Re-add JPG and PDF files under Git LFS tracking

OCR_2022.pdf

@@ -0,0 +1,3 @@
+version https://git-lfs.github.com/spec/v1
+oid sha256:17559e099d50c73a0921b7b7f51d05df9dd3f3a3500c9276bd0e9966d3876463
+size 1240804

output/OCR_2022_1739445607/ocr/OCR_2022_1739445607_content_list.json

@@ -0,0 +1,1064 @@
+[
+    {
+        "type": "text",
+        "text": "Wednesday 25 May 2022 -- Morning A Level English Language ",
+        "text_level": 1,
+        "page_idx": 0
+    },
+    {
+        "type": "text",
+        "text": "H470/01 Exploring language ",
+        "page_idx": 0
+    },
+    {
+        "type": "text",
+        "text": "Time allowed: 2 hours 30 minutes ",
+        "page_idx": 0
+    },
+    {
+        "type": "text",
+        "text": "You must have: ",
+        "text_level": 1,
+        "page_idx": 0
+    },
+    {
+        "type": "text",
+        "text": ": the OCR 12-page Answer Booklet : the Resource Booklet ",
+        "page_idx": 0
+    },
+    {
+        "type": "text",
+        "text": "INSTRUCTIONS ",
+        "text_level": 1,
+        "page_idx": 0
+    },
+    {
+        "type": "text",
+        "text": "Use black ink.   \nWrite your answer to each question in the Answer Booklet. The question numbers must be clearly shown.   \n.Fill in the boxes on the front of the Answer Booklet.   \nAnswer all the questions.   \nUse the Resource Booklet to answer the questions in Sections A and C. ",
+        "page_idx": 0
+    },
+    {
+        "type": "text",
+        "text": "INFORMATION ",
+        "text_level": 1,
+        "page_idx": 0
+    },
+    {
+        "type": "text",
+        "text": "The total mark for this paper is 80..   \nThe marks for each question are shown in brackets [ ].   \nThis document has 4 pages.. ",
+        "page_idx": 0
+    },
+    {
+        "type": "text",
+        "text": "ADVICE ",
+        "text_level": 1,
+        "page_idx": 0
+    },
+    {
+        "type": "text",
+        "text": "Read each question carefully before you start your answer. ",
+        "page_idx": 0
+    },
+    {
+        "type": "text",
+        "text": "Answer all the questions in this paper. ",
+        "page_idx": 1
+    },
+    {
+        "type": "text",
+        "text": "SECTION A - Language under the microscope ",
+        "text_level": 1,
+        "page_idx": 1
+    },
+    {
+        "type": "text",
+        "text": "You are advised to spend about 40 minutes on this section. ",
+        "page_idx": 1
+    },
+    {
+        "type": "text",
+        "text": "Read Text A in your Resource Booklet and answer the following questions. ",
+        "page_idx": 1
+    },
+    {
+        "type": "text",
+        "text": "1 Giving careful consideration to the context of the text: ",
+        "page_idx": 1
+    },
+    {
+        "type": "text",
+        "text": "(a) Identify and analyse patterns of lexical and semantic use.   \n(b) Identify and analyse the way sentences are constructed. ",
+        "page_idx": 1
+    },
+    {
+        "type": "text",
+        "text": "SECTION B -- Writing about a topical language issue ",
+        "text_level": 1,
+        "page_idx": 1
+    },
+    {
+        "type": "text",
+        "text": "You are advised to spend about 45 minutes on this section. ",
+        "page_idx": 1
+    },
+    {
+        "type": "text",
+        "text": "2 'The developments in technology from the late twentieth century onwards have made our language more dynamic, versatile and creative.' ",
+        "page_idx": 1
+    },
+    {
+        "type": "text",
+        "text": "Write the script for a talk on this topic as the opening of a podcast called 'The Way we Talk Now'.   \nYou should aim to engage a reasonably well-educated, non-specialist audience..   \nIt should be no more than 500 words. ",
+        "page_idx": 1
+    },
+    {
+        "type": "text",
+        "text": "SECTION C - Comparing and contrasting texts ",
+        "text_level": 1,
+        "page_idx": 2
+    },
+    {
+        "type": "text",
+        "text": "You are advised to spend about 1 hour and 5 minutes on this section. Approximately 15 minutes should be spent reading and preparing your answer and approximately 50 minutes writing your response. ",
+        "page_idx": 2
+    },
+    {
+        "type": "text",
+        "text": "Read Texts B and C in your Resource Booklet and answer the following question. ",
+        "page_idx": 2
+    },
+    {
+        "type": "text",
+        "text": "3 Using appropriate linguistic concepts and methods, analyse the ways in which language is used in these two texts. In your answer you should: ",
+        "page_idx": 2
+    },
+    {
+        "type": "text",
+        "text": "explore connections and variations between the texts.   \nconsider how contextual factors contribute to the construction of meaning. ",
+        "page_idx": 2
+    },
+    {
+        "type": "text",
+        "text": "Copyright Information ",
+        "text_level": 1,
+        "page_idx": 3
+    },
+    {
+        "type": "text",
+        "text": "OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OCR has attempted to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR 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.. ",
+        "page_idx": 3
+    },
+    {
+        "type": "text",
+        "text": "If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible opportunity. ",
+        "page_idx": 3
+    },
+    {
+        "type": "text",
+        "text": "r queries or further information please contact The OCR Copyright Team, The Triangle Building, Shaftesbury Road, Cambridge CB2 8EA. ",
+        "page_idx": 3
+    },
+    {
+        "type": "text",
+        "text": "part of Cambridge University Press & Assessment, which is itself a department of the University of Cambridge. ",
