Hypothethical Parallel proccesing

app.py

@@ -1,217 +1,90 @@
-#!/usr/bin/env python3
-import base64
-import json
-import os
-import time
-import re
-import uuid
-import sys
-from pathlib import Path
-
-os.system('pip uninstall -y magic-pdf')
-os.system('pip install git+https://github.com/opendatalab/MinerU.git@dev')
-os.system('wget https://github.com/opendatalab/MinerU/raw/dev/scripts/download_models_hf.py -O download_models_hf.py')
-os.system('python download_models_hf.py')
-
-with open('/home/user/magic-pdf.json', 'r') as file:
-    data = json.load(file)
-
-data['device-mode'] = "cuda"
-if os.getenv('apikey'):
-    data['llm-aided-config']['title_aided']['api_key'] = os.getenv('apikey')
-    data['llm-aided-config']['title_aided']['enable'] = True
-
-with open('/home/user/magic-pdf.json', 'w') as file:
-    json.dump(data, file, indent=4)
-
-os.system('cp -r paddleocr /home/user/.paddleocr')
-
-from loguru import logger
-import pymupdf
-
-from magic_pdf.data.data_reader_writer import FileBasedDataReader
-from magic_pdf.tools.common import do_parse, prepare_env
-
-def read_fn(path):
-    disk_rw = FileBasedDataReader(os.path.dirname(path))
-    return disk_rw.read(os.path.basename(path))
-
-
-def parse_pdf(doc_path, output_dir, end_page_id, is_ocr, layout_mode, formula_enable, table_enable, language):
-    os.makedirs(output_dir, exist_ok=True)
-    try:
-        file_name = f"{Path(doc_path).stem}_{time.time()}"
-        pdf_data = read_fn(doc_path)
-
-        if is_ocr:
-            parse_method = "ocr"
-        else:
-            parse_method = "auto"
-
-        local_image_dir, local_md_dir = prepare_env(output_dir, file_name, parse_method)
-
-        do_parse(
-            output_dir,
-            file_name,
-            pdf_data,
-            [],
-            parse_method,
-            False,
-            end_page_id=end_page_id,  # zero-based indexing
-            layout_model=layout_mode,
-            formula_enable=formula_enable,
-            table_enable=table_enable,
-            lang=language,
-            f_dump_orig_pdf=False,
-        )
-        return local_md_dir, file_name
-    except Exception as e:
-        logger.exception(e)
-        raise
-
-def image_to_base64(image_path):
-    with open(image_path, "rb") as image_file:
-        return base64.b64encode(image_file.read()).decode("utf-8")
-
-def replace_image_with_base64(markdown_text, image_dir_path):
-    pattern = r'\!\[(?:[^\]]*)\]\(([^)]+)\)'
-
-    def replace(match):
-        relative_path = match.group(1)
-        full_path = os.path.join(image_dir_path, relative_path)
-        base64_image = image_to_base64(full_path)
-        return f"![{relative_path}](data:image/jpeg;base64,{base64_image})"
-
-    return re.sub(pattern, replace, markdown_text)
-
-
-def to_pdf(file_path):
-    with pymupdf.open(file_path) as f:
-        if f.is_pdf:
-            return file_path
-        else:
-            pdf_bytes = f.convert_to_pdf()
-            unique_filename = f"{uuid.uuid4()}.pdf"
-            tmp_file_path = os.path.join(os.path.dirname(file_path), unique_filename)
-            with open(tmp_file_path, 'wb') as tmp_pdf_file:
-                tmp_pdf_file.write(pdf_bytes)
-            return tmp_file_path
-
-def to_markdown(file_path, end_pages, is_ocr, layout_mode, formula_enable, table_enable, language):
-    file_path = to_pdf(file_path)
-
-    if end_pages is None:
-        with pymupdf.open(file_path) as f:
-            end_pages = len(f)
-
-    local_md_dir, file_name = parse_pdf(
-        doc_path=file_path,
-        output_dir="./output",
-        end_page_id=end_pages - 1,
-        is_ocr=is_ocr,
-        layout_mode=layout_mode,
-        formula_enable=formula_enable,
-        table_enable=table_enable,
-        language=language,
-    )
-
-    md_path = os.path.join(local_md_dir, file_name + ".md")
-    with open(md_path, "r", encoding="utf-8") as f:
-        txt_content = f.read()
-
-    md_content = replace_image_with_base64(txt_content, local_md_dir)
-    new_pdf_path = os.path.join(local_md_dir, file_name + "_layout.pdf")
-
-    return md_content, txt_content, new_pdf_path, md_path
-
-#Optional: LaTeX delimiters (unused here, but can be used for rendering)
-latex_delimiters = [
-    {"left": "$$", "right": "$$", "display": True},
-    {"left": "$", "right": "$", "display": False},
-]
-
-def init_model():
-    from magic_pdf.model.doc_analyze_by_custom_model import ModelSingleton
-    try:
-        model_manager = ModelSingleton()
-        txt_model = model_manager.get_model(False, False)
-        logger.info("txt_model init final")
-        ocr_model = model_manager.get_model(True, False)
-        logger.info("ocr_model init final")
-        return 0
-    except Exception as e:
-        logger.exception(e)
-        return -1
-
-model_init = init_model()
-logger.info(f"model_init: {model_init}")
-
-def main():
-    import argparse
-
-    parser = argparse.ArgumentParser(
-        description="Convert a PDF or image file into a Markdown document."
-    )
-    parser.add_argument(
-        "file",
-        nargs="?",
-        default=None,
-        help="Path to input PDF/image (optional: prints help if omitted)."
-    )
-    parser.add_argument(
-        "--max-pages",
-        type=int,
-        default=None,
-        help="Max pages to convert. Default: all pages."
-    )
-    parser.add_argument(
-        "--ocr",
-        action="store_true",
-        help="Use OCR parse method instead of 'auto'."
-    )
-    parser.add_argument(
-        "--layout",
-        type=str,
-        default="doclayout_yolo",
-        choices=["layoutlmv3", "doclayout_yolo"],
-        help="Layout model (default: doclayout_yolo)."
-    )
-    parser.add_argument(
-        "--language",
-        type=str,
-        default="en",
-        help="Language code (default: en)."
-    )
-    parser.add_argument(
-        "--no-formula",
-        action="store_false",
-        dest="formula",
-        default=True,
-        help="Disable formula recognition (default: enabled)."
-    )
-    parser.add_argument(
-        "--no-table",
-        action="store_false",
-        dest="table",
-        default=True,
-        help="Disable table recognition (default: enabled)."
-    )
-
-    args = parser.parse_args()
-
-    if not args.file:
-        parser.print_help()
-        sys.exit(0)
-
-    md_content, txt_content, new_pdf_path, md_path = to_markdown(
-        file_path=args.file,
-        end_pages=args.max_pages,
-        is_ocr=args.ocr,
-        layout_mode=args.layout,
-        formula_enable=args.formula,
-        table_enable=args.table,
-        language=args.language
-    )
-
-if __name__ == "__main__":
-    main()
+#!/usr/bin/env python3
+import os
+import shutil
+import logging
+import uvicorn
+from fastapi import FastAPI, File, UploadFile, BackgroundTasks
+from typing import List, Optional
+
+# This ensures our models are downloaded and config is set before anything
+# Alternatively you can do this in a "startup" event handler
+os.system("python download_models_hf.py")
+
+from parallel_multiproc import process_batch_in_parallel
+# Or if you want single-file approach, from miner_single import to_markdown
+
+app = FastAPI()
+logging.basicConfig(level=logging.INFO)
+
+INBOX_DIR = "./inbox"
+OUTPUT_DIR = "./output"
+os.makedirs(INBOX_DIR, exist_ok=True)
+os.makedirs(OUTPUT_DIR, exist_ok=True)
+
+@app.post("/process")
+async def process_pdfs_in_parallel(
+    files: List[UploadFile] = File(...),
+    background_tasks: BackgroundTasks = None,
+    num_workers: int = 2,
+    num_gpus: int = 1
+):
+    """
+    POST multiple PDFs via multipart/form-data.
+    We store them in ./inbox, then process in the background using parallel_processor.
+    """
+    pdf_paths = []
+    for f in files:
+        file_path = os.path.join(INBOX_DIR, f.filename)
+        with open(file_path, "wb") as out_file:
+            shutil.copyfileobj(f.file, out_file)
+        pdf_paths.append(file_path)
+
+    # Launch parallel processing in background (so we can return immediately)
+    background_tasks.add_task(
+        process_batch_in_parallel,
+        pdf_paths,
+        OUTPUT_DIR,
+        num_workers,
+        num_gpus
+    )
+
+    return {
+        "message": "Processing started",
+        "files_received": [f.filename for f in files],
+        "workers": num_workers,
+        "gpus": num_gpus
+    }
+
+@app.get("/check_output")
+def check_output(filename: str):
+    """
+    Simple endpoint: provide a PDF filename, returns the final .md (if ready).
+    We assume the PDF was named e.g. 'paper.pdf'. The final output is `paper.md`
+    in `./output/paper/paper_<timestamp>.md`.
+    Because of how we rename outputs in `miner_single.py`, you may need to locate them by pattern.
+    """
+    name_wo_ext = os.path.splitext(filename)[0]
+    # Because we appended timestamp, let's see if we can locate a .md in the folder
+    subdir = os.path.join(OUTPUT_DIR, name_wo_ext)
+    if not os.path.exists(subdir):
+        return {"status": "not_found"}
+
+    # Try to find a .md in the subdir
+    found_md = [f for f in os.listdir(subdir) if f.endswith(".md")]
+    if not found_md:
+        return {"status": "incomplete"}
+
+    # If we do find it:
+    md_path = os.path.join(subdir, found_md[0])
+    with open(md_path, "r", encoding="utf-8") as f:
+        content = f.read()
+
+    return {
+        "status": "complete",
+        "markdown_file": found_md[0],
+        "content": content
+    }
+
+# If you want to run locally or for debug:
+if __name__ == "__main__":
+    uvicorn.run(app, host="0.0.0.0", port=7860)

mineru_single.py

@@ -0,0 +1,142 @@
+#!/usr/bin/env python3
+import os
+import time
+import base64
+import json
+import re
+import uuid
+from pathlib import Path
+from loguru import logger
+
+from magic_pdf.data.data_reader_writer import FileBasedDataReader
+from magic_pdf.tools.common import do_parse, prepare_env
+import pymupdf
+
+
+def read_fn(path):
+    disk_rw = FileBasedDataReader(os.path.dirname(path))
+    return disk_rw.read(os.path.basename(path))
+
+
+def parse_pdf(
+    doc_path,
+    output_dir,
+    end_page_id,
+    is_ocr,
+    layout_mode,
+    formula_enable,
+    table_enable,
+    language,
+):
+    """
+    Core function that calls MinerU to parse a single PDF into Markdown + images.
+    """
+    os.makedirs(output_dir, exist_ok=True)
+    try:
+        file_name = f"{Path(doc_path).stem}_{int(time.time())}"
+        pdf_data = read_fn(doc_path)
+
+        parse_method = "ocr" if is_ocr else "auto"
+
+        local_image_dir, local_md_dir = prepare_env(output_dir, file_name, parse_method)
+
+        do_parse(
+            output_dir,
+            file_name,
+            pdf_data,
+            [],
+            parse_method,
+            False,
+            end_page_id=end_page_id,  # zero-based indexing
+            layout_model=layout_mode,
+            formula_enable=formula_enable,
+            table_enable=table_enable,
+            lang=language,
+            f_dump_orig_pdf=False,
+        )
+        return local_md_dir, file_name
+    except Exception as e:
+        logger.exception(e)
+        raise
+
+
+def image_to_base64(image_path):
+    with open(image_path, "rb") as image_file:
+        return base64.b64encode(image_file.read()).decode("utf-8")
+
+
+def replace_image_with_base64(markdown_text, image_dir_path):
+    """
+    Replaces local image references in the Markdown with base64-embedded images
+    """
+    pattern = r'\!\[(?:[^\]]*)\]\(([^)]+)\)'
+
+    def replace(match):
+        relative_path = match.group(1)
+        full_path = os.path.join(image_dir_path, relative_path)
+        base64_image = image_to_base64(full_path)
+        return f"![{relative_path}](data:image/jpeg;base64,{base64_image})"
+
+    return re.sub(pattern, replace, markdown_text)
+
+
+def to_pdf(file_path):
+    """
+    If input is not PDF, convert it to PDF using PyMuPDF
+    """
+    with pymupdf.open(file_path) as doc:
+        if doc.is_pdf:
+            return file_path
+        else:
+            pdf_bytes = doc.convert_to_pdf()
+            unique_filename = f"{uuid.uuid4()}.pdf"
+            tmp_file_path = os.path.join(os.path.dirname(file_path), unique_filename)
+            with open(tmp_file_path, "wb") as tmp_pdf_file:
+                tmp_pdf_file.write(pdf_bytes)
+            return tmp_file_path
+
+
+def to_markdown(
+    file_path,
+    end_pages=None,
+    is_ocr=False,
+    layout_mode="doclayout_yolo",
+    formula_enable=True,
+    table_enable=True,
+    language="en",
+    output_dir="./output",
+):
+    """
+    High-level entry point to parse one PDF -> Markdown (plus images).
+    Returns the path to the final .md file with images embedded as base64.
+    """
+    # Convert to PDF if needed
+    file_path = to_pdf(file_path)
+
+    # If no end_page, read total from PyMuPDF
+    with pymupdf.open(file_path) as doc:
+        if end_pages is None:
+            end_pages = len(doc)
+
+    local_md_dir, file_name = parse_pdf(
+        doc_path=file_path,
+        output_dir=output_dir,
+        end_page_id=end_pages - 1,
+        is_ocr=is_ocr,
+        layout_mode=layout_mode,
+        formula_enable=formula_enable,
+        table_enable=table_enable,
+        language=language,
+    )
+
+    md_path = os.path.join(local_md_dir, file_name + ".md")
+    with open(md_path, "r", encoding="utf-8") as f:
+        original_md_content = f.read()
+
+    md_content_with_embeds = replace_image_with_base64(original_md_content, local_md_dir)
+
+    # Overwrite the original Markdown with the embedded one
+    with open(md_path, "w", encoding="utf-8") as fw:
+        fw.write(md_content_with_embeds)
+
+    return md_path

output/OCR_2022_1739453709.1647809/auto/OCR_2022_1739453709.1647809.md

@@ -1,429 +0,0 @@
-# Wednesday 25 May 2022 – Morning A Level English Language  
-
-H470/01 Exploring language  
-
-Time allowed: 2 hours 30 minutes  
-
-# You must have:  
-
-• the OCR 12-page Answer Booklet • the Resource Booklet  
-
-# INSTRUCTIONS  
-
-Use black ink.   
-Write your answer to each question in the Answer Booklet. The question numbers must be clearly shown.   
-• Fill in the boxes on the front of the Answer Booklet.   
-Answer all the questions.   
-Use the Resource Booklet to answer the questions in Sections A and C.  
-
-# INFORMATION  
-
-The total mark for this paper is 80.   
-The marks for each question are shown in brackets [ ].   
-This document has 4 pages.  
-
-# ADVICE  
-
-Read each question carefully before you start your answer.  
-
-Answer all the questions in this paper.  
-
-# SECTION A – Language under the microscope  
-
-You are advised to spend about 40 minutes on this section.  
-
-Read Text A in your Resource Booklet and answer the following questions.  
-
-1 Giving careful consideration to the context of the text:  
-
-(a) Identify and analyse patterns of lexical and semantic use.   
-(b) Identify and analyse the way sentences are constructed.  
-
-# SECTION B – Writing about a topical language issue  
-
-You are advised to spend about 45 minutes on this section.  
-
-2 ‘The developments in technology from the late twentieth century onwards have made our language more dynamic, versatile and creative.’  
-
-Write the script for a talk on this topic as the opening of a podcast called ‘The Way we Talk Now’.   
-You should aim to engage a reasonably well-educated, non-specialist audience.   
-It should be no more than 500 words.  
-
-# SECTION C – Comparing and contrasting texts  
-
-You are advised to spend about 1 hour and 5 minutes on this section. Approximately 15 minutes should be spent reading and preparing your answer and approximately 50 minutes writing your response.  
-
-Read Texts B and C in your Resource Booklet and answer the following question.  
-
-3 Using appropriate linguistic concepts and methods, analyse the ways in which language is used in these two texts. In your answer you should:  
-
-explore connections and variations between the texts consider how contextual factors contribute to the construction of meaning.  
-
-# Copyright Information  
-
-OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials.  OCR has attempted to identify and contact all copyright holders whose work is used in this paper.  To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements Booklet.  This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series.  
-
-If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible opportunity.  
-
-r queries or further information please contact The OCR Copyright Team, The Triangle Building, Shaftesbury Road, Cambridge CB2 8EA.  
-
-part of Cambridge University Press & Assessment, which is itself a department of the University of Cambridge.  
-
-# Wednesday 25 May 2022 - Morning A Level English Language  
-
-H470/01 Exploring language  
-
-Resource Booklet  
-
-Time allowed: 2 hours 30 minutes  
-
-# INSTRUCTIONS  
-
-Use the Resource Booklet to answer the questions in Section A and Section C.   
-.Do not send this Resource Booklet for marking. Keep it in the centre or recycle it.  
-
-# INFORMATION  
-
-This document has 12 pages.  
-
-BLANK PAGE  
-
-The material in this Resource Booklet relates to the questions in the Question Paper.  
-
-Contents Pages  
-
-SECTION A – Language under the microscope Text A: Restaurant review from The Observer newspaper. 4–5   
-SECTION C –  Comparing and contrasting texts Text B: Transcript from BBC Three series Geordie Finishing School for Girls. 6–7 Text C: Edited article adapted from inews.co.uk 8–9  
-
-# SECTION A - Language under the microscope  
-
-# Text A  
-
-Text A is the first part of a restaurant review that appeared in The Observer in January 2020 and then online.  
-
-# The Lookout, Edinburgh: High altitude dining - and prices - but worth it  
-
-It's a steep climb up to Edinburgh's Lookout, but once you get there the food hits new peaks  
-
-![](images/8472ee259f5ae387dcff9b6b776aa856df662237bcd3412615cb4358e6b9751a.jpg)  
-
-# Jay Rayner  
-
-Sun 5 Jan 2020 06.00 GMT  
-
-![](images/2b71e878d31d243b4a846261ff10a83d42d40db5f9e7f18df14f8511571ff377.jpg)  
-
-Cooking with altitude: views across to the Firth of Forth. Photograph: Murdo MacLeod/The Observer  
-
-The Lookout, Calton Hill, Edinburgh. EH7 5AA (0131 322 1246). Lunchtime a la carte: starters 8-14; mains 16-25; desserts 5; wines from 29. Set lunch 25. Evening tasting menus 50 and 70  
-
-The Lookout is a brave restaurant. It hasn't so much decided that passing trade is not a priority, as laughed in its face, then handed it a scribbled note saying, "Go away." It occupies a new build right at the top of Calton Hill within the Observatory buildings, looking out over Edinburgh to the Firth of Forth, hence the name.  
-
-Inside, it is drop-dead, look-at-me-I'm-Instagram-ready gorgeous, with floor-to-ceiling glass walls, polished concrete floors, a light well through a geometric funnel of a ceiling and an open kitchen with a fire grill, guaranteed to give any diners sitting within 1oft a nice cure. Outside it is toilet-block chic. It's apparently been designed by an architect who, when asked for a contemporary design that might have something to say to the neoclassicism of the faux Athenian Acropolis that dominates up here, decided on the words, "Yeah, whatever."  
-
-![](images/7cd6615a89eafd6d0286a8859da6b4bfee055fb860f36900ef878266f2dc1195.jpg)  
-
-‘With a deep, rich rust sauce’: rock oysters. Photograph: Murdo MacLeod/The Observer  
-
-Taxis can drop off, though it’s still a walk from the road. Otherwise, it’s a major yomp uphill because there’s no parking. No one would describe it as a model of accessibility. On a beautiful Edinburgh summer’s day when the sun barely bothers to set, this could be joyous. I go on a late November day, when half the North Sea is being deposited on the hilltop. I feel intrepid simply for getting to the door.  
-
-There is one other challenge. In the evenings, like its sister restaurant, the Gardener’s Cottage at the bottom of the hill, it only serves a tasting menu. It’s $\pm50$ for five courses and £70 for seven.  
-
-That is the case for the prosecution. Here then is the defence: at lunchtime, when it’s a short à la carte, the Lookout is worth busting your lungs for. The view is spectacular, even when the cloud-base is descending on the city like a duvet being chucked over a bed, but you won’t look up much because the food is so diverting. It is simple ideas, well executed, using great ingredients in the service of big flavours.  
-
-![](images/276b67dd56d4e802cd45a71be66f58a8f5cbaacd714e82ec9db4399cf8de7c04.jpg)  
-
-‘In a puddle of buttery broth bringing it all together’: hake, mussels and leeks. Photograph: Murdo MacLeod/ The Observer  
-
-# SECTION C – Comparing and contrasting texts  
-
-# Text B  
-
-This text is an edited transcript of the opening of the BBC Three series Geordie Finishing School for Girls that first aired in 2011.   
-In the show, four wealthy young women from the south of England visit Newcastle to experience how life is for young women living on benefits there.  
-
-(The V/O is the same one throughout and is female.)  
-
-Link to material: www.youtube.com/watch?v $\mathbf{\bar{\rho}}=$ CEOcsi5TPbg. Item removed due to third party copyright restrictions.  
-
-V/O voice over   
-(.) micropause   
-(2) timed (2 second) pause   
-// overlapping speech   
-$=$ latch-on  
-
-# SECTION C – Comparing and contrasting texts  
-
-Text C  
-
-This text is an edited article from the website inews.co.uk, the online version of the $j$ newspaper. It first appeared in September 2019.  
-
-Link to material:  https://inews.co.uk/news/most-deprived-areas-uk-list-ranking-blackpool-northjaywick-343952.Item removed due to third party copyright restrictions.  
-
-Item removed due to third party copyright restrictions.  
-
-BLANK PAGE  
-
-BLANK PAGE  
-
-# Copyright Information  
-
-OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials   OCR has attempted to identi y and contact all copyright holders whose work is used in this paper o avoid the issue o  disclosure o  answer-related in ormation to candidates  all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements Booklet   his is produced or each series o  examinations and is reely available to download rom our public website (www ocr org uk) a ter the live examination series  
-
-OCR has unwittingly ailed to correctly acknowledge or clear any third-party content in this assessment material  OCR will be happy to correct its mistake at the earliest possible opportunity  
-
-or queries or urther in ormation please contact he OCR Copyright eam  he riangle Building  Sha tesbury Road  Cambridge CB2 8EA  
-
-part o  Cambridge University Press & Assessment  which is itsel  a department o  the University o  Cambridge  
-
-# GCE  
-
-# English Language  
-
-H470/01: Exploring language  
-
-A Level  
-
-# Mark Scheme for June 2022  
-
-OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities.  OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills.  
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-It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers.  OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today’s society.  
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-This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced.  
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-All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated.  
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-Mark schemes should be read in conjunction with the published question papers and the report on the examination.  
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-$\circledcirc$ OCR 2022  
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-# MARKING INSTRUCTIONS  
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-# PREPARATION FOR MARKING SCORIS  
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-1. Make sure that you have accessed and completed the relevant training packages for on-screen marking:  scoris assessor Online Training; OCR Essential Guide to Marking.   
-2. Make sure that you have read and understood the mark scheme and the question paper for this unit. These are posted on the RM Cambridge Assessment Support Portal http://www.rm.com/support/ca   
-3. Log-in to scoris and mark the required number of practice responses (“scripts”) and the number of required standardisation responses. OU MUST MARK 10 PRACTICE AND 10 STANDARDISATION RESPONSES BEFORE YOU CAN BE APPROVED TO MARK LIVE SCRIPTS.  
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-# MARKING  
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-1. Mark strictly to the mark scheme.   
-2. Marks awarded must relate directly to the marking criteria.   
-3. The schedule of dates is very important. It is essential that you meet the scoris $50\%$ and $100\%$ (traditional $40\%$ Batch 1 and $100\%$ Batch 2) deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay.  
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-you are in any doubt about applying the mark scheme, consult your Team Leader by telephone or the scoris messaging system, or by email.  
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-# 5. Crossed Out Responses  
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-Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is not marked. Where no alternative response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where legible.  
