maengmoeengtz0xxm

Markscheme

May 2023

English
Language and literature

On-screen examination

21 pages

www.brilliantlearning.in
 –2– maengmoeengtz0xxm

This markscheme is confidential and for the exclusive use of examiners in this examination session.

It is the property of the International Baccalaureate and must not be reproduced or distributed to any
other person without the authorization of the IB Global Centre, Cardiff.

www.brilliantlearning.in
 –3– maengmoeengtz0xxm

The following are the annotations available to use when marking responses.

Annotation Explanation Shortcut Annotation Explanation Shortcut

Omission Highlight – Highlight tool

Incorrect Point L – Language

DET DET – Relevant detail On Page Comment – On page comment tool Alt + 0

DEV DEV – Development Alt + 5 QuestionMark – Unclear

Ellipse – Ellipse tool SEEN_Small – Seen

EXC Excellent Point – Excellent Point Tick Colourable

GA GA – Good Analysis V Wavy – Vertical wavy line

GEXA GEXA – Good Example CriA CriA – Criterion A Alt + 1

GEXP GEXP – Good Explanation CriB CriB – Criterion B Alt + 2

GM GM – Grammar CriC CriC – Criterion C Alt + 3

H Wavy – Wavy underline too CriD CriD – Criterion D Alt + 4

www.brilliantlearning.in
 –4– maengmoeengtz0xxm

Marking guidelines

• Recommendations for question word counts and timings are advisory only. Candidates should not be penalized if they exceed or fall short of advisory word counts, unless
the quality of the response is affected, eg, by a lack of development of ideas / analysis etc.

• If a candidate uses bullets, Criterion B will be awarded a maximum of (2 marks).

• Where a section of text is specified in a question, candidates’ responses should focus on those specific sections/lines/paragraphs.

• Where exemplar responses appear in the assessment grids, the examples given illustrate the top end of each band.

• For Criterion A, bullet i, where candidates are asked to analyse/interpret the writer’s use of language, ‘use of language’ can encompass content, context, language,
structure, technique and style. However, it is not expected for the candidate to explore all of these aspects in one response. The aspects explored will depend upon the
candidate’s own interpretation of the specific text and question.

• Use of a ‘/’ indicates alternative acceptable points and not a list of expected responses.

• Use of brackets indicates additional detail that is not required for the mark.

• Where the markscheme instructs to ‘Reward all valid points’ examiners should look to reward all relevant points including and beyond the suggested responses. When
you have indicative content next to the descriptors of a criterion, you should award levels which best fit with descriptors rather than indicative content. The indicative
content is for reference only.

• For the compare and contrast question candidates are required to write about both texts. If students only write about one text, they cannot go beyond (2 marks) for
Criterion A and beyond (2 marks) for Criterion B.

www.brilliantlearning.in
 –5– maengmoeengtz0xxm

Task 1 – Analysing – Text 1 – Questions 1a – 1b

Question 1a (3 marks)

Analyze how the narrator, Ximena, is characterized in the opening of the excerpt.

Makes no/incorrect reference to

0 characterization in the opening of the
excerpt.
The student: A level 1 response identifies one or more valid characterizations or identifies a technique(s) used for
i. & ii. provides limited analysis of the characterization but does not develop ideas with examples or explanations.
content, technique, or the
effects of the creator’s choices For example:
on an audience
iii. does not justify opinions and - Ximena is characterized as confident and stubborn.
ideas with examples or
explanations - Ximena is characterized as passionate.
1
- Ximena is shown as someone who loves weaving.

- Ximena is characterized as artistic.

- She is characterized as a person who loves to weave and is also caring.

