

Examiners should be open to a wide range of interpretation.

Questions 9, 10 and 11

Level Mark AO4 Communicate effectively and imaginatively, adapting form, tone and
register of writing for specific purposes and audiences.
0 No rewardable material.
Level 1 1-4  Communication is at a basic level, and limited in clarity.
 Little awareness is shown of the purpose of the writing and the
intended reader.
 Little awareness of form, tone and register.
Level 2 5–8  Communicates in a broadly appropriate way.
 Shows some grasp of the purpose and of the
expectations/requirements of the intended reader.
 Straightforward use of form, tone and register.
Level 3 9-12  Communicates clearly.
 Clear sense of purpose and understanding of the
expectations/requirements of the intended reader.
 Appropriate use of form, tone and register.

Level 4 13–16  Communicates successfully.

 A secure realisation of purpose and the expectations/requirements
of the intended reader.
 Effective use of form, tone and register.

Level 5 17–20  Communication is perceptive and subtle.

 Task is sharply focused on purpose and the
expectations/requirements of the intended reader.
 Sophisticated use of form, tone and register.
Questions 9, 10 and 11
Level Mark AO5: Write clearly, using a range of vocabulary and sentence
structures, with appropriate paragraphing and accurate spelling,
grammar and punctuation.
0 No rewardable material
Level 1 1-2  Expresses information and ideas, with limited use of structural
and grammatical features.
 Uses basic vocabulary, often misspelt.
 Uses punctuation with basic control, creating undeveloped,
often repetitive, sentence structures.
Level 2 3–4  Expresses and orders information and ideas; uses paragraphs
and a range of structural and grammatical features.
 Uses some correctly spelt vocabulary, e.g. words with regular
patterns such as prefixes, suffixes, double consonants.
 Uses punctuation with some control, creating a range of
sentence structures, including coordination and subordination.
Level 3 5-6  Develops and connects appropriate information and ideas;
structural and grammatical features and paragraphing make the
meaning clear.
 Uses a varied vocabulary and spells words containing irregular
patterns correctly.
 Uses accurate and varied punctuation, adapting sentence
structures as appropriate.
Level 4 7–8  Manages information and ideas, with structural and
grammatical features used cohesively and deliberately across
the text.
 Uses a wide, selective vocabulary with only occasional spelling
errors.
 Positions a range of punctuation for clarity, managing sentence
structures for deliberate effect.
Level 5 9–10  Manipulates complex ideas, utilising a range of structural and
grammatical features to support coherence and cohesion.
 Uses extensive vocabulary strategically; rare spelling errors do
not detract from overall meaning.
 Punctuates writing with accuracy to aid emphasis and precision,
using a range of sentence structures accurately and selectively
to achieve particular effects.