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-# Rubric Error Responses – Optional Questions  
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-Where candidates have a choice of question across a whole paper or a whole section and have provided more answers than required, then all responses are marked and the highest mark allowable within the rubric is given. Enter a mark for each question answered into RM assessor, which will select the highest mark from those awarded. (The underlying assumption is that the candidate has penalised themselves by attempting more questions than necessary in the time allowed.)  
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-# Multiple Choice Question Responses  
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-When a multiple choice question has only a single, correct response and a candidate provides two responses (even if one of these responses is correct), then no mark should be awarded (as it is not possible to determine which was the first response selected by the candidate). When a question requires candidates to select more than one option/multiple options, then local marking arrangements need to ensure consistency of approach.  
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-# Contradictory Responses  
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-hen a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correct  
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-Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response) Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked. The response space should be marked from left to right on each line and then line by line until the required number of responses have been considered.  The remaining responses should not then be marked. Examiners will have to apply judgement as to whether a ‘second response’ on a line is a development of the ‘first response’, rather than a separate, discrete response.  (The underlying assumption is that the candidate is attempting to hedge their bets and therefore getting undue benefit rather than engaging with the question and giving the most relevant/correct responses.)  
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-Short Answer Questions (requiring a more developed response, worth two or more marks)  
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-If the candidates are required to provide a description of, say, three items or factors and four items or factors are provided, then mark on a similar basis – that is downwards (as it is unlikely in this situation that a candidate will provide more than one response in each section of the response space.)  
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-Longer Answer Questions (requiring a developed response)  
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-Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed) response and not crossed out the first response, then only the first response should be marked. Examiners will need to apply professional judgement as to whether the second (or a subsequent) response is a ‘new start’ or simply a poorly expressed continuation of the first response.  
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-6. Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the candidate has continued an answer there then add a tick to confirm that the work has been seen.  
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-7. Award No Response (NR) if: there is nothing written in the answer space  
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-Award Zero ‘0’ if:  
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-anything is written in the answer space and is not worthy of credit (this includes text and symbols).  
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-Team Leaders must confirm the correct use of the NR button with their markers before live marking commences and should check this when reviewing scripts.  
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-8. The scoris comments box is used by your team leader to explain the marking of the practice responses. Please refer to these comments when checking your practice responses. Do not use the comments box for any other reason. If you have any questions or comments for your team leader, use the phone, the scoris messaging system, or e-mail.  
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-9. Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of the marking period. The report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive criticism of the question paper/mark scheme is also appreciated.  
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-10. For answers marked by levels of response: Not applicable in F501 a. To determine the level – start at the highest level and work down until you reach the level that matches the answer b. To determine the mark within the level, consider the following:  
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-<html><body><table><tr><td>Descriptor</td><td>Awardmark</td></tr><tr><td>Ontheborderlineofthislevelandtheonebelow</td><td>Atbottomoflevel</td></tr><tr><td>Justenoughachievementonbalancefor this level</td><td>Above bottom and either below middle or at middle of level (depending on number of marks available)</td></tr><tr><td>Meetsthecriteriabutwithsomeslight inconsistency</td><td>Abovemiddleandeitherbelowtopofleveloratmiddleoflevel(dependingonnumberofmarks available)</td></tr><tr><td>Consistentlymeetsthecriteriaforthislevel</td><td>Attopoflevel</td></tr></table></body></html>  
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-# Annotations  
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-![](images/32bf2ec754da81da71f938b20c4bdc8154f0d5e1d54472836d7eba3f4d12a1cf.jpg)  
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-# INTRODUCTION  
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-Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:  
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-the specification, especially the assessment objectives the question paper and its rubrics   
-the texts which candidates have studied   
-the mark scheme.  
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-You should ensure that you have copies of these materials.  
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-You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR booklet Instruction for Examiners.  
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-Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.  
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-# H470/01  
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-These are the Assessment Objectives for the English Language specification as a whole.  
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-<html><body><table><tr><td>AO1</td><td>Apply appropriate methods of language analysis, using associated terminology and coherent written expression.</td></tr><tr><td>AO2</td><td>Demonstrate critical understanding of concepts and issues relevant tolanguage use.</td></tr><tr><td>AO3</td><td>Analyseandevaluatehowcontextualfactorsandlanguagefeaturesareassociatedwiththeconstructionofmeaning.</td></tr><tr><td>AO4</td><td>Exploreconnectionsacrosstexts,informedbylinguisticconceptsandmethods.</td></tr><tr><td>AO5</td><td>DemonstrateexpertiseandcreativityintheuseofEnglishtocommunicateindifferentways.</td></tr></table></body></html>  
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-# WEIGHTING OF ASSESSMENT OBJECTIVES  
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-he relationship between the units and assessment objectives of the scheme of assessment is shown in the following table:  
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-<html><body><table><tr><td rowspan="2">Component</td><td colspan="5">%ofAlevel</td><td rowspan="2">Total</td></tr><tr><td>AO1</td><td>AO2</td><td>AO3</td><td>AO4</td><td>AO5</td></tr><tr><td>Exploring language H470/01</td><td>11%</td><td>6%</td><td>11%</td><td>6%</td><td>6%</td><td>40%</td></tr><tr><td>Dimensions of linguistic variation H470/02</td><td>11%</td><td>11%</td><td>12%</td><td>6%</td><td>0%</td><td>40%</td></tr><tr><td>Independent language research H470/03</td><td>5%</td><td>5%</td><td>5%</td><td>0%</td><td>5%</td><td>20%</td></tr><tr><td></td><td>27%</td><td>22%</td><td>28%</td><td>12%</td><td>11%</td><td>100%</td></tr></table></body></html>  
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-# USING THE MARK SCHEME  
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-Study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper and ends with the awarding of grades. Question Papers and Mark Schemes are developed in association with each other so that issues of differentiation and positive achievement can be addressed from the very start.  
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-This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers. The Mark Scheme can only provide ‘best guesses’ about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts.  
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-The Examiners’ Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates’ responses to the questions, and that all Examiners understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the meeting, and administrative procedures will be confirmed. Co-ordination scripts will be issued at the meeting to exemplify aspects of candidates’ responses and achievements; the coordination scripts then become part of this Mark Scheme. Before the Standardisation Meeting, you should read and mark in pencil a number of scripts, in order to gain an impression of the range of responses and achievement that may be expected. In your marking, you will encounter valid responses which are not covered by the Mark Scheme: these responses must be credited. You will encounter answers which fall outside the ‘target range’ of levels for the paper which you are marking. Please mark these answers according to the marking criteria.  
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-Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range. Always be prepared to use the full range of marks.  
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-# PAPER-SPECIFIC INSTRUCTIONS: H470/01 Exploring language  
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-Candidates answer all the questions on the paper. The paper addresses all of the assessment objectives: Assessment Objectives AO1 and AO3 are addressed in question 1.   
-Assessment Objectives AO2 and AO5 are addressed in question 2.   
-Assessment Objectives AO1, AO3 and AO4 are addressed in question 3.  
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-In each question, the assessment objectives are given equal weighting.  
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-THE INDICATIVE CONTENT FOR EACH TASK provides an indication of what candidates are likely to cover. The notes are neither prescriptive nor exhaustive: candidates should be rewarded for any relevant response which appropriately addresses the Assessment Objectives. THE LEVEL DESCRIPTORS FOR EACH QUESTION FOLLOW THE INDICATIVE CONTENT.  
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-# SUBJECT-SPECIFIC INSTRUCTIONS: ENGLISH LANGUAGE  
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-Each level descriptor covers the relevant assessment objectives.   
-Where the assessment objectives appear in separate columns, marks should be allocated for each assessment objective independently of one another.   
-is no requirement for responses to be allocated marks from within the same level across each assessment objective.   
-An answer does not have to meet all the requirements of a level descriptor before being placed in that level. The extent to which it meets all of the requirements of a level descriptor will determine its placement within that level.   
-The extent to which the statements within the level have been achieved should be the only criteria used when deciding the mark within a level.   
-Indicative content indicates possible points candidates might make, but this is not an exhaustive account. Any valid response should be rewarded.  
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-Indicative Content – Please note: indicative content indicates possible points candidates might make, but this is not an exhaustive account. Any valid response should be rewarded.   
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-<html><body><table><tr><td>Question</td><td>Guidance</td><td>Marks</td><td>Textfeatures</td></tr><tr><td rowspan="5">1</td><td rowspan="2">TextAisthefirstpartofarestaurantreview publishedinthecoloursupplementofThe Observer and then online. Giving careful consideration to the context of the (a) identify and analyse uses of lexis in this text</td><td>20</td><td>(a) identify and analyse uses of lexis in this text Possiblefeaturescouldbe: Mixed register is present throughout: in keeping</td></tr><tr><td></td><td>with the aim of both entertaining and maintaining a note of sophistication, Rayner uses some quite challenging Latinate lexis ('neoclassicism', “intrepid','contemporary') as</td></tr><tr><td>(b) identify and analyse the way sentences are constructed in this text. Possibilitiesareprovidedbelowforguidancebutany</td><td></td><td rowspan="3"></td></tr><tr><td>validresponseshouldberewarded. General contextual points (AO3): in terms of context of genre, the text was written for a newspaper magazine and is now online, so available to a large, self-selecting audience. The review is clearly aimed mainly at fairly</td><td></td><td>well as the French borrowings‘chic' and ‘a la carte' alongside such colloquialisms as‘drop- dead ... gorgeous', busting your lungs' and 'yomp uphill', not to mention the ‘Yeah, whatever' lifted from spoken English. There is naturally a semantic field of food all candidates will probably note: 'menu', “flavours', 'courses', 'sauce','serves'(etymology enthusiastswillidentifytheseasbeingofFrench</td></tr><tr><td>affluent older readers, although its lively style and their familiaritywiththisreviewer islikelyto attract‘armchair diners'who have no intention of ever visiting this restaurant.Itwillthereforebeimportantforthereview to be entertaining as well as informative, as the illustrations, a common feature of the genre, also suggest. The generally middle-class target audience of The Observer may well be flattered by (or at home with) the assumption that they know Edinburgh landmarks, which are mentioned rather than introduced ('the Observatory buildings', for example), Edinburgh being known as a</td><td></td><td>origin, as befits the field of cuisine) as well as the Anglo-Saxon (lunchtime' and 'starters'). Apart from the conventional indication of prices at the top of the review and the word ‘restaurant' itself, this field is, rather unusually, not introduced until the fourth paragraph. This is becausethefirstpartof thereviewconcentrates on the architecture of the restaurant, and this field is as rich as that of food (with‘glass', 'neoclassicism'and others).</td></tr></table></body></html>  
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-<html><body><table><tr><td>sophistication of thereader.</td><td>cultural capital. The many references to culture and the use of (again, unexplained) lexis from the field of cuisine enhances the writer's (and newspaper's) credibility as well as gratifyingly assuming the While it would obviously be a mistake tosee a review asanadvertisement,therewilllikelybesome persuasionasreviewerswanttoswingyoutotheir opinion. This review is well-balanced overall, but the</td><td>CTTTC</td><td>The caption under thefirst photograph contains a pun on the common phrase (with attitude') picking up on the headline ('altitude'). The standfirst also has a pun referencing the location of the restaurant ('reaches new peaks'). These prepare us for the largely humorous tone of the review itself. This humour is present in the litotes of 'No one would describe it as a model of accessibilty', the hyperbole of 'half the North Sea is being deposited on the hilltop' and the oxymoron 'toilet-block chic'. Figurative language is also designed for comic effect, from the opening metaphor of the restaurant as‘brave', the personification being extendedintothenextsentence,andthesimilar personification of the sun ('barely bothers to set') to the simile like a duvet being chucked over a bed' and the grimly amusing idea of diners sitting too close to the fire grill getting 'a nice cure'(the word‘cure',as some who know the less familiar meaning of this word may</td></tr></table></body></html>  
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-<html><body><table><tr><td></td><td></td><td>(b)identify andanalyse thewaysentencesare constructed in this text. Possiblefeaturescouldbe: The variation of short and long sentences is a striking feature of this text. Rayner often begins a paragraph with a very short sentence. One example is the first sentence: short and blunt, it acts as a ‘hook'.Further on,'There is one other the case for the prosecution' alerts us to the fact that there is now going to be a switch of focus. In contrast, other sentences are extremely long and complex, such as the last one ofthe second paragraph, which contains a series of embedded clauses. Most candidates should see that this mixture of sentence lengths at least addsvariety andhelpshold thereader's interest. A lot of use is made of contrast, which is thesamestructureofadeicticreference followed by 'is the' followed by a legal term,</td></tr><tr><td></td><td>contrastissostark.</td><td>reinforced by the syntax. The second paragraph has two long sentences (typically separated by a veryshortone)respectivelystartingInside'and ‘Outside', which creates a balanced effect. The first two sentences of the last paragraph share creating an antithesis that both enhances the humour and makes the review sound fair. The imagined‘beautiful Edinburgh summer's day' with ‘the late November day'when he visits the restaurant. Each sentence contains a noun clausefollowed bya subordinate clause post-modifiers). Again, the effect is comic as the</td></tr></table></body></html>  
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-<html><body><table><tr><td></td><td></td><td></td><td>Elevated and prosaicphrases or clauses areset alongside eachother,usuallywith the effect of comically deflating the former ('the cloud-base is descending on the hill like a duvet being chucked overabed',‘the neoclassicismofthe faux Athenian Acropolis that dominates'"Yeah, whatever.").</td></tr></table></body></html>  
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-There are a total of 20 marks available for Question 1.  
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-10 marks can be awarded for part (a) and 10 marks for part (b). There is one mark per level for each AO. This table should be used twice – firstly to mark part (a) and allocate a mark out of 10, and then again to mark part (b) and allocate a mark out of 10. Parts (a) and (b) focus on different language levels, and therefore each part could achieve different language levels. Each part should be marked completely separately – there is no need to look for consistency in allocating marks if the responses demonstrate different levels of competency.  
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-<html><body><table><tr><td>Level</td><td>AO1andA03</td><td></td><td>Mark</td></tr><tr><td>5</td><td></td><td>asecureacademicregister.(Ao1) With a precise hold on the language feature specified in the task, candidates perceptively evaluate the possible audience.(Ao3)</td><td>9-10</td></tr><tr><td>4</td><td></td><td>specified in the task, with application of appropriate terminology and coherent written expression. (AO1) understoodby itsaudience.(Ao3)</td><td>7-8</td></tr><tr><td>3</td><td></td><td>Candidates make some clear points about language use which relate to the specified language level and are supported with relevant evidence; use of terminology is mostly appropriate, although likely to be less densely packed than the level above and written expression is clear but likely not to be economical. (AO1)</td><td>5-6</td></tr><tr><td>2</td><td></td><td>audience.(Ao3) Candidates attempt to make their writing relevant to the feature and language level specified in the task, pulling out the occasional piece of evidence and using terminology which is partially appropriate; written expression</td><td>3-4</td></tr><tr><td>1</td><td></td><td>audience.(A03) writing may at timesobscure meaning.(Ao1)</td><td>1-2</td></tr><tr><td>0</td><td></td><td>the audience will be somewhat indistinct. There may be a vague sense of the text's purpose. (Ao3) Noresponseornoresponseworthyofanycredit.</td><td>0</td></tr></table></body></html>  
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-Indicative Content – Please note: indicative content indicates possible points candidates might make, but this is not an exhaustive account. Any valid response should be rewarded.   
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-<html><body><table><tr><td>Question</td><td>Guidance</td><td>Marks</td><td>Textfeatures</td></tr><tr><td rowspan="3">2</td><td rowspan="3">Thedevelopmentsintechnologyfrom thelate twentiethcenturyonwardshavemadeour language more dynamic, versatile and creative.' Write the script for a talk on this topic as the opening of a podcast called *The Way we Talk Now'. You should aim to engage a reasonably well- educated,non-specialistaudience.It should be no morethan500words. A05 Candidates should first of all use an appropriate register for a podcast to a general audience. This means it should be fairly formal but without being</td><td rowspan="3">24</td><td>A02 All candidates should see that a descriptive approach to the influence of technology on language is required and most will understand that the more negative attitude to it held by many people is being implicitly criticised in the given quotation. This negative view (and perhaps some of the reasons for it - the</td></tr><tr><td>insecurityfeltbysomeolderpeopleasfamiliar boundaries are changed, the prescriptive attitude to language encouraged by certainsections of the media,etc) should be touched on, although most of the talk will almost certainly be in support of the</td></tr><tr><td>quotation. In order to show knowledge and understanding of this issue, the two aspects of language raised by the question (its richness and its versatility) need to be tackled, though not necessarily separately. An understanding that language always changes and that this is to be welcomed will underpin many answers. Again, the usefulness of a descriptive approach in allowing greater flexibility will probably</td></tr></table></body></html>  
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-<html><body><table><tr><td>The most successful candidates will show that they have thought about the context of reception, perhaps by introducing themselves using a different name and specified role. Use of the first person singular, appropriate, as will such phrases as 'some of you'. A successful handling of structure and discourse is essential in both showing that this genre is understood and exploiting it to the full. All candidates should understand that they need to start with a greeting and introduction to the topic. More thoughtful scripts will alsoprovidediscoursemarkers andlexicalconnectors throughout so that the audience has an indication of the overall structure of the talk and where they are in it at any given point. In order to do well, candidates will need to explore the given statement rather than simply considering one side, and the talk may follow a conventional discourse structure such assetting up an argument (probably, in this case, starting with the common perception that the latest technology has impoverished language) and then proceeding to attack it. Another approach would be to take one criticism of technology's influence on language at a time and argue against it. Scripts with flair will manage to create a pleasingly cohesivepiecewhere the end ties inwith the opening and the whole is connected not only by a consistency of style and tone but by features such as different types of referencing or even a running joke.</td><td></td><td>influences (unlike countries like France, with its Academie Francais), has become fuller and with more expressive possibilities as a result. This centuries-old response has no doubt encouraged our willingness to embrace all the new terms that have come about via modern technology, The prescriptive/descriptive debate: the idea that a more ‘permissive' attitude to language able to manipulate it in new and inventive ways. Lexical growth is an irrefutable aspect of modern technology, as is semantic growth as more and more words become polysemes (twitter, menu, mouse - even ‘visit' and 'go'). The fact that features such as initialisms, compounds and blends ('OMG', “IMOH', "facetime', ‘webinar', etc) are not new, although they have proliferated as a result of modern technology. Studies (e.g. Plester et al, 2008) that have shownthatyoung people'svocabulary grows as a result of frequent texting. We already adapt the way we use language to suit the context and mode; technology provides more contexts and modes, so inevitably makes language richer (Pinker) The best talks will go beyond vocabulary and may consider points such as Tim Shortis observation that electronic text has given rise to new patterns of spelling and punctuation as well as new symbols and new uses of existing symbols. Again, looking beyond lexis, David Crystal's point that modern technology, especially in the form of texting, has created hybrid' forms of language that combine the written and spoken</td></tr></table></body></html>  
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-<html><body><table><tr><td></td><td></td><td></td><td>modesandthatthisleadstofarmorevaried waysofcommunicating. The discovery that Twitter, far from limiting language by limiting the number of characters allowed,hasactuallycreatedmoreinventive means of expression, even including 'micropoetry'. On the other side of the argument, points made might include the tyranny of the spell-check, leading to uniform American English spellings replacingothervarieties,theprovisionbymost phones of pre-writtenreplies to send to texts and universally accepted initialisms enforcing, by their nature, lexical repetition. (Throughoutthescripts,arangeoflivelyexamples will, of course, be more important than a list of named theorists and what each said.)</td></tr></table></body></html>  
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-# Mark Scheme  
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-H470/01 There are a total of 24 marks available for Question 2.   
-Decide on a mark for AO2 out of 12, and then a separate mark for AO5 out of 12. Add the two marks together to reach a total out of 24 marks. It is possible that candidates may achieve different levels for each AO: allocate the mark according to the level of competency demonstrated for each AO individually.   
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-<html><body><table><tr><td></td><td>LevelA02</td><td></td><td>Mark A05</td><td></td><td>Mark</td></tr><tr><td>6</td><td></td><td>·In their piece of writing, candidates show an assured knowledge andunderstanding of thespecified concept and issue and its relevance to language use. Candidates engage critically with the specified concept and issue.</td><td>11-12</td><td>An expertly-constructed text showing, perhaps surprising, originality in making the piece appropriate to the form specifiedinthetask. The use of appropriately chosenlinguistic features shows flair and the writing precisely suits the audience defined in</td><td>11-12</td></tr><tr><td>5</td><td></td><td>In their piece of writing, candidates show a good knowledge and understanding of the specified concept and issue and its relevance to language use. In their piece, candidates show that they can take a</td><td>9-10</td><td>the task. A well-constructed text, which is appropriate to the form specifiedinthetask. The use of appropriately chosen linguistic features shows skill and their writing suits the audience defined in the task. A deliberately constructed text, which contains most of</td><td>9-10</td></tr><tr><td>4</td><td></td><td>criticalangleonthespecifiedconceptandissue. In their piece of writing, candidates show an essentially sound level of knowledge and understanding of the specified concept and issue and its relevance to language use. Candidates show that theyhavesome ability to think andwritecriticallyabouttheconcept/issue.</td><td>7-8</td><td>the main elements of the form specified in the task. There is clear use of appropriate linguistic features and the writing has been modulated to take account of the audiencedefinedinthetask.</td><td>7-8</td></tr><tr><td>3</td><td></td><td>Theirknowledge and understandingof the chosen language conceptorissue is mostly accurate, although is likely to lack the depth needed to be convincing. In their piece of writing, candidates have addressed</td><td>5-6</td><td>A text which is attempting to match the task's purpose and which is at least recognisable as an example of the formspecifiedinthetask. There are some appropriate language features employed and some attempts have been made to take account of theaudiencedefinedinthetask.</td><td>5-6</td></tr><tr><td>2</td><td></td><td>the specified concept/issue, although not critically. Candidates'knowledge and understanding of the concept/issue is likely tohave inaccuracies or be muddled. The language concept/issue is present in the piece althoughsomewhatindistinctorconfused.</td><td>3-4</td><td>A text which has some sense of the form specified in the task, but which leaves out key elements. There are some attempts to use appropriate language features, although probably not employing a register whichsuitstheaudiencedefinedinthetask.</td><td>3-4</td></tr></table></body></html>  
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-<html><body><table><tr><td>Level 1</td><td>AO2</td><td>Candidates do not appear to understand the concept</td><td>Mark 1-2</td><td>AO5</td><td>Candidates produce writing which has little sense of the</td><td>Mark 1-2</td></tr><tr><td rowspan="2"></td><td rowspan="2"></td><td>or issue but it is possible to see one or two points relating to it.</td><td></td><td rowspan="2"></td><td>specified task, although there may be one or two superficial features of the form specified in the task.</td><td></td></tr><tr><td>The language concept or issue will be just barely detectableinthepiece. No response or no response worthy of any credit.</td><td>0</td><td>One or two appropriate language features may be present; the audience is not understood or addressed. No response or no response worthy of any credit.</td><td>0</td></tr></table></body></html>  
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-Indicative Content – Please note: indicative content indicates possible points candidates might make, but this is not an exhaustive account. Any valid response should be rewarded.   