+        "page_idx": 3
+    },
+    {
+        "type": "text",
+        "text": "Wednesday 25 May 2022 - Morning A Level English Language. ",
+        "text_level": 1,
+        "page_idx": 4
+    },
+    {
+        "type": "text",
+        "text": "H470/01 Exploring language ",
+        "page_idx": 4
+    },
+    {
+        "type": "text",
+        "text": "Resource Booklet ",
+        "page_idx": 4
+    },
+    {
+        "type": "text",
+        "text": "Time allowed: 2 hours 30 minutes ",
+        "page_idx": 4
+    },
+    {
+        "type": "text",
+        "text": "INSTRUCTIONS ",
+        "text_level": 1,
+        "page_idx": 4
+    },
+    {
+        "type": "text",
+        "text": "Use the Resource Booklet to answer the questions in Section A and Section C.   \nDo not send this Resource Booklet for marking. Keep it in the centre or recycle it. ",
+        "page_idx": 4
+    },
+    {
+        "type": "text",
+        "text": "INFORMATION ",
+        "text_level": 1,
+        "page_idx": 4
+    },
+    {
+        "type": "text",
+        "text": "This document has 12 pages. ",
+        "page_idx": 4
+    },
+    {
+        "type": "text",
+        "text": "BLANK PAGE ",
+        "page_idx": 5
+    },
+    {
+        "type": "text",
+        "text": "The material in this Resource Booklet relates to the questions in the Question Paper. ",
+        "page_idx": 6
+    },
+    {
+        "type": "text",
+        "text": "Contents Pages ",
+        "page_idx": 6
+    },
+    {
+        "type": "text",
+        "text": "SECTION A - Language under the microscope Text A: Restaurant review from The Observer newspaper. 4-5   \nSECTION C - Comparing and contrasting texts Text B: Transcript from BBC Three series Geordie Finishing School for Girls. 6-7 Text C: Edited article adapted from inews.co.uk 8-9 ",
+        "page_idx": 6
+    },
+    {
+        "type": "text",
+        "text": "SECTION A- Language under the microscope ",
+        "text_level": 1,
+        "page_idx": 7
+    },
+    {
+        "type": "text",
+        "text": "Text A ",
+        "text_level": 1,
+        "page_idx": 7
+    },
+    {
+        "type": "text",
+        "text": "Text A is the first part of a restaurant review that appeared in The Observer in January 2020 and then online. ",
+        "page_idx": 7
+    },
+    {
+        "type": "text",
+        "text": "The Lookout, Edinburgh: High altitude dining - and prices - but worth it'. ",
+        "text_level": 1,
+        "page_idx": 7
+    },
+    {
+        "type": "text",
+        "text": "It's a steep climb up to Edinburgh's Lookout, but once you get there the food hits new peaks ",
+        "page_idx": 7
+    },
+    {
+        "type": "image",
+        "img_path": "images/523031a1989cc2c9255ae63c8597fc6aeab94e53450d6f09deff9c465bc5bd00.jpg",
+        "img_caption": [],
+        "img_footnote": [],
+        "page_idx": 7
+    },
+    {
+        "type": "text",
+        "text": "Jay Rayner ",
+        "text_level": 1,
+        "page_idx": 7
+    },
+    {
+        "type": "text",
+        "text": "Sun 5 Jan 2020 06.00 GMT ",
+        "page_idx": 7
+    },
+    {
+        "type": "image",
+        "img_path": "images/7162e2e8abb58684b70610ecb9ef974498dc1630614db05267df5f0d308541e6.jpg",
+        "img_caption": [],
+        "img_footnote": [],
+        "page_idx": 7
+    },
+    {
+        "type": "text",
+        "text": "Cooking with altitude: views across to the Firth of Forth. Photograph: Murdo MacLeod/The Observer ",
+        "page_idx": 7
+    },
+    {
+        "type": "text",
+        "text": "The Lookout, Calton Hill, Edinburgh. EH7 5AA (0131 322 1246). Lunchtime a la carte: starters 8-14; mains 16-25; desserts 5; wines from 29. Set lunch 25. Evening tasting menus 50 and 70 ",
+        "page_idx": 7
+    },
+    {
+        "type": "text",
+        "text": "The Lookout is a brave restaurant. It hasn't so much decided that passing trade is not a priority, as laughed in its face, then handed it a scribbled note saying, \"Go away.\" It occupies a new build right at the top of Calton Hill within the Observatory buildings, looking out over Edinburgh to the Firth of Forth, hence the name. ",
+        "page_idx": 7
+    },
+    {
+        "type": "text",
+        "text": "Inside, it is drop-dead, look-at-me-I'm-Instagram-ready gorgeous, with floor-to-ceiling glass walls,.   \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.\". ",
+        "page_idx": 7
+    },
+    {
+        "type": "image",
+        "img_path": "images/342bff7224de3cb051352b029dfeb41e810d15c193292fcc31c355040927070b.jpg",
+        "img_caption": [],
+        "img_footnote": [],
+        "page_idx": 8
+    },
+    {
+        "type": "text",
+        "text": "With a deep, rich rust sauce': rock oysters. Photograph: Murdo MacLeod/The Observer ",
+        "page_idx": 8
+    },
+    {
+        "type": "text",
+        "text": "Taxis can drop off, though it's still a walk from the road. Otherwise, it's a major yomp uphill because there's no parking. No one would describe it as a model of accessibility. On a beautiful Edinburgh. summer's day when the sun barely bothers to set, this could be joyous. I go on a late November day,. when half the North Sea is being deposited on the hilltop. I feel intrepid simply for getting to the door. ",
+        "page_idx": 8
+    },
+    {
+        "type": "text",
+        "text": "There is one other challenge. In the evenings, like its sister restaurant, the Gardener's Cottage at the bottom of the hill, it only serves a tasting menu. It's. $\\pm50$ for five courses and 7o 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. ",
+        "page_idx": 8
+    },
