Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2022 May/June Paper 3 · Variant 3

[Turn over DC (NF/SG) 303486/4 © UCLES 2022 This document has 8 pages. Any blank pages are indicated. * 5 6 2 6 5 7 8 9 5 1 * ENGLISH LANGUAGE 9093/33 Paper 3 Language Analysis May/June 2022 2 hours 15 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS ● Answer all questions. ● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 50. ● The number of marks for each question or part question is shown in brackets [ ]. Cambridge International AS & A Level

2 9093/33/M/J/22 © UCLES 2022 Section A: Language change Question 1 Read Texts A, B and C. Analyse how Text A exemplifies the various ways in which the English language has changed over time. In your answer, you should refer to specific details from Texts A, B and C, as well as to ideas and examples from your wider study of language change. [25] Text A An extract from a travel memoir consisting of letters written by the French writer Marie-Catherine d’Aulnoy in 1737. Here she describes the way of life and accommodation that she has seen during her travels to Madrid in Spain. They change their Furniture ʃeveral times a Year : Their Winter Beds are of Velvet, trimm’d with thick Galoons1 of Gold ; but they are ʃo low, and the Valens2 ʃo deep, that one is as if they were bury’d in them ; and when one is in Bed, the Border of the Valens lying almoʃt upon the Counterpane3, one can hardly be ʃeen. In Summer they have neither Curtains nor any thing elʃe about the Bed. This looks very ill. Sometimes they hang coloured Gauze, to keep off the Gnats. In Winter they have their Apartments very high, ʃometimes in the fourth Story according as the Cold increaʃes, to keep them from it. At preʃent they uʃe their Summer Lodgings, which are low, and very commodious4. All their Houʃes have a great many Rooms on a Floor ; you go through a dozen or fifteen Parlours or Chambers one after another. Thoʃe which are the worʃt lodged have ʃix or ʃeven. The Rooms are generally longer than they are broad. The floors and Cielings are neither painted nor gilt ; they are made of Plaiʃter quite plain, but ʃo white, that they dazzle one’s Eyes ; for every Year they are ʃcrap’d and whited as the Walls, which look like Marble, they are ʃo well poliʃh’d. The Court to their Summer Apartments is made of certain Matter, which, after it has had ten Pails of Water thrown upon it, yet is dry in half an Hour, and leaves a pleaʃant Coolneʃs ; ʃo that in the Morning they water all, and a little while after they ʃpread Mats or Carpets made of very fine Ruʃhes, which cover all the Pavement. The whole Apartments are hung with the ʃame ʃmall Mat about the depth of an Ell5, to hinder the Coldneʃs of the Walls from hurting thoʃe which lean againʃt them. On the top of theʃe Mats there are hung Pictures and Looking Glaʃʃes. The Cuʃhions, which are of Gold and Silver Brocade, are placed upon the Carpet ; and the Tables and Cabinets are very fine ; and at little Diʃtances there are ʃet Silver Caʃes or Boxes, filled with Orange and Jeʃʃamin-Trees6. In their Windows they ʃet things made of Straw, to keep the Sun out ; and in the Evenings they walk in their Gardens. 1 galoon: a decorative woven trim (modern spelling is galloon) 2 valens: material which hangs down over the side of a mattress or bed (modern spelling is valance) 3 counterpane: a decorative cover for a bed 4 commodious: large and comfortable 5 ell : a historical unit of measurement 6 Jeʃʃamin: archaic spelling for the flowering plant ‘jasmine’ 5 10 15 20 25 30

3 9093/33/M/J/22 © UCLES 2022 [Turn over Text B Eight of the top collocates of ‘ill’ from the Early English Books Corpus (1470s–1690s) and from the British National Corpus (1980s–1993) ‘ill’ (1470s–1690s) ‘ill’ (1980s–1993) fortune health affected seriously successe taken doing became luck patients consequences ease usage fell humours feel

4 9093/33/M/J/22 © UCLES 2022 Text C n-gram graph for plaster, plaister, ceiling and cieling (1720–2000) 0.00000% 0.00020% 0.00040% 0.00080% 0.00060% 0.00100% 0.00120% 0.00140% 0.00160% 0.00180% 1720 1740 1780 1760 1800 1820 1840 1860 1900 1880 1940 1920 1960 1980 2000 plaister plaster ceiling cieling