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-<html><body><table><tr><td>Question</td><td>Guidance</td><td>Mark</td><td colspan="3">Textfeatures</td></tr><tr><td>3</td><td rowspan="6">Using appropriate linguistic concepts and methods, analyse theways inwhich languageisusedinthese two texts. In your answer you should: exploreconnectionsand differencesbetweenthe texts A03 Newcastle on - presumably -a Saturday night) but is closer to arealityshow.Thereis though,at least an ostensible purpose of educating in this text,notonlybecauseitsets</td><td rowspan="6">36</td><td colspan="3">Phonetics, phonology and prosodics</td></tr><tr><td></td><td>Text B PhonologicalfeaturesoftheGeordie accent.Features such as the phonemic substitution of /n/for/n/ at the end of</td><td>Text C Standard English is used throughout. An informative piece with no examples of howindividualsareaffected,thearticle</td></tr><tr><td>south.</td><td>present participles('straight-talkin'’, thinkin'')and the deleted sounds(o‘, defini'ly'), although natural to the speakers,arebeingemployedbythe</td><td>doesnotusequotedspeechfromanyone living in deprived areas listed. Thelackofavoicefromthoseaffected showshowthistexttalksaboutthemwhile</td></tr><tr><td>considerhowcontextual factorscontributetothe construction ofmeaning Bothtextssetouttoinform</td><td>producersoftheshowtoshowaclear contrastwiththewomenfromthe RPaccentsoftheV/Oandvoicesin the short clips. It could be pointed out</td><td>Text B lets them speakfor themselves.The only quotations are ‘highly deprived’ and “living without a toothbrush', a phrase taken fromTeesideLive,alocalnewswebsite.</td></tr><tr><td></td><td>that thisdoesestablishthis accentas repetition in Lindsay's“I'd beI'dbe</td><td></td></tr><tr><td></td><td>being a rare example) means it is really only the placing of the micropauses thatmakeitdifferent(interms of</td><td></td></tr><tr><td></td><td>but, while this is the primary</td><td></td><td></td><td></td></tr><tr><td></td><td>outfirstandforemostto entertain.Ithassomefeatures of a documentary (such as the informativeandever-present V/Oand theshots of</td><td>spontaneous speech(the redundant</td><td></td><td></td></tr><tr><td></td><td>purpose of Text C, Text B sets</td><td>ofthebalancetheprogramme</td><td>the norm, thus perhaps forfeiting some apparentlysetsouttoachieve. Makylea'simitationofanRPaccent. Thegenerallackofnon-fluencyinthe</td><td></td></tr></table></body></html>  
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-<html><body><table><tr><td rowspan="7">out to‘teach' the girls from the south(asshowninthe title) but inits aim,actuallystated by Hufty, to challenge stereotypes.Thetarget audience is probably largely people close to the ages of the young women featured (and female themselves). There may also be viewers who are moreseriouslyinterestedin this sort of social experiment. Text C is more informative, though not without a desire to entertaintokeepits readership interested (details suchasthataboutthe toothbrush adding some human interest and providing relief from the statistics). It will alsobeawareofmaintaining itscredentialsasabalanced and reliable newspaper, as shown in its mentioning that themostdeprivedareaof the UK is actually in Essex, whereasTextBpaintsa black-and-white picture of north and south in keeping withitscentralfocusonthe contrast between them. A04 The texts share the topic of</td><td>isagoodexampleofhowfluentshe andtheotherNewcastlewomenare. The whole text seems to be very rapid, with fewpauses, sometimes even when an utterance is completed (e.g. 'all the rest of it I can guarantee ..'). The particularly fast pace of the section wherepre-recorded clips are inserted into the V/O (shown by the latch-ons). The fact that the main presenter and all of the participants are female with one male voice used as one of the pre- recorded clips.</td><td></td></tr><tr><td>Lexisandsemantics TextB Use of dialect words ('charver'‘chavs (.)</td><td>Text C Alongside socio-economic terms such as financially deprived’and‘economic</td></tr><tr><td>or charversaswesayuphere')and "lasses'withnoexplanation. Hufty's use of hedging and modal verb whenreferringtothesouthernvisitors ('these girls might feel a little bit prejudiced'). Incontrast,theV/Ousessomenegative lexis, mainly in the form of adjectives, to keep contrasts constantly to the forefront: 'disadvantaged', “hard', 'toughest', along with the figurative 'a daily battle'.</td><td>downturn', the article employs more emotive language than we might expect ('staggering', 'suffering'). Most of the lexis is sophisticated(Latinate words ‘investigates',‘sufficient' and 'deprivation') contrasted with ‘toothbrush'. Use of the clipping 'stats', but the word has previously been used in full. Figurativelanguagecreatesafurther emotive effect('taken a hit',‘fallen off the charts').</td></tr></table></body></html>  
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-<html><body><table><tr><td rowspan="7">of the UK.Text B is a transcriptofpart of theTV programme‘Geordie Finishing Schoolfor Girls',whichfollows wealthyyoungwomenfrom thesouthastheyspendtime in Newcastle with young womenlivingonbenefits there. Text C is an article from theonlineversionofthe newspaper. All candidateswill be aware of the north/south divide, and their language studies should havemadethemfamiliarwith thedifferentwaysinwhich stereotypesarehandledby the media. They should also be interested in accent and dialectandknowtoavoida prescriptive approach to them. The texts obviously differ in mode:TextBcontainsa mixtureofscriptedand unscriptedspeech,whileText Cisawrittentextwithone photograph, headline and sub- headings in bold font and hyperlinks.While the article is written text and having just one author, very tightly controlled, it could be argued that the programme extract is sodependenton thevoice overforitsstructureand,not having been broadcast live,</td><td rowspan="7"></td><td rowspan="7"></td><td rowspan="7">TheV/Oandtheclipsfromother presentersatthebeginningofthetextall usenounphrasesfromasemanticfield of socio-economics (deprived areas', 'unemployment rate', 'poverty line'). The more human, prosaic element is found in the language of the Geordie women,whichcanbecolloquial('a grand' - or figurative - 'handed ... on a plate', led ... astray'). The V/O attempts to use some colloquial lexis,perhapsinaformofdownward convergence ('the posh girls',‘mum of two').</td><td rowspan="3">Anderssondoesnotfeeltheneedto explain the recent coinage 'gentrification' oritsnegativeconnotationstoher educatedtargetaudience.</td></tr><tr><td></td></tr><tr><td></td></tr><tr><td>Grammarandsyntax TextB</td><td>Text C The grammar is very formal, obeying</td></tr><tr><td rowspan="2">Non-standardpronounsseenin‘me mouth gotus into a lo'o'trouble',the use of the objectform of the firstperson pronoun at the end of an utterance - l'm proud to be a charver me'- , the dialectal 'mam'forthe standard English‘mum' and the singular verb ending after a plural subject in 'mam and dad puts'. The scripted speech uses standard (is said to have been', 'reported to be</td><td rowspan="3">prescriptiverules such as the avoidance of prepositions at the end of a clause (the level to which local authorities lack ...'). Frontedconjunctionin thesentence starting 'And while the north', but this is the only one. The formality is further created by the use of the passive voice on several occasions</td></tr><tr><td rowspan="2">sentences,generallykeepingtoone or</td></tr><tr><td>twoclauses.Theonlyexampleofan incomplete sentence is the opening one, whereanintroductoryclausesuchas 'This is' is not needed because of the visual shots.</td></tr></table></body></html>  
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-<html><body><table><tr><td colspan="4">MarkScheme June2022 hashadsomuchchanceto Syntax in the spontaneous speech can be looser, for example with the</td></tr><tr><td>selectthespontaneous utterancesitwantstousethat it is almost equally crafted. Text B, although it supplies somefactual information through the V/O and short pre- recorded clips relies on makingitspointsdirectly throughthevoicesofthe people involved and the contrasting shots of the south andnorth.Theonlyvisual image used in Text C is the photograph of one industrial scene and nothing audial is possible. The main target audience - mainly middle- aged and older and middle- class, though the online element may attract younger readers-isexpectedtobe moreinterestedintheoverall situation and the statistics thanintheexperienceof individuals.</td><td>Discourse</td><td>compounding in Makylea's first speech andtheunconnectednounphrasesin Lindsay's 'if you're a policeman (.) social services(.)council'. Superlatives are used quite frequently by the V/O and the presenters in the clips ('most deprived', *highest unemployment rate','most disadvantaged'). TextB Thestructuretakestheformofa conversationintroducedandthen interrupted by a presenter's V/Os. Equally,the whole could beseen as one introductionwiththeNewcastlewomen's speeches being used as pre-recorded clips to support it, the only difference being that we actually see them. There has evidently been very careful editing. TheV/Os provide a framework into whichtheselectedutterancesfit smoothly, giving us background informationorforegroundingwhat the presenter sees as thekey aspects of a speech. She does the latter when she introduces Hufty's first one with 'she's out to challenge some negative stereotypes'and againwithMakylea and Lindsay, where she both tells us more about their situation and gives a summary of what they then say.</td><td>Text C The articlehas a conventional structure for its genre, with headline in bold, large font, by-line, photograph and, later, sub- headings, again in larger, bolder font, whichsummarisethesectiontocome,in the first two cases by selecting the most sensational pointmade. There are many paragraphs, each containingoneoratmosttwosentences. Hyperlinks are indicated, as is now conventional, by using a different colour forcertainreferences. Thereisclearcohesion:theheadline outlinesthewholearticle,whilethefirst part deals with the‘19 of the 20' neighbourhoods mentioned, with the secondfocusingonthetwentiethbefore moving on to a consideration ofwhy London areas previously in the bottom twenty have moved up this particular league table. This latter part differs from Hufty's use of questions and feedback the first in that it suggests reasons for the decline orrise of certain areas,whereas</td></tr></table></body></html>  
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-<html><body><table><tr><td></td><td></td><td>'yous'). Newcastle women's poverty.</td><td>conversationandherlackofvocatives (aswellastheusefuldialectalplural There is only one overlap, where Hufty defers to Lindsay. Unnaturally constructed speech, the V/OscombiningwithHufty'squestions. Thetext isverycohesiveas theV/O constantlysteersitinthedesired direction, with the emphasis in this part of the programme being on the young</td><td>facts, consistently citing reliable sources for them.</td></tr></table></body></html>  
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-# H470/01  
-
-# Mark Scheme  
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-There are a total of 36 marks available for Question 3.  
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-Decide on a mark for AO1 out of 12, and then a separate mark for AO3 out of 12, and a separate mark for AO4 out of 12. Add the three marks together to reach a total out of 36 marks. It is possible that candidates may achieve different levels for each AO: allocate the mark according to the level of competency demonstrated for each AO individually.  
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-<html><body><table><tr><td>Level 6</td><td>AO1</td><td>Mark</td><td>A03</td><td></td><td>Mark</td><td>A04</td><td></td><td>Mark</td></tr><tr><td rowspan="4"></td><td>Candidates apply a range of appropriate methods in an assured and systematic way, using appropriate terminology and writing in a secure academic</td><td>11-12</td><td></td><td>Candidates make discerning points about the possible effectofcontextualfactorson particular features of language, both in terms of production and reception. They perceptively evaluate</td><td>11-12</td><td></td><td>Candidatesselectivelyand methodically apply confident knowledge of appropriate linguistic concepts across both texts. Candidatescompare particular linguistic features</td><td>11-12</td></tr><tr><td>register. They deftly establish and explore patterns of language use and canclosely analyseincisively chosenevidence. Candidates apply a range of</td><td>9-10</td><td></td><td>their points, suggesting alternativesfor how context might account for variations in language use. Candidates make strong and</td><td>9-10</td><td></td><td>in the two texts, making illuminating connections betweenthemwhichclearly establishsomeofthevaried ways that language is used. Candidatesmethodically apply sound knowledge of</td><td>9-10</td></tr><tr><td>appropriate methods to the texts in a systematic way, using appropriate terminology and</td><td></td><td></td><td>helpful points about relevant contextual factors, showing howcontextmightaffect language use, both in terms of productionandreception. They show that they can weigh uphowcontextualfactors might account for variations in</td><td></td><td></td><td>appropriate linguistic Candidatescompare texts, making helpful whichshowsomeofthe</td><td></td></tr><tr><td>coherentwrittenexpression. Theyestablishpatternsof languageuse andcan analyse well-chosenevidenceinsome depth.</td><td></td><td></td><td>language use.</td><td></td><td></td><td>concepts across both texts. linguistic features in the two connections between them waysthatlanguagevaries.</td><td></td></tr></table></body></html>  
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-H470/01   
-Mark Scheme   
-
-
-<html><body><table><tr><td>Level 4</td><td>A01</td><td>Mark 7-8</td><td>A03</td><td>Candidatesmakesomevalid</td><td>Mark 7-8</td><td>A04</td><td>Candidates apply accurate</td><td>Mark 7-8</td></tr><tr><td>3</td><td>Candidates apply some appropriate methods in a sound way, using mostly appropriate terminology and coherent if uneconomical writing. Analysis is characterised by either a fairly limited number of well-developed points, with relevant evidence, or a larger number of valid supported points that lack depth.</td><td></td><td></td><td>points about context, showing how contextual factors can affect language production and reception. They come to some sound conclusions about how contextual factors could cause variations in language. Candidatesmakeafew</td><td></td><td>both texts.</td><td>knowledgeoflinguistic concepts to language features in a way that is mostly appropriate, across They make some comparisons of linguistic features in the two texts, making some connections betweenthemwhichshow waysinwhichlanguageuse Candidateshavealoose grasp of linguistic concepts and attempt to apply them to both texts, although sometimes unconvincingly.</td><td>5-6</td></tr><tr><td></td><td>Candidates attempt to apply linguistic methodswith some success, and terminology is at times appropriate; written expression contains some errors. Analysisisunevenandis characterised by either scattered points that are supported with evidence or points which may have validity but are unsupported.</td><td>5-6</td><td>received. variation.</td><td>successful attempts at showing how basic contextual factors affect the way language is produced and Conclusions drawn tend to be assertive and simplistic rather than weighed in the balance andaresometimes unconvincing; there may be an elementary sense of how context affects language</td><td>5-6</td><td>varies. success.</td><td>They will make more general connections and will attempt to compare particular features but with only partial</td><td></td></tr></table></body></html>  
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-<html><body><table><tr><td>Level</td><td>A01</td><td>Mark</td><td>A03</td><td></td><td>Mark</td><td>A04</td><td></td><td>Mark</td></tr><tr><td>2</td><td>Candidates make a vague attempt to apply linguistic methods to the texts and some termsareused,withoccasional appropriateness; writing is likely to contain errors which sometimes obscures meaning. One or two simple points are made, with little or tenuous</td><td>evidence;assertiveratherthan</td><td>3-4</td><td></td><td>Candidates can comment on context,althoughthis is unlikely to show proper grasp of production and reception and so is of very limited use. Evaluation of points is not happening in this level becausethereisnoreal exploration of language, but theremaybeoneor two generalisations made about the effects of context on the</td><td>3-4</td><td>Where linguistic concepts are in evidence for each text, understanding is shallow and knowledge of them is likely to be muddled. Some loose connections betweenthetextsare establishedinoneortwo places in the answer. These connections are likely to be simplematching and contrasting of features with</td><td>3-4</td></tr><tr><td>1</td><td>Candidates struggle to apply the linguistic methods; terminology, if present, is inappropriate and accuracy of written expression is very limited. There may be the odd point made but there is no analysis with evidence.</td><td>1-2</td><td></td><td>language. One or at themosttwo references are made to the context with no link to language production or reception. Little or no attempt to draw conclusionsabouttheeffectof context on different uses of language.</td><td>1-2</td><td>how language varies. mostlyinaccuratewith being present.</td><td>very little demonstration of Any knowledge of linguistic conceptsislikelytobe perhapsaveryvaguesense of understanding both texts The notion of comparison is essentially lost in this level. There may be one or two connections here and there but these do not help with</td><td>1-2</td></tr><tr><td></td><td>No response or no response worthy of any credit.</td><td>0</td><td></td><td>Noresponseornoresponse worthy of any credit.</td><td>0</td><td></td><td>notionsofthevarietiesof language use. No response or no response worthyofanycredit.</td><td>0</td></tr></table></body></html>  
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-# Assessment Objectives Grid  
-
-APPENDIX 1 Assessment Objective weightings are given as percentages.   
-
-
-<html><body><table><tr><td>Question</td><td>A01%</td><td>A02%</td><td>A03%</td><td>A04%</td><td>A05%</td><td>Total%</td></tr><tr><td>1</td><td>5</td><td>0</td><td>5</td><td>0</td><td>0</td><td>10</td></tr><tr><td>2</td><td>0</td><td>9</td><td>0</td><td>0</td><td>9</td><td>12</td></tr><tr><td>3</td><td>9</td><td>0</td><td>6</td><td>9</td><td>0</td><td>18</td></tr><tr><td>Totals</td><td>11%</td><td>6%</td><td>11%</td><td>6%</td><td>6%</td><td>40%</td></tr></table></body></html>  
-
-# Need to get in touch?  
-
-If you ever have any questions about OCR qualifications or services (including administration, logistics and teaching) please feel free to get in touch with our customer support centre.  
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-# Call us on  
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-01223 553998  
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-ocr.org.uk/qualifications/resource-finder   
-ocr.org.uk   
-Twitter/ocrexams   
-/ocrexams   
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-/ocrexams  
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-# CAMBRIDGE UNIVERSITY PRESS & ASSESSMENT  
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-OCR is part of Cambridge University Press & Assessment, a department of the University of Cambridge.  
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output/OCR_2022_1739453709.1647809/auto/OCR_2022_1739453709.1647809_content_list.json

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-        "text": "Wednesday 25 May 2022 – Morning A Level English Language ",
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-        "type": "text",
-        "text": "H470/01 Exploring language ",
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-        "type": "text",
-        "text": "Time allowed: 2 hours 30 minutes ",
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-        "text": "You must have: ",
-        "text_level": 1,
-        "page_idx": 0
-    },
-    {
-        "type": "text",
-        "text": "• the OCR 12-page Answer Booklet • the Resource Booklet ",
-        "page_idx": 0
-    },
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-        "type": "text",
-        "text": "INSTRUCTIONS ",
-        "text_level": 1,
-        "page_idx": 0
-    },
-    {
-        "type": "text",
-        "text": "Use black ink.   \nWrite your answer to each question in the Answer Booklet. The question numbers must be clearly shown.   \n• Fill in the boxes on the front of the Answer Booklet.   \nAnswer all the questions.   \nUse the Resource Booklet to answer the questions in Sections A and C. ",
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-    {
-        "type": "text",
-        "text": "INFORMATION ",
-        "text_level": 1,
-        "page_idx": 0
-    },
-    {
-        "type": "text",
-        "text": "The total mark for this paper is 80.   \nThe marks for each question are shown in brackets [ ].   \nThis document has 4 pages. ",
-        "page_idx": 0
-    },
-    {
-        "type": "text",
-        "text": "ADVICE ",
-        "text_level": 1,
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-    {
-        "type": "text",
-        "text": "Read each question carefully before you start your answer. ",
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-    {
-        "type": "text",
-        "text": "Answer all the questions in this paper. ",
-        "page_idx": 1
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-        "text": "SECTION A – Language under the microscope ",
-        "text_level": 1,
-        "page_idx": 1
-    },
-    {
-        "type": "text",
-        "text": "You are advised to spend about 40 minutes on this section. ",
-        "page_idx": 1
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-    {
-        "type": "text",
-        "text": "Read Text A in your Resource Booklet and answer the following questions. ",
-        "page_idx": 1
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-        "type": "text",
-        "text": "1 Giving careful consideration to the context of the text: ",
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-        "type": "text",
-        "text": "(a) Identify and analyse patterns of lexical and semantic use.   \n(b) Identify and analyse the way sentences are constructed. ",
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-        "type": "text",
-        "text": "SECTION B – Writing about a topical language issue ",
-        "text_level": 1,
-        "page_idx": 1
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-    {
-        "type": "text",
-        "text": "You are advised to spend about 45 minutes on this section. ",
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-    {
-        "type": "text",
-        "text": "2 ‘The developments in technology from the late twentieth century onwards have made our language more dynamic, versatile and creative.’ ",
-        "page_idx": 1
-    },
-    {
-        "type": "text",
-        "text": "Write the script for a talk on this topic as the opening of a podcast called ‘The Way we Talk Now’.   \nYou should aim to engage a reasonably well-educated, non-specialist audience.   \nIt should be no more than 500 words. ",
-        "page_idx": 1
-    },
-    {
-        "type": "text",
-        "text": "SECTION C – Comparing and contrasting texts ",
-        "text_level": 1,
-        "page_idx": 2
-    },
-    {
-        "type": "text",
-        "text": "You are advised to spend about 1 hour and 5 minutes on this section. Approximately 15 minutes should be spent reading and preparing your answer and approximately 50 minutes writing your response. ",
-        "page_idx": 2
-    },
-    {
-        "type": "text",
-        "text": "Read Texts B and C in your Resource Booklet and answer the following question. ",
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-    },
-    {
-        "type": "text",
-        "text": "3 Using appropriate linguistic concepts and methods, analyse the ways in which language is used in these two texts. In your answer you should: ",
-        "page_idx": 2
-    },
-    {
-        "type": "text",
-        "text": "explore connections and variations between the texts consider how contextual factors contribute to the construction of meaning. ",
-        "page_idx": 2
-    },
-    {
-        "type": "text",
-        "text": "Copyright Information ",
-        "text_level": 1,
-        "page_idx": 3
-    },
-    {
-        "type": "text",
-        "text": "OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials.  OCR has attempted to identify and contact all copyright holders whose work is used in this paper.  To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements Booklet.  This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series. ",
-        "page_idx": 3
-    },
-    {
-        "type": "text",
-        "text": "If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible opportunity. ",
-        "page_idx": 3
-    },
-    {
-        "type": "text",
-        "text": "r queries or further information please contact The OCR Copyright Team, The Triangle Building, Shaftesbury Road, Cambridge CB2 8EA. ",
-        "page_idx": 3
-    },
-    {
-        "type": "text",
-        "text": "part of Cambridge University Press & Assessment, which is itself a department of the University of Cambridge. ",
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-    },
-    {
-        "type": "text",
-        "text": "Wednesday 25 May 2022 - Morning A Level English Language ",
-        "text_level": 1,
-        "page_idx": 4
-    },
-    {
-        "type": "text",
-        "text": "H470/01 Exploring language ",
-        "page_idx": 4
-    },
-    {
-        "type": "text",
-        "text": "Resource Booklet ",
-        "page_idx": 4
-    },
-    {
-        "type": "text",
-        "text": "Time allowed: 2 hours 30 minutes ",
-        "page_idx": 4
-    },
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-        "type": "text",
-        "text": "INSTRUCTIONS ",
-        "text_level": 1,
-        "page_idx": 4
-    },
-    {
-        "type": "text",
-        "text": "Use the Resource Booklet to answer the questions in Section A and Section C.   \n.Do not send this Resource Booklet for marking. Keep it in the centre or recycle it. ",
-        "page_idx": 4
-    },
-    {
-        "type": "text",
-        "text": "INFORMATION ",
-        "text_level": 1,
-        "page_idx": 4
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-    {
-        "type": "text",
-        "text": "This document has 12 pages. ",
-        "page_idx": 4
-    },
-    {
-        "type": "text",
-        "text": "BLANK PAGE ",
-        "page_idx": 5
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-        "type": "text",
-        "text": "The material in this Resource Booklet relates to the questions in the Question Paper. ",
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-    {
-        "type": "text",
-        "text": "Contents Pages ",
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-    {
-        "type": "text",
-        "text": "SECTION A – Language under the microscope Text A: Restaurant review from The Observer newspaper. 4–5   \nSECTION C –  Comparing and contrasting texts Text B: Transcript from BBC Three series Geordie Finishing School for Girls. 6–7 Text C: Edited article adapted from inews.co.uk 8–9 ",
-        "page_idx": 6
-    },
-    {
-        "type": "text",
-        "text": "SECTION A - Language under the microscope ",
-        "text_level": 1,
-        "page_idx": 7
-    },
-    {
-        "type": "text",
-        "text": "Text A ",
-        "text_level": 1,
-        "page_idx": 7
-    },
-    {
-        "type": "text",
-        "text": "Text A is the first part of a restaurant review that appeared in The Observer in January 2020 and then online. ",
-        "page_idx": 7
-    },
-    {
-        "type": "text",
