Update for CLI run

app.py

@@ -1,63 +1,53 @@
-import os
-import sys
-import argparse
+#!/usr/bin/env python3
+import base64
 import json
+import os
 import time
+import re
 import uuid
-import logging
+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')
 
-try:
-    import pymupdf
-except ImportError:
-    os.system('pip install pymupdf')
-    import pymupdf
-
-os.system('cp -r paddleocr /home/user/.paddleocr || true')
-
-config_path = "/home/user/magic-pdf.json"
-if os.path.exists(config_path):
-    with open(config_path, 'r') as f:
-        data = json.load(f)
-    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(config_path, 'w') as f:
-        json.dump(data, f, indent=4)
-
-# --- MinerU (magic-pdf) imports ---
+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.libs.hash_utils import compute_sha256
 from magic_pdf.tools.common import do_parse, prepare_env
 
-logging.basicConfig(level=logging.INFO)
-logger = logging.getLogger(__name__)
-
-def read_file_content(path: str):
+def read_fn(path):
     disk_rw = FileBasedDataReader(os.path.dirname(path))
     return disk_rw.read(os.path.basename(path))
 
-def parse_pdf(
-    doc_path: str,
-    output_dir: str,
-    end_page_id: int,
-    is_ocr: bool,
-    layout_mode: str,
-    formula_enable: bool,
-    language: str
-):
+
+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}_{int(time.time())}"
-        pdf_data = read_file_content(doc_path)
-        parse_method = "ocr" if is_ocr else "auto"
+        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(
@@ -67,112 +57,161 @@ def parse_pdf(
             [],
             parse_method,
             False,
-            end_page_id=end_page_id,
+            end_page_id=end_page_id,  # zero-based indexing
             layout_model=layout_mode,
             formula_enable=formula_enable,
-            table_enable=False,  # table recognition disabled
+            table_enable=table_enable,
             lang=language,
-            f_dump_orig_pdf=False
+            f_dump_orig_pdf=False,
         )
         return local_md_dir, file_name
-
     except Exception as e:
         logger.exception(e)
-        sys.exit(1)
+        raise
 
-def to_pdf_if_needed(file_path: str) -> str:
-    with pymupdf.open(file_path) as doc:
-        if doc.is_pdf:
+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 = doc.convert_to_pdf()
+            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:
-                tmp_pdf.write(pdf_bytes)
+            with open(tmp_file_path, 'wb') as tmp_pdf_file:
+                tmp_pdf_file.write(pdf_bytes)
             return tmp_file_path
 
-def remove_layout_pdf_if_exists(md_dir: str, file_stem: str):
-    layout_pdf_path = os.path.join(md_dir, f"{file_stem}_layout.pdf")
-    if os.path.exists(layout_pdf_path):
-        os.remove(layout_pdf_path)
-        logger.info(f"Removed layout PDF: {layout_pdf_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="MinerU-based PDF (or image) -> Markdown converter."
+        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("file", help="Path to the PDF or image file.")
     parser.add_argument(
         "--ocr",
         action="store_true",
-        default=False,
-        help="Force-enable OCR (for scanned PDFs/images)."
+        help="Use OCR parse method instead of 'auto'."
     )
     parser.add_argument(
         "--layout",
+        type=str,
         default="doclayout_yolo",
         choices=["layoutlmv3", "doclayout_yolo"],
-        help="Layout model to use. Default: doclayout_yolo"
-    )
-    parser.add_argument(
-        "--formula",
-        action="store_true",
-        default=True,
-        help="Enable formula recognition."
+        help="Layout model (default: doclayout_yolo)."
     )
     parser.add_argument(
         "--language",
+        type=str,
         default="en",
-        help="OCR/Parsing language. Default: en (English)."
+        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(
-        "--output",
-        default="output",
-        help="Output directory. Default: './output'"
+        "--no-table",
+        action="store_false",
+        dest="table",
+        default=True,
+        help="Disable table recognition (default: enabled)."
     )
-    args = parser.parse_args()
-
-    try:
-        from magic_pdf.model.doc_analyze_by_custom_model import ModelSingleton
-        model_manager = ModelSingleton()
-        model_manager.get_model(False, False)
-        model_manager.get_model(True, False)
-        logger.info("Model initialization done.")
-    except Exception as e:
-        logger.exception("Model initialization failed.")
-        sys.exit(1)
 