+    {
+        "type": "image",
+        "img_path": "images/57b0b557b6e9b2668ce1db4b7d5fbfc50d6be9231b12e585798e1daf2eb080b5.jpg",
+        "img_caption": [],
+        "img_footnote": [],
+        "page_idx": 8
+    },
+    {
+        "type": "text",
+        "text": "'In a puddle of buttery broth bringing it all together': hake, mussels and leeks. Photograph: Murdo MacLeod/ The Observer ",
+        "page_idx": 8
+    },
+    {
+        "type": "text",
+        "text": "SECTION C - Comparing and contrasting texts ",
+        "text_level": 1,
+        "page_idx": 9
+    },
+    {
+        "type": "text",
+        "text": "Text B ",
+        "text_level": 1,
+        "page_idx": 9
+    },
+    {
+        "type": "text",
+        "text": "This text is an edited transcript of the opening of the BBC Three series Geordie Finishing School for Girls that first aired in 2011.   \nIn the show, four wealthy young women from the south of England visit Newcastle to experience how life is for young women living on benefits there.. ",
+        "page_idx": 9
+    },
+    {
+        "type": "text",
+        "text": "(The V/O is the same one throughout and is female.) ",
+        "page_idx": 9
+    },
+    {
+        "type": "text",
+        "text": "ink 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 ",
+        "page_idx": 10
+    },
+    {
+        "type": "text",
+        "text": "SECTION C - Comparing and contrasting texts ",
+        "text_level": 1,
+        "page_idx": 11
+    },
+    {
+        "type": "text",
+        "text": "Text C ",
+        "page_idx": 11
+    },
+    {
+        "type": "text",
+        "text": "This text is an edited article from the website inews.co.uk, the online version of the $j$ newspaper. It first appeared in September 2019. ",
+        "page_idx": 11
+    },
+    {
+        "type": "text",
+        "text": "Link to material: https://inews.co.uk/news/most-deprived-areas-uk-list-ranking-blackpool-northjaywick-343952.Item removed due to third party copyright restrictions. ",
+        "page_idx": 11
+    },
+    {
+        "type": "text",
+        "text": "Item removed due to third party copyright restrictions. ",
+        "page_idx": 12
+    },
+    {
+        "type": "text",
+        "text": "BLANK PAGE ",
+        "page_idx": 13
+    },
+    {
+        "type": "text",
+        "text": "BLANK PAGE ",
+        "page_idx": 14
+    },
+    {
+        "type": "text",
+        "text": "Copyright Information ",
+        "text_level": 1,
+        "page_idx": 15
+    },
+    {
+        "type": "text",
+        "text": "OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials OCR has attempted to identi y and contact all copyright holders. whose work is used in this paper o avoid the issue o disclosure o answer-related in ormation to candidates all copyright acknowledgements are reproduced in the OCR Copyright. Acknowledgements Booklet his is produced or each series o examinations and is reely available to download rom our public website (www ocr org uk) a ter the live examination series ",
+        "page_idx": 15
+    },
+    {
+        "type": "text",
+        "text": "OCR has unwittingly ailed to correctly acknowledge or clear any third-party content in this assessment material OcR will be happy to correct its mistake at the earliest possible Dpportunity ",
+        "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 ",
+        "page_idx": 15
+    },
+    {
+        "type": "text",
+        "text": "part o Cambridge University Press & Assessment which is itsel a department o the University o Cambridge ",
+        "page_idx": 15
+    },
+    {
+        "type": "text",
+        "text": "GCE ",
+        "text_level": 1,
+        "page_idx": 16
+    },
+    {
+        "type": "text",
+        "text": "English Language ",
+        "text_level": 1,
+        "page_idx": 16
+    },
+    {
+        "type": "text",
+        "text": "H470/01: Exploring language ",
+        "page_idx": 16
+    },
+    {
+        "type": "text",
+        "text": "A Level ",
+        "page_idx": 16
+    },
+    {
+        "type": "text",
+        "text": "Mark Scheme for June 2022 ",
+        "text_level": 1,
+        "page_idx": 16
+    },
+    {
+        "type": "text",
+        "text": "OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. ",
+        "page_idx": 17
+    },
+    {
+        "type": "text",
+        "text": "It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today's society. ",
+        "page_idx": 17
+    },
+    {
+        "type": "text",
+        "text": "This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners' meeting before marking commenced. ",
+        "page_idx": 17
+    },
+    {
+        "type": "text",
+        "text": "All examiners are instructed that alternative correct answers and unexpected approaches in candidates' scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. ",
+        "page_idx": 17
+    },
+    {
+        "type": "text",
+        "text": "Mark schemes should be read in conjunction with the published question papers and the report on the examination. ",
+        "page_idx": 17
+    },
+    {
+        "type": "text",
+        "text": "$\\circledcirc$ OCR 2022 ",
+        "page_idx": 17
+    },
+    {
+        "type": "text",
+        "text": "MARKING INSTRUCTIONS ",
+        "text_level": 1,
+        "page_idx": 18
+    },
+    {
+        "type": "text",
+        "text": "PREPARATION FOR MARKING SCORIS ",
+        "text_level": 1,
+        "page_idx": 18
+    },
+    {
+        "type": "text",