-        "text": "The Lookout, Edinburgh: High altitude dining - and prices - but worth it ",
-        "text_level": 1,
-        "page_idx": 7
-    },
-    {
-        "type": "text",
-        "text": "It's a steep climb up to Edinburgh's Lookout, but once you get there the food hits new peaks ",
-        "page_idx": 7
-    },
-    {
-        "type": "image",
-        "img_path": "images/8472ee259f5ae387dcff9b6b776aa856df662237bcd3412615cb4358e6b9751a.jpg",
-        "img_caption": [],
-        "img_footnote": [],
-        "page_idx": 7
-    },
-    {
-        "type": "text",
-        "text": "Jay Rayner ",
-        "text_level": 1,
-        "page_idx": 7
-    },
-    {
-        "type": "text",
-        "text": "Sun 5 Jan 2020 06.00 GMT ",
-        "page_idx": 7
-    },
-    {
-        "type": "image",
-        "img_path": "images/2b71e878d31d243b4a846261ff10a83d42d40db5f9e7f18df14f8511571ff377.jpg",
-        "img_caption": [],
-        "img_footnote": [],
-        "page_idx": 7
-    },
-    {
-        "type": "text",
-        "text": "Cooking with altitude: views across to the Firth of Forth. Photograph: Murdo MacLeod/The Observer ",
-        "page_idx": 7
-    },
-    {
-        "type": "text",
-        "text": "The Lookout, Calton Hill, Edinburgh. EH7 5AA (0131 322 1246). Lunchtime a la carte: starters 8-14; mains 16-25; desserts 5; wines from 29. Set lunch 25. Evening tasting menus 50 and 70 ",
-        "page_idx": 7
-    },
-    {
-        "type": "text",
-        "text": "The Lookout is a brave restaurant. It hasn't so much decided that passing trade is not a priority, as laughed in its face, then handed it a scribbled note saying, \"Go away.\" It occupies a new build right at the top of Calton Hill within the Observatory buildings, looking out over Edinburgh to the Firth of Forth, hence the name. ",
-        "page_idx": 7
-    },
-    {
-        "type": "text",
-        "text": "Inside, it is drop-dead, look-at-me-I'm-Instagram-ready gorgeous, with floor-to-ceiling glass walls, polished concrete floors, a light well through a geometric funnel of a ceiling and an open kitchen with a fire grill, guaranteed to give any diners sitting within 1oft a nice cure. Outside it is toilet-block chic. It's apparently been designed by an architect who, when asked for a contemporary design that might have something to say to the neoclassicism of the faux Athenian Acropolis that dominates up here, decided on the words, \"Yeah, whatever.\" ",
-        "page_idx": 7
-    },
-    {
-        "type": "image",
-        "img_path": "images/7cd6615a89eafd6d0286a8859da6b4bfee055fb860f36900ef878266f2dc1195.jpg",
-        "img_caption": [],
-        "img_footnote": [],
-        "page_idx": 8
-    },
-    {
-        "type": "text",
-        "text": "‘With a deep, rich rust sauce’: rock oysters. Photograph: Murdo MacLeod/The Observer ",
-        "page_idx": 8
-    },
-    {
-        "type": "text",
-        "text": "Taxis can drop off, though it’s still a walk from the road. Otherwise, it’s a major yomp uphill because there’s no parking. No one would describe it as a model of accessibility. On a beautiful Edinburgh summer’s day when the sun barely bothers to set, this could be joyous. I go on a late November day, when half the North Sea is being deposited on the hilltop. I feel intrepid simply for getting to the door. ",
-        "page_idx": 8
-    },
-    {
-        "type": "text",
-        "text": "There is one other challenge. In the evenings, like its sister restaurant, the Gardener’s Cottage at the bottom of the hill, it only serves a tasting menu. It’s $\\pm50$ for five courses and £70 for seven. ",
-        "page_idx": 8
-    },
-    {
-        "type": "text",
-        "text": "That is the case for the prosecution. Here then is the defence: at lunchtime, when it’s a short à la carte, the Lookout is worth busting your lungs for. The view is spectacular, even when the cloud-base is descending on the city like a duvet being chucked over a bed, but you won’t look up much because the food is so diverting. It is simple ideas, well executed, using great ingredients in the service of big flavours. ",
-        "page_idx": 8
-    },
-    {
-        "type": "image",
-        "img_path": "images/276b67dd56d4e802cd45a71be66f58a8f5cbaacd714e82ec9db4399cf8de7c04.jpg",
-        "img_caption": [],
-        "img_footnote": [],
-        "page_idx": 8
-    },
-    {
-        "type": "text",
-        "text": "‘In a puddle of buttery broth bringing it all together’: hake, mussels and leeks. Photograph: Murdo MacLeod/ The Observer ",
-        "page_idx": 8
-    },
-    {
-        "type": "text",
-        "text": "SECTION C – Comparing and contrasting texts ",
-        "text_level": 1,
-        "page_idx": 9
-    },
-    {
-        "type": "text",
-        "text": "Text B ",
-        "text_level": 1,
-        "page_idx": 9
-    },
-    {
-        "type": "text",
-        "text": "This text is an edited transcript of the opening of the BBC Three series Geordie Finishing School for Girls that first aired in 2011.   \nIn the show, four wealthy young women from the south of England visit Newcastle to experience how life is for young women living on benefits there. ",
-        "page_idx": 9
-    },
-    {
-        "type": "text",
-        "text": "(The V/O is the same one throughout and is female.) ",
-        "page_idx": 9
-    },
-    {
-        "type": "text",
-        "text": "Link to material: www.youtube.com/watch?v $\\mathbf{\\bar{\\rho}}=$ CEOcsi5TPbg. Item removed due to third party copyright restrictions. ",
-        "page_idx": 9
-    },
-    {
-        "type": "text",
-        "text": "V/O voice over   \n(.) micropause   \n(2) timed (2 second) pause   \n// overlapping speech   \n$=$ latch-on ",
-        "page_idx": 10
-    },
-    {
-        "type": "text",
-        "text": "SECTION C – Comparing and contrasting texts ",
-        "text_level": 1,
-        "page_idx": 11
-    },
-    {
-        "type": "text",
-        "text": "Text C ",
-        "page_idx": 11
-    },
-    {
-        "type": "text",
-        "text": "This text is an edited article from the website inews.co.uk, the online version of the $j$ newspaper. It first appeared in September 2019. ",
-        "page_idx": 11
-    },
-    {
-        "type": "text",
-        "text": "Link to material:  https://inews.co.uk/news/most-deprived-areas-uk-list-ranking-blackpool-northjaywick-343952.Item removed due to third party copyright restrictions. ",
-        "page_idx": 11
-    },
-    {
-        "type": "text",
-        "text": "Item removed due to third party copyright restrictions. ",
-        "page_idx": 12
-    },
-    {
-        "type": "text",
-        "text": "BLANK PAGE ",
-        "page_idx": 13
-    },
-    {
-        "type": "text",
-        "text": "BLANK PAGE ",
-        "page_idx": 14
-    },
-    {
-        "type": "text",
-        "text": "Copyright Information ",
-        "text_level": 1,
-        "page_idx": 15
-    },
-    {
-        "type": "text",
-        "text": "OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials   OCR has attempted to identi y and contact all copyright holders whose work is used in this paper o avoid the issue o  disclosure o  answer-related in ormation to candidates  all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements Booklet   his is produced or each series o  examinations and is reely available to download rom our public website (www ocr org uk) a ter the live examination series ",
-        "page_idx": 15
-    },
-    {
-        "type": "text",
-        "text": "OCR has unwittingly ailed to correctly acknowledge or clear any third-party content in this assessment material  OCR will be happy to correct its mistake at the earliest possible opportunity ",
-        "page_idx": 15
-    },
-    {
-        "type": "text",
-        "text": "or queries or urther in ormation please contact he OCR Copyright eam  he riangle Building  Sha tesbury Road  Cambridge CB2 8EA ",
-        "page_idx": 15
-    },
-    {
-        "type": "text",
-        "text": "part o  Cambridge University Press & Assessment  which is itsel  a department o  the University o  Cambridge ",
-        "page_idx": 15
-    },
-    {
-        "type": "text",
-        "text": "GCE ",
-        "text_level": 1,
-        "page_idx": 16
-    },
-    {
-        "type": "text",
-        "text": "English Language ",
-        "text_level": 1,
-        "page_idx": 16
-    },
-    {
-        "type": "text",
-        "text": "H470/01: Exploring language ",
-        "page_idx": 16
-    },
-    {
-        "type": "text",
-        "text": "A Level ",
-        "page_idx": 16
-    },
-    {
-        "type": "text",
-        "text": "Mark Scheme for June 2022 ",
-        "text_level": 1,
-        "page_idx": 16
-    },
-    {
-        "type": "text",
-        "text": "OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities.  OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. ",
-        "page_idx": 17
-    },
-    {
-        "type": "text",
-        "text": "It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers.  OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today’s society. ",
-        "page_idx": 17
-    },
-    {
-        "type": "text",
-        "text": "This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced. ",
-        "page_idx": 17
-    },
-    {
-        "type": "text",
-        "text": "All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. ",
-        "page_idx": 17
-    },
-    {
-        "type": "text",
-        "text": "Mark schemes should be read in conjunction with the published question papers and the report on the examination. ",
-        "page_idx": 17
-    },
-    {
-        "type": "text",
-        "text": "$\\circledcirc$ OCR 2022 ",
-        "page_idx": 17
-    },
-    {
-        "type": "text",
-        "text": "MARKING INSTRUCTIONS ",
-        "text_level": 1,
-        "page_idx": 18
-    },
-    {
-        "type": "text",
-        "text": "PREPARATION FOR MARKING SCORIS ",
-        "text_level": 1,
-        "page_idx": 18
-    },
-    {
-        "type": "text",
-        "text": "1. Make sure that you have accessed and completed the relevant training packages for on-screen marking:  scoris assessor Online Training; OCR Essential Guide to Marking.   \n2. Make sure that you have read and understood the mark scheme and the question paper for this unit. These are posted on the RM Cambridge Assessment Support Portal http://www.rm.com/support/ca   \n3. Log-in to scoris and mark the required number of practice responses (“scripts”) and the number of required standardisation responses. OU MUST MARK 10 PRACTICE AND 10 STANDARDISATION RESPONSES BEFORE YOU CAN BE APPROVED TO MARK LIVE SCRIPTS. ",
-        "page_idx": 18
-    },
-    {
-        "type": "text",
-        "text": "MARKING ",
-        "text_level": 1,
-        "page_idx": 18
-    },
-    {
-        "type": "text",
-        "text": "1. Mark strictly to the mark scheme.   \n2. Marks awarded must relate directly to the marking criteria.   \n3. The schedule of dates is very important. It is essential that you meet the scoris $50\\%$ and $100\\%$ (traditional $40\\%$ Batch 1 and $100\\%$ Batch 2) deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay. ",
-        "page_idx": 18
-    },
-    {
-        "type": "text",
-        "text": "you are in any doubt about applying the mark scheme, consult your Team Leader by telephone or the scoris messaging system, or by email. ",
-        "page_idx": 18
-    },
-    {
-        "type": "text",
-        "text": "5. Crossed Out Responses ",
-        "text_level": 1,
-        "page_idx": 18
-    },
-    {
-        "type": "text",
-        "text": "Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is not marked. Where no alternative response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where legible. ",
-        "page_idx": 18
-    },
-    {
-        "type": "text",
-        "text": "Rubric Error Responses – Optional Questions ",
-        "text_level": 1,
-        "page_idx": 18
-    },
-    {
-        "type": "text",
-        "text": "Where candidates have a choice of question across a whole paper or a whole section and have provided more answers than required, then all responses are marked and the highest mark allowable within the rubric is given. Enter a mark for each question answered into RM assessor, which will select the highest mark from those awarded. (The underlying assumption is that the candidate has penalised themselves by attempting more questions than necessary in the time allowed.) ",
-        "page_idx": 18
-    },
-    {
-        "type": "text",
-        "text": "Multiple Choice Question Responses ",
-        "text_level": 1,
-        "page_idx": 19
-    },
-    {
-        "type": "text",
-        "text": "When a multiple choice question has only a single, correct response and a candidate provides two responses (even if one of these responses is correct), then no mark should be awarded (as it is not possible to determine which was the first response selected by the candidate). When a question requires candidates to select more than one option/multiple options, then local marking arrangements need to ensure consistency of approach. ",
-        "page_idx": 19
-    },
-    {
-        "type": "text",
-        "text": "Contradictory Responses ",
-        "text_level": 1,
-        "page_idx": 19
-    },
-    {
-        "type": "text",
-        "text": "hen a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correct ",
-        "page_idx": 19
-    },
-    {
-        "type": "text",
-        "text": "Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response) Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked. The response space should be marked from left to right on each line and then line by line until the required number of responses have been considered.  The remaining responses should not then be marked. Examiners will have to apply judgement as to whether a ‘second response’ on a line is a development of the ‘first response’, rather than a separate, discrete response.  (The underlying assumption is that the candidate is attempting to hedge their bets and therefore getting undue benefit rather than engaging with the question and giving the most relevant/correct responses.) ",
-        "page_idx": 19
-    },
-    {
-        "type": "text",
-        "text": "Short Answer Questions (requiring a more developed response, worth two or more marks) ",
-        "page_idx": 19
-    },
-    {
-        "type": "text",
-        "text": "If the candidates are required to provide a description of, say, three items or factors and four items or factors are provided, then mark on a similar basis – that is downwards (as it is unlikely in this situation that a candidate will provide more than one response in each section of the response space.) ",
-        "page_idx": 19
-    },
-    {
-        "type": "text",
-        "text": "Longer Answer Questions (requiring a developed response) ",
-        "page_idx": 19
-    },
-    {
-        "type": "text",
-        "text": "Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed) response and not crossed out the first response, then only the first response should be marked. Examiners will need to apply professional judgement as to whether the second (or a subsequent) response is a ‘new start’ or simply a poorly expressed continuation of the first response. ",
-        "page_idx": 19
-    },
-    {
-        "type": "text",
-        "text": "6. Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the candidate has continued an answer there then add a tick to confirm that the work has been seen. ",
-        "page_idx": 19
-    },
-    {
-        "type": "text",
-        "text": "7. Award No Response (NR) if: there is nothing written in the answer space ",
-        "page_idx": 20
-    },
-    {
-        "type": "text",
-        "text": "Award Zero ‘0’ if: ",
-        "page_idx": 20
-    },
-    {
-        "type": "text",
-        "text": "anything is written in the answer space and is not worthy of credit (this includes text and symbols). ",
-        "page_idx": 20
-    },
-    {
-        "type": "text",
-        "text": "Team Leaders must confirm the correct use of the NR button with their markers before live marking commences and should check this when reviewing scripts. ",
-        "page_idx": 20
-    },
-    {
-        "type": "text",
-        "text": "8. The scoris comments box is used by your team leader to explain the marking of the practice responses. Please refer to these comments when checking your practice responses. Do not use the comments box for any other reason. If you have any questions or comments for your team leader, use the phone, the scoris messaging system, or e-mail. ",
-        "page_idx": 20
-    },
-    {
-        "type": "text",
-        "text": "9. Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of the marking period. The report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive criticism of the question paper/mark scheme is also appreciated. ",
-        "page_idx": 20
-    },
-    {
-        "type": "text",
-        "text": "10. For answers marked by levels of response: Not applicable in F501 a. To determine the level – start at the highest level and work down until you reach the level that matches the answer b. To determine the mark within the level, consider the following: ",
-        "page_idx": 20
-    },
-    {
-        "type": "text",
-        "text": "",
-        "page_idx": 20
-    },
-    {
-        "type": "table",
-        "img_path": "images/8e4180618e3e00045b8ad21f7f7ba0218ff159b65f48ac54c9a385d0492d2b52.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td>Descriptor</td><td>Awardmark</td></tr><tr><td>Ontheborderlineofthislevelandtheonebelow</td><td>Atbottomoflevel</td></tr><tr><td>Justenoughachievementonbalancefor this level</td><td>Above bottom and either below middle or at middle of level (depending on number of marks available)</td></tr><tr><td>Meetsthecriteriabutwithsomeslight inconsistency</td><td>Abovemiddleandeitherbelowtopofleveloratmiddleoflevel(dependingonnumberofmarks available)</td></tr><tr><td>Consistentlymeetsthecriteriaforthislevel</td><td>Attopoflevel</td></tr></table></body></html>\n\n",
-        "page_idx": 20
-    },
-    {
-        "type": "text",
-        "text": "Annotations ",
-        "text_level": 1,
-        "page_idx": 21
-    },
-    {
-        "type": "image",
-        "img_path": "images/32bf2ec754da81da71f938b20c4bdc8154f0d5e1d54472836d7eba3f4d12a1cf.jpg",
-        "img_caption": [],
-        "img_footnote": [],
-        "page_idx": 21
-    },
-    {
-        "type": "text",
-        "text": "INTRODUCTION ",
-        "text_level": 1,
-        "page_idx": 22
-    },
-    {
-        "type": "text",
-        "text": "Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes: ",
-        "page_idx": 22
-    },
-    {
-        "type": "text",
-        "text": "the specification, especially the assessment objectives the question paper and its rubrics   \nthe texts which candidates have studied   \nthe mark scheme. ",
-        "page_idx": 22
-    },
-    {
-        "type": "text",
-        "text": "You should ensure that you have copies of these materials. ",
-        "page_idx": 22
-    },
-    {
-        "type": "text",
-        "text": "You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR booklet Instruction for Examiners. ",
-        "page_idx": 22
-    },
-    {
-        "type": "text",
-        "text": "Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader. ",
-        "page_idx": 22
-    },
-    {
-        "type": "text",
-        "text": "H470/01 ",
-        "text_level": 1,
-        "page_idx": 23
-    },
-    {
-        "type": "text",
-        "text": "These are the Assessment Objectives for the English Language specification as a whole. ",
-        "page_idx": 23
-    },
-    {
-        "type": "table",
-        "img_path": "images/ce013035dca93e4d60b43a81d42ced084a676b974549ab031d2191a26915d0f1.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td>AO1</td><td>Apply appropriate methods of language analysis, using associated terminology and coherent written expression.</td></tr><tr><td>AO2</td><td>Demonstrate critical understanding of concepts and issues relevant tolanguage use.</td></tr><tr><td>AO3</td><td>Analyseandevaluatehowcontextualfactorsandlanguagefeaturesareassociatedwiththeconstructionofmeaning.</td></tr><tr><td>AO4</td><td>Exploreconnectionsacrosstexts,informedbylinguisticconceptsandmethods.</td></tr><tr><td>AO5</td><td>DemonstrateexpertiseandcreativityintheuseofEnglishtocommunicateindifferentways.</td></tr></table></body></html>\n\n",
-        "page_idx": 23
-    },
-    {
-        "type": "text",
-        "text": "WEIGHTING OF ASSESSMENT OBJECTIVES",
-        "text_level": 1,
-        "page_idx": 23
-    },
-    {
-        "type": "text",
-        "text": "he relationship between the units and assessment objectives of the scheme of assessment is shown in the following table: ",
-        "page_idx": 23
-    },
-    {
-        "type": "table",
-        "img_path": "images/3f6f0b134d247b36d52a5652add238c8517f3a65eb3688650e5737b16afd4f8d.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td rowspan=\"2\">Component</td><td colspan=\"5\">%ofAlevel</td><td rowspan=\"2\">Total</td></tr><tr><td>AO1</td><td>AO2</td><td>AO3</td><td>AO4</td><td>AO5</td></tr><tr><td>Exploring language H470/01</td><td>11%</td><td>6%</td><td>11%</td><td>6%</td><td>6%</td><td>40%</td></tr><tr><td>Dimensions of linguistic variation H470/02</td><td>11%</td><td>11%</td><td>12%</td><td>6%</td><td>0%</td><td>40%</td></tr><tr><td>Independent language research H470/03</td><td>5%</td><td>5%</td><td>5%</td><td>0%</td><td>5%</td><td>20%</td></tr><tr><td></td><td>27%</td><td>22%</td><td>28%</td><td>12%</td><td>11%</td><td>100%</td></tr></table></body></html>\n\n",
-        "page_idx": 23
-    },
-    {
-        "type": "text",
-        "text": "USING THE MARK SCHEME ",
-        "text_level": 1,
-        "page_idx": 24
-    },
-    {
-        "type": "text",
-        "text": "Study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper and ends with the awarding of grades. Question Papers and Mark Schemes are developed in association with each other so that issues of differentiation and positive achievement can be addressed from the very start. ",
-        "page_idx": 24
-    },
-    {
-        "type": "text",
-        "text": "This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers. The Mark Scheme can only provide ‘best guesses’ about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts. ",
-        "page_idx": 24
-    },
-    {
-        "type": "text",
-        "text": "The Examiners’ Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates’ responses to the questions, and that all Examiners understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the meeting, and administrative procedures will be confirmed. Co-ordination scripts will be issued at the meeting to exemplify aspects of candidates’ responses and achievements; the coordination scripts then become part of this Mark Scheme. Before the Standardisation Meeting, you should read and mark in pencil a number of scripts, in order to gain an impression of the range of responses and achievement that may be expected. In your marking, you will encounter valid responses which are not covered by the Mark Scheme: these responses must be credited. You will encounter answers which fall outside the ‘target range’ of levels for the paper which you are marking. Please mark these answers according to the marking criteria. ",
-        "page_idx": 24
-    },
-    {
-        "type": "text",
-        "text": "Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range. Always be prepared to use the full range of marks. ",
-        "page_idx": 24
-    },
-    {
-        "type": "text",
-        "text": "PAPER-SPECIFIC INSTRUCTIONS: H470/01 Exploring language ",
-        "text_level": 1,
-        "page_idx": 25
-    },
-    {
-        "type": "text",
-        "text": "Candidates answer all the questions on the paper. The paper addresses all of the assessment objectives: Assessment Objectives AO1 and AO3 are addressed in question 1.   \nAssessment Objectives AO2 and AO5 are addressed in question 2.   \nAssessment Objectives AO1, AO3 and AO4 are addressed in question 3. ",
-        "page_idx": 25
-    },
-    {
-        "type": "text",
-        "text": "In each question, the assessment objectives are given equal weighting. ",
-        "page_idx": 25
-    },
-    {
-        "type": "text",
-        "text": "THE INDICATIVE CONTENT FOR EACH TASK provides an indication of what candidates are likely to cover. The notes are neither prescriptive nor exhaustive: candidates should be rewarded for any relevant response which appropriately addresses the Assessment Objectives. THE LEVEL DESCRIPTORS FOR EACH QUESTION FOLLOW THE INDICATIVE CONTENT. ",
-        "page_idx": 25
-    },
-    {
-        "type": "text",
-        "text": "SUBJECT-SPECIFIC INSTRUCTIONS: ENGLISH LANGUAGE ",
-        "text_level": 1,
-        "page_idx": 25
-    },
-    {
-        "type": "text",
-        "text": "Each level descriptor covers the relevant assessment objectives.   \nWhere the assessment objectives appear in separate columns, marks should be allocated for each assessment objective independently of one another.   \nis no requirement for responses to be allocated marks from within the same level across each assessment objective.   \nAn answer does not have to meet all the requirements of a level descriptor before being placed in that level. The extent to which it meets all of the requirements of a level descriptor will determine its placement within that level.   \nThe extent to which the statements within the level have been achieved should be the only criteria used when deciding the mark within a level.   \nIndicative content indicates possible points candidates might make, but this is not an exhaustive account. Any valid response should be rewarded. ",
-        "page_idx": 25
-    },
-    {
-        "type": "table",
-        "img_path": "images/8f149c690d1875a8edf5cccc215e2ff23620fccadc142ef4cd877ab61064d259.jpg",
-        "table_caption": [
-            "Indicative Content – Please note: indicative content indicates possible points candidates might make, but this is not an exhaustive account. Any valid response should be rewarded. "
-        ],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td>Question</td><td>Guidance</td><td>Marks</td><td>Textfeatures</td></tr><tr><td rowspan=\"5\">1</td><td rowspan=\"2\">TextAisthefirstpartofarestaurantreview publishedinthecoloursupplementofThe Observer and then online. Giving careful consideration to the context of the (a) identify and analyse uses of lexis in this text</td><td>20</td><td>(a) identify and analyse uses of lexis in this text Possiblefeaturescouldbe: Mixed register is present throughout: in keeping</td></tr><tr><td></td><td>with the aim of both entertaining and maintaining a note of sophistication, Rayner uses some quite challenging Latinate lexis ('neoclassicism', “intrepid','contemporary') as</td></tr><tr><td>(b) identify and analyse the way sentences are constructed in this text. Possibilitiesareprovidedbelowforguidancebutany</td><td></td><td rowspan=\"3\"></td></tr><tr><td>validresponseshouldberewarded. General contextual points (AO3): in terms of context of genre, the text was written for a newspaper magazine and is now online, so available to a large, self-selecting audience. The review is clearly aimed mainly at fairly</td><td></td><td>well as the French borrowings‘chic' and ‘a la carte' alongside such colloquialisms as‘drop- dead ... gorgeous', busting your lungs' and 'yomp uphill', not to mention the ‘Yeah, whatever' lifted from spoken English. There is naturally a semantic field of food all candidates will probably note: 'menu', “flavours', 'courses', 'sauce','serves'(etymology enthusiastswillidentifytheseasbeingofFrench</td></tr><tr><td>affluent older readers, although its lively style and their familiaritywiththisreviewer islikelyto attract‘armchair diners'who have no intention of ever visiting this restaurant.Itwillthereforebeimportantforthereview to be entertaining as well as informative, as the illustrations, a common feature of the genre, also suggest. The generally middle-class target audience of The Observer may well be flattered by (or at home with) the assumption that they know Edinburgh landmarks, which are mentioned rather than introduced ('the Observatory buildings', for example), Edinburgh being known as a</td><td></td><td>origin, as befits the field of cuisine) as well as the Anglo-Saxon (lunchtime' and 'starters'). Apart from the conventional indication of prices at the top of the review and the word ‘restaurant' itself, this field is, rather unusually, not introduced until the fourth paragraph. This is becausethefirstpartof thereviewconcentrates on the architecture of the restaurant, and this field is as rich as that of food (with‘glass', 'neoclassicism'and others).</td></tr></table></body></html>\n\n",
