A-level
ENGLISH LANGUAGE
7702/1
Paper 1 Language, the individual and society
Mark scheme
June 2024
Version: 1.0 Final
approved
,2
, English Language Mark Scheme
How to Mark
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
AO2: Demonstrate critical understanding of concepts and issues relevant to language use
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.
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