+        "text": "1. Make sure that you have accessed and completed the relevant training packages for on-screen marking: scoris assessor Online Training; OCR Essential Guide to Marking.   \n2. Make sure that you have read and understood the mark scheme and the question paper for this unit. These are posted on the RM Cambridge. Assessment Support Portal http://www.rm.com/support/ca   \n3. Log-in to scoris and mark the required number of practice responses (\"scripts\") and the number of required standardisation responses. JU MUST MARK 10 PRACTICE AND 10 STANDARDISATION RESPONSES BEFORE YOU CAN BE APPROVED TO MARK LIVE SCRIPTS. ",
+        "page_idx": 18
+    },
+    {
+        "type": "text",
+        "text": "MARKING ",
+        "text_level": 1,
+        "page_idx": 18
+    },
+    {
+        "type": "text",
+        "text": "1. Mark strictly to the mark scheme.   \n2. Marks awarded must relate directly to the marking criteria.   \n3. The schedule of dates is very important. It is essential that you meet the scoris $50\\%$ and $100\\%$ (traditional $40\\%$ Batch 1 and $100\\%$ Batch 2) deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay. ",
+        "page_idx": 18
+    },
+    {
+        "type": "text",
+        "text": "you are in any doubt about applying the mark scheme, consult your Team Leader by telephone or the scoris messaging system, or by email. ",
+        "page_idx": 18
+    },
+    {
+        "type": "text",
+        "text": "5. Crossed Out Responses ",
+        "text_level": 1,
+        "page_idx": 18
+    },
+    {
+        "type": "text",
+        "text": "Where a candidate has crossed out a response and provided a clear alternative then the crossed out response is not marked. Where no alternative response has been provided, examiners may give candidates the benefit of the doubt and mark the crossed out response where legible. ",
+        "page_idx": 18
+    },
+    {
+        "type": "text",
+        "text": "Rubric Error Responses - Optional Questions ",
+        "text_level": 1,
+        "page_idx": 18
+    },
+    {
+        "type": "text",
+        "text": "Where candidates have a choice of question across a whole paper or a whole section and have provided more answers than required, then all responses are marked and the highest mark allowable within the rubric is given. Enter a mark for each question answered into RM assessor, which will select the highest mark from those awarded. (The underlying assumption is that the candidate has penalised themselves by attempting more questions than necessary in the time allowed.) ",
+        "page_idx": 18
+    },
+    {
+        "type": "text",
+        "text": "Multiple Choice Question Responses ",
+        "text_level": 1,
+        "page_idx": 19
+    },
+    {
+        "type": "text",
+        "text": "When a multiple choice question has only a single, correct response and a candidate provides two responses (even if one of these responses is correct), then no mark should be awarded (as it is not possible to determine which was the first response selected by the candidate). When a question requires candidates to select more than one option/multiple options, then local marking arrangements need to ensure consistency of approach. ",
+        "page_idx": 19
+    },
+    {
+        "type": "text",
+        "text": "Contradictory Responses ",
+        "text_level": 1,
+        "page_idx": 19
+    },
+    {
+        "type": "text",
+        "text": "'hen a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correc ",
+        "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.) ",
+        "page_idx": 19
+    },
+    {
+        "type": "text",
+        "text": "Short Answer Questions (requiring a more developed response, worth two or more marks) ",
+        "page_idx": 19
+    },
+    {
+        "type": "text",
+        "text": "If the candidates are required to provide a description of, say, three items or factors and four items or factors are provided, then mark on a similar basis - that is downwards (as it is unlikely in this situation that a candidate will provide more than one response in each section of the response space.) ",
+        "page_idx": 19
+    },
+    {
+        "type": "text",
+        "text": "Longer Answer Questions (requiring a developed response) ",
+        "page_idx": 19
+    },
+    {
+        "type": "text",
+        "text": "Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed) response and not crossed out the first response, then only the first response should be marked. Examiners will need to apply professional judgement as to whether the second (or a subsequent) response is a 'new start' or simply a poorly expressed continuation of the first response.. ",
+        "page_idx": 19
+    },
+    {
+        "type": "text",
+        "text": "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. ",
+        "page_idx": 19
+    },
+    {
+        "type": "text",
+        "text": "7. Award No Response (NR) if:. there is nothing written in the answer space ",
+        "page_idx": 20
+    },
+    {
+        "type": "text",
+        "text": "Award Zero 'o' if: ",
+        "page_idx": 20
+    },
+    {
+        "type": "text",
+        "text": "anything is written in the answer space and is not worthy of credit (this includes text and symbols). ",
+        "page_idx": 20
+    },
+    {
+        "type": "text",
+        "text": "Team Leaders must confirm the correct use of the NR button with their markers before live marking commences and should check this when reviewing scripts. ",
+        "page_idx": 20
+    },
+    {
+        "type": "text",
+        "text": "8. The scoris comments box is used by your team leader to explain the marking of the practice responses. Please refer to these comments when checking your practice responses. Do not use the comments box for any other reason.e If you have any questions or comments for your team leader, use the phone, the scoris messaging system, or e-mail. ",