-        "page_idx": 26
-    },
-    {
-        "type": "table",
-        "img_path": "images/adff3799260f01950ca714032d9f50ffaf917bce25d3fbfc93299179506109b6.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td>sophistication of thereader.</td><td>cultural capital. The many references to culture and the use of (again, unexplained) lexis from the field of cuisine enhances the writer's (and newspaper's) credibility as well as gratifyingly assuming the While it would obviously be a mistake tosee a review asanadvertisement,therewilllikelybesome persuasionasreviewerswanttoswingyoutotheir opinion. This review is well-balanced overall, but the</td><td>CTTTC</td><td>The caption under thefirst photograph contains a pun on the common phrase (with attitude') picking up on the headline ('altitude'). The standfirst also has a pun referencing the location of the restaurant ('reaches new peaks'). These prepare us for the largely humorous tone of the review itself. This humour is present in the litotes of 'No one would describe it as a model of accessibilty', the hyperbole of 'half the North Sea is being deposited on the hilltop' and the oxymoron 'toilet-block chic'. Figurative language is also designed for comic effect, from the opening metaphor of the restaurant as‘brave', the personification being extendedintothenextsentence,andthesimilar personification of the sun ('barely bothers to set') to the simile like a duvet being chucked over a bed' and the grimly amusing idea of diners sitting too close to the fire grill getting 'a nice cure'(the word‘cure',as some who know the less familiar meaning of this word may</td></tr></table></body></html>\n\n",
-        "page_idx": 27
-    },
-    {
-        "type": "table",
-        "img_path": "images/d9257ab74273d0cba1a6915de463e000bc26a2be9d527aab1af13820785b120b.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td></td><td></td><td>(b)identify andanalyse thewaysentencesare constructed in this text. Possiblefeaturescouldbe: The variation of short and long sentences is a striking feature of this text. Rayner often begins a paragraph with a very short sentence. One example is the first sentence: short and blunt, it acts as a ‘hook'.Further on,'There is one other the case for the prosecution' alerts us to the fact that there is now going to be a switch of focus. In contrast, other sentences are extremely long and complex, such as the last one ofthe second paragraph, which contains a series of embedded clauses. Most candidates should see that this mixture of sentence lengths at least addsvariety andhelpshold thereader's interest. A lot of use is made of contrast, which is thesamestructureofadeicticreference followed by 'is the' followed by a legal term,</td></tr><tr><td></td><td>contrastissostark.</td><td>reinforced by the syntax. The second paragraph has two long sentences (typically separated by a veryshortone)respectivelystartingInside'and ‘Outside', which creates a balanced effect. The first two sentences of the last paragraph share creating an antithesis that both enhances the humour and makes the review sound fair. The imagined‘beautiful Edinburgh summer's day' with ‘the late November day'when he visits the restaurant. Each sentence contains a noun clausefollowed bya subordinate clause post-modifiers). Again, the effect is comic as the</td></tr></table></body></html>\n\n",
-        "page_idx": 28
-    },
-    {
-        "type": "table",
-        "img_path": "images/c3e2288ad0d7100f69c955bb856072425469da822794a488e855c2996915a38f.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td></td><td></td><td></td><td>Elevated and prosaicphrases or clauses areset alongside eachother,usuallywith the effect of comically deflating the former ('the cloud-base is descending on the hill like a duvet being chucked overabed',‘the neoclassicismofthe faux Athenian Acropolis that dominates'\"Yeah, whatever.\").</td></tr></table></body></html>\n\n",
-        "page_idx": 29
-    },
-    {
-        "type": "text",
-        "text": "There are a total of 20 marks available for Question 1. ",
-        "page_idx": 30
-    },
-    {
-        "type": "text",
-        "text": "10 marks can be awarded for part (a) and 10 marks for part (b). There is one mark per level for each AO. This table should be used twice – firstly to mark part (a) and allocate a mark out of 10, and then again to mark part (b) and allocate a mark out of 10. Parts (a) and (b) focus on different language levels, and therefore each part could achieve different language levels. Each part should be marked completely separately – there is no need to look for consistency in allocating marks if the responses demonstrate different levels of competency. ",
-        "page_idx": 30
-    },
-    {
-        "type": "table",
-        "img_path": "images/fbdea009d5075edca6cfa797929295cdb75de0de2a1d341e8060ce6ad26e4234.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td>Level</td><td>AO1andA03</td><td></td><td>Mark</td></tr><tr><td>5</td><td></td><td>asecureacademicregister.(Ao1) With a precise hold on the language feature specified in the task, candidates perceptively evaluate the possible audience.(Ao3)</td><td>9-10</td></tr><tr><td>4</td><td></td><td>specified in the task, with application of appropriate terminology and coherent written expression. (AO1) understoodby itsaudience.(Ao3)</td><td>7-8</td></tr><tr><td>3</td><td></td><td>Candidates make some clear points about language use which relate to the specified language level and are supported with relevant evidence; use of terminology is mostly appropriate, although likely to be less densely packed than the level above and written expression is clear but likely not to be economical. (AO1)</td><td>5-6</td></tr><tr><td>2</td><td></td><td>audience.(Ao3) Candidates attempt to make their writing relevant to the feature and language level specified in the task, pulling out the occasional piece of evidence and using terminology which is partially appropriate; written expression</td><td>3-4</td></tr><tr><td>1</td><td></td><td>audience.(A03) writing may at timesobscure meaning.(Ao1)</td><td>1-2</td></tr><tr><td>0</td><td></td><td>the audience will be somewhat indistinct. There may be a vague sense of the text's purpose. (Ao3) Noresponseornoresponseworthyofanycredit.</td><td>0</td></tr></table></body></html>\n\n",
-        "page_idx": 30
-    },
-    {
-        "type": "table",
-        "img_path": "images/a7391b328784756bf75296aad8aaa718f69e82042eac038fe94da99afaf69c52.jpg",
-        "table_caption": [
-            "Indicative Content – Please note: indicative content indicates possible points candidates might make, but this is not an exhaustive account. Any valid response should be rewarded. "
-        ],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td>Question</td><td>Guidance</td><td>Marks</td><td>Textfeatures</td></tr><tr><td rowspan=\"3\">2</td><td rowspan=\"3\">Thedevelopmentsintechnologyfrom thelate twentiethcenturyonwardshavemadeour language more dynamic, versatile and creative.' Write the script for a talk on this topic as the opening of a podcast called *The Way we Talk Now'. You should aim to engage a reasonably well- educated,non-specialistaudience.It should be no morethan500words. A05 Candidates should first of all use an appropriate register for a podcast to a general audience. This means it should be fairly formal but without being</td><td rowspan=\"3\">24</td><td>A02 All candidates should see that a descriptive approach to the influence of technology on language is required and most will understand that the more negative attitude to it held by many people is being implicitly criticised in the given quotation. This negative view (and perhaps some of the reasons for it - the</td></tr><tr><td>insecurityfeltbysomeolderpeopleasfamiliar boundaries are changed, the prescriptive attitude to language encouraged by certainsections of the media,etc) should be touched on, although most of the talk will almost certainly be in support of the</td></tr><tr><td>quotation. In order to show knowledge and understanding of this issue, the two aspects of language raised by the question (its richness and its versatility) need to be tackled, though not necessarily separately. An understanding that language always changes and that this is to be welcomed will underpin many answers. Again, the usefulness of a descriptive approach in allowing greater flexibility will probably</td></tr></table></body></html>\n\n",
-        "page_idx": 31
-    },
-    {
-        "type": "table",
-        "img_path": "images/fc3fbaac60b3ccec076b0c07b494da0d23f6b2f2a51992189bc596470829c665.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td>The most successful candidates will show that they have thought about the context of reception, perhaps by introducing themselves using a different name and specified role. Use of the first person singular, appropriate, as will such phrases as 'some of you'. A successful handling of structure and discourse is essential in both showing that this genre is understood and exploiting it to the full. All candidates should understand that they need to start with a greeting and introduction to the topic. More thoughtful scripts will alsoprovidediscoursemarkers andlexicalconnectors throughout so that the audience has an indication of the overall structure of the talk and where they are in it at any given point. In order to do well, candidates will need to explore the given statement rather than simply considering one side, and the talk may follow a conventional discourse structure such assetting up an argument (probably, in this case, starting with the common perception that the latest technology has impoverished language) and then proceeding to attack it. Another approach would be to take one criticism of technology's influence on language at a time and argue against it. Scripts with flair will manage to create a pleasingly cohesivepiecewhere the end ties inwith the opening and the whole is connected not only by a consistency of style and tone but by features such as different types of referencing or even a running joke.</td><td></td><td>influences (unlike countries like France, with its Academie Francais), has become fuller and with more expressive possibilities as a result. This centuries-old response has no doubt encouraged our willingness to embrace all the new terms that have come about via modern technology, The prescriptive/descriptive debate: the idea that a more ‘permissive' attitude to language able to manipulate it in new and inventive ways. Lexical growth is an irrefutable aspect of modern technology, as is semantic growth as more and more words become polysemes (twitter, menu, mouse - even ‘visit' and 'go'). The fact that features such as initialisms, compounds and blends ('OMG', “IMOH', \"facetime', ‘webinar', etc) are not new, although they have proliferated as a result of modern technology. Studies (e.g. Plester et al, 2008) that have shownthatyoung people'svocabulary grows as a result of frequent texting. We already adapt the way we use language to suit the context and mode; technology provides more contexts and modes, so inevitably makes language richer (Pinker) The best talks will go beyond vocabulary and may consider points such as Tim Shortis observation that electronic text has given rise to new patterns of spelling and punctuation as well as new symbols and new uses of existing symbols. Again, looking beyond lexis, David Crystal's point that modern technology, especially in the form of texting, has created hybrid' forms of language that combine the written and spoken</td></tr></table></body></html>\n\n",
-        "page_idx": 32
-    },
-    {
-        "type": "table",
-        "img_path": "images/c4b9d477a9c616478001dc4369538f25b2028d7cada83c3910bbd14545ddfacb.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td></td><td></td><td></td><td>modesandthatthisleadstofarmorevaried waysofcommunicating. The discovery that Twitter, far from limiting language by limiting the number of characters allowed,hasactuallycreatedmoreinventive means of expression, even including 'micropoetry'. On the other side of the argument, points made might include the tyranny of the spell-check, leading to uniform American English spellings replacingothervarieties,theprovisionbymost phones of pre-writtenreplies to send to texts and universally accepted initialisms enforcing, by their nature, lexical repetition. (Throughoutthescripts,arangeoflivelyexamples will, of course, be more important than a list of named theorists and what each said.)</td></tr></table></body></html>\n\n",
-        "page_idx": 33
-    },
-    {
-        "type": "text",
-        "text": "Mark Scheme ",
-        "text_level": 1,
-        "page_idx": 34
-    },
-    {
-        "type": "table",
-        "img_path": "images/2e5bc533785fa1071f4828be70102c272edd937871f73a650c43dbf13a8ef623.jpg",
-        "table_caption": [
-            "H470/01 There are a total of 24 marks available for Question 2. ",
-            "Decide on a mark for AO2 out of 12, and then a separate mark for AO5 out of 12. Add the two marks together to reach a total out of 24 marks. It is possible that candidates may achieve different levels for each AO: allocate the mark according to the level of competency demonstrated for each AO individually. "
-        ],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td></td><td>LevelA02</td><td></td><td>Mark A05</td><td></td><td>Mark</td></tr><tr><td>6</td><td></td><td>·In their piece of writing, candidates show an assured knowledge andunderstanding of thespecified concept and issue and its relevance to language use. Candidates engage critically with the specified concept and issue.</td><td>11-12</td><td>An expertly-constructed text showing, perhaps surprising, originality in making the piece appropriate to the form specifiedinthetask. The use of appropriately chosenlinguistic features shows flair and the writing precisely suits the audience defined in</td><td>11-12</td></tr><tr><td>5</td><td></td><td>In their piece of writing, candidates show a good knowledge and understanding of the specified concept and issue and its relevance to language use. In their piece, candidates show that they can take a</td><td>9-10</td><td>the task. A well-constructed text, which is appropriate to the form specifiedinthetask. The use of appropriately chosen linguistic features shows skill and their writing suits the audience defined in the task. A deliberately constructed text, which contains most of</td><td>9-10</td></tr><tr><td>4</td><td></td><td>criticalangleonthespecifiedconceptandissue. In their piece of writing, candidates show an essentially sound level of knowledge and understanding of the specified concept and issue and its relevance to language use. Candidates show that theyhavesome ability to think andwritecriticallyabouttheconcept/issue.</td><td>7-8</td><td>the main elements of the form specified in the task. There is clear use of appropriate linguistic features and the writing has been modulated to take account of the audiencedefinedinthetask.</td><td>7-8</td></tr><tr><td>3</td><td></td><td>Theirknowledge and understandingof the chosen language conceptorissue is mostly accurate, although is likely to lack the depth needed to be convincing. In their piece of writing, candidates have addressed</td><td>5-6</td><td>A text which is attempting to match the task's purpose and which is at least recognisable as an example of the formspecifiedinthetask. There are some appropriate language features employed and some attempts have been made to take account of theaudiencedefinedinthetask.</td><td>5-6</td></tr><tr><td>2</td><td></td><td>the specified concept/issue, although not critically. Candidates'knowledge and understanding of the concept/issue is likely tohave inaccuracies or be muddled. The language concept/issue is present in the piece althoughsomewhatindistinctorconfused.</td><td>3-4</td><td>A text which has some sense of the form specified in the task, but which leaves out key elements. There are some attempts to use appropriate language features, although probably not employing a register whichsuitstheaudiencedefinedinthetask.</td><td>3-4</td></tr></table></body></html>\n\n",
-        "page_idx": 34
-    },
-    {
-        "type": "table",
-        "img_path": "images/8ba49c96bc3596d48665ef1c5dca6689e3ae5b3ce8d19b5731dca530bdf9a676.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td>Level 1</td><td>AO2</td><td>Candidates do not appear to understand the concept</td><td>Mark 1-2</td><td>AO5</td><td>Candidates produce writing which has little sense of the</td><td>Mark 1-2</td></tr><tr><td rowspan=\"2\"></td><td rowspan=\"2\"></td><td>or issue but it is possible to see one or two points relating to it.</td><td></td><td rowspan=\"2\"></td><td>specified task, although there may be one or two superficial features of the form specified in the task.</td><td></td></tr><tr><td>The language concept or issue will be just barely detectableinthepiece. No response or no response worthy of any credit.</td><td>0</td><td>One or two appropriate language features may be present; the audience is not understood or addressed. No response or no response worthy of any credit.</td><td>0</td></tr></table></body></html>\n\n",
-        "page_idx": 35
-    },
-    {
-        "type": "table",
-        "img_path": "images/302cc98e560993bfc07b2e5a92a6bf49b8df068e7b5eb57fe4f817bdede7a6ce.jpg",
-        "table_caption": [
-            "Indicative Content – Please note: indicative content indicates possible points candidates might make, but this is not an exhaustive account. Any valid response should be rewarded. "
-        ],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td>Question</td><td>Guidance</td><td>Mark</td><td colspan=\"3\">Textfeatures</td></tr><tr><td>3</td><td rowspan=\"6\">Using appropriate linguistic concepts and methods, analyse theways inwhich languageisusedinthese two texts. In your answer you should: exploreconnectionsand differencesbetweenthe texts A03 Newcastle on - presumably -a Saturday night) but is closer to arealityshow.Thereis though,at least an ostensible purpose of educating in this text,notonlybecauseitsets</td><td rowspan=\"6\">36</td><td colspan=\"3\">Phonetics, phonology and prosodics</td></tr><tr><td></td><td>Text B PhonologicalfeaturesoftheGeordie accent.Features such as the phonemic substitution of /n/for/n/ at the end of</td><td>Text C Standard English is used throughout. An informative piece with no examples of howindividualsareaffected,thearticle</td></tr><tr><td>south.</td><td>present participles('straight-talkin'’, thinkin'')and the deleted sounds(o‘, defini'ly'), although natural to the speakers,arebeingemployedbythe</td><td>doesnotusequotedspeechfromanyone living in deprived areas listed. Thelackofavoicefromthoseaffected showshowthistexttalksaboutthemwhile</td></tr><tr><td>considerhowcontextual factorscontributetothe construction ofmeaning Bothtextssetouttoinform</td><td>producersoftheshowtoshowaclear contrastwiththewomenfromthe RPaccentsoftheV/Oandvoicesin the short clips. It could be pointed out</td><td>Text B lets them speakfor themselves.The only quotations are ‘highly deprived’ and “living without a toothbrush', a phrase taken fromTeesideLive,alocalnewswebsite.</td></tr><tr><td></td><td>that thisdoesestablishthis accentas repetition in Lindsay's“I'd beI'dbe</td><td></td></tr><tr><td></td><td>being a rare example) means it is really only the placing of the micropauses thatmakeitdifferent(interms of</td><td></td></tr><tr><td></td><td>but, while this is the primary</td><td></td><td></td><td></td></tr><tr><td></td><td>outfirstandforemostto entertain.Ithassomefeatures of a documentary (such as the informativeandever-present V/Oand theshots of</td><td>spontaneous speech(the redundant</td><td></td><td></td></tr><tr><td></td><td>purpose of Text C, Text B sets</td><td>ofthebalancetheprogramme</td><td>the norm, thus perhaps forfeiting some apparentlysetsouttoachieve. Makylea'simitationofanRPaccent. Thegenerallackofnon-fluencyinthe</td><td></td></tr></table></body></html>\n\n",
-        "page_idx": 36
-    },
-    {
-        "type": "table",
-        "img_path": "images/079dce07f0a814b9019a7557dc0c1265be6c90bcead9495816d531c46212fe2d.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td rowspan=\"7\">out to‘teach' the girls from the south(asshowninthe title) but inits aim,actuallystated by Hufty, to challenge stereotypes.Thetarget audience is probably largely people close to the ages of the young women featured (and female themselves). There may also be viewers who are moreseriouslyinterestedin this sort of social experiment. Text C is more informative, though not without a desire to entertaintokeepits readership interested (details suchasthataboutthe toothbrush adding some human interest and providing relief from the statistics). It will alsobeawareofmaintaining itscredentialsasabalanced and reliable newspaper, as shown in its mentioning that themostdeprivedareaof the UK is actually in Essex, whereasTextBpaintsa black-and-white picture of north and south in keeping withitscentralfocusonthe contrast between them. A04 The texts share the topic of</td><td>isagoodexampleofhowfluentshe andtheotherNewcastlewomenare. The whole text seems to be very rapid, with fewpauses, sometimes even when an utterance is completed (e.g. 'all the rest of it I can guarantee ..'). The particularly fast pace of the section wherepre-recorded clips are inserted into the V/O (shown by the latch-ons). The fact that the main presenter and all of the participants are female with one male voice used as one of the pre- recorded clips.</td><td></td></tr><tr><td>Lexisandsemantics TextB Use of dialect words ('charver'‘chavs (.)</td><td>Text C Alongside socio-economic terms such as financially deprived’and‘economic</td></tr><tr><td>or charversaswesayuphere')and \"lasses'withnoexplanation. Hufty's use of hedging and modal verb whenreferringtothesouthernvisitors ('these girls might feel a little bit prejudiced'). Incontrast,theV/Ousessomenegative lexis, mainly in the form of adjectives, to keep contrasts constantly to the forefront: 'disadvantaged', “hard', 'toughest', along with the figurative 'a daily battle'.</td><td>downturn', the article employs more emotive language than we might expect ('staggering', 'suffering'). Most of the lexis is sophisticated(Latinate words ‘investigates',‘sufficient' and 'deprivation') contrasted with ‘toothbrush'. Use of the clipping 'stats', but the word has previously been used in full. Figurativelanguagecreatesafurther emotive effect('taken a hit',‘fallen off the charts').</td></tr></table></body></html>\n\n",
-        "page_idx": 37
-    },
-    {
-        "type": "table",
-        "img_path": "images/550c6beca4155a953cc3d12c07c5519bfcd261a6de31b6fd9b70e6058ed33a8d.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td rowspan=\"7\">of the UK.Text B is a transcriptofpart of theTV programme‘Geordie Finishing Schoolfor Girls',whichfollows wealthyyoungwomenfrom thesouthastheyspendtime in Newcastle with young womenlivingonbenefits there. Text C is an article from theonlineversionofthe newspaper. All candidateswill be aware of the north/south divide, and their language studies should havemadethemfamiliarwith thedifferentwaysinwhich stereotypesarehandledby the media. They should also be interested in accent and dialectandknowtoavoida prescriptive approach to them. The texts obviously differ in mode:TextBcontainsa mixtureofscriptedand unscriptedspeech,whileText Cisawrittentextwithone photograph, headline and sub- headings in bold font and hyperlinks.While the article is written text and having just one author, very tightly controlled, it could be argued that the programme extract is sodependenton thevoice overforitsstructureand,not having been broadcast live,</td><td rowspan=\"7\"></td><td rowspan=\"7\"></td><td rowspan=\"7\">TheV/Oandtheclipsfromother presentersatthebeginningofthetextall usenounphrasesfromasemanticfield of socio-economics (deprived areas', 'unemployment rate', 'poverty line'). The more human, prosaic element is found in the language of the Geordie women,whichcanbecolloquial('a grand' - or figurative - 'handed ... on a plate', led ... astray'). The V/O attempts to use some colloquial lexis,perhapsinaformofdownward convergence ('the posh girls',‘mum of two').</td><td rowspan=\"3\">Anderssondoesnotfeeltheneedto explain the recent coinage 'gentrification' oritsnegativeconnotationstoher educatedtargetaudience.</td></tr><tr><td></td></tr><tr><td></td></tr><tr><td>Grammarandsyntax TextB</td><td>Text C The grammar is very formal, obeying</td></tr><tr><td rowspan=\"2\">Non-standardpronounsseenin‘me mouth gotus into a lo'o'trouble',the use of the objectform of the firstperson pronoun at the end of an utterance - l'm proud to be a charver me'- , the dialectal 'mam'forthe standard English‘mum' and the singular verb ending after a plural subject in 'mam and dad puts'. The scripted speech uses standard (is said to have been', 'reported to be</td><td rowspan=\"3\">prescriptiverules such as the avoidance of prepositions at the end of a clause (the level to which local authorities lack ...'). Frontedconjunctionin thesentence starting 'And while the north', but this is the only one. The formality is further created by the use of the passive voice on several occasions</td></tr><tr><td rowspan=\"2\">sentences,generallykeepingtoone or</td></tr><tr><td>twoclauses.Theonlyexampleofan incomplete sentence is the opening one, whereanintroductoryclausesuchas 'This is' is not needed because of the visual shots.</td></tr></table></body></html>\n\n",
-        "page_idx": 38
-    },
-    {
-        "type": "table",
-        "img_path": "images/e2509a3d6f4dc22e78cc1b1c9b58822b24613cc78395ee025f4948f2d5aca0ad.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td colspan=\"4\">MarkScheme June2022 hashadsomuchchanceto Syntax in the spontaneous speech can be looser, for example with the</td></tr><tr><td>selectthespontaneous utterancesitwantstousethat it is almost equally crafted. Text B, although it supplies somefactual information through the V/O and short pre- recorded clips relies on makingitspointsdirectly throughthevoicesofthe people involved and the contrasting shots of the south andnorth.Theonlyvisual image used in Text C is the photograph of one industrial scene and nothing audial is possible. The main target audience - mainly middle- aged and older and middle- class, though the online element may attract younger readers-isexpectedtobe moreinterestedintheoverall situation and the statistics thanintheexperienceof individuals.</td><td>Discourse</td><td>compounding in Makylea's first speech andtheunconnectednounphrasesin Lindsay's 'if you're a policeman (.) social services(.)council'. Superlatives are used quite frequently by the V/O and the presenters in the clips ('most deprived', *highest unemployment rate','most disadvantaged'). TextB Thestructuretakestheformofa conversationintroducedandthen interrupted by a presenter's V/Os. Equally,the whole could beseen as one introductionwiththeNewcastlewomen's speeches being used as pre-recorded clips to support it, the only difference being that we actually see them. There has evidently been very careful editing. TheV/Os provide a framework into whichtheselectedutterancesfit smoothly, giving us background informationorforegroundingwhat the presenter sees as thekey aspects of a speech. She does the latter when she introduces Hufty's first one with 'she's out to challenge some negative stereotypes'and againwithMakylea and Lindsay, where she both tells us more about their situation and gives a summary of what they then say.</td><td>Text C The articlehas a conventional structure for its genre, with headline in bold, large font, by-line, photograph and, later, sub- headings, again in larger, bolder font, whichsummarisethesectiontocome,in the first two cases by selecting the most sensational pointmade. There are many paragraphs, each containingoneoratmosttwosentences. Hyperlinks are indicated, as is now conventional, by using a different colour forcertainreferences. Thereisclearcohesion:theheadline outlinesthewholearticle,whilethefirst part deals with the‘19 of the 20' neighbourhoods mentioned, with the secondfocusingonthetwentiethbefore moving on to a consideration ofwhy London areas previously in the bottom twenty have moved up this particular league table. This latter part differs from Hufty's use of questions and feedback the first in that it suggests reasons for the decline orrise of certain areas,whereas</td></tr></table></body></html>\n\n",