-    input_pdf = to_pdf_if_needed(args.file)
+    args = parser.parse_args()
 
-    with pymupdf.open(input_pdf) as doc:
-        page_count = doc.page_count
+    if not args.file:
+        parser.print_help()
+        sys.exit(0)
 
-    local_md_dir, file_name = parse_pdf(
-        doc_path=input_pdf,
-        output_dir=args.output,
-        end_page_id=page_count - 1,  # parse all pages (0-based)
+    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
     )
 
-    # Remove any automatically created layout PDF.
-    remove_layout_pdf_if_exists(local_md_dir, file_name)
-
-    md_path = os.path.join(local_md_dir, file_name + ".md")
-    if not os.path.exists(md_path):
-        logger.error(f"No Markdown file found at: {md_path}")
-        sys.exit(1)
-
-    out_name = Path(args.file).stem + "_converted.md"
-    out_md_path = os.path.join(args.output, out_name)
-    os.rename(md_path, out_md_path)
-
-    logger.info("---------------------------------------------------")
-    logger.info(f"Markdown file saved at: {out_md_path}")
-    logger.info("Images extracted to the corresponding subfolder under 'output/'.")
-
 if __name__ == "__main__":
     main()

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

@@ -0,0 +1,429 @@
+# 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.  
+
+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.  
+
+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.  
+
+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.  
+
+Mark schemes should be read in conjunction with the published question papers and the report on the examination.  
+
+$\circledcirc$ OCR 2022  
+
+# MARKING INSTRUCTIONS  
+
+# PREPARATION FOR MARKING SCORIS  
+
+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.  
+
+# MARKING  
+
+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.  
+
+you are in any doubt about applying the mark scheme, consult your Team Leader by telephone or the scoris messaging system, or by email.  
+
+# 5. Crossed Out Responses  
+
+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.  
+
+# Rubric Error Responses – Optional Questions  
+
+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.)  
+
+# Multiple Choice Question Responses  
+
+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.  
+
+# Contradictory Responses  
+
+hen a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correct  
+
+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.)  
+
+Short Answer Questions (requiring a more developed response, worth two or more marks)  
+
+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.)  
+
+Longer Answer Questions (requiring a developed response)  
+
+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.  
+
+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.  
+
+7. Award No Response (NR) if: there is nothing written in the answer space  
+
+Award Zero ‘0’ if:  
+
+anything is written in the answer space and is not worthy of credit (this includes text and symbols).  
+
+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.  
+
+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.  
+
+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.  
+
+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:  
+
+<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>  
+
+# Annotations  
+
+![](images/32bf2ec754da81da71f938b20c4bdc8154f0d5e1d54472836d7eba3f4d12a1cf.jpg)  
+
+# INTRODUCTION  
+
+Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:  
+
+the specification, especially the assessment objectives the question paper and its rubrics   
+the texts which candidates have studied   
+the mark scheme.  
+
+You should ensure that you have copies of these materials.  
+
+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.  
+
+Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.  
+
+# H470/01  
+
+These are the Assessment Objectives for the English Language specification as a whole.  
+
+<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>  
+
+# WEIGHTING OF ASSESSMENT OBJECTIVES  
+
+he relationship between the units and assessment objectives of the scheme of assessment is shown in the following table:  
+
+<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>  
+
+# USING THE MARK SCHEME  
+
+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.  
+
+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.  
+
+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.  
+
+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.  
+
+# PAPER-SPECIFIC INSTRUCTIONS: H470/01 Exploring language  
+
+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.  
+
+In each question, the assessment objectives are given equal weighting.  
+
+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.  
+
+# SUBJECT-SPECIFIC INSTRUCTIONS: ENGLISH LANGUAGE  
+
+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.  
+
+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.   
+
+
+<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>  
+
+<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>  
+
+<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>  
+
+<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>  
+
+There are a total of 20 marks available for Question 1.  
+
+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.  
+
+<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>  
+
+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.   
+
+
+<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>  
+
+<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>  
+
+<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>  
+
+# Mark Scheme  
+
+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.   
+
+
+<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>  
+
+<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>  
+
+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.   
+
+
+<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>  
+
+<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>  
+
+<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>  
+
+<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>  
+
+<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>  
+
+# H470/01  
+
+# Mark Scheme  
+
+There are a total of 36 marks available for Question 3.  
+
+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.  
+
+<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>  
+
+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>  
+
+<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>  
+
+# 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.  
+
+# Call us on  
+
+01223 553998  
+
+Alternatively, you can email us on [email protected]  
+
+For more information visit  
+
+ocr.org.uk/qualifications/resource-finder   
+ocr.org.uk   
+Twitter/ocrexams   
+/ocrexams   
+/company/ocr   
+/ocrexams  
+
+# CAMBRIDGE UNIVERSITY PRESS & ASSESSMENT  
+
+OCR is part of Cambridge University Press & Assessment, a department of the University of Cambridge.  
+
+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.  
+
+Registered company number 3484466. OCR is an exempt charity.  
+
+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.  
+
+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.  
+
+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.  
+
+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.  
+
+Please get in touch if you want to discuss the accessibility of resources we offer to support you in delivering our qualifications.  