+        "page_idx": 20
+    },
+    {
+        "type": "text",
+        "text": "9. Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of the marking period. The report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive criticism of the question paper/mark scheme is also appreciated. ",
+        "page_idx": 20
+    },
+    {
+        "type": "text",
+        "text": "10. For answers marked by levels of response: Not applicable in F501 a. To determine the level -- start at the highest level and work down until you reach the level that matches the answer b. To determine the mark within the level, consider the following: ",
+        "page_idx": 20
+    },
+    {
+        "type": "text",
+        "text": "",
+        "page_idx": 20
+    },
+    {
+        "type": "table",
+        "img_path": "images/20cbc4211e8dac69fc1c22a9452cb1014d0fcb0e713c60c62cc2f631ca5e7457.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 20
+    },
+    {
+        "type": "text",
+        "text": "Annotations ",
+        "text_level": 1,
+        "page_idx": 21
+    },
+    {
+        "type": "image",
+        "img_path": "images/7227e9a130c0f5c922a3b49d484e0a1c42887bfe62d0a11885b9ae5102b21f42.jpg",
+        "img_caption": [],
+        "img_footnote": [],
+        "page_idx": 21
+    },
+    {
+        "type": "text",
+        "text": "INTRODUCTION ",
+        "text_level": 1,
+        "page_idx": 22
+    },
+    {
+        "type": "text",
+        "text": "Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes: ",
+        "page_idx": 22
+    },
+    {
+        "type": "text",
+        "text": "the specification, especially the assessment objectives the question paper and its rubrics.   \nthe texts which candidates have studied.   \nthe mark scheme. ",
+        "page_idx": 22
+    },
+    {
+        "type": "text",
+        "text": "You should ensure that you have copies of these materials. ",
+        "page_idx": 22
+    },
+    {
+        "type": "text",
+        "text": "You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR booklet Instruction for Examiners. ",
+        "page_idx": 22
+    },
+    {
+        "type": "text",
+        "text": "Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader. ",
+        "page_idx": 22
+    },
+    {
+        "type": "text",
+        "text": "H470/01 ",
+        "text_level": 1,
+        "page_idx": 23
+    },
+    {
+        "type": "text",
+        "text": "These are the Assessment Objectives for the English Language specification as a whole. ",
+        "page_idx": 23
+    },
+    {
+        "type": "table",
+        "img_path": "images/ef13f08e238cddacb129017ee4f4bac977e6554c12b73f1173b70a14b5163b35.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 23
+    },
+    {
+        "type": "text",
+        "text": "WEIGHTING OF ASSESSMENT OBJECTIVES",
+        "text_level": 1,
+        "page_idx": 23
+    },
+    {
+        "type": "text",
+        "text": "he relationship between the units and assessment objectives of the scheme of assessment is shown in the following table: ",
+        "page_idx": 23
+    },
+    {
+        "type": "table",
+        "img_path": "images/575e9597716dfb7b8656ef9d65d1fdf0f7f4beb0ca8fc473973d55a3f164ae6f.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 23
+    },
+    {
+        "type": "text",
+        "text": "USING THE MARK SCHEME ",
+        "text_level": 1,
+        "page_idx": 24
+    },
+    {
+        "type": "text",
+        "text": "Study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper and ends with the awarding of grades. Question Papers and Mark Schemes are developed in association with each other so that issues of differentiation and positive. achievement can be addressed from the very start. ",
+        "page_idx": 24
+    },
+    {
+        "type": "text",
+        "text": "This Mark Scheme is a working document; it is not exhaustive; it does not provide 'correct' answers. The Mark Scheme can only provide 'best guesses' about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts.. ",
+        "page_idx": 24
+    },
+    {
+        "type": "text",
+        "text": "The Examiners' Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates' responses to the questions, and that all. Examiners understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the meeting, and administrative procedures will be confirmed. Co-ordination scripts will be issued at the meeting to exemplify aspects of candidates' responses and achievements; the 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.. ",
+        "page_idx": 24
+    },
+    {
+        "type": "text",
+        "text": "Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range. Always be prepared to use the full range of marks. ",
+        "page_idx": 24
+    },
+    {
+        "type": "text",
+        "text": "PAPER-SPECIFIC INSTRUCTIONS: H470/01 Exploring language ",
+        "text_level": 1,
+        "page_idx": 25
+    },
+    {
+        "type": "text",
+        "text": "Candidates answer all the questions on the paper. The paper addresses all of the assessment objectives: Assessment Objectives AO1 and AO3 are addressed in question 1.   \nAssessment Objectives AO2 and AO5 are addressed in question 2.   \nAssessment Objectives AO1, AO3 and AO4 are addressed in question 3. ",
+        "page_idx": 25
+    },
+    {
+        "type": "text",
+        "text": "In each question, the assessment objectives are given equal weighting. ",
+        "page_idx": 25
+    },
+    {
+        "type": "text",
+        "text": "THE INDICATIVE CONTENT FOR EACH TASK provides an indication of what candidates are likely to cover. The notes are neither prescriptive nor.   \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. ",