-        "page_idx": 39
-    },
-    {
-        "type": "table",
-        "img_path": "images/30322bcdbd75269879601e3f839ab83bd2f0f6b33b4e82bcb94229c6cd5caaa2.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td></td><td></td><td>'yous'). Newcastle women's poverty.</td><td>conversationandherlackofvocatives (aswellastheusefuldialectalplural There is only one overlap, where Hufty defers to Lindsay. Unnaturally constructed speech, the V/OscombiningwithHufty'squestions. Thetext isverycohesiveas theV/O constantlysteersitinthedesired direction, with the emphasis in this part of the programme being on the young</td><td>facts, consistently citing reliable sources for them.</td></tr></table></body></html>\n\n",
-        "page_idx": 40
-    },
-    {
-        "type": "text",
-        "text": "H470/01 ",
-        "text_level": 1,
-        "page_idx": 41
-    },
-    {
-        "type": "text",
-        "text": "Mark Scheme ",
-        "text_level": 1,
-        "page_idx": 41
-    },
-    {
-        "type": "text",
-        "text": "There are a total of 36 marks available for Question 3. ",
-        "page_idx": 41
-    },
-    {
-        "type": "text",
-        "text": "Decide on a mark for AO1 out of 12, and then a separate mark for AO3 out of 12, and a separate mark for AO4 out of 12. Add the three marks together to reach a total out of 36 marks. It is possible that candidates may achieve different levels for each AO: allocate the mark according to the level of competency demonstrated for each AO individually. ",
-        "page_idx": 41
-    },
-    {
-        "type": "table",
-        "img_path": "images/79e887bdd57c08312741305ec6e2215ef9ef7fefd7edb5d7341da40d6dc2dc81.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td>Level 6</td><td>AO1</td><td>Mark</td><td>A03</td><td></td><td>Mark</td><td>A04</td><td></td><td>Mark</td></tr><tr><td rowspan=\"4\"></td><td>Candidates apply a range of appropriate methods in an assured and systematic way, using appropriate terminology and writing in a secure academic</td><td>11-12</td><td></td><td>Candidates make discerning points about the possible effectofcontextualfactorson particular features of language, both in terms of production and reception. They perceptively evaluate</td><td>11-12</td><td></td><td>Candidatesselectivelyand methodically apply confident knowledge of appropriate linguistic concepts across both texts. Candidatescompare particular linguistic features</td><td>11-12</td></tr><tr><td>register. They deftly establish and explore patterns of language use and canclosely analyseincisively chosenevidence. Candidates apply a range of</td><td>9-10</td><td></td><td>their points, suggesting alternativesfor how context might account for variations in language use. Candidates make strong and</td><td>9-10</td><td></td><td>in the two texts, making illuminating connections betweenthemwhichclearly establishsomeofthevaried ways that language is used. Candidatesmethodically apply sound knowledge of</td><td>9-10</td></tr><tr><td>appropriate methods to the texts in a systematic way, using appropriate terminology and</td><td></td><td></td><td>helpful points about relevant contextual factors, showing howcontextmightaffect language use, both in terms of productionandreception. They show that they can weigh uphowcontextualfactors might account for variations in</td><td></td><td></td><td>appropriate linguistic Candidatescompare texts, making helpful whichshowsomeofthe</td><td></td></tr><tr><td>coherentwrittenexpression. Theyestablishpatternsof languageuse andcan analyse well-chosenevidenceinsome depth.</td><td></td><td></td><td>language use.</td><td></td><td></td><td>concepts across both texts. linguistic features in the two connections between them waysthatlanguagevaries.</td><td></td></tr></table></body></html>\n\n",
-        "page_idx": 41
-    },
-    {
-        "type": "table",
-        "img_path": "images/004f220a5065b5dc074ec4fab631e46f23aa2337e298946a98c8fbb950e85b1c.jpg",
-        "table_caption": [
-            "H470/01 ",
-            "Mark Scheme "
-        ],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td>Level 4</td><td>A01</td><td>Mark 7-8</td><td>A03</td><td>Candidatesmakesomevalid</td><td>Mark 7-8</td><td>A04</td><td>Candidates apply accurate</td><td>Mark 7-8</td></tr><tr><td>3</td><td>Candidates apply some appropriate methods in a sound way, using mostly appropriate terminology and coherent if uneconomical writing. Analysis is characterised by either a fairly limited number of well-developed points, with relevant evidence, or a larger number of valid supported points that lack depth.</td><td></td><td></td><td>points about context, showing how contextual factors can affect language production and reception. They come to some sound conclusions about how contextual factors could cause variations in language. Candidatesmakeafew</td><td></td><td>both texts.</td><td>knowledgeoflinguistic concepts to language features in a way that is mostly appropriate, across They make some comparisons of linguistic features in the two texts, making some connections betweenthemwhichshow waysinwhichlanguageuse Candidateshavealoose grasp of linguistic concepts and attempt to apply them to both texts, although sometimes unconvincingly.</td><td>5-6</td></tr><tr><td></td><td>Candidates attempt to apply linguistic methodswith some success, and terminology is at times appropriate; written expression contains some errors. Analysisisunevenandis characterised by either scattered points that are supported with evidence or points which may have validity but are unsupported.</td><td>5-6</td><td>received. variation.</td><td>successful attempts at showing how basic contextual factors affect the way language is produced and Conclusions drawn tend to be assertive and simplistic rather than weighed in the balance andaresometimes unconvincing; there may be an elementary sense of how context affects language</td><td>5-6</td><td>varies. success.</td><td>They will make more general connections and will attempt to compare particular features but with only partial</td><td></td></tr></table></body></html>\n\n",
-        "page_idx": 42
-    },
-    {
-        "type": "table",
-        "img_path": "images/e847c9f89eb155606843360541a293093fe50d15256d6370b52cfe31a578619c.jpg",
-        "table_caption": [],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td>Level</td><td>A01</td><td>Mark</td><td>A03</td><td></td><td>Mark</td><td>A04</td><td></td><td>Mark</td></tr><tr><td>2</td><td>Candidates make a vague attempt to apply linguistic methods to the texts and some termsareused,withoccasional appropriateness; writing is likely to contain errors which sometimes obscures meaning. One or two simple points are made, with little or tenuous</td><td>evidence;assertiveratherthan</td><td>3-4</td><td></td><td>Candidates can comment on context,althoughthis is unlikely to show proper grasp of production and reception and so is of very limited use. Evaluation of points is not happening in this level becausethereisnoreal exploration of language, but theremaybeoneor two generalisations made about the effects of context on the</td><td>3-4</td><td>Where linguistic concepts are in evidence for each text, understanding is shallow and knowledge of them is likely to be muddled. Some loose connections betweenthetextsare establishedinoneortwo places in the answer. These connections are likely to be simplematching and contrasting of features with</td><td>3-4</td></tr><tr><td>1</td><td>Candidates struggle to apply the linguistic methods; terminology, if present, is inappropriate and accuracy of written expression is very limited. There may be the odd point made but there is no analysis with evidence.</td><td>1-2</td><td></td><td>language. One or at themosttwo references are made to the context with no link to language production or reception. Little or no attempt to draw conclusionsabouttheeffectof context on different uses of language.</td><td>1-2</td><td>how language varies. mostlyinaccuratewith being present.</td><td>very little demonstration of Any knowledge of linguistic conceptsislikelytobe perhapsaveryvaguesense of understanding both texts The notion of comparison is essentially lost in this level. There may be one or two connections here and there but these do not help with</td><td>1-2</td></tr><tr><td></td><td>No response or no response worthy of any credit.</td><td>0</td><td></td><td>Noresponseornoresponse worthy of any credit.</td><td>0</td><td></td><td>notionsofthevarietiesof language use. No response or no response worthyofanycredit.</td><td>0</td></tr></table></body></html>\n\n",
-        "page_idx": 43
-    },
-    {
-        "type": "text",
-        "text": "Assessment Objectives Grid ",
-        "text_level": 1,
-        "page_idx": 44
-    },
-    {
-        "type": "table",
-        "img_path": "images/6234e38c2ac37684ae38fa4e29a5a17e3925381248ca59265480d6811d61ca5b.jpg",
-        "table_caption": [
-            "APPENDIX 1 Assessment Objective weightings are given as percentages. "
-        ],
-        "table_footnote": [],
-        "table_body": "\n\n<html><body><table><tr><td>Question</td><td>A01%</td><td>A02%</td><td>A03%</td><td>A04%</td><td>A05%</td><td>Total%</td></tr><tr><td>1</td><td>5</td><td>0</td><td>5</td><td>0</td><td>0</td><td>10</td></tr><tr><td>2</td><td>0</td><td>9</td><td>0</td><td>0</td><td>9</td><td>12</td></tr><tr><td>3</td><td>9</td><td>0</td><td>6</td><td>9</td><td>0</td><td>18</td></tr><tr><td>Totals</td><td>11%</td><td>6%</td><td>11%</td><td>6%</td><td>6%</td><td>40%</td></tr></table></body></html>\n\n",
-        "page_idx": 44
-    },
-    {
-        "type": "text",
-        "text": "Need to get in touch? ",
-        "text_level": 1,
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "If you ever have any questions about OCR qualifications or services (including administration, logistics and teaching) please feel free to get in touch with our customer support centre. ",
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "Call us on ",
-        "text_level": 1,
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "01223 553998 ",
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "Alternatively, you can email us on [email protected] ",
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "",
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "For more information visit ",
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "ocr.org.uk/qualifications/resource-finder   \nocr.org.uk   \nTwitter/ocrexams   \n/ocrexams   \n/company/ocr   \n/ocrexams ",
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "CAMBRIDGE UNIVERSITY PRESS & ASSESSMENT ",
-        "text_level": 1,
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "OCR is part of Cambridge University Press & Assessment, a department of the University of Cambridge. ",
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. $\\circledcirc$ OCR 2022 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA. ",
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "Registered company number 3484466. OCR is an exempt charity. ",
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "OCR operates academic and vocational qualifications regulated by Ofqual, Qualifications Wales and CCEA as listed in their qualifications registers including A Levels, GCSEs, Cambridge Technicals and Cambridge Nationals. ",
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "OCR provides resources to help you deliver our qualifications. These resources do not represent any particular teaching method we expect you to use. We update our resources regularly and aim to make sure content is accurate but please check the OCR website so that you have the most up-to-date version. OCR cannot be held responsible for any errors or omissions in these resources. ",
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "Though we make every effort to check our resources, there may be contradictions between published support and the specification, so it is important that you always use information in the latest specification. We indicate any specification changes within the document itself, change the version number and provide a summary of the changes. If you do notice a discrepancy between the specification and a resource, please contact us. ",
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "Whether you already offer OCR qualifications, are new to OCR or are thinking about switching, you can request more information using our Expression of Interest form. ",
-        "page_idx": 45
-    },
-    {
-        "type": "text",
-        "text": "Please get in touch if you want to discuss the accessibility of resources we offer to support you in delivering our qualifications. ",
-        "page_idx": 45
-    }
-]

parallel_multiproc.py

@@ -0,0 +1,57 @@
+#!/usr/bin/env python3
+import os
+import sys
+import torch
+import logging
+import multiprocessing as mp
+
+from mineru_single import to_markdown
+
+logging.basicConfig(level=logging.INFO)
+
+def worker(worker_id, gpu_id, pdf_list, output_dir):
+    """
+    Worker function:
+    1) Assigns CUDA to this process (if available).
+    2) Calls `to_markdown` for each file.
+    """
+    os.environ["CUDA_VISIBLE_DEVICES"] = str(gpu_id)
+
+    for pdf_path in pdf_list:
+        try:
+            logging.info(f"Worker {worker_id}, GPU {gpu_id} -> {pdf_path}")
+            to_markdown(
+                file_path=pdf_path,
+                output_dir=output_dir
+            )
+        except Exception as e:
+            logging.error(f"Worker {worker_id} error on {pdf_path}: {e}")
+
+def process_batch_in_parallel(pdf_paths, output_dir="./output", num_workers=2, num_gpus=1):
+    """
+    Takes a list of PDF file paths, spawns `num_workers` processes, each processing a chunk.
+    """
+    if not pdf_paths:
+        logging.info("No PDFs to process.")
+        return
+
+    # chunk the pdf_paths
+    chunk_size = (len(pdf_paths) + num_workers - 1) // num_workers
+    processes = []
+
+    for worker_id in range(num_workers):
+        start_idx = worker_id * chunk_size
+        end_idx = start_idx + chunk_size
+        subset = pdf_paths[start_idx:end_idx]
+        if not subset:
+            break
+
+        gpu_id = worker_id % num_gpus
+        p = mp.Process(target=worker, args=(worker_id, gpu_id, subset, output_dir))
+        p.start()
+        processes.append(p)
+
+    for p in processes:
+        p.join()
+
+    logging.info("All parallel processing complete.")

pdf_output/7192_2_June_2020_1739552314/auto/7192_2_June_2020_1739552314.md

@@ -0,0 +1,794 @@
+# A-level SOCIOLOGY  
+
+Paper 2  Topics in Sociology  
+
+Tuesday 2 June 2020  
+
+# Afternoon  
+
+Time allowed: 2 hours  
+
+# Materials  
+
+For this paper you must have: an AQA 16-page answer book.  
+
+# Instructions  
+
+• Use black ink or black ball-point pen.   
+• Write the information required on the front of your answer book.  The Paper Reference is 7192/2.   
+• Answer all questions from one topic in Section A and all questions from one topic in Section B.   
+• Do all rough work in your answer book.  Cross through any work you do not want to be marked.  
+
+# Information  
+
+The marks for questions are shown in brackets.   
+• The maximum mark for this paper is 80.   
+Questions should be answered in continuous prose. You will be marked on your ability to: use good English organise information clearly use specialist vocabulary where appropriate.  
+
+# Section A  
+
+Choose one topic from this section and answer all the questions on that topic.  
+
+# Topic A1  Culture and Identity  
+
+Outline and explain two ways in which social class may have become less important in shaping identities.  
+
+[10 marks]  
+
+Read Item A below and answer the question that follows.  
+
+# Item A  
+
+Mass culture is usually seen as commercially produced by businesses for profit rather than being created by ordinary people or reflecting their experiences.  Mass culture is also seen as oversimplified, requiring little thought or evaluation.  
+
+Mass culture may prevent social change.  
+
+Applying material from Item A, analyse two ways in which mass culture may prevent social change.  
+
+[10 marks]  
+
+Read Item B below and answer the question that follows.  
+
+# Item B  
+
+Feminist sociologists often emphasise the ways in which the socialisation process encourages people to conform to hegemonic masculine and feminine identities that reinforce patriarchy.  
+
+However, other sociologists have argued that people actively construct their gender identities, and that gender identities have become much more fluid.  
+
+Applying material from Item B and your knowledge, evaluate feminist views of the extent to which the socialisation process reinforces patriarchy.  
+
+# Topic A2  Families and Households  
+
+Outline and explain two ways in which changing childbearing patterns may have influenced gender roles and relationships within families and households.  
+
+[10 marks]  
+
+Read Item C below and answer the question that follows.  
+
+# Item C  
+
+Globalisation involves the growing inter-connectedness between countries through increased travel opportunities.  It enables more freedom of choice in terms of lifestyles and personal relationships.  
+
+Globalisation may influence families and households.  
+
+Applying material from Item C, analyse two ways in which globalisation may influence families and households.  
+
+[10 marks]  
+
+Read Item D below and answer the question that follows.  
+
+# Item D  
+
+Some sociologists argue that UK society has become more child-centred.  Children today are more privileged than they have ever been.  There are a large range of laws and policies in place to protect them and there is an increasing emphasis now placed on children’s rights.  
+
+However, other sociologists argue that the extent of child-centredness is exaggerated, and that childhood can be a negative experience for some children.  
+
+Applying material from Item D and your knowledge, evaluate the view that UK society has become more child-centred.  
+
+[20 marks]  
+
+Turn over for the next question  
+
+Turn over  
+
+# Topic A3  Health  
+
+Outline and explain two reasons for social class differences in consumer choices of health care.  
+
+[10 marks]  
+
+Read Item E below and answer the question that follows.  
+
+# Item E  
+
+Black and other minority ethnic groups in the UK are more likely than the majority to experience low incomes and live in disadvantaged areas.  The cultural values of these groups often prioritise support from the family and community rather than outside support.  
+
+There are inequalities between ethnic groups in their health chances.  
+
+Applying material from Item E, analyse two reasons for inequalities between ethnic groups in their health chances.  
+
+[10 marks]  
+
+Read Item F below and answer the question that follows.  
+
+# Item F  
+
+Rates of mental illness vary between different social groups, such as those based on social class, gender and ethnicity.  Some explanations of mental illness point to social issues such as racism, sexism, poor housing and poverty as contributing factors.  
+
+Others argue that mental illness is a label applied to deviant behaviour.  Mental illness is socially constructed through interpretations made by others.  
+
+Applying material from Item F and your knowledge, evaluate sociological explanations of the differences in rates of mental illness between social groups.  
+
+[20 marks]  
+
+# Topic A4  Work, Poverty and Welfare  
+
+Outline and explain two ways in which government policies have affected the distribution of income in the UK.  
+
+[10 marks]  
+
+Read Item G below and answer the question that follows.  
+
+# Item G  
+
+The values and attitudes of some members of the working class may lead to them accepting their position in society.  Patriarchal values mean that females can be disadvantaged.  
+
+Some social groups are more likely than others to experience poverty.  
+
+Applying material from Item G, analyse two reasons why some social groups are more likely than others to experience poverty.  
+
+[10 marks]  
+
+Read Item H below and answer the question that follows.  
+
+# Item H  
+
+Worklessness affects retired people and those unable to work as well as unemployed people.  People without work are more likely to be disadvantaged than those in work. They are excluded from some aspects of social life and their life chances are diminished.  There are others who do not work because they have sufficient wealth.  
+
+However, some sociologists argue that work is now less important as a source of identity and that worklessness has become less significant.  
+
+Applying material from Item H and your knowledge, evaluate sociological explanations of the effects of worklessness on people’s lives and life chances.  
+
+Turn over for the next question  
+
+Turn over  
+
+# Section B  
+
+Choose one topic from this section and answer all the questions on that topic.  
+
+# Topic B1  Beliefs in Society  
+
+Outline and explain two reasons why women are more likely than men to participate in New Age movements.  
+
+[10 marks]  
+
+Read Item I below and answer the question that follows.  
+
+# Item I  
+
+Secularisation theory explains the decline in religious participation across parts of Europe, but it does not explain why religion continues to be popular in other parts of the world.  It also fails to recognise that religion may be changing rather than declining.  
+
+The extent of secularisation may have been exaggerated.  
+
+Applying material from Item I, analyse two reasons why the extent of secularisation may have been exaggerated.  
+
+[10 marks]  
+
+Read Item J below and answer the question that follows.  
+
+# Item J  
+
+Some sociologists argue that religion acts as a force for social change.  It can be used to challenge mainstream beliefs and values, and inspire protest against the existing social order.  
+
+However, other sociologists suggest that the relationship between religion and social change is not straightforward and that religion can even prevent social change.  
+
+Applying material from Item J and your knowledge, evaluate the view that religion acts as a force for social change.  
+
+# Topic B2  Global Development  
+
+Outline and explain two ways in which development can lead to demographic changes. [10 marks]  
+
+Read Item K below and answer the question that follows.  
+
+# Item K  
+
+Development can lead to new ways for previously exploited groups to improve their situation.  It can also cause powerful groups to feel threatened by changes and lead them to assert what are seen as traditional attitudes and practices.  
+
+Development can affect gender inequalities.  
+
+Applying material from Item K, analyse two ways in which development can affect gender inequalities.  
+
+[10 marks]  
+
+Read Item L below and answer the question that follows.  
+
+# Item L  
+
+According to some sociologists, aid is essential for development because it helps countries reach take-off and industrialise.  
+
+However, other sociologists are critical of aid and point out that many countries receiving aid have made little progress.  Others argue that the real purpose of aid is to ensure a free market system that creates underdevelopment.  
+
+Applying material from Item L and your knowledge, evaluate the view that aid is essential for development.  
+
+Turn over for the next question  
+
+Turn over  
+
+# Topic B3  The Media  
+
+Outline and explain two ways in which new media may have affected the selection and presentation of news.  
+
+[10 marks]  
+
+Read Item M below and answer the question that follows.  
+
+# Item M  
+
+Media corporations have the power to produce images of lifestyles through which people form their identities.  The wide reach of these corporations has led to local cultures becoming less important.  
+
+Media corporations may contribute to a growth in global culture.  
+
+Applying material from Item M, analyse two ways in which media corporations may contribute to a growth in global culture.  
+
+[10 marks]  
+
+Read Item N below and answer the question that follows.  
+
+# Item N  
+
+Some sociologists argue that audiences control media content through their choices as consumers.  They claim that competition between media for audiences means that owners and companies have limited power over content.  
+
+However, other sociologists argue that those who own and work in the media control the content.  This means that the content can be biased and reflect dominant ideologies.  
+
+Applying material from Item N and your knowledge, evaluate the view that the media reflect the views of their audiences.  
+
+# Topic B4  Stratification and Differentiation  
+
+Outline and explain two factors which may lead to some members of the working class achieving upward social mobility.  
+
+[10 marks]  
+
+Read Item O below and answer the question that follows.  
+
+# Item O  
+
+Sociologists have increasingly recognised age as a dimension of inequality.  For example, young people do not have all the same rights that adults do.  Many older people are no longer in paid employment.  
+
+Age may affect an individual’s status.  
+
+Applying material from Item O, analyse two ways in which age may affect an individual’s status.  
+
+[10 marks]  
+
+Read Item P below and answer the question that follows.  
+
+# Item P  
+
+Feminist sociologists argue that gender is the most important dimension of inequality today.  This is despite some improvements in the social position of women.  
+
+However, other sociologists see gender inequalities as natural and inevitable, or argue that other dimensions of inequality are more important.  
+
+Applying material from Item P and your knowledge, evaluate the view that gender is the most important dimension of inequality today.  
+
+# There are no questions printed on this page  
+
+# There are no questions printed on this page  
+
+# There are no questions printed on this page  
+
+# Copyright information  
+
+For confidentiality purposes, all acknowledgements of third-party copyright material are published in a separate booklet. This booklet is published after each live examination series and is available for free download from www.aqa.org.uk.  
+
+Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team.  
+
+AQA -  
+
+A-LEVEL   
+SOCIOLOGY   
+7192/2   
+Paper 2  Topics in Sociology  
+
+Mark scheme June 2020  
+
+Version: 1.0 Final Mark Scheme  
+
+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 Assessment Writer.  
+
+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.  
+
+Copyright $\circledcirc$ 2020 AQA and its licensors. All rights reserved.  
+
+# Level of response marking instructions  
+
+Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level.  
+
+Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme.  
+
+# Step 1 Determine a level  
+
+Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme.  
+
+When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.  
+
+# Step 2 Determine a mark  
+
+Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.  
+
+You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate.  
+
+Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme.  
+
+An answer which contains nothing of relevance to the question must be awarded no marks.  