output/{OCR_2022_1739445607/ocr/OCR_2022_1739445607_content_list.json → OCR_2022_1739453709.1647809/auto/OCR_2022_1739453709.1647809_content_list.json}

@@ -1,7 +1,7 @@
 [
     {
         "type": "text",
-        "text": "Wednesday 25 May 2022 -- Morning A Level English Language ",
+        "text": "Wednesday 25 May 2022 – Morning A Level English Language ",
         "text_level": 1,
         "page_idx": 0
     },
@@ -23,7 +23,7 @@
     },
     {
         "type": "text",
-        "text": ": the OCR 12-page Answer Booklet : the Resource Booklet ",
+        "text": "• the OCR 12-page Answer Booklet • the Resource Booklet ",
         "page_idx": 0
     },
     {
@@ -34,7 +34,7 @@
     },
     {
         "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. ",
+        "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. ",
         "page_idx": 0
     },
     {
@@ -45,7 +45,7 @@
     },
     {
         "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.. ",
+        "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
     },
     {
@@ -66,7 +66,7 @@
     },
     {
         "type": "text",
-        "text": "SECTION A - Language under the microscope ",
+        "text": "SECTION A – Language under the microscope ",
         "text_level": 1,
         "page_idx": 1
     },
@@ -92,7 +92,7 @@
     },
     {
         "type": "text",
-        "text": "SECTION B -- Writing about a topical language issue ",
+        "text": "SECTION B – Writing about a topical language issue ",
         "text_level": 1,
         "page_idx": 1
     },
@@ -103,17 +103,17 @@
     },
     {
         "type": "text",
-        "text": "2 'The developments in technology from the late twentieth century onwards have made our language more dynamic, versatile and creative.' ",
+        "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. ",
+        "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": "SECTION C – Comparing and contrasting texts ",
         "text_level": 1,
         "page_idx": 2
     },
@@ -134,7 +134,7 @@
     },
     {
         "type": "text",
-        "text": "explore connections and variations between the texts.   \nconsider how contextual factors contribute to the construction of meaning. ",
+        "text": "explore connections and variations between the texts consider how contextual factors contribute to the construction of meaning. ",
         "page_idx": 2
     },
     {
@@ -145,7 +145,7 @@
     },
     {
         "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 Copyrighi. 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.. ",
+        "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
     },
     {
@@ -165,7 +165,7 @@
     },
     {
         "type": "text",
-        "text": "Wednesday 25 May 2022 - Morning A Level English Language. ",
+        "text": "Wednesday 25 May 2022 - Morning A Level English Language ",
         "text_level": 1,
         "page_idx": 4
     },
@@ -192,7 +192,7 @@
     },
     {
         "type": "text",
-        "text": "Use the Resource Booklet to answer the questions in Section A and Section C.   \nDo not send this Resource Booklet for marking. Keep it in the centre or recycle it. ",
+        "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
     },
     {
@@ -223,12 +223,12 @@
     },
     {
         "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 ",
+        "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": "SECTION A - Language under the microscope ",
         "text_level": 1,
         "page_idx": 7
     },
@@ -245,7 +245,7 @@
     },
     {
         "type": "text",
-        "text": "The Lookout, Edinburgh: High altitude dining - and prices - but worth it'. ",
+        "text": "The Lookout, Edinburgh: High altitude dining - and prices - but worth it ",
         "text_level": 1,
         "page_idx": 7
     },
@@ -256,7 +256,7 @@
     },
     {
         "type": "image",
-        "img_path": "images/523031a1989cc2c9255ae63c8597fc6aeab94e53450d6f09deff9c465bc5bd00.jpg",
+        "img_path": "images/8472ee259f5ae387dcff9b6b776aa856df662237bcd3412615cb4358e6b9751a.jpg",