The student: A level 2 comments on one or more valid characterizations or a technique(s) used for characterization,
developing ideas with some example(s) or explanation(s).
i. & ii. provides adequate analysis of
the content, technique, or of the
effects of the creator’s choices For example:
on an audience - Ximena is characterized as someone who is passionate about weaving when she says, “I really love to
weave.”
2 iii. justifies opinions and ideas with
- Ximena is characterized as someone who is confident because she doesn’t let the person that she’s
some examples or explanations
talking to discourage her from weaving.
- Ximena is portrayed as very careful/detail-oriented: “The tucking and untucking...folding under and
over”.
- Ximena is characterized as artistic because she is artfully weaving.
- She is caring as she wants her art to save her people.

www.brilliantlearning.in
 –6– maengmoeengtz0xxm

The student: A level 3 response analyzes how Ximena is characterized (and may reference the techniques used),
i. & ii. effectively analyses the developing the analysis with example(s) and explanation(s).
content or technique and the
effects of the creator’s choices For example:
on an audience - Ximena is characterized as someone who is strongly passionate about weaving. She states multiple
iii. consistently justifies opinions times that she loves weaving and that she enjoys making things with her hands, showing how much
and ideas with examples and she loves it. She also believes that her weaving serves a higher purpose – it could save her people
3 explanations – demonstrating her strong passion.
- Ximena is characterized as a strong-willed person. When she is questioned about why she weaves,
she thinks to herself “Who gives a darn...the loom doesn’t”. This shows that she’s determined to do
her own thing, no matter what others think.
- Ximena is characterized as someone who values beauty. She says, “There isn’t anything better than
creating something beautiful” and she is excited and energized by the sight of her creation and how
it glimmers, showing that despite her difficult situation, she is still sensitive and alert to the beauty of
the thread and what she can create with it.

www.brilliantlearning.in
 –7– maengmoeengtz0xxm

Question 1b (2 marks)
Comment on the significance of the line, “The tapestry winks silver in the moonlight as I drape it over a chair. A slight movement makes me blink. I lean forward, and the
lizard flicks his tail.”

0 The student:
Makes no / incorrect reference to the line.

The student: A level 1 response identifies one or more ways that the line is significant
(literally, symbolically, thematically, figuratively, for plot development, for
i. & ii. provides limited analysis of the content, technique, or the effects of character development, etc.) without providing explanations or examples
the creator’s choices on an audience for support.
1
iii. does not justify opinions and ideas with examples or explanations
- This is the climax of the scene
- This shows the beauty of her weaving
- This is when we know her tapestry is magic
- It is significant because it shows the lizard is alive
- It personifies the tapestry

A level 2 response comments on one or more ways the line is significant

(literally, symbolically, thematically, figuratively, for plot development, for
character development, etc.) providing examples or explanations for
support. Examples or explanations may be drawn from the line or from the
entire text as support.
The student:
- The imagery of the tapestry “winking in the moonlight” shows how
i. & ii. provides adequate analysis of the content, technique, or of the effects beautiful her weaving is.
2 of the creator’s choices on an audience
- This is the climax of the scene because it is the moment her
iii. justifies opinions and ideas with some examples or explanations, weaving is complete and comes to life with the lizard’s movement.
though this may not be consistent.
- This is a moment when we realize her weaving is magical
because the lizard shows life.

- It is significant because it shows the lizard is alive because it flicks

its tail

www.brilliantlearning.in
 –8– maengmoeengtz0xxm

- It uses personification to give the tapestry life as seen when the

tapestry moves.

www.brilliantlearning.in
 –9– maengmoeengtz0xxm

Task 1 - Analysing – Text 2 – Questions 1c – 1d

Question 1c (2 marks)
Describe the effect of a technique used in the film.

0 The student makes no/incorrect reference to the effect of a

technique.
The student: A level 1 response identifies the effect(s)/purpose(s) of one or more
technique used in the film but does not develop ideas with examples or
i & ii. provides limited analysis of the content, technique, or the effects of explanations
the creator’s choices on an audience
iii. does not justify opinions and ideas with examples or explanations - The animation shows how dance works
1
- Colours communicate a mood

- The voiceover narration informs the audience

- Music sets the mood, and the voiceover explains the action

A level 2 response describes the effect/purpose of a technique(s),

developing the description with examples or explanations.