+
+# Annotating Scripts  
+
+Please use the following annotations:  
+
+<html><body><table><tr><td colspan="2"></td></tr><tr><td>eMarker-2 symbol</td><td>Use of symbol</td></tr><tr><td>AN</td><td>Analysis (all questions)</td></tr><tr><td>APP]</td><td>Application (for use of the item in 10 mark Analyse question answers)</td></tr><tr><td>A</td><td>AO1 - knowledge and understanding e.g. sociological concepts, theories, names of sociologists</td></tr><tr><td>A02</td><td>AO2 - application</td></tr><tr><td>A03</td><td>AO3- analysisandevaluation</td></tr><tr><td></td><td>Correct/good point</td></tr><tr><td>EVAL</td><td>Evaluation</td></tr><tr><td>EG</td><td>Example</td></tr><tr><td>credit</td><td>Underlining tool- use this or AO1 for concepts etc or for any point deserving</td></tr><tr><td></td><td>Incorrect</td></tr><tr><td>KU</td><td>Knowledge and understanding</td></tr><tr><td>？</td><td>Unclear</td></tr><tr><td></td><td>Missing</td></tr><tr><td>NAQ</td><td>Not answering question</td></tr><tr><td>NR</td><td>No response (use e.g. if candidate has put question number in margin but</td></tr><tr><td>xampleTexi</td><td>not written anything) Text box. Please include a brief text box comment for each question, and</td></tr><tr><td></td><td>other text boxes as appropriate. Red rectangle. Can be used for highlighting.</td></tr><tr><td></td><td>appropriate.</td></tr><tr><td>W1</td><td>Way 1. Use in 10 mark analyse question answers for the first way (or factor, reason etc)identified</td></tr><tr><td>W2</td><td>Way 2. Use in 10 mark analyse question answers for the second way (or factor, reason etc) identified</td></tr></table></body></html>  
+
+# Section A Topic A1  Culture and Identity  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>01</td><td>Outline and explain two ways in which social class may have become less important in shaping identities.</td><td>10</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>There will be two applications of relevant material, eg socialisation into class-based subcultures influencing values; middle class concepts of taste providing a sense of difference and superiority. There will be appropriate analysis, eg of the extent to which social class is important in</td></tr><tr><td>4-7</td><td>shaping identities. Answers in this band will show a reasonable to good knowledge and understanding of one s    s     g   s  There will be one or two applications of relevant material, eg ways in which income and wealth enable or limit choices about lifestyle and consumption. There will be some basic analysis.</td></tr><tr><td>1-3</td><td>question or the material. There will be limited focus on the question, eg a drift into discussion of identities in general.</td></tr><tr><td>0</td><td>There will be little or no analysis. No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Answers may include the following and/or other relevant points:  
+
+• economic aspects of social class such as income and wealth   
+• cultural aspects of social class such as leisure activities, interests and tastes   
+• social and cultural capital and identities   
+• association of high culture with higher classes and mass/popular culture with working class • class differences in attitudes eg to the value of education   
+• decline of traditional working class identities   
+• class subcultures.  
+
+<html><body><table><tr><td>Sources may include the following or other relevant ones:</td></tr><tr><td>Bourdieu; Bradley; Carter and Coleman; Giddens and Diamond; Goldthorpe; Lash and Urry;</td></tr><tr><td>Mackintosh and Mooney; Marx; McKenzie et al; Murray; Palkulski and Waters; Roberts; Saunders;</td></tr><tr><td>Savage;Scott;Skeggs.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>02</td><td>Applying material from Item A, analyse two ways in which mass culture may prevent social change.</td><td>10</td></tr></table></body></html>  
+
+# Item A  
+
+Mass culture is usually seen as commercially produced by businesses for profit rather than being created by ordinary people or reflecting their experiences. Mass culture is also seen as oversimplified, requiring little thought or evaluation.  
+
+Mass culture may prevent social change.  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>Answers in this band will show good knowledge and understanding of relevant material on businesses persuading people that want and need trivial products; mass culture promotes There will be appropriate analysis/evaluation of two ways eg the extent to which mass</td></tr><tr><td>4-7</td><td>culture can educate and inform about important social issues. Answers in this band will show a basic to reasonable knowledge and understanding of one or two ways in which mass culture prevents social change. people less likely to challenge those in power.</td></tr><tr><td>1-3</td><td>There will be some analysis/evaluation. Answers in this band will show limited knowledge and understanding of one or two ways in which mass culture prevents social change. There will be limited application of material from the item. Some material may be at a tangent to the question, eg there may be some drift into descriptive accounts of mass culture. There will be limited or no analysis/evaluation.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>0</td><td>No relevant points.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Sources may include the following or other relevant ones:</td></tr><tr><td>Adorno; Bourdieu; Giddens; Gramsci; Leavis; Livingstone; MacDonald; Marcuse; Strinati.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td rowspan="2">03</td><td rowspan="2">Applying material from Item B and your knowledge, evaluate feminist views of 20 the extent to which the socialisation process reinforces patriarchy.</td></tr><tr><td></td></tr></table></body></html>  
+
+# Item B  
+
+Feminist sociologists often emphasise the ways in which the socialisation process encourages people to conform to hegemonic masculine and feminine identities that reinforce patriarchy.  
+
+However, other sociologists have argued that people actively construct their gender identities, and that gender identities have become much more fluid.  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>17-20</td><td>Answers in this band will show sound, conceptually detailed knowledge of a range of relevant material on feminist views on how the socialisation process reinforces patriarchy. Sophisticated understanding of the question and of the presented material will be shown. Appropriate material will be applied accurately and with sensitivity to the issues raised by the question. Analysis and evaluation will be explicit and relevant. Evaluation may be developed, for example through comparing different theoretical perspectives on socialisation.Analysis wil</td></tr><tr><td>13-16</td><td>show clear explanation. Appropriate conclusions will be drawn. Answers in this band will show largely accurate, broad or deep but incomplete knowledge. Understands a number of significant aspects of the question; good understanding of the presentedmaterial. Application of material is largely explicitly relevant to the question, though some material maybeinadequatelyfocused. Some limited explicit evaluation, eg discussion of different definitions of types of feminist</td></tr><tr><td>9-12</td><td>presentedmaterial. Answers in this band will show largely accurate knowledge but limited range and depth, eg broadly accurate, if basic, account of some feminist views onhowthe socialisationprocess reinforces patriarchy. Understands some limited but significant aspects of the question; superficial understanding of the presented material.</td></tr></table></body></html>  
+
+<html><body><table><tr><td></td><td>Applying listed material from the general topic area but with limited regard for its relevance to the issues raised by the question, or applying a narrow range of more relevant material. Evaluation will take the form of juxtaposition of competing positions or to one or two isolated</td></tr><tr><td>5-8</td><td>simplistic understanding of the presented material. Limited application of suitable material, and/or material often at a tangent to the demands of the question. Very limited or no evaluation. Attempts at analysis, if any, are thin and disjointed.</td></tr><tr><td>1-4</td><td>Answers in this band will show very limited knowledge, eg one or two very insubstantial points about socialisation in general. Very little/no understanding of the question and of the presentedmaterial.</td></tr><tr><td>0</td><td>No analysis or evaluation. No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Concepts and issues such as the following may appear:  
+
+agencies of socialisation; sex and gender; gender roles; gender codes; stereotype; hegemonic masculinity; hegemonic femininity; expressive and instrumental roles; manipulation; canalisation; appellations; heterosexuality; sexual orientation; hidden curriculum; ‘new man’; metrosexuals; crisis of masculinity; lads and ladettes.  
+
+# Sources may include the following or other relevant ones:  
+
+Billington et al; Coleman-Fountain; Collier; Connell; Connolly; de Beauvoir; Dorais; Jackson; Lees;   
+Mac an Ghaill;  Mead; Mort; Oakley; Ortner; Taylor; Walby; Walter; Weeks; Wilkinson; Willis.  
+
+Topic A2  Families and Households   
+
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>04</td><td>10 influenced gender roles and relationships within families and households.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>withinfamiliesandhouseholds. There will be two applications of relevant material, eg the increase in women remaining childfree influencing women's involvement in the labour market; how smaller families may</td></tr><tr><td>4-7</td><td>Answers in this band will show a reasonable to good knowledge and understanding of one and relationshipswithinfamilies andhouseholds. There will be one or two applications of relevant material, eg changes in division of domestic labour. There will be some basic analysis.</td></tr><tr><td>1-3</td><td>question or the material. There will be limited focus on the question, eg a drift into discussion of reasons for changing childbearing patterns. There will be little or no analysis.</td></tr><tr><td>0</td><td>No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Answers may include the following and/or other relevant points:  
+
+decision making   
+power relationships   
+increase in women’s involvement in the labour market increase in joint conjugal roles   
+men taking on expressive role   
+financial control   
+dual shift/triple shift.  
+
+<html><body><table><tr><td>Sources may include the following or other relevant ones: Boulton; Braun, Vincent and Ball; Dex</td></tr><tr><td>and Warde; Duncome and Marsden; Ganley and Schechter; Gershuny; Laurie and Gershuny;</td></tr><tr><td>McRobbie; Pahl; Wardeand Hetherington.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Qu</td><td>Total Marking guidance marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>05</td><td>Applying material from Item C, analyse two ways in which globalisation may influencefamiliesandhouseholds.</td><td>10</td></tr></table></body></html>  
+
+<html><body><table><tr><td>ItemC</td></tr><tr><td>Globalisation involves the growing inter-connectedness between countries through increased travel opportunities. It enables more freedom of choice in terms of lifestyles and personal relationships.</td></tr><tr><td>Globalisation may influence families and households.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>LevelDescriptors</td></tr><tr><td>8-10</td><td>Answers in this band will show good knowledge and understanding of relevant material on There will be two developed applications of material from the item, eg increase in migration may mean families live in different parts of the world; freedom of choice creating more complex family and household structures, such as divorce extended families, negotiated families.</td></tr><tr><td>4-7</td><td>and choice over lifestyles/personal relationships in postmodern society. Answers in this band will show a basic to reasonable knowledge and understanding of one partners. Therewill besome analysis/evaluation.</td></tr><tr><td>1-3</td><td>Answers in this band will show limited knowledge and understanding of one or two ways in which globalisation may influence families and households. There will be limited application of material from the item. Some material may be at a There will be limited or no analysis/evaluation.</td></tr><tr><td>0</td><td>No relevant points.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Sources may include the following or other relevant ones: Beck; Chambers; Cheal; Ehrenreich</td></tr><tr><td>and Hochschild; Einasdottir; Eriksen; Giddens; Morgan; Shutes; Smart; Stacey; Vertovec; Weeks; Weston.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>06</td><td>Applying material from Item D and your knowledge, evaluate the view that UK society has become more child-centred.</td><td>20</td></tr></table></body></html>  
+
+<html><body><table><tr><td>ItemD</td></tr><tr><td>Some sociologists argue that UK society has become more child-centred. Children today are more privileged than they have ever been. There are a large range of laws and policies in place to protect them and there is an increasing emphasis now placed on children's rights.</td></tr><tr><td>However, other sociologists argue that the extent of child-centredness is exaggerated, and that</td></tr><tr><td>childhood canbe a negative experience for some children.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>17-20</td><td>Answers in this band will show sound, conceptually detailed knowledge of a range of of the question and of the presented material will be shown. Appropriate material will be applied accurately and with sensitivity to the issues raised by the question. Analysisandevaluationwillbeexplicitandrelevant.Evaluationmaybedeveloped,for example through a discussion of the extent to which society hasbecome more child conclusions will be drawn.</td></tr><tr><td>13-16</td><td>Answers in this band will show largely accurate, broad or deep but incomplete knowledge. Understands a number of significant aspects of the question; good understanding of the presentedmaterial. Application of material is largely explicitly relevant to the question, though some material may be inadequately focused. Some limited explicit evaluation, eg discussion of inequalities between children based on</td></tr><tr><td>9-12</td><td>some of the presented material. Answers in this band will show largely accurate knowledge but limited range and depth, eg more child-centred. Understands some limited but significant aspects of the question; superficial understanding of the presented material.</td></tr></table></body></html>  
+
+<html><body><table><tr><td></td><td>Applying listed material from the general topic area but with limited regard for its relevance a  o  u e e o s  a  ssi  Evaluation will take the form of juxtaposition of competing positions or to one or two isolated stated points. Analysis will be limited, with answers tending towards the descriptive.</td></tr><tr><td>5-8</td><td>Answers in this band will show limited undeveloped knowledge, eg two or three insubstantial points about childhood in general. Understands only limited aspects of the question; simplistic understanding of the presented material. Limited application of suitable material, and/or material often at a tangent to the demands of the question.</td></tr><tr><td>1-4</td><td>points about childhood in general. Very little/no understanding of the question and of the presented material. Significant errors and/or omissions in application of material.</td></tr><tr><td>0</td><td>No analysis or evaluation. No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Concepts and issues such as the following may appear; policies restricting child labour; exclusion of children from paid work; compulsory education; growth of children’s rights; declining family size; lower infant mortality rate; increased medical knowledge around child development; child protection and welfare policies; age patriarchy; child neglect and abuse; control over children’s space, time and bodies; information hierarchy; toxic childhood; disappearance of childhood; impact of divorce; march of progress; conflict view.  
+
+Sources may include the following or other relevant ones: Ariés; Bhatti; Bonke; Brannen;   
+Cunningham; Firestone and Holt; Garber; Gittins; Howard; Jenks; Opie; Palmer; Pilcher; Postman;   
+Rees; Wagg; Womack.  
+
+# Topic A3  Health  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>07</td><td>Outline and explain two reasons for social class differences in consumer choices ofhealthcare.</td><td>10</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>Answers in this band will show very good knowledge and understanding of two reasons for differences between social classes in taking advantage of consumer choice in health care. There will be two applications of relevant material, eg social classes have different levels of access to the information needed to make informed choices; working class may place greater trust in the advice of professionals and not seek alternative views. There will be appropriate analysis, eg of different choices available within health care.</td></tr><tr><td>4-7</td><td>Answers in this band will show a reasonable to good knowledge and understanding of one or two reasons for differences between social classes in taking advantage of consumer choice in health care. There will be one or two applications of relevant material, eg higher classes are able to afford private health care.</td></tr><tr><td>1-3</td><td>There will be some basic analysis. question or the material. differencesinhealthcarechoices.</td></tr><tr><td>0</td><td>There will be little or no analysis No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Answers may include the following and/or other relevant points:  
+
+• middle class are able to afford private care, medical tourism etc   
+• working class lack knowledge and expertise to make informed choices   
+• middle class have greater access to knowledge of available choices   
+• different levels of social and cultural capital   
+• availability of choices by region/location   
+class differences in attitudes to the construction of bodies and identities through consumption and lifestyle  
+
+• different levels of trust in health professionals class differences in attitudes to complementary and alternative medicine.  
+
+# Sources may include the following or other relevant ones:  
+
+Cattrell; Conrad; Ernst; Giddens; Goldacre; Law; Lunt et al; Lyotard; Nettleton; Senior; Shaw et al;   
+Skountridaki; Stevenson et al; Swayne; Wilkinson and Pickett.  
+
+<html><body><table><tr><td>Qu</td><td>Total Marking guidance marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>08</td><td>Applying material from Item E, analyse two reasons for inequalities between ethnic groups in their health chances.</td><td>10</td></tr></table></body></html>  
+
+# Item E  
+
+Black and other minority ethnic groups in the UK are more likely than the majority to experience low incomes and live in disadvantaged areas. The cultural values of these groups often prioritise support from the family and community rather than outside support.  
+
+There are inequalities between ethnic groups and their health chances.  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>Answers in this band will show good knowledge and understanding of relevant material on accessible healthcare services in deprived areas; some groups may think they should not seek healthcare until their condition is serious. There will be appropriate analysis/evaluation of two ways eg differences between minority ethnic groups.</td></tr><tr><td>4-7</td><td>or two reasons for inequalities between ethnic groups in their health chances. There will be some successful application of material from the item, eg low income associatedwithpoordiet and unhealthylifestyle. There will be some analysis/evaluation.</td></tr><tr><td>1-3</td><td>Answers in this band will show limited knowledge and understanding of one or two reasons for inequalities between ethnic groups in their health chances. There will be limited application of material from the item. Some material may be at a</td></tr></table></body></html>  
+
+<html><body><table><tr><td></td><td>There will be limited or no analysis/evaluation.</td></tr><tr><td>O</td><td>No relevantpoints.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Sources may include the following or other relevant ones:</td></tr><tr><td>Balarajan; Davey Smith et al; Moriarty; Nazroo; Nettleton; Parry et al; Sproston and Mindell; Wilkinson.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>09</td><td>Applying material from Item F and your knowledge, evaluate sociological</td><td>20</td></tr></table></body></html>  
+
+# Item F  
+
+Rates of mental illness vary between different social groups, such as those based on social class, gender and ethnicity. Some explanations of mental illness point to social issues such as racism, sexism, poor housing and poverty as contributing factors.  
+
+Others argue that mental illness is a label applied to deviant behaviour. Mental illness is socially constructed through interpretations made by others.  
+
+<html><body><table><tr><td>Marks</td><td>LevelDescriptors</td></tr><tr><td>17-20</td><td>Answers in this band will show sound, conceptually detailed knowledge of a range of relevant material on sociological explanations of the differences in rates of mental illness between social groups. Sophisticated understanding of the question and of the presented materialwillbeshown. Appropriate material will be applied accurately and with sensitivity to the issues raised by the question. Analysis and evaluation will be explicit and relevant. Evaluation may be developed, for example through a debate between social realist and social constructionist models of</td></tr><tr><td>13-16</td><td>Appropriate conclusionswill be drawn. Answers in this band will show largely accurate, broad or deep but incomplete knowledge. Understands a number of significant aspects of the question; good understanding of the presented material. maybe inadequatelyfocused. presented material.</td></tr><tr><td>9-12</td><td>Answers in this band will show largely accurate knowledge but limited range and depth, eg broadly accurate, if basic, account of labelling approaches to mental illness applied to different social groups. Understands some limited but significant aspects of the question; superficial understanding of the presented material. Applying listed material from the general topic area but with limited regard for its relevance   o  u  e  'ob   p ss  </td></tr></table></body></html>  
+
+<html><body><table><tr><td></td><td>Evaluation will take the form of juxtaposition of competing positions or to one or two isolated stated points. Analysis will be limited, with answers tending towards the descriptive.</td></tr><tr><td>5-8</td><td>Answers in this band will show limited undeveloped knowledge, eg two or three insubstantial points about mental illness and different social groups. Understands only   n     o  s   s of the question.</td></tr><tr><td>1-4</td><td>Answers in this band will show very limited knowledge, eg one or two very insubstantial points about mental illness in general. Very little/no understanding of the question and of the presented material. Significant errors and/or omissions in application of material. No analysis or evaluation.</td></tr><tr><td>0</td><td>No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Concepts and issues such as the following may appear:  
+
+biomedical approaches; social realist and structuralist approaches; interactionism; labelling; social constructionism; feminism; social class; gender; ethnicity; discrimination; stigma; spurious interaction; mortification of self; total institution; cognitive therapy.  
+
+# Sources may include the following or other relevant ones:  
+
+Appignanensi; Becker; Brown and Harris; Busfield; Chesler; Foucault; Goffman; Laing; Mackenzie et al; Mallet et al; Moncrieff; Morrison; Nazroo; Pickett et al; Rehman and Owen; Rosenhan; Scheff; Shaw and Ward; Szasz.  
+
+Topic A4  Work, Poverty and Welfare   
+
+
+<html><body><table><tr><td>Qu</td><td>Total Marking guidance marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>10</td><td>Outline and explain two ways in which government policies have affected the distributionof income intheUK.</td><td>10</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>Answers in this band will show very good knowledge and understanding of two ways in which government policies have affected the distribution of income in the UK. There will be two applications of relevant material, eg stopping/reducing benefits has led to more poverty; taxation policies have reduced income of some groups more than others.</td></tr><tr><td>4-7</td><td>distribution of income in theUK. Answers in this band will show a reasonable to good knowledge and understanding of one or two ways in which government policies have affected the distribution of income in the UK. There will be one or two applications of relevant material, eg welfare state policies have not led to redistribution of income.</td></tr><tr><td>1-3</td><td>There will be some basic analysis. question or the material. There will be limited focus on the question, eg a drift into discussion of poverty in general.</td></tr><tr><td>0</td><td>There will be little or no analysis. No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Answers may include the following and/or other relevant points:  
+
+• social democratic/welfare state policies intended to be redistributive   
+• New Right policies eg sanctioning, tackling alleged dependency culture   
+• means testing/selective benefits vs universal benefits   
+• wages policies e.g. minimum wage   
+• policies limiting the ability of trade unions to campaign for higher incomes for their members   
+• tax policies – progressive and regressive taxes, tax evasion and avoidance  
+
+<html><body><table><tr><td>Sources may include the following or other relevant ones:</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Abel-Smith and Townsend; Blackman; Craine; Davis and Moore; Foucault; Gans; Lister et al;</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total</td></tr><tr><td></td><td></td><td>marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>11</td><td>Applying g material from Item G, analyse two reasons why some social groups aremore likely than others to experiencepoverty.</td><td>10</td></tr></table></body></html>  
+
+<html><body><table><tr><td>ItemG</td></tr><tr><td>The values and attitudes of some members of the working class may lead to them accepting their position in society. Patriarchal values mean that females can be disadvantaged.</td></tr><tr><td></td></tr><tr><td></td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>Answers in this band will show good knowledge and understanding of relevant material on two reasons why some social groups are more likely than others to experience poverty. There will be two developed applications of material from the item, eg that fatalistic attitudes poverty; that patriarchal values lead to social arrangements such as the unequal distribution of caring roles, contributing to the feminisation of poverty. There will be appropriate analysis/evaluation of two ways eg the extent to which the</td></tr><tr><td>4-7</td><td>Answers in this band will show a basic to reasonable knowledge and understanding of one There will be some successful application of material from the item,eg that economic circumstances explain poverty better than attitudes. There will be some analysis/evaluation.</td></tr><tr><td>1-3</td><td>Answers in this band will show limited knowledge and understanding of one or two criticisms of cultural explanations of poverty. There will be limited application of material from the item. Some material may be at a tangent to the question, eg definitions of poverty.</td></tr><tr><td>0</td><td>There will be limited or no analysis/evaluation No relevant points.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Sources may include the following or other relevant ones:</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Baumberg, Bell and Gaffney; Blanden and Gibbons; Coates and Silburn; Field; Lewis; Marsland; Murray; Rutter and Madge; Shildrick et al.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Qu</td><td>Total Marking guidance marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>12</td><td>Applying material from Item H and your knowledge, evaluate sociological explanations of the effects of worklessness on people's lives and life chances.</td><td>20</td></tr></table></body></html>  
+
+<html><body><table><tr><td>ItemH</td></tr><tr><td>aspects of social life and their life chances are diminished. There are others who do not work because</td></tr><tr><td>theyhavesufficientwealth. However, some sociologists argue that work is now less important as a source of identity and that</td></tr><tr><td>worklessnesshasbecomelesssignificant.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>17-20</td><td>Answers in this band will show sound, conceptually detailed knowledge of a range of relevant material on sociological explanations of the significance of worklessness for people's lives and life chances. Sophisticated understanding of the question and of the presentedmaterialwillbeshown. the question. Analysis and evaluation will be explicit and relevant. Evaluation may be developed, for example throughthe debatesbetween different explanations of the relationshipbetween worklessness and people's lives and life chances (eg Marxism, postmodernism, feminism).</td></tr><tr><td>13-16</td><td>Analysis will show clear explanation. Appropriate conclusions will be drawn. Answers in this band will show largely accurate, broad or deep but incomplete knowledge. Understands a number of significant aspects of the question; good understanding of the presentedmaterial. maybeinadequatelyfocused.</td></tr><tr><td>9-12</td><td>Some limited explicit evaluation, eg discussion of the significance of worklessness for different life chances and/or some appropriate analysis, eg clear explanations of some of the presented material. Answers in this band will show largely accurate knowledge but limited range and depth, eg broadly accurate, if basic, account of some types of worklessness. Understands some</td></tr></table></body></html>  
+
+<html><body><table><tr><td></td><td>material. Applying listed material from the general topic area but with limited regard for its relevance</td></tr><tr><td>5-8</td><td>Answers in this band will show limited undeveloped knowledge, eg two or three insubstantial points about worklessness. Understands only limited aspects of the question; simplistic understandingof thepresentedmaterial. the question.</td></tr><tr><td>1-4</td><td>points about worklessness in general. Very little/no understanding of the question and of the presentedmaterial. Significant errors and/or omissions in application of material.</td></tr><tr><td>0</td><td>Noanalysisorevaluation. No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Concepts and issues such as the following may appear:  
+
+unemployment; underemployment; economically active; claimant count; retirement; disability; poverty;   
+labour market; NEETs; deindustrialisation; marginalisation; disengagement theory; stigmatisation;   
+stereotype; repression; social exclusion; consumer society; reserve army of labour; alienation; anomie.  