         "img_caption": [],
         "img_footnote": [],
         "page_idx": 7
@@ -274,7 +274,7 @@
     },
     {
         "type": "image",
-        "img_path": "images/7162e2e8abb58684b70610ecb9ef974498dc1630614db05267df5f0d308541e6.jpg",
+        "img_path": "images/2b71e878d31d243b4a846261ff10a83d42d40db5f9e7f18df14f8511571ff377.jpg",
         "img_caption": [],
         "img_footnote": [],
         "page_idx": 7
@@ -296,51 +296,51 @@
     },
     {
         "type": "text",
-        "text": "Inside, it is drop-dead, look-at-me-I'm-Instagram-ready gorgeous, with floor-to-ceiling glass walls,.   \npolished 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.   \nIt's apparently been designed by an architect who, when asked for a contemporary design that might.   \nhave something to say to the neoclassicism of the faux Athenian Acropolis that dominates up here,.   \ndecided on the words, \"Yeah, whatever.\". ",
+        "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/342bff7224de3cb051352b029dfeb41e810d15c193292fcc31c355040927070b.jpg",
+        "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 ",
+        "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. ",
+        "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 7o for seven. ",
+        "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 a 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. ",
+        "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/57b0b557b6e9b2668ce1db4b7d5fbfc50d6be9231b12e585798e1daf2eb080b5.jpg",
+        "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 ",
+        "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": "SECTION C – Comparing and contrasting texts ",
         "text_level": 1,
         "page_idx": 9
     },
@@ -352,7 +352,7 @@
     },
     {
         "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.. ",
+        "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
     },
     {
@@ -362,17 +362,17 @@
     },
     {
         "type": "text",
-        "text": "ink to material: www.youtube.com/watch?v $\\mathbf{\\bar{\\rho}}=$ CEOcsi5TPbg. Item removed due to third party copyright restrictions. ",
+        "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   \nII overlapping speech   \n$=$ latch-on ",
+        "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": "SECTION C – Comparing and contrasting texts ",
         "text_level": 1,
         "page_idx": 11
     },
@@ -388,7 +388,7 @@
     },
     {
         "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. ",
+        "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
     },
     {
@@ -414,22 +414,22 @@
     },
     {
         "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 ",
+        "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 Dpportunity ",
+        "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": "3r queries or urther in ormation please contact he OCR Copyright eam  he riangle Building Sha tesbury Road Cambridge CB2 8EA ",
+        "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 ",
+        "text": "part o  Cambridge University Press & Assessment  which is itsel  a department o  the University o  Cambridge ",
         "page_idx": 15
     },
     {
@@ -462,22 +462,22 @@
     },
     {
         "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. ",
+        "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. ",
+        "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. ",
+        "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. ",
+        "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
     },
     {
@@ -504,7 +504,7 @@
     },
     {
         "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. JU MUST MARK 10 PRACTICE AND 10 STANDARDISATION RESPONSES BEFORE YOU CAN BE APPROVED TO MARK LIVE SCRIPTS. ",
+        "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
     },
     {
@@ -536,7 +536,7 @@
     },
     {
         "type": "text",
-        "text": "Rubric Error Responses - Optional Questions ",
+        "text": "Rubric Error Responses – Optional Questions ",