- Imagery is used to show how dance and music connect. Drawings

of the composer and the choreographer of "The Sleeping Beauty”
The student: are put onto the screen at the same time to illustrate that music
and dance work together to tell a story.
2 i & ii. provides adequate analysis of the content, technique, or of the
effects of the creator’s choices on an audience
iii. justifies opinions and ideas with some examples or explanations - Animation makes the narrator’s explanations clearer. When
discussing how music and dance come together, the creator also
shows an image of a hand moving across the piano.

- Music engages the viewer in the scene. The music is ballet music
and makes viewers feel like they are at the show.

www.brilliantlearning.in
 – 10 – maengmoeengtz0xxm

www.brilliantlearning.in
 – 11 – maengmoeengtz0xxm

Question 1d – Criterion (3 marks)

Justify the significance of this clip from the film.

The student makes no reference to the

0 significance of the clip.

The student:
A level 1 identifies one or more aspects of the clip that makes it significant, or states why it is significant,
i. & ii. provides limited analysis of the but does not develop ideas with examples or explanations.
content, technique, or the effects of
1
the creator’s choices on an audience - The clip illustrates how dancers’ movements align to the music.
- The clip shows “The Sleeping Beauty” being danced on stage.
iii. does not justify opinions and ideas
- The clip informs the viewer about an important scene in “The Sleeping Beauty”.
with examples or explanations
The student: A level 2 describes one or more aspect(s) of this scene that makes it significant, or describes why it is
significant, providing some examples or explanations as support.
i. & ii. provides adequate analysis of the
content, technique, or of the effects of
the creator’s choices on an audience - This clip shows how different ballet movements tell different parts of a story in ballet as it has
animations of a variety of characters who use a variety of movements.
2 iii. justifies opinions and ideas with some - The clip informs the viewer about an important scene in “The Sleeping Beauty” by explaining the
examples or explanations dancer’s movements through voiceover.

- The clip creates a variety of moods using colour, such as purple for the evil fairy and pink for the
good fairy.
The student: A level 3 justifies an aspect(s) of this scene that makes it significant, justifying ideas and opinions with
examples and explanations and possibly connecting it to the entire clip.
i. & ii. effectively analyses the content or
technique and the effects of the - This clip illustrates how many different art forms come together to tell story in ballet. It shows
creator’s choices on an audience examples of how costume design, choreographic tools, and the orchestra collaborate to
iii. consistently justifies opinions and represent the characters of “The Sleeping Beauty” by presenting each fairy with a completely
ideas with examples and explanations different outfit, changing the colour background for each character, and playing the music.
3
- The filmmaker shows how different gestures in ballet are used to symbolize different parts of the
story. For example, the evil fairy’s crossed arms symbolized a curse. This shows how gestures
are used to communicate meaning.
- The clip is significant because it uses examples from “The Sleeping Beauty” to illustrate previous
points made in the video. The narration explains specific dance movements and how they match
the music. This reinforces the point made throughout the video that dance and music come
together to tell story in ballet.

www.brilliantlearning.in
 – 12 – maengmoeengtz0xxm

Question 1e

Compare and contrast how the writer and filmmaker present the process of creative expression in Text 1 and Text 2. (20 marks)

Note: Examiners need to award a mark for each of Criterion A and B below.

As noted in the marking guidelines, candidates should not be penalized if they exceed or fall short of the recommended word count, unless the
quality of the response is affected.

The use of bullet points will not affect Criterion A

Criterion A: 10 marks

Responses should focus on comparing and contrasting the techniques the creators use to persuade us to connect with the outdoors in both
texts.

Candidates’ ability to compare and contrast the two texts (strand iv.) should be the deciding factor when placing students in a band for Criterion A.

Candidates are required to write about both texts. If students only write about one text, they cannot go beyond (2 marks) for Criterion A.