5 9093/33/M/J/22 © UCLES 2022 [Turn over BLANK PAGE

6 9093/33/M/J/22 © UCLES 2022 Section B: Child language acquisition Question 2 Read the following text, which is a transcription of a conversation between Mia (age 4 years) and her uncle. They are discussing the baby Mia’s mother is expecting. Analyse ways in which Mia and her uncle are using language in this conversation. In your answer, you should refer to specific details from the transcription, as well as to ideas and examples from your wider study of child language acquisition. [25] Uncle: what is it going to be↗ (.) a boy or a girl Mia: i dont (1) we dont know yet↘ Uncle: what do you want it to be Mia: girl Uncle: why Mia: because its pretty Uncle: girls are pretty↗ Mia: yes Uncle: but boys are handsome Mia: boys are not pretty Uncle: boys arent pretty↗ (.) your brothers handsome↗ (2) so you want a girl↘ (.) thats what you want (.) a sister↗ what do you want to name her↘ Mia: /ʒɒliː/ Uncle: dolly↗ Mia: /ʒɒliː/ Uncle: /ʒəʊliː/↗ Mia: jolly Uncle: jolly↘ (1) thats a pretty good name Mia: its a girl name Uncle: yeah Mia: i love that name Uncle: so whats your favourite animal in like the whole wide world↘ Mia: crocodiles Uncle: why 5 10 15 20

7 9093/33/M/J/22 © UCLES 2022 Mia: because peter pan1 (.) peter pan has a cr crocodile in it ↗ (.) in it Uncle: no way Mia: it does↘ (4) my favourite /æmɪnəlz/ are crocodiles and snakes↘ Uncle: /uːw/ (.) i dont like snakes Mia: i dont like them either but /dəʊz/ are my // Uncle: wait wait wait (1) youve just said your favourite animals a snake and then you said i dont like them either (2) do you like snakes↗ Mia: i like snakes (.) only if theyre nice snakes Uncle: what kind of snakes are nice Mia: well i dont know kind of snakes (.) i dont know if theyre nice but Uncle: big snakes or little snakes↗ Mia: little snakes or or big snakes (1) i dont know which snakes (.) i dont know which snakes are nice Uncle: have you ever picked up a snake before Mia: no Uncle: cos youre scared of them Mia: no↘ Uncle: youre not scared of them Mia: i like them Uncle: oh thats right you like them Mia: im not scared of ANYTHING 1peter pan: a fictional story TRANSCRIPTION KEY (1) = pause in seconds (.) = micropause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features <italics> = contextual information UPPER CASE = words spoken with increased volume ˚word˚ = words spoken with decreased volume ↗ = upward intonation ↘ = downward intonation /wɪv/ = phonemic representation of speech sounds 25 30 35 40 45 [Turn over

8 9093/33/M/J/22 © UCLES 2022 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. REFERENCE TABLE OF International Phonetic Alphabet (IPA) PHONEMIC SYMBOLS (RECEIVED PRONUNCIATION) 1 Consonants of English 2 Pure vowels of English / f / fat, rough / iː / beat, keep / v / very, village, love / ɪ / bit, tip, busy / ɵ / theatre, thank, athlete / e / bet, many / ð / this, them, with, either / æ / bat / s / sing, thinks, losses / ʌ / cup, son, blood / z / zoo, beds, easy / aː / car, heart, calm, aunt / ʃ / sugar, bush / ɒ / pot, want / ʒ / pleasure, beige / ɔː / port, saw, talk / h / high, hit, behind / ə / about, sudden / p / pit, top / ɜː / word, bird / t / tip, pot, steep / ʊ / book, wood, put / k / keep, tick, scare / uː / food, soup, rude / b / bad, rub / d / bad, dim 3 Diphthongs of English / g / gun, big / eɪ / late, day, great / tʃ / church, lunch / aɪ / time, high, die / dʒ / judge, gin, jury / ɔɪ / boy, noise / m / mad, jam, small / aʊ / cow, house, town / n / man, no, snow / əʊ / boat, home, know / ŋ / singer, long / ɪə / ear, here / l / loud, kill, play / eə / air, care, chair / j / you, beyond / ʊə / cure, jury / w / one, when, sweet / r / rim, bread / ʔ / uh-oh

This document consists of 13 printed pages. © UCLES 2022 [Turn over Cambridge International A Level ENGLISH LANGUAGE 9093/33 Paper 3 Language Analysis May/June 2022 MARK SCHEME Maximum Mark: 50 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2022 series for most Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9093/33 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 2 of 13 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with:  the specific content of the mark scheme or the generic level descriptors for the question  the specific skills defined in the mark scheme or in the generic level descriptors for the question  the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively:  marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate  marks are awarded when candidates clearly demonstrate what they know and can do  marks are not deducted for errors  marks are not deducted for omissions  answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