         "text_level": 1,
         "page_idx": 18
     },
@@ -564,12 +564,12 @@
     },
     {
         "type": "text",
-        "text": "'hen a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correc ",
+        "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 geting undue benefit rather than engaging with the question and giving the most relevant/correct responses.) ",
+        "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
     },
     {
@@ -579,7 +579,7 @@
     },
     {
         "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.) ",
+        "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
     },
     {
@@ -589,22 +589,22 @@
     },
     {
         "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.. ",
+        "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": "5. 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. ",
+        "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 ",
+        "text": "7. Award No Response (NR) if: there is nothing written in the answer space ",
         "page_idx": 20
     },
     {
         "type": "text",
-        "text": "Award Zero 'o' if: ",
+        "text": "Award Zero ‘0’ if: ",
         "page_idx": 20
     },
     {
@@ -619,7 +619,7 @@
     },
     {
         "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.e If you have any questions or comments for your team leader, use the phone, the scoris messaging system, or e-mail. ",
+        "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
     },
     {
@@ -629,7 +629,7 @@
     },
     {
         "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: ",
+        "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
     },
     {
@@ -639,9 +639,10 @@
     },
     {
         "type": "table",
-        "img_path": "images/20cbc4211e8dac69fc1c22a9452cb1014d0fcb0e713c60c62cc2f631ca5e7457.jpg",
+        "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
     },
     {
@@ -652,7 +653,7 @@
     },
     {
         "type": "image",
-        "img_path": "images/7227e9a130c0f5c922a3b49d484e0a1c42887bfe62d0a11885b9ae5102b21f42.jpg",
+        "img_path": "images/32bf2ec754da81da71f938b20c4bdc8154f0d5e1d54472836d7eba3f4d12a1cf.jpg",
         "img_caption": [],
         "img_footnote": [],
         "page_idx": 21
@@ -670,7 +671,7 @@
     },
     {
         "type": "text",
-        "text": "the specification, especially the assessment objectives the question paper and its rubrics.   \nthe texts which candidates have studied.   \nthe mark scheme. ",
+        "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
     },
     {
@@ -701,9 +702,10 @@
     },
     {
         "type": "table",
-        "img_path": "images/ef13f08e238cddacb129017ee4f4bac977e6554c12b73f1173b70a14b5163b35.jpg",
+        "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
     },
     {
@@ -719,9 +721,10 @@
     },
     {
         "type": "table",
-        "img_path": "images/575e9597716dfb7b8656ef9d65d1fdf0f7f4beb0ca8fc473973d55a3f164ae6f.jpg",
+        "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
     },
     {
@@ -732,17 +735,17 @@
     },
     {
         "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. ",
+        "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.. ",
+        "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 co-. ordination 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.. ",
+        "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
     },
     {
@@ -768,7 +771,7 @@
     },
     {
         "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.   \nexhaustive: candidates should be rewarded for any relevant response which appropriately addresses the Assessment Objectives.   \nTHE LEVEL DESCRIPTORS FOR EACH QUESTION FOLLOW THE INDICATIVE CONTENT. ",
+        "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
     },
     {
@@ -779,37 +782,41 @@
     },
     {
         "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.   \nrequirements 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. ",
+        "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/f44545bffe63cd6123caa40f2f2a7706687629b591f0acf5b117ff332048ef58.jpg",