+        "page_idx": 25
+    },
+    {
+        "type": "text",
+        "text": "SUBJECT-SPECIFIC INSTRUCTIONS: ENGLISH LANGUAGE ",
+        "text_level": 1,
+        "page_idx": 25
+    },
+    {
+        "type": "text",
+        "text": "Each level descriptor covers the relevant assessment objectives.   \nWhere the assessment objectives appear in separate columns, marks should be allocated for each assessment objective independently of one another.   \nis no requirement for responses to be allocated marks from within the same level across each assessment objective..   \nAn answer does not have to meet all the requirements of a level descriptor before being placed in that level. The extent to which it meets all of the.   \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. ",
+        "page_idx": 25
+    },
+    {
+        "type": "table",
+        "img_path": "images/f44545bffe63cd6123caa40f2f2a7706687629b591f0acf5b117ff332048ef58.jpg",
+        "table_caption": [
+            "Indicative Content - Please note: indicative content indicates possible points candidates might make, but this is not an exhaustive account. Any valid response should be rewarded. "
+        ],
+        "table_footnote": [],
+        "page_idx": 26
+    },
+    {
+        "type": "table",
+        "img_path": "images/753c0c0d1729ff64e9486340d67318faf8d0d7a2b40278e18c9c18c6cd80b624.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 27
+    },
+    {
+        "type": "table",
+        "img_path": "images/642620e0da44673871ec00b027f4d34038fe4f5697b40c2046b586bcf36e28c3.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 28
+    },
+    {
+        "type": "table",
+        "img_path": "images/4283a6df8f4f6ebabdb86077bdd8151c2bcfd314cfd7d725c7734bb959fd3bb2.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 29
+    },
+    {
+        "type": "text",
+        "text": "There are a total of 20 marks available for Question 1. ",
+        "page_idx": 30
+    },
+    {
+        "type": "text",
+        "text": "10 marks can be awarded for part (a) and 10 marks for part (b). There is one mark per level for each AO. This table should be used twice -- firstly to mark part (a) and allocate a mark out of 10, and then again to mark part (b) and allocate a mark out of 10. Parts (a) and (b) focus on different language levels, and therefore each part could achieve different language levels. Each part should be marked completely separately - there is no need to look for . consistency in allocating marks if the responses demonstrate different levels of competency. ",
+        "page_idx": 30
+    },
+    {
+        "type": "table",
+        "img_path": "images/04a198fdd437473619b8be3c24698cfefb9c3151637c7fae8b73e1a2c79dc249.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 30
+    },
+    {
+        "type": "table",
+        "img_path": "images/07198a71ff017403d73c2076f3de609f4dc2369f03a04196e85b206ac91a99e2.jpg",
+        "table_caption": [
+            "Indicative Content - Please note: indicative content indicates possible points candidates might make, but this is not an exhaustive account. Any valid response should be rewarded. "
+        ],
+        "table_footnote": [],
+        "page_idx": 31
+    },
+    {
+        "type": "table",
+        "img_path": "images/9a04f3f943ec22c72062d415db2f126fb4a20862eb688f0505963f614a435369.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 32
+    },
+    {
+        "type": "table",
+        "img_path": "images/8fc95a80935f2a24442eb366c61d971778c664ab6f738bcc1cf4ef5ede09d9bc.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 33
+    },
+    {
+        "type": "text",
+        "text": "Mark Scheme ",
+        "text_level": 1,
+        "page_idx": 34
+    },
+    {
+        "type": "table",
+        "img_path": "images/261e729851b2c9592fe84baa2c02e2d0c629ef2c03ae2811676d255981a326ab.jpg",
+        "table_caption": [
+            "H470/01 There are a total of 24 marks available for Question 2 ",
+            "Decide on a mark for AO2 out of 12, and then a separate mark for AO5 out of 12. Add the two marks together to reach a total out of 24 marks. It is possible that candidates may achieve different levels for each AO: allocate the mark according to the level of competency demonstrated for each AO individually.. "
+        ],
+        "table_footnote": [],
+        "page_idx": 34
+    },
+    {
+        "type": "table",
+        "img_path": "images/31ddb4abdeb9d24cc03c3a56ae7f6f4290af30af9df99af0d299982165d35106.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 35
+    },
+    {
+        "type": "table",
+        "img_path": "images/d8ea5187d833fa8ae3e0006ba14f14470749cbea8a66f904110f66aa43b43745.jpg",
+        "table_caption": [
+            "Indicative Content -- Please note: indicative content indicates possible points candidates might make, but this is not an exhaustive account. Any valid response should be rewarded. "
+        ],
+        "table_footnote": [],
+        "page_idx": 36
+    },
+    {
+        "type": "table",
+        "img_path": "images/a647d9e8c79ddaa99d4a1151421e1118b49897b96eb25926e2f3149f1aae9e25.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 37
+    },
+    {
+        "type": "table",
+        "img_path": "images/3c2b9269af01cb69fbb0135ab31225002de4e8e376c740ba02e4504a10fe0e07.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 38
+    },
+    {
+        "type": "table",
+        "img_path": "images/d06ec0a034b53341b688d0368317f0847c38a7d9bb485bd576e4450d45f30d0f.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 39
+    },
+    {
+        "type": "table",