+
+# Sources may include the following or other relevant ones:  
+
+Bauman; Craine; Cumming and Henry; Dahrendorf; Dorling; Durkheim; Fagin and Little; Garrod; Gini; Gulliford et al; Harper; Hockey and James; MacDonald, Sheldrake and Furlong; Marx; Riach and Loretto.  
+
+# Section B Topic B1  Beliefs in Society  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>13</td><td>Outline and explain two reasons why women are more likely than men to participate in NewAge movements.</td><td>10</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>Answers in this band will show very good knowledge and understanding of two reasons There will be two applications of relevant material, eg women are more associated with gender roles encouraged by traditional religion. There will be appropriate analysis, eg the extent to which men may also participate in New Age movements.</td></tr><tr><td>4-7</td><td>           s   s movements. There will be one or two applications of relevant material, eg New Age movements appeal to expressive role of women rather than instrumental role of men. There will be some basic analysis.</td></tr><tr><td>1-3</td><td>Answers in this band will show limited knowledge and little or no understanding of the question or the material. sects. Therewill be little or no analysis.</td></tr><tr><td>0</td><td>No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Answers may include the following and/or other relevant points:  
+
+socialisation of women into expressive role   
+patriarchal gender roles within traditional religion – loss of faith in traditional religion   
+emphasis on personal experience   
+emphasis on autonomy and authenticity   
+women more likely to be in part-time employment/full-time carers   
+women closer to nature and cycle of life/death  
+
+emphasis on celebrating nature and healing role of women higher status of traditional female qualities in New Age movements individual sphere of New Age movements.  
+
+Sources may include the following or other relevant ones: Armstrong; Brown; Bruce; Davie;   
+Drane; El Saadawi; Greeley; Heelas; Heelas and Woodhead; Miller and Hoffman.  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>14</td><td>Applying material from Item I, analyse two reasons why the extent of secularisation may have been exaggerated.</td><td>10</td></tr></table></body></html>  
+
+<html><body><table><tr><td>ItemI</td></tr><tr><td>Secularisation theory explains the decline in religious participation across parts of Europe, but it does not explain why religion continues to be popular in other parts of the world. It also fails to recognise</td></tr><tr><td>that religion may be changing rather than declining.</td></tr><tr><td>The extent of secularisation may have been exaggerated.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>Answers in this band will show good knowledge and understanding of relevant material on There will be two developed applications of material from the item, eg high levels of religion in countries such as the USA linked to supply and demand and the diversity of beliefs and practices that are on offer; apparent decline of traditional religion but change in the way people practice, believing without belonging. There will be appropriate analysis/evaluation of two ways, eg religious diversity not always</td></tr><tr><td>4-7</td><td>leading to higher levels of religion; extent of belief without belonging. Answers in this band will show a basic to reasonable knowledge and understanding of one There will be some successful application of material from the item, eg religious belief now changing to a more spiritual focus.</td></tr><tr><td>1-3</td><td>There will be some analysis/evaluation. Answers in this band will show limited knowledge and understanding of one or two reasons There will be limited application of material from the item. Some material may be at a There will be limited or no analysis/evaluation.</td></tr><tr><td>0</td><td>No relevant points.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Sources may include the following or other relevant ones: Berger; Bruce; Davie; Day; Finke; Gill</td></tr><tr><td>and Lundegarde; Hadaway; Heelas and Woodhead; Hervieu-Leger; Lyon; Norris and Inglehart; Stark andBainbridge;Vasquez;VoasandCrockett.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>15</td><td>Applying material from Item J and your knowledge, evaluate the view that religion acts as a force for social change.</td><td>20</td></tr></table></body></html>  
+
+<html><body><table><tr><td>ItemJ</td></tr><tr><td>Some sociologists argue that religion acts as a force for social change. It can be used to challenge mainstream beliefs and values, and inspire protest against the existing social order.</td></tr><tr><td>However, other sociologists suggest that the relationship between religion and social change is not straightforward and that religion can even prevent social change.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>LevelDescriptors</td></tr><tr><td>17-20</td><td>Answers in this band will show sound, conceptually detailed knowledge of a range of the question. Analysis and evaluation will be explicit and relevant. Evaluation may be developed, for</td></tr><tr><td>13-16</td><td>Answers in this band will show largely accurate, broad or deep but incomplete knowledge. presentedmaterial. maybeinadequatelyfocused.</td></tr><tr><td>9-12</td><td>broadly accurate, if basic, account of some aspects of religion acting as a force for social change. Understands some limited but significant aspects of the question; superficial understanding of the presented material. Applying listed material from the general topic area but with limited regard for its relevance Evaluation will take the form of juxtaposition of competing positions or to one or two isolated stated points. Analysis will be limited, with answers tending towards the descriptive.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>5-8</td><td>the question; simplistic understanding of the presented material. Limited application of suitable material, and/or material often at a tangent to the demands of the question.</td></tr><tr><td>1-4</td><td>points about religion in general. Very little/no understanding of the question and of the presentedmaterial. Significant errors and/or omissions in application of material. No analysis or evaluation.</td></tr><tr><td>0</td><td>No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Concepts and issues such as the following may appear:  
+
+religion as an ideological resource; hegemony; counter hegemony; organic intellectuals; principle of hope; millenarian movements; cargo cults; Liberation Theology; religious feminism; religious fundamentalism; televangelism; the spirit of capitalism; religion as a conservative force; traditional beliefs and values; stabilising society; conservative beliefs; patriarchal ideology; bourgeois ideology.  
+
+Sources may include the following or other relevant ones: Armstrong; Billings; Bruce; Brusco;   
+Casanova; Durkheim; El Saadawi; Gramsci; Maduro; Marx; Lowy; Weber; Woodhead; Worsley.  
+
+# Topic B2  Global Development  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>16</td><td>Outline and explain two ways in which development can lead to demographic changes.</td><td>10</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>ways in which development can lead to demographic changes. There will be two applications of relevant material, eg development can lead to the</td></tr><tr><td>4-7</td><td>Answers in this band will show a reasonable to good knowledge and understanding of one There will be one or two applications of relevant material, eg women may have fewer children.</td></tr><tr><td>1-3</td><td>There will be some basic analysis Answers in this band will show limited knowledge and litle or no understanding of the questionor the material. There will be limited focus on the question, eg there may be some drift into discussion of demography in general.</td></tr><tr><td>0</td><td>There will be little or no analysis. No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Answers may include the following and/or other relevant points:  
+
+• the demographic transition   
+falling birth rates falling mortality rates increase in life expectancy   
+lower fertility rates smaller family sizes changing age structure – ageing population increased migration.  
+
+<html><body><table><tr><td>Sources may include the following or other relevant ones:</td></tr><tr><td>Adamson; Chrispin and Jegede; Cohen and Kennedy; Eberstadt; Ehrlich; Harrison; Hewitt and Smith;</td></tr><tr><td>Kaplan;Malthus;Richards;Robeyetal;Rosling;Webster.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Qu</td><td>Total Marking guidance marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>17</td><td>Applying material from Item K, analyse two ways in which development can affect gender inequalities.</td><td>10</td></tr></table></body></html>  
+
+<html><body><table><tr><td>ItemK</td></tr><tr><td>Development can lead to new ways for previously exploited groups to improve their situation. It can also cause powerful groups tofeel threatened by changes and lead them toassert what are seen as traditionalattitudesandpractices.</td></tr><tr><td></td></tr><tr><td>Developmentcanaffectgenderinequalities</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>Answers in this band will show good knowledge and understanding of relevant material on to a backlash reasserting patriarchal values. There will be appropriate analysis/evaluation of two ways eg of the extent to which</td></tr><tr><td>4-7</td><td>Answers in this band will show a basic to reasonable knowledge and understanding of one There will be some successful application of material from the item, eg education for girls has led to greater employment opportunities. Therewill be some analysis/evaluation</td></tr><tr><td>1-3</td><td>Answers in this band will show limited knowledge and understanding of one or two ways in which development can affect gender inequalities. There will be limited application of material from the item. Some material may be at a tangent to the question, eg there may be some drift into accounts of inequalities in general.</td></tr><tr><td>0</td><td>There will be limited or no analysis/evaluation. No relevant points.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Sources may include the following or other relevant ones:</td></tr><tr><td>Boserup; Cohen and Kennedy; Ehrenreich and Hochschild; Foster-Carter; Hunt; Leonard; Mies; Pearson;Seager;Shiva;vanderGaag;VanZeijl.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>18</td><td>Applying material from Item L and your knowledge, evaluate the view that aid is essentialfordevelopment.</td><td>20</td></tr></table></body></html>  
+
+# Item L  
+
+According to some sociologists, aid is essential for development because it helps countries reach take-off and industrialise.  
+
+However, other sociologists are critical of aid and point out that many countries receiving aid have made little progress. Others argue that the real purpose of aid is to ensure a free market system that creates underdevelopment.  
+
+<html><body><table><tr><td>Marks</td><td> Level Descriptors</td></tr><tr><td>17-20</td><td>Answers in this band will show sound, conceptually detailed knowledge of a range of relevant material on the view that aid is essential for development. Sophisticated the question. example through a debatebetween dependency and modernisation or other theories.</td></tr><tr><td>13-16</td><td>Answers in this band will show largely accurate, broad or deep but incomplete knowledge. Understands a number of significant aspects of the question; good understanding of the presentedmaterial. Application of material is largely explicitly relevant to the question, though some material maybeinadequatelyfocused.</td></tr><tr><td>9-12</td><td>Answers in this band will show largely accurate knowledge but limited range and depth, eg broadly accurate, if basic, account of some aid projects. Understands some limited but significant aspects of the question; superficial understanding of the presented material.</td></tr></table></body></html>  
+
+<html><body><table><tr><td></td><td>Evaluation will take the form of juxtaposition of competing positions or to one or two isolated stated points. Analysis will be limited, with answers tending towards the descriptive.</td></tr><tr><td>5-8</td><td>Answers in this band will show limited undeveloped knowledge, eg two or three insubstantial points about aid. Understands only limited aspects of the question; simplistic understanding of thepresented material. the question.</td></tr><tr><td>1-4</td><td>Very limited or no evaluation. Attempts at analysis, if any, are thin and disjointed. points about development in general. Very little/no understanding of the question and of the presented material. Significant errors and/or omissions in application of material. No analysis or evaluation.</td></tr><tr><td>0</td><td>No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Concepts and issues such as the following may appear:  
+
+ODA (Official Development Assistance); NGOs; World Bank and International Monetary Fund;   
+structural adjustment programmes; multilateral and bilateral aid; emergency aid and development aid;   
+tied aid and conditionality; grass roots development; dependency; modernisation; gender inequalities;   
+transparency and accountability; aid as imperialism; aid as business; debt; trade.  
+
+# Sources may include the following or other relevant ones:  
+
+Alibhai-Brown; Bauer; Calderisi; Collier; Easterley; Erixon; Hancock; Hayter; Moyo; Norberg; Riddell;   
+Sachs; Samura.  
+
+# Topic B3  The Media  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>19</td><td>Outline and explain two ways in which new media may have affected the selection and presentation of news.</td><td>10</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>Answers in this band will show very good knowledge and understanding of two ways in which There will be two applications of relevant material, eg citizen journalism enables members of the public to report and spread news stories; news media have to provide more immediacy through instantaneous coverage of events.</td></tr><tr><td>4-7</td><td>There will be appropriate analysis, eg of ways new media change news values. Answers in this band will show a reasonable to good knowledge and understanding of one or There will be one or two applications of relevant material, eg traditional news media have become more accountable because of audience responses using new media.</td></tr><tr><td>1-3</td><td>Therewill besomebasic analysis Answers in this band will show limited knowledge and little or no understanding of the question or the material. There will be limited focus on the question, eg a drift into discussions of media in general.</td></tr><tr><td>0</td><td>There will be little or no analysis. No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Answers may include the following and/or other relevant points:  
+
+• proliferation of fake news stories, lack of regulation   
+• new media becoming the news eg a tweet by Trump   
+• changes in the traditional news flow cycle   
+• heightened accountability   
+• participatory culture – news producers and consumers no longer have separate roles • citizen journalism – citizens more able to contribute eg uploading video footage • wider range of sources and of opinion on news, easily available   
+• changes in news values eg greater emphasis on immediacy, celebrity.  
+
+Sources may include the following or other relevant ones: Bivens; Boyle; Curran and Seaton; Dutton and Blank; Itzoe; Jenkins; MacKinnon; McNair; Philo.  
+
+<html><body><table><tr><td>Qu</td><td>Total Marking guidance marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>20</td><td>Applying material from Item M, analyse two ways in which media corporations may contribute to a growth in global culture.</td><td>10</td></tr></table></body></html>  
+
+<html><body><table><tr><td>ItemM</td></tr><tr><td>Media corporations have the power to produce images of lifestyles through which people form their identities. The wide reach of these corporations has led to local cultures becoming less important.</td></tr><tr><td>Media corporations may contribute to a growth in global culture.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>Answers in this band will show good knowledge and understanding of relevant material on There will be two developed applications of material from the item, eg Western/American media spread an ideology of consumerism so that people around the world aspire to the same ideas, values and products; global brands are promoted and recognised around the world, weakening local cultures. There will be appropriate analysis/evaluation of two ways eg the extent to which local cultures absorb and transform external influences.</td></tr><tr><td>4-7</td><td>Answers in this band will show a basic to reasonable knowledge and understanding of one There will be some successful application of material from the item eg the same media productsareavailablearoundtheworld. There will be some analysis/evaluation.</td></tr><tr><td>1-3</td><td>Answers in this band will show limited knowledge and understanding of one or two ways in There will be limited application of material from the item. Some material may be at a tangent to the question, eg there may be some drift into accounts of media effects. There will be limited or no analysis/evaluation.</td></tr><tr><td>0</td><td>No relevant points.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Sources may include the following or other relevant ones:</td></tr><tr><td>Bagdikian; Baudrillard; Compaine; Fenton; Flew; Herman and Chomsky; Kellner; Putnam; Rosenau;</td></tr><tr><td></td></tr><tr><td>Schiller; Sklair; Strinati; Thompson;Thussu.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Qu</td><td>Total Marking guidance marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>21</td><td>Applying material from Item N and your knowledge, evaluate the view that the mediareflect theviewsoftheiraudiences.</td><td>20</td></tr></table></body></html>  
+
+<html><body><table><tr><td>ItemN</td></tr><tr><td>Some sociologists argue that audiences control media content through their choices as consumers. They claim that competitionbetween media for audiences means that owners and companies have limitedpowerovercontent.</td></tr><tr><td>However, other sociologists argue that those who own and work in the media control the content. This means that the content can be biased and reflect dominant ideologies.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>17-20</td><td>Answers in this band will show sound, conceptually detailed knowledge of a range of relevant material on the view that the media reflect the views of their audiences. Sophisticated understanding of the question and of the presented material will be shown. Appropriate material will be applied accurately and with sensitivity to the issues raised by the question. Analysisandevaluationwillbeexplicitandrelevant.Evaluationmaybedeveloped,for the media and their audiences (eg Marxism, pluralism, feminisms). Analysis will show clear</td></tr><tr><td>13-16</td><td>explanation. Appropriate conclusions will be drawn. Answers in this band will show largely accurate, broad or deep but incomplete knowledge. Understands a number of significant aspects of the question; good understanding of the presentedmaterial. Application of material is largely explicitly relevant to the question, though some material maybeinadequatelyfocused. Some limited explicit evaluation, eg discussion of audiences for different media and/or some</td></tr><tr><td>9-12</td><td>broadly accurate, if basic, account of some explanations of the relationship between the media and their audiences. Understands some limited but significant aspects of the question; superficial understanding of the presented material. Applying listed material from the general topic area but with limited regard for its relevance to the issues raised by the question, or applying a narrow range of more relevant material.</td></tr></table></body></html>  
+
+<html><body><table><tr><td></td><td>Evaluation will take the form of juxtaposition of competing positions or to one or two isolated stated points. Analysis will be limited, with answers tending towards the descriptive.</td></tr><tr><td>5-8</td><td>insubstantial points about media audiences. Understands only limited aspects of the question; simplistic understanding of the presented material. Limited application of suitable material, and/or material often at a tangent to the demands of the question. Very limited or no evaluation. Attempts at analysis, if any, are thin and disjointed.</td></tr><tr><td>1-4</td><td>Answers in this band will show very limited knowledge, eg one or two very insubstantial points about the media.Very little/no understanding of the question and of the presented material. Significant errors and/or omissions in application of material.</td></tr><tr><td>0</td><td>No analysisor evaluation. No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Concepts and issues such as the following may appear:  
+
+Pluralism; hegemonic Marxism/neo-Marxism; manipulative/instrumental Marxism; feminism; competition and choice; ideology; bias; media diversity; media conglomerates; agenda setting; propaganda model; active and passive audiences; uses and gratifications; cultural effects; reception analysis; hypodermic syringe model; two-step flow model.  
+
+# Sources may include the following or other relevant ones:  
+
+Bagdikian; Blumer and McQuail; Chomsky; Couldry et al; Curran; Davies; Edwards and Cromwell;   
+Fisk; Glasgow University Media Group; Hall; Herman and Chomsky; Katz and Lazarsfeld; McChesney;   
+Philo; Whale.  
+
+Topic B4  Stratification and Differentiation   
+
+
+<html><body><table><tr><td>Qu</td><td>Total Marking guidance marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>22</td><td>Outline and explain two factors which may lead to some members of the working class achieving upward social mobility.</td><td>10</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>Answers in this band will show very good knowledge and understanding of two factors There will be two applications of relevant material, eg educational policies enable some occupations and structure may create opportunities for upward social mobility. There will be appropriate analysis, eg the extent to which there has been working class upward mobility.</td></tr><tr><td>4-7</td><td>or two factors which may lead to some members of the working class achieving upward social mobility. being able to buy property. There will be some basic analysis.</td></tr><tr><td>1-3</td><td>Answers in this band will show limited knowledge and little or no understanding of the question or the material. There will be limited focus on the question, eg there may be some drift into descriptions of class. Therewill be little or no analysis.</td></tr><tr><td>0</td><td>No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Answers may include the following and/or other relevant points:  
+
+• meritocratic education –working class pupils can gain qualification positive discrimination policies e.g. university admissions parental aspirations   
+• changes in the occupational structure   
+• compensatory education   
+• marrying up   
+• acquisition of wealth e.g home ownership, shares  
+
+<html><body><table><tr><td>Sources may include the following or other relevant ones:</td></tr><tr><td>Blanden et al; Davis and Moore; Dorling et al; Glass; Goldthorpe; Heath and Brittan; Marshall et al; McKnight; Payne; Roberts; Saunders; Savage; Sutton Trust.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td>23</td><td>Applying material from Item O, analyse two ways in which age may affect an individual'sstatus.</td><td>10</td></tr></table></body></html>  
+
+# Item O  
+
+Sociologists have increasingly recognised age as a dimension of inequality. For example, young people do not have all the same rights that adults do. Many older people are no longer in paid employment.  
+
+Age may affect an individual’s status.  
+
+<html><body><table><tr><td>Marks</td><td>Level Descriptors</td></tr><tr><td>8-10</td><td>Answers in this band will show good knowledge and understanding of relevant material on s There will be two developed applications of material from the item, eg for young people, not having the right to work full time reduces income and independence; for older people, There will be appropriate analysis/evaluation of two problems eg of the extent to which age</td></tr><tr><td>4-7</td><td>Answers in this band will show a basic to reasonable knowledge and understanding of one or two ways in which age may affect an individual's status. There will be some successful application of material from the item, eg reduced income in old age.</td></tr><tr><td>1-3</td><td>There will be some analysis/evaluation. Answers in this band will show limited knowledge and understanding of one or two ways in which age may affect an individual's status. There will be limited application of material from the item. Some material may be at a There will be limited or no analysis/evaluation.</td></tr><tr><td>0</td><td>No relevant points.</td></tr></table></body></html>  
+
+Sources may include the following or other relevant ones:   
+Abercrombie and Warde; Binner et al; Blaikie; Bradley; Bulman; Butler; Campbell;  Davidson; Greengross; Pilcher; Ray et al; Scase and Scales.  
+
+<html><body><table><tr><td>Qu</td><td>Marking guidance</td><td>Total marks</td></tr></table></body></html>  
+
+<html><body><table><tr><td></td><td>Applying material from Item P and your knowledge, evaluate the view that gender is the most important dimension of inequality today.</td><td>20</td></tr></table></body></html>  
+
+<html><body><table><tr><td>ItemP</td></tr><tr><td>despite some improvements in the social position of women.</td></tr><tr><td>However, other sociologists see gender inequalities as natural and inevitable, or argue that other</td></tr><tr><td>dimensionsof inequalityaremoreimportant.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>Marks</td><td>LevelDescriptors</td></tr><tr><td>17-20</td><td>Answers in this band will show sound, conceptually detailed knowledge of a range of today. Sophisticated understanding of the question and of the presented material will be shown. Appropriate material will be applied accurately and with sensitivity to the issues raised by thequestion. Analysis and evaluation will be explicit and relevant. Evaluation may be developed, for example throughdebates over the relative importance ofgender compared toother dimensions of inequality such as ethnicity and social class. Analysis will show clear</td></tr><tr><td>13-16</td><td>explanation. Appropriate conclusions will be drawn. Answers in this band will show largely accurate, broad or deep but incomplete knowledge. Understands a number of significant aspects of the question; good understanding of the presentedmaterial. maybe inadequatelyfocused.</td></tr><tr><td>9-12</td><td>and/or some appropriate analysis, eg clear explanations of some of the presented material. Answers in this band will show largely accurate knowledge but limited range and depth, eg Applying listed material from the general topic area but with limited regard for its relevance isolated stated points. Analysis will be limited, with answers tending towards the descriptive.</td></tr></table></body></html>  
+
+<html><body><table><tr><td>5-8</td><td>insubstantial points about gender inequality today. Understands only limited aspects of the question; simplistic understanding of the presented material. Limited application of suitable material, and/or material often at a tangent to the demands of the question. Very limited or no evaluation. Attempts at analysis, if any, are thin and disjointed.</td></tr><tr><td>1-4</td><td>points about gender in general. Very little/no understanding of the question and of the presentedmaterial. Significant errors and/or omissions in application of material. No analysis or evaluation.</td></tr><tr><td>0</td><td>No relevant points.</td></tr></table></body></html>  
+
+# Indicative content  
+
+Concepts and issues such as the following may appear:  
+
+Gender; feminisms; postfeminism; patriarchy;  gender socialisation; discrimination; feminisation of poverty; expressive role; instrumental role; dual burden; triple shift; domestic division of labour; dual labour market; reserve army of labour; glass ceiling; genderquake; hegemonic femininity and hegemonic masculinity; crisis of masculinity; gender regimes.  
+
+# Sources may include the following or other relevant ones:  
+
+Ansley; Benston; Bradley; Bryson; Delamont; Delphy; Firestone; Hakim; Hills et al; Mead; Mirza;   
+Oakley; Ortner; Pilcher and Whelehan; Platt; Pollert; Sharpe; Walby.  
+
+# Assessment objective grid  
+
+<html><body><table><tr><td></td><td>A01</td><td>A02</td><td>A03</td><td>Total</td></tr><tr><td>Section A</td><td></td><td></td><td></td><td></td></tr><tr><td>Q01, Q04, Q07, Q10</td><td>5</td><td>3</td><td>2</td><td>10</td></tr><tr><td>Q02, Q05, Q08, Q11</td><td>3</td><td>4</td><td>3</td><td>10</td></tr><tr><td>Q03, Q06, Q09. Q12</td><td>8</td><td>9</td><td>9</td><td>20</td></tr><tr><td>Section B</td><td></td><td></td><td></td><td></td></tr><tr><td>Q13, Q16, Q19, Q22</td><td>5</td><td>3</td><td>2</td><td>10</td></tr><tr><td>Q14, Q17, Q20, Q23</td><td>3</td><td>4</td><td>3</td><td>10</td></tr><tr><td>Q15, Q18, Q21, Q24</td><td>8</td><td>9</td><td>9</td><td>20</td></tr><tr><td>Totals</td><td>32</td><td>26</td><td>22</td><td>80</td></tr></table></body></html>  

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