9093/33 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 3 of 13 GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

9093/33 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 4 of 13 English & Media subject specific general marking principles (To be read in conjunction with the Generic Marking Principles (and requiring further guidance on how to place marks within levels)) Components using level descriptors:  We use level descriptors as a guide to broad understanding of the qualities normally expected of, or typical of, work in a level.  Level descriptors are a means of general guidance, and should not be interpreted as hurdle statements.  Where indicative content notes are supplied for a question, these are not a prescription of required content, and must not be treated as such. Alternative correct points and unexpected answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills demonstrated.  While we may have legitimate expectations as to the ground most answers may occupy, we must at all times be prepared to meet candidates on their chosen ground, provided it is relevant ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark scheme requirements for the question).

9093/33 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 5 of 13 English Language specific marking instructions: AO1 Read and demonstrate understanding of a wide variety of texts. (Understanding)  Marks should be awarded for the accuracy of the candidate’s understanding of the text and its features, not for any analysis of them which is recognised under AO3.  Where comparison is required, marks should be awarded for the candidate’s recognition of similarities and differences between the texts and their features, not for any consequent analysis.  When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. AO2 Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. (Writing)  Marks should be awarded equally on the basis of the level of the candidate’s written expression (range of features used and accuracy) and the development of their writing (its organisation and relevance to task and audience).  When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. (Conceptualisation)  Marks should be awarded equally on the basis of the level of the candidate’s understanding of the relevant issues, concepts, methods and approaches represented both in the text(s) and in their wider studies.  When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. AO5: Analyse and synthesise language data from a variety of sources. (Data handling)  Marks should be awarded equally on the basis of the level of the candidate’s selection, analysis and synthesis of language data.  When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. Higher marks should be awarded where candidates identify patterns and offer thoughtful and plausible explanations for the features they are discussing. Weaker answers may spot features or describe individual cases of language change without reference to broader considerations or examples.

9093/33 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 6 of 13 Section A: Language change Question Answer Marks 1 Read Texts A, B and C. Analyse how Text A exemplifies the various ways in which the English language has changed over time. In your answer, you should refer to specific details from Texts A, B and C, as well as to ideas and examples from your wider study of language change. Mark according to the levels of response marking criteria in Table A. Additional guidance: The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments that should be credited. Candidates may organise their response in any appropriate way. They are not required to focus on lexis, grammar and syntax, orthography and graphology in separate sections. Responses might feature the following: Lexis and semantics  Candidates may discuss the semantic shift in the use of ill, which is here used in the sense of ‘bad’ or ‘wrong’ rather than the narrower contemporary denotation of being unwell in a medical sense. Text B exemplifies this.  The personal pronoun one is used frequently and creates a sense of formality.  The nouns Parlours and Chambers are used where ‘rooms’ may be used in contemporary English. The noun chamber would have more specific connotations today, often being associated with professional or formal settings.  The past tense whited sounds archaic because a past tense marker ‘ed’ is added to an adjective, whereas this would usually be added to a verb. Today ‘whitened’ would be used.  The use of for in for every Year, for they have, and for indeed, where for seems to be synonymous with ‘because’, sounds formal today.  The lexical item valens is less popular today due to changing fashions.  Looking glaʃʃes sounds old fashioned today as ‘mirrors’ would be more likely to be used. 25

9093/33 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 7 of 13 Question Answer Marks 1 Grammar  Sentences are often complex. Relative clauses are frequently used including which are low and which look like Marble.  Semi colons are frequently used to separate clauses, which gives the text a feeling of density.  Declaratives are used throughout which is in keeping with the format of a letter.  There are a number of passive constructions used (including there are hung…) which makes the text seem formal. Orthography  The past tense of verbs trimm’d, bury’d, scrap’d and poliʃh’d are formed with an apostrophe of elision rather than an ‘ed’ ending as would be expected in contemporary English.  The spelling of story would today be ‘storey’, whilst the archaic plaister would be ‘plaster’. Text A pre-dates the publication of Samuel Johnson’s dictionary in 1755 and so spelling was yet to be standardised. Text C exemplifies this, as well as the standardised spelling of ‘ceiling’. Graphology  A long ‘ʃ’ is used instead of ‘s’ in medial positions in all words and to start words which are not begun with capitals. It is not used at the start of common nouns where instead a capital S is used, or at the end of words. This reflects a change in fashion brought about with the development of printing typefaces.  Capital letters are not yet standardised and here they are used for most nouns.