+        "img_path": "images/64223123eca45a95be82a5e413f2a25dc8d71342caa0279a99fbdc9b98845a6b.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 40
+    },
+    {
+        "type": "text",
+        "text": "H470/01 ",
+        "text_level": 1,
+        "page_idx": 41
+    },
+    {
+        "type": "text",
+        "text": "Mark Scheme ",
+        "text_level": 1,
+        "page_idx": 41
+    },
+    {
+        "type": "text",
+        "text": "There are a total of 36 marks available for Question 3. ",
+        "page_idx": 41
+    },
+    {
+        "type": "text",
+        "text": "Decide on a mark for AO1 out of 12, and then a separate mark for AO3 out of 12, and a separate mark for AO4 out of 12. Add the three marks together to reach a total out of 36 marks. It is possible that candidates may achieve different levels for each AO: allocate the mark according to the level of competency. demonstrated for each AO individually. ",
+        "page_idx": 41
+    },
+    {
+        "type": "table",
+        "img_path": "images/7f946b8f8dfa7f1eaaea6bf008c9dc5944dde7ade61b96a3830116dbdf5fda5a.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 41
+    },
+    {
+        "type": "table",
+        "img_path": "images/f88d7fac17ac6c8db913014d0cd0dcd5f7d0be12209b2a504f5fd509d0db29b1.jpg",
+        "table_caption": [
+            "H470/01 ",
+            "Mark Scheme "
+        ],
+        "table_footnote": [],
+        "page_idx": 42
+    },
+    {
+        "type": "table",
+        "img_path": "images/5105dc2d75531aaaa7ade7f70d79c6c0cf14de84ab2271807c2c80ba588424ac.jpg",
+        "table_caption": [],
+        "table_footnote": [],
+        "page_idx": 43
+    },
+    {
+        "type": "text",
+        "text": "Assessment Objectives Grid ",
+        "text_level": 1,
+        "page_idx": 44
+    },
+    {
+        "type": "table",
+        "img_path": "images/87f36f230e4050b7502f82ed89e36adce1f109a88d89599c8c588eb4b2aa5285.jpg",
+        "table_caption": [
+            "APPENDIX 1 Assessment Objective weightings are given as percentages. "
+        ],
+        "table_footnote": [],
+        "page_idx": 44
+    },
+    {
+        "type": "text",
+        "text": "Need to get in touch? ",
+        "text_level": 1,
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "If you ever have any questions about OCR qualifications or services (including administration, logistics and teaching) please feel free to get in touch with our customer support centre. ",
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "Call us on ",
+        "text_level": 1,
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "01223 553998 ",
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "Alternatively, you can email us on [email protected] ",
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "",
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "For more information visit ",
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "ocr.org.uk/qualifications/resource-finder   \nocr.org.uk   \nTwitter/ocrexams   \nlocrexams   \n/company/ocr   \nlocrexams ",
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "CAMBRIDGE UNIVERSITY PRESS & ASSESSMENT ",
+        "text_level": 1,
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "OCR is part of Cambridge University Press & Assessment, a department of the University of Cambridge. ",
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. $\\circledcirc$ OCR 2022 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA. ",
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "Registered company number 3484466. OCR is an exempt charity. ",
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "OCR operates academic and vocational qualifications regulated by Ofqual, Qualifications Wales and CCEA as listed in their qualifications registers including A Levels, GCSEs, Cambridge Technicals and Cambridge Nationals.. ",
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "OCR provides resources to help you deliver our qualifications. These resources do not represent any particular teaching method we expect you to use. We update our resources regularly and aim to make sure content is accurate but please check the OCR website so that you have the most up-to-date version. OCR cannot be held responsible for any errors or omissions in these resources. ",
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "Though we make every effort to check our resources, there may be contradictions between published support and the specification, so it is important that you always use information in the latest specification. We indicate any specification changes within the document itself, change the version number and provide a summary of the changes. If you do notice a discrepancy between the specification and a resource, please contact us. ",
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "Whether you already offer OCR qualifications, are new to OCR or are thinking about switching, you can request more information using our Expression of Interest form. ",
+        "page_idx": 45
+    },
+    {
+        "type": "text",
+        "text": "Please get in touch if you want to discuss the accessibility of resources we offer to support you in delivering our qualifications. ",
+        "page_idx": 45
+    }
+]

output/OCR_2022_1739445607/ocr/OCR_2022_1739445607_spans.pdf

@@ -0,0 +1,3 @@
+version https://git-lfs.github.com/spec/v1
+oid sha256:3c2c266b1affce4e06b6beb2ac1d8c1f5d56a0084e7991df4a1f79c248b76009
+size 1317524

output/OCR_2022_converted.md

@@ -0,0 +1,431 @@
+# 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  
+
+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. JU 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 correc  
+
+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.)  