+        "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. "
+            "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/753c0c0d1729ff64e9486340d67318faf8d0d7a2b40278e18c9c18c6cd80b624.jpg",
+        "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/642620e0da44673871ec00b027f4d34038fe4f5697b40c2046b586bcf36e28c3.jpg",
+        "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/4283a6df8f4f6ebabdb86077bdd8151c2bcfd314cfd7d725c7734bb959fd3bb2.jpg",
+        "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
     },
     {
@@ -819,37 +826,41 @@
     },
     {
         "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. ",
+        "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/04a198fdd437473619b8be3c24698cfefb9c3151637c7fae8b73e1a2c79dc249.jpg",
+        "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/07198a71ff017403d73c2076f3de609f4dc2369f03a04196e85b206ac91a99e2.jpg",
+        "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. "
+            "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/9a04f3f943ec22c72062d415db2f126fb4a20862eb688f0505963f614a435369.jpg",
+        "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/8fc95a80935f2a24442eb366c61d971778c664ab6f738bcc1cf4ef5ede09d9bc.jpg",
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         "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
     },
     {
@@ -860,56 +871,63 @@
     },
     {
         "type": "table",
-        "img_path": "images/261e729851b2c9592fe84baa2c02e2d0c629ef2c03ae2811676d255981a326ab.jpg",
+        "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.. "
+            "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/31ddb4abdeb9d24cc03c3a56ae7f6f4290af30af9df99af0d299982165d35106.jpg",
+        "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/d8ea5187d833fa8ae3e0006ba14f14470749cbea8a66f904110f66aa43b43745.jpg",
+        "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. "
+            "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/a647d9e8c79ddaa99d4a1151421e1118b49897b96eb25926e2f3149f1aae9e25.jpg",
+        "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/3c2b9269af01cb69fbb0135ab31225002de4e8e376c740ba02e4504a10fe0e07.jpg",
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         "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/d06ec0a034b53341b688d0368317f0847c38a7d9bb485bd576e4450d45f30d0f.jpg",
+        "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/64223123eca45a95be82a5e413f2a25dc8d71342caa0279a99fbdc9b98845a6b.jpg",
+        "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
     },
     {
@@ -931,31 +949,34 @@
     },
     {
         "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. ",
+        "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/7f946b8f8dfa7f1eaaea6bf008c9dc5944dde7ade61b96a3830116dbdf5fda5a.jpg",
+        "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/f88d7fac17ac6c8db913014d0cd0dcd5f7d0be12209b2a504f5fd509d0db29b1.jpg",
+        "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/5105dc2d75531aaaa7ade7f70d79c6c0cf14de84ab2271807c2c80ba588424ac.jpg",
+        "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
     },
     {
@@ -966,11 +987,12 @@
     },
     {
         "type": "table",
-        "img_path": "images/87f36f230e4050b7502f82ed89e36adce1f109a88d89599c8c588eb4b2aa5285.jpg",
+        "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
     },
     {
@@ -1012,7 +1034,7 @@
     },
     {
         "type": "text",
-        "text": "ocr.org.uk/qualifications/resource-finder   \nocr.org.uk   \nTwitter/ocrexams   \nlocrexams   \n/company/ocr   \nlocrexams ",
+        "text": "ocr.org.uk/qualifications/resource-finder   \nocr.org.uk   \nTwitter/ocrexams   \n/ocrexams   \n/company/ocr   \n/ocrexams ",
         "page_idx": 45
     },
     {
@@ -1038,7 +1060,7 @@
     },
     {
         "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.. ",
+        "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
     },
     {