Candidates who do not compare AND contrast will be awarded a maximum of (5 marks) for Criterion A.

In descriptor strands i and ii, not all elements need to be addressed in the piece for the mark to be awarded. In descriptor strand iii, terminology can
be implied.

www.brilliantlearning.in
 – 13 – maengmoeengtz0xxm

Marks Mark descriptor (A: Analysing) Indicative content

0 The student does not reach a standard described by any of the descriptors below.
The student:
i. & ii. provides limited analysis of the content, context, language,
structure, technique or style of texts, or the effects of the The candidate states obvious and superficial ideas about text one or text two.
creator’s choices on an audience
1-2
iii. rarely justifies opinions and ideas with examples or Comparison: Both texts show similar themes.
explanations; uses little or no terminology Contrast: One is a film and the other is written text.
iv. evaluates few similarities or differences, making minimal
connections in features across and within genres and texts
The student:
i. & ii. provides adequate analysis of the content, context,
language, structure, technique or style of texts, or the effects
of the creator’s choices on an audience The candidate describes obvious connections between the two texts.
iii. justifies opinions and ideas with some examples and
3-5
explanations, though this may not be consistent; uses some Candidates will tend to summarize with some exploration of features.
terminology
iv. evaluates some similarities and differences, making
adequate connections in features across and within genres
and texts
The student:
In addition to obvious ideas, the candidate explains implicit connections between the two
i. & ii. effectively analyses the content, context, language,
texts.
structure, technique, or style of texts, or the effects of the
creator’s choices on an audience
6-8 Candidates will tend to analyse with a clear comparison and contrast and an effective
iii. sufficiently justifies opinions and ideas with examples and
exploration of features in both texts.
explanations; uses accurate terminology
iv. evaluates similarities and differences, making substantial
connections in features across and within genres and texts
The student: The candidate discusses subtle connections and may draw conclusions within and
i. & ii. provides perceptive analysis of the content, context, beyond the two texts.
language, structure, technique or style of texts, or the effects
of the creator’s choices on an audience
9-10 iii. gives detailed justification of opinions and ideas with a Candidates will tend to analyse with a sophisticated comparison and contrast and a
range of examples, and thorough explanations; uses perceptive exploration of features across the texts.
accurate terminology
iv. perceptively compares and contrasts, making extensive
connections in features across and within genres and texts

www.brilliantlearning.in
 – 14 – maengmoeengtz0xxm

Criterion B: 10 marks

Candidates are required to write about both texts. If students only write about one text, they cannot go beyond (2 marks) for Criterion B.
If a candidate uses bullets, Criterion B will be awarded a maximum of (2 marks).

Marks Mark descriptor (B: Organizing)

0 The student does not reach a standard described by any of the descriptors below.

The student:
i. makes minimal use of organizational structures though these may not always serve the context and intention, eg, writing about each text separately
1-2 ii. organizes opinions and ideas with a minimal degree of coherence and logic, eg, points may be unconnected

The student:
3-5 i. makes adequate use of organizational structures that serve the context and intention, eg, there is an attempt to compare and contrast the texts
ii. organizes opinions and ideas with a degree of coherence and logic, eg, begins to make connections

The student:
6-8 i. makes effective use of organizational structures that serve the context and intention, eg, compares and contrasts the two texts
ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other

The student:
9-10 i. makes sophisticated use of organizational structures that serve the context and intention effectively
ii. effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way

www.brilliantlearning.in
 – 15 – maengmoeengtz0xxm

Task 2 – Producing Literary Text

Using one of the images, create a scene in which a character travels through time to a mysterious place.

You may consider using any of the following: purpose, characterization, setting, mood, and/or point of view. (20 marks)

Note: Examiners need to award a mark for each of Criterion C and D below.

As noted in the marking guidelines, candidates should not be penalized if they exceed or fall short of the recommended word count, unless the
quality of the response is affected.