9093/33 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 8 of 13 Marking criteria for Section A Question 1 Table A Level AO2: Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 5 marks AO5: Analyse and synthesise language data from a variety of sources. 15 marks 5  Sophisticated expression, with a high level of accuracy  Content is fully relevant; ideas are developed throughout in a sophisticated manner 5 marks  Sophisticated understanding of, and insightful reference to, linguistic issues, concepts, methods and approaches 5 marks  Insightful and fully appropriate selection of language data from all three sources  Sophisticated and insightful analysis of language data  Sophisticated synthesis of evidence from all three sources of language data 13–15 marks 4  Effective expression, with a few minor errors which do not impede communication  Content is relevant; ideas are developed in an effective manner 4 marks  Detailed understanding of, and effective reference to, linguistic issues, concepts, methods and approaches 4 marks  Effective and appropriate selection of language data from all three sources  Detailed and effective analysis of language data  Effective synthesis of evidence from all three sources of language data 10–12 marks 3  Clear expression, with occasional errors which do not impede communication  Content is relevant; ideas are developed clearly 3 marks  Clear understanding of, and appropriate reference to, linguistic issues, concepts, methods and approaches 3 marks  Clear and appropriate selection of language data from at least two sources  Clear analysis of language data  Clear synthesis of evidence from at least two sources of language data 7–9 marks 2  Expression is clear but may not flow easily, with frequent errors which generally do not impede communication  Content is mostly relevant; ideas are developed in a limited manner 2 marks  Limited understanding of, but generally appropriate reference to, linguistic issues, concepts, methods and/or approaches 2 marks  Limited and generally appropriate selection of language data; may be uneven coverage  Limited analysis of language data  Some attempt to synthesise evidence from sources of language data 4–6 marks

9093/33 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 9 of 13 Level AO2: Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 5 marks AO5: Analyse and synthesise language data from a variety of sources. 15 marks 1  Basic expression, with frequent errors which impede communication  Content may lack relevance in parts; minimal development of ideas 1 mark  Basic understanding of, and minimal reference to, linguistic issues, concepts, methods and/or approaches 1 mark  Basic and minimal selection of language data  Basic analysis of language data  Minimal attempt to synthesise evidence from sources of language data 1–3 marks 0  No creditable response 0 marks  No creditable response 0 marks  No creditable response 0 marks

9093/33 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 10 of 13 Section B: Child language acquisition Question Answer Marks 2 Read the following text, which is a transcription of a conversation between Mia (age 4 years) and her uncle. They are talking about the baby that Mia’s mother is expecting. Analyse ways in which Mia and her uncle are using language in this conversation. In your answer, you should refer to specific details from the transcription, as well as to ideas and examples from your wider study of child language acquisition. Mark according to the levels of response marking criteria in Table B. Additional guidance: The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments that should be credited. Candidates may organise their response in any appropriate way. They are not required to focus on child-directed speech and children’s language features in separate sections. Responses might feature the following: Child-directed speech  The uncle frequently asks questions as a way of directing the speech.  Positive reinforcement is given (thats a pretty good name), which could be linked to Skinner’s theory of behaviourism.  Similarly, negative reinforcement provided by the Uncle in wait wait wait.  Rising intonation is added to declaratives to form questions e.g. girls are pretty↗.  Verbs in questions are stressed, e.g. what do you want it to be; what do you want to name her↘.  Recasting is used to correct Mia’s speech e.g. dolly↗. 25

9093/33 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 11 of 13 Question Answer Marks 2 Children’s language features  Mia generally uses turn taking competently. The exchanges are mostly fulfilled adjacency pairs initiated by the uncle.  Mia occasionally adds to the topic e.g. its a girl name.  Mia is able to use the simple present tense consistently.  Mia recasts her uncle: little snakes or or big snakes.  Mia uses a range of lexical features. She understands when to use the singular and plural form.  Mia uses a complex sentence with a conditional clause: only if theyre nice snakes.  Mia correctly uses negation with a contraction in i dont.  Mia uses stress for emphasis e.g. it does.  Child phonological competence, e.g. using substitution and transposition. References to relevant theories and research should be integrated into the response and may include:  Halliday’s functions of language. E.g. Representational (boys are not pretty); heuristic (Uncle: so whats your favourite animal); personal (im not scared).  Skinner (Behaviourism), e.g. positive reinforcement (see above).  Bruner (Language Acquisition Support System), e.g. seen in the utterances of the uncle.  Piaget – Mia is at the preoperational stage, as demonstrated by her egocentric talk e.g. repeated use of the subject pronoun I.  Mia is