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output/OCR_2022_converted.md

@@ -1,431 +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 Copyrighi. 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/523031a1989cc2c9255ae63c8597fc6aeab94e53450d6f09deff9c465bc5bd00.jpg)  
-
-# Jay Rayner  
-
-Sun 5 Jan 2020 06.00 GMT  
-
-![](images/7162e2e8abb58684b70610ecb9ef974498dc1630614db05267df5f0d308541e6.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/342bff7224de3cb051352b029dfeb41e810d15c193292fcc31c355040927070b.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 7o for seven.  
-
-That is the case for the prosecution. Here then is the defence: at lunchtime, when it's a short a 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/57b0b557b6e9b2668ce1db4b7d5fbfc50d6be9231b12e585798e1daf2eb080b5.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.)  
-
-ink 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   
-II 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 Dpportunity  
-
-3r 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  
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-A Level  
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-# Mark Scheme for June 2022  
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-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. JU 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 correc  
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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 geting 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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-5. 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 'o' 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.e 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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-![](images/20cbc4211e8dac69fc1c22a9452cb1014d0fcb0e713c60c62cc2f631ca5e7457.jpg)  
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-# Annotations  
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-![](images/7227e9a130c0f5c922a3b49d484e0a1c42887bfe62d0a11885b9ae5102b21f42.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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-![](images/ef13f08e238cddacb129017ee4f4bac977e6554c12b73f1173b70a14b5163b35.jpg)  
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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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-![](images/575e9597716dfb7b8656ef9d65d1fdf0f7f4beb0ca8fc473973d55a3f164ae6f.jpg)  
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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 co-. ordination 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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-![](images/f44545bffe63cd6123caa40f2f2a7706687629b591f0acf5b117ff332048ef58.jpg)  
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-![](images/753c0c0d1729ff64e9486340d67318faf8d0d7a2b40278e18c9c18c6cd80b624.jpg)  
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-![](images/642620e0da44673871ec00b027f4d34038fe4f5697b40c2046b586bcf36e28c3.jpg)  
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-![](images/4283a6df8f4f6ebabdb86077bdd8151c2bcfd314cfd7d725c7734bb959fd3bb2.jpg)  
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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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-![](images/04a198fdd437473619b8be3c24698cfefb9c3151637c7fae8b73e1a2c79dc249.jpg)  
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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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-![](images/07198a71ff017403d73c2076f3de609f4dc2369f03a04196e85b206ac91a99e2.jpg)  
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-![](images/9a04f3f943ec22c72062d415db2f126fb4a20862eb688f0505963f614a435369.jpg)  
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-![](images/8fc95a80935f2a24442eb366c61d971778c664ab6f738bcc1cf4ef5ede09d9bc.jpg)  
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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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-![](images/261e729851b2c9592fe84baa2c02e2d0c629ef2c03ae2811676d255981a326ab.jpg)  
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-![](images/31ddb4abdeb9d24cc03c3a56ae7f6f4290af30af9df99af0d299982165d35106.jpg)  
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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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-![](images/d8ea5187d833fa8ae3e0006ba14f14470749cbea8a66f904110f66aa43b43745.jpg)  
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-![](images/a647d9e8c79ddaa99d4a1151421e1118b49897b96eb25926e2f3149f1aae9e25.jpg)  
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-![](images/3c2b9269af01cb69fbb0135ab31225002de4e8e376c740ba02e4504a10fe0e07.jpg)  
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-![](images/d06ec0a034b53341b688d0368317f0847c38a7d9bb485bd576e4450d45f30d0f.jpg)  
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-![](images/64223123eca45a95be82a5e413f2a25dc8d71342caa0279a99fbdc9b98845a6b.jpg)  
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-# H470/01  
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-# 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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-![](images/7f946b8f8dfa7f1eaaea6bf008c9dc5944dde7ade61b96a3830116dbdf5fda5a.jpg)  
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-H470/01   
-Mark Scheme   
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-![](images/f88d7fac17ac6c8db913014d0cd0dcd5f7d0be12209b2a504f5fd509d0db29b1.jpg)  
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-![](images/5105dc2d75531aaaa7ade7f70d79c6c0cf14de84ab2271807c2c80ba588424ac.jpg)  
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-# Assessment Objectives Grid  
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-APPENDIX 1 Assessment Objective weightings are given as percentages.   
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-![](images/87f36f230e4050b7502f82ed89e36adce1f109a88d89599c8c588eb4b2aa5285.jpg)  
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-# Need to get in touch?  
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-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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-Alternatively, you can email us on [email protected]  
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-For more information visit  
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-ocr.org.uk/qualifications/resource-finder   
-ocr.org.uk   
-Twitter/ocrexams   
-locrexams   
-/company/ocr   
-locrexams  
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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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-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.  
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-Registered company number 3484466. OCR is an exempt charity.  
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-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.  
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