+
+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..  
+
+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.  
+
+7. Award No Response (NR) if:. there is nothing written in the answer space  
+
+Award Zero 'o' 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.e 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:  
+
+![](images/20cbc4211e8dac69fc1c22a9452cb1014d0fcb0e713c60c62cc2f631ca5e7457.jpg)  
+
+# Annotations  
+
+![](images/7227e9a130c0f5c922a3b49d484e0a1c42887bfe62d0a11885b9ae5102b21f42.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.  
+
+![](images/ef13f08e238cddacb129017ee4f4bac977e6554c12b73f1173b70a14b5163b35.jpg)  
+
+# WEIGHTING OF ASSESSMENT OBJECTIVES  
+
+he relationship between the units and assessment objectives of the scheme of assessment is shown in the following table:  
+
+![](images/575e9597716dfb7b8656ef9d65d1fdf0f7f4beb0ca8fc473973d55a3f164ae6f.jpg)  
+
+# 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 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..  
+
+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.   
+
+![](images/f44545bffe63cd6123caa40f2f2a7706687629b591f0acf5b117ff332048ef58.jpg)  
+
+![](images/753c0c0d1729ff64e9486340d67318faf8d0d7a2b40278e18c9c18c6cd80b624.jpg)  
+
+![](images/642620e0da44673871ec00b027f4d34038fe4f5697b40c2046b586bcf36e28c3.jpg)  
+
+![](images/4283a6df8f4f6ebabdb86077bdd8151c2bcfd314cfd7d725c7734bb959fd3bb2.jpg)  
+
+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.  
+
+![](images/04a198fdd437473619b8be3c24698cfefb9c3151637c7fae8b73e1a2c79dc249.jpg)  
+
+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.   
+
+![](images/07198a71ff017403d73c2076f3de609f4dc2369f03a04196e85b206ac91a99e2.jpg)  
+
+![](images/9a04f3f943ec22c72062d415db2f126fb4a20862eb688f0505963f614a435369.jpg)  
+
+![](images/8fc95a80935f2a24442eb366c61d971778c664ab6f738bcc1cf4ef5ede09d9bc.jpg)  
+
+# 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..   
+
+![](images/261e729851b2c9592fe84baa2c02e2d0c629ef2c03ae2811676d255981a326ab.jpg)  
+
+![](images/31ddb4abdeb9d24cc03c3a56ae7f6f4290af30af9df99af0d299982165d35106.jpg)  
+
+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.   
+
+![](images/d8ea5187d833fa8ae3e0006ba14f14470749cbea8a66f904110f66aa43b43745.jpg)  
+
+![](images/a647d9e8c79ddaa99d4a1151421e1118b49897b96eb25926e2f3149f1aae9e25.jpg)  
+
+![](images/3c2b9269af01cb69fbb0135ab31225002de4e8e376c740ba02e4504a10fe0e07.jpg)  
+
+![](images/d06ec0a034b53341b688d0368317f0847c38a7d9bb485bd576e4450d45f30d0f.jpg)  
+
+![](images/64223123eca45a95be82a5e413f2a25dc8d71342caa0279a99fbdc9b98845a6b.jpg)  
+
+# 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.  
+
+![](images/7f946b8f8dfa7f1eaaea6bf008c9dc5944dde7ade61b96a3830116dbdf5fda5a.jpg)  
+
+H470/01   
+Mark Scheme   
+
+![](images/f88d7fac17ac6c8db913014d0cd0dcd5f7d0be12209b2a504f5fd509d0db29b1.jpg)  
+
+![](images/5105dc2d75531aaaa7ade7f70d79c6c0cf14de84ab2271807c2c80ba588424ac.jpg)  
+
+# Assessment Objectives Grid  
+
+APPENDIX 1 Assessment Objective weightings are given as percentages.   
+
+![](images/87f36f230e4050b7502f82ed89e36adce1f109a88d89599c8c588eb4b2aa5285.jpg)  
+
+# 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   
+locrexams   
+/company/ocr   
+locrexams  
+
+# 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.