Unfortunately, there isn't a magic button that will mark your work for you! This is the step where you'll have to ask your teacher for help.
See below for a rough guide to how this question is marked. We've tried to make the language used by the exam board a bit easier to understand. We've also tried to give you an idea of how the marks link up to your progress with the question. Red = Below target mark, Amber = Below but on track, Green = On target, and Blue = Above target. We've also included student examples for each mark. These examples are for a Question 3 from a different exam paper.
You may find it useful to self-assess yourself using the guidelines below before your teacher gives you feedback.
General/vague comment not linked to the question
General/vague use of quotes not linked to the question
Difficult to read/follow and doesn't show understanding of the question
The writer uses the words ‘a sleepy ball’ to describe his son as a baby. The phrase makes you think his son is sleepy.
Tries to talk about the effect of language/words on self/reader
Picks out some quotes that back up points made
Might not be fully clear or doesn't fully explain how they got to their conclusion
The writer uses imagery in the phrase ‘a sleepy ball of scrunched-up flesh’ to describe what his son looked like when he was a baby. This suggests that the baby is curled up and doesn’t really look like a person. When he says ‘scrunched-up’ you can imagine what the baby looks like as it will be all wrinkled.
Clearly explains the effects of specific language on self/reader
Uses a range of quotes that back up points made
Paragraphs are completely clear and fully links the quote to their point/conclusion
The writer starts with a comparison to describe his new born baby son as ‘a sleepy ball of scrunched-up flesh’. The image of a ’sleepy ball’ gives a sense of the baby curled up, cosy and snuggled, whilst the phrase ‘scrunched-up flesh’ shows how difficult it was to make out his son’s features. The adjective ‘scrunched’ suggests that the baby’s face is crumpled and creased like a piece of scrunched up paper.
In depth analysis of the effects of a range of specific language on reader
Uses a range of well selected quotes to provide opportunities for in depth analysis
Explanations link to wider themes/topics in the text and how the language contributes to creating these
The writer uses metaphorical language to describe his son as ‘a sleepy ball’, by making a comparison between the child and a sleepy ball, the author is providing the reader with an endearing image of a contented infant curled up, still in the fetal position, suggesting he is very newly born. The adjective ‘sleepy’ conjures up the image of the peace and tranquility associated with a drowsy baby and a sense of innocence. The phrase ‘scrunched-up flesh’ sounds affectionate but comical, and implies that the child’s individual features are unformed and unrecognisable – he looks just like any other baby.