AS
ENGLISH LANGUAGE
7701/1
Paper 1 Language and the individual
Mark scheme
June 2023
Version: 1.0 Final
*236A7701/1/MS*
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant quest...
AS
ENGLISH LANGUAGE
7701/1
Paper 1 Language and the individual
Mark scheme
June 2023
Version: 1.0 Final
*236A7701/1/MS*
, MARK SCHEME – AS ENGLISH LANGUAGE – 7701/1 – JUNE
2023
Mark schemes are prepared by the Lead Assessment Writer and considered, together with
the relevant questions, by a panel of subject teachers. This mark scheme includes any
amendments made at the standardisation events which all associates participate in and is
the scheme which was used by them in this examination. The standardisation process
ensures that the mark scheme covers the students’ responses to questions and that every
associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts.
Alternative answers not already covered by the mark scheme are discussed and legislated
for. If, after the standardisation process, associates encounter unusual answers which have
not been raised they are required to refer these to the Lead Examiner.
It must be stressed that a mark scheme is a working document, in many cases further
developed and expanded on the basis of students’ reactions to a particular paper.
Assumptions about future mark schemes on the basis of one year’s document should be
avoided; whilst the guiding principles of assessment remain constant, details will change,
depending on the content of a particular examination paper.
Further copies of this mark scheme are available from aqa.org.uk
Copyright information
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this
booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy
any material that is acknowledged to a third party even for internal use within the centre.
Aims
When you are marking your allocation of scripts your main aims should be to:
recognise and identify the achievements of students
place students in the appropriate mark band and in the appropriate part of that mark
band (high, low, middle) for each Assessment Objective
record your judgements with brief notes, annotations and comments that are relevant to
the mark scheme and make it clear to other examiners how you have arrived at the
numerical mark awarded for each Assessment Objective
put into a rank order the achievements of students (not to grade them – that is done
later using the rank order that your marking has produced)
ensure comparability of assessment for all students, regardless of question or examiner.
Approach
It is important to be open minded and positive when marking scripts.
The specification recognises the variety of experiences and knowledge that students will
have. It encourages them to study language in a way that is relevant to them. The
questions have been designed to give them opportunities to discuss what they have found
out about language. It is important to assess the quality of what the student offers.
Do not mark scripts as though they are mere shadows of some Platonic ideal (or the
answer you would have written). The mark schemes have been composed to assess quality
of response and not to identify expected items of knowledge.
Assessment Objectives
This component requires students to:
AO1: Apply appropriate methods of language analysis, using associated terminology and
coherent written expression
AO3: Analyse and evaluate how contextual factors and language features are associated
with the construction of meaning
AO4: Explore connections across texts, informed by linguistic concepts and methods.
The marking grids
The specification has generic marking grids with a hierarchy of performance characteristics
for each Assessment Objective that are customised with indicative content for individual
tasks. These have been designed to allow consistent assessment of the range of knowledge,
understanding and skills that the specification demands across all tasks.
Within each Assessment Objective there are five broad levels representing
different levels of achievement. Do not think of levels equalling grade
boundaries.
You will be giving a mark to each separate Assessment Objective tested by a task.
Aqa paper1
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