Reward all valid responses.

www.brilliantlearning.in
 – 16 – maengmoeengtz0xxm

Criterion C: 10 marks

Responses which use neither the images nor the theme of the prompt should be awarded (0 mark) for Criterion C – Producing Text.
To determine the mark for criterion C, a best-fit approach between the mark descriptor and the marking notes must be used.

Marks Mark descriptor (C: Producing text) Marking notes and indicative content

0 The student does not reach a standard described by any of the descriptors below.

The student:
i. demonstrates a limited degree of insight, imagination or sensitivity and minimal exploration of
perspectives and ideas The candidate attempts a basic link to the image or
1-2
ii. makes minimal stylistic choices in terms of linguistic and literary devices, demonstrating prompt.
limited awareness of impact on an audience.
iii. selects few relevant details and examples to develop ideas
The student:
i. demonstrates some insight, imagination or sensitivity and some exploration of perspectives
and ideas
3-5
ii. makes some stylistic choices in terms of linguistic and literary devices, demonstrating The candidate addresses the prompt and image.
adequate awareness of impact on an audience
iii. selects some relevant details and examples to develop ideas

The student:
i. demonstrates considerable insight, imagination or sensitivity and substantial exploration of
perspectives and ideas
6-8 The candidate produces an engaging response that
ii. makes thoughtful stylistic choices in terms of linguistic and literary devices, demonstrating
elaborates on the prompt and image.
good awareness of impact on an audience
iii. selects sufficient relevant details and examples to develop ideas

The student:
i. demonstrates a high degree of insight, imagination or sensitivity and perceptive exploration of
perspectives and ideas The candidate produces a highly engaging response that
9-10
ii. makes perceptive stylistic choices in terms of linguistic and literary devices, demonstrating is inspired by the prompt and image.
sophisticated awareness of impact on an audience
iii. selects extensive relevant details and examples to develop ideas with precision

www.brilliantlearning.in
 – 17 – maengmoeengtz0xxm

Criterion D: 10 marks

Examiners are reminded to consider best fit/balance in rewarding marks for all strands in Criterion D (i.e. if a candidate’s register is strong but there
are several errors in grammar, etc.).

Marks Mark descriptor (D: Using language)

0 The student does not reach a standard described by any of the descriptors below.

The student:
i. uses a limited range of appropriate vocabulary
1-2 ii. writes in an inappropriate register and style that does not serve the context and intention
iii. uses grammar, syntax and punctuation with a minimal degree of accuracy; errors often hinder communication

The student:
i. uses an adequate range of appropriate vocabulary and sentence structures
3-5
ii. sometimes writes in a register and style that serves the context and intention
iii. uses grammar, syntax and punctuation with a degree of accuracy; errors sometimes hinder communication

The student:
i. uses a varied range of appropriate vocabulary and sentence structures
6-8
ii. writes in a register and style that serves the context and intention
iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication

The student:
i. uses an effective range of appropriate vocabulary and sentence structures.
9-10
ii. writes in a consistently purposeful register and style that serves the context and intention
iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective.

www.brilliantlearning.in
 – 18 – maengmoeengtz0xxm

Task 3 – Producing Non-literary text

(30 marks)

You have started a new student organization that will build intercultural connections with young people in other parts of the world. Create the script for a video advertisement
promoting your organization.

Note: Examiners need to award a mark for each of Criterion B, C and D below.

As noted in the marking guidelines, candidates should not be penalized if they exceed or fall short of the recommended word count, unless the quality of the
response is affected.

All valid responses should be rewarded.

www.brilliantlearning.in
 – 19 – maengmoeengtz0xxm

Criterion B: 10 marks

If a candidate uses bullets, Criterion B will be awarded a maximum of (2 marks).

Marks Mark descriptor (B: Organizing)

0 The student does not reach a standard described by any of the descriptors below.

The student:
i. makes minimal use of organizational structures though these may not always serve the context and intention, eg, there is a basic chronological structure
1-2 although some elements may be absent
ii. organizes opinions and ideas with a minimal degree of coherence and logic

The student:
3-5 i. makes adequate use of organizational structures that serve the context and intention, eg, the structure is straightforward and adheres to the given form
ii. organizes opinions and ideas with a degree of coherence and logic

The student:
i. makes effective use of organizational structures that serve the context and intention, eg, the structure is secure and structural devices (such as referring
6-8
back to an early detail at the end) begin to add to the overall effect
ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other

The student:
i. makes sophisticated use of organizational structures that serve the context and intention effectively, eg, structural devices (such as crafting the length
9-10
of sentences and/or paragraphs) enhance coherence and cohesion, and may be utilised throughout
ii. effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way

www.brilliantlearning.in
 – 20 – maengmoeengtz0xxm

Criterion C: 10 marks

To determine the mark for criterion C, a best-fit approach between the mark descriptor and the marking notes must be used.
Responses which are neither linked to the global context nor the theme of the prompt should be awarded (0 mark) for Criterion C – Producing Text.

Marks Mark descriptor (C: Producing text) Marking notes

0 The student does not reach a standard described by any of the descriptors below.
The student:
i. demonstrates a limited degree of insight, imagination or sensitivity and minimal
exploration of perspectives and ideas The candidate attempts a basic response to the prompt,
1-2
ii. makes minimal stylistic choices in terms of linguistic and literary devices, demonstrating making little or no reference to the global context.
limited awareness of impact on an audience.
iii. selects few relevant details and examples to develop ideas
The student:
i. demonstrates some insight, imagination or sensitivity and some exploration of
perspectives and ideas The candidate addresses the prompt, demonstrating some
3-5
ii. makes some stylistic choices in terms of linguistic and literary devices, demonstrating understanding of the global context.
adequate awareness of impact on an audience
iii. selects some relevant details and examples to develop ideas
The student:
i. demonstrates considerable insight, imagination or sensitivity and substantial
The candidate produces an engaging response that
exploration of perspectives and ideas
6-8 elaborates on the prompt, demonstrating understanding of the
ii. makes thoughtful stylistic choices in terms of linguistic and literary devices,
global context.
demonstrating good awareness of impact on an audience
iii. selects sufficient relevant details and examples to develop ideas
The student:
i. demonstrates a high degree of insight, imagination or sensitivity and perceptive
The candidate produces a highly engaging response that
exploration of perspectives and ideas
9-10 reflects on the prompt, demonstrating excellent understanding
ii. makes perceptive stylistic choices in terms of linguistic and literary devices,
of the global context.
demonstrating sophisticated awareness of impact on an audience
iii. selects extensive relevant details and examples to develop ideas with precision

www.brilliantlearning.in
 – 21 – maengmoeengtz0xxm

Criterion D: 10 marks

Examiners are reminded to consider best fit/balance in rewarding marks for all strands in Criterion D (i.e. if a candidate’s register is strong but there
are several errors in grammar, etc.).

Marks Mark descriptor (D: Using language)

0 The student does not reach a standard described by any of the descriptors below.

The student:
i. uses a limited range of appropriate vocabulary
1-2
ii. writes in an inappropriate register and style that does not serve the context and intention
iii. uses grammar, syntax and punctuation with a minimal degree of accuracy; errors often hinder communication

The student:
i. uses an adequate range of appropriate vocabulary and sentence structures
3-5
ii. sometimes writes in a register and style that serves the context and intention
iii. uses grammar, syntax and punctuation with a degree of accuracy; errors sometimes hinder communication

The student:
i. uses a varied range of appropriate vocabulary and sentence structures
6-8
ii. writes in a register and style that serves the context and intention
iii. Uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication

The student:
i. uses an effective range of appropriate vocabulary and sentence structures
9-10
ii. writes in a consistently purposeful register and style that serves the context and intention
iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective

www.brilliantlearning.in