Mark Scheme (Final)

January 2020

Pearson Edexcel International GCSE

In English Language B (4EB1)
Paper 1R
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January 2020

Publications Code 4EB1_01R_2001_MS

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© Pearson Education Ltd 2020
 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.
 In some cases details of what will not be accepted for a marking point will be
identified below the phrase ‘do not accept’.
 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

Assessment Objectives

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.
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:
 they are often closer than family members
 they are a shoulder to cry on
 they are cushioning when the world is against you
 they are a calming voice
 they are the pool of optimism
 they are saviours
 sometimes they are the reason why you are alive
(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:
 it allows societies to function
 it enables formal unions or agreements to be formed
 it keeps the world going
 it prevents humans tearing each other apart/prevents
war
 there are disastrous effects when friendships sour
 friendly relations are crucial
 friendship can provide good business/trade
opportunities
(1)
Question Answer Mark
Number
3 Reward responses that demonstrate how the writer
shows the reader that friendship is important.

Responses may include:

 the use of informal language from the beginning:

‘pooh-pooh’
 the use of the metaphor ‘a bleak, dusty desert’ to
describe the lack of friends
 the use of a list in the second paragraph to
emphasise the many aspects of friendship
 the use of listing in the fourth paragraph to
describe the different types of friends: ‘shy little
girl’, ‘precocious eight-year-old’, ‘your kid's class
teacher, work colleagues, or someone you just met
at the bus stop’
 the contrasting formal and informal language used
to describe these aspects of friendship: ‘dissecting
behavioural patterns’, ‘chilling’, ‘violent fits’
 the metaphorical language used to explain the
important part friends play in life: ‘shoulders you
unashamedly cry on’, ‘pool of optimism’, ‘saviours’
 the use of informal language: ‘scratching the
surface’, ‘buddies’, ‘guys’
 the use of questions: ‘does he really mean he likes
me?’
 the use of direct address: ‘you’
 the use of references to friendships between
societies and countries: ‘key ingredients’,
‘disastrous effects’
 the use of an example from children’s literature:
‘Winnie the Pooh’ (10)
 the (clever) use of the expression ‘pooh-pooh’
(links with Winnie the Pooh) at the beginning and
end.
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.
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:
 he started studying at 17
 he was an ancient (Greek) philosopher
 he made significant and lasting contributions to every
aspect of human knowledge
 he studied at the Platonic Academy
 he was a most promising student
 he asked/answered many questions
 he still remains one of the most widely-read/quoted
thinkers
 he lived/died over 2000 years ago
(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:
 it is based on a mutual appreciation
 it is a recognition of the virtues the other party
cherishes
 it is long-lasting
 it includes the rewards of the other types of friendship
 it is pleasurable
 it is beneficial
 it can give joy
 it brings sweeter joys
 you are a lot more likely to connect
(2)
Question Answer Mark
Number
6 Reward responses that demonstrate how the writer
presents what Aristotle said about friendship.

Responses may include:

 the use of positive language in the introductory

section: ‘significant’, ‘promising’, ‘widely-read’ gives
credibility to Aristotle
 the use of sub-headings breaks the text into
manageable and clear sections
 the use of examples to support the explanations of
types of friendship: ‘more common in older
people’, ‘business or work relationship’, ‘many
young people’
 the use of a reassuring tone to describe the first
two types of relationships: ‘didn’t necessarily see
them as bad’, ‘fine, even necessary’
 the use of ‘there is far more out there’, which
suggests the promise of better things
 the positive language used to describe the
friendship of the good: ‘mutual appreciation’,
‘goodness required’, ‘beauty of such relationships’,
‘pleasurable and beneficial’, ‘gain joy’, ‘sweeter joys’
 the use of the metaphor ‘blossom’, which is
associated with growth
 some use of personal address: ‘You’re a lot more
likely’, ‘you gain joy’
 the tone of the final paragraph, which directly
relates to the reader
 the final two sentences provide a neat summing
up (10)
 the language is quite formal (suited to an
informative article).
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.
Question Indicative content
Number
7 Responses may include the following points:
Text One
 starts off contrasting having no friends ‘a bleak and dusty desert’ with ‘the
most exciting day of the week’ when you see friends
 lists the types of things you can do if you have friends: ‘wall-climbing
skills, stealing the neighbour’s fruit’
 identifies the supportive nature of friendship: ‘shoulders you
unashamedly cry on’, ‘cushioning’, ‘calming’
 describes many different types of friends: ‘many shapes and forms’, ‘shy
little girl’, ‘precocious eight-year-old’, ‘your kid's class teacher’, ‘work
colleagues’, ‘someone you just met at the bus stop’
 writes about friendships between societies and countries: ‘friendly
relations’, ‘diplomatic ties’, - and what can go wrong: ‘hostile neighbours’,
‘ruthless aggressors’
 uses metaphorical language: ‘life is a bleak, dusty desert’, ‘scratching the
surface’
 uses a lighter tone with mention of Winnie the Pooh
 ends with a list of the positive points about friendship: ‘we draw strength,
regain hope in life and derive hours of unadulterated happiness.’

General points candidates may make on the whole of Text One

 the use of the informal tone – ‘pooh-pooh’, ‘chilling’
 the use of a slightly humorous tone throughout
 the use of the pronoun ‘you’ engages the reader
 the use of positive examples throughout.

Text Two
 begins by writing about who Aristotle is: ‘an ancient Greek philosopher’
 uses sub-headings to divide the text
 clearly explains the different types of friendship : ‘in this kind of
relationship’
 uses examples of the different types of friendship: ‘a business or work
relationship’, ‘among college friends’, ‘if you’ve both endured mutual
hardship’
 uses positive language to describe the friendship of the good: ‘beauty’,
‘pleasurable and beneficial’, ‘joy’
 makes Aristotle’s ideas accessible: ‘For the average person, however, the
most relevant of Aristotle’s ideas relate to the importance of good
relationships’
 neatly sums up the ideas in the final two sentences.
General points candidates may make on the whole of Text Two
 uses the ideas of Aristotle throughout to describe types of friendships
 the formal style
 the reassuring tone
 the use of (some) direct address/ pronouns: ‘you’/‘we’.

Points of comparison
 Text One is persuasive/Text Two is informative/educational
 Text One is about friendship in general/Text Two is about different types
of friendship
 Text One is a personal perspective/Text Two, although also a personal
view, is more detached and analytical
 Text One is not judgemental/Text Two judges the quality of friendships
 both texts stress the positive aspects of friendship
 both texts clearly convey the writers’ ideas and perspectives.

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.

The different types of friends

 friends from childhood
 friends from school/college
 some are close friends
 some are more casual
 friendships between communities
 friendships between countries/governments (for political or economic
purposes)
 friendships with people you respect

Where you can make friends

 at school
 at college
 at social gatherings
 at work
 through sports teams/other activities
 meeting people in random situations
 through relatives/family

How having friends can make your life better

 support in work/study situations
 support in social situations
 mutual respect
 changing perspectives/making boring days more interesting
 learn about different experiences/emotions
 support in emotional crises
 can stop fighting
 can help you to see the good in people
 brings happiness
 can make us stronger
 can make us positive.

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: man is a herd animal and has always
formed groups; we form organisations to help each other; cooperation is
necessary to be successful; family units offer support; friends are essential to
our well-being; people on their own are more resourceful; friends can take up
too much time; friendships can be problematical.

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 people who may be real (alive or dead)
or imaginary. Answers may include descriptions of the person, the effect
the person has had on them or why they are significant to them.

Candidates should be rewarded for their powers to evoke a sense of what

the person was like and how they have had an impact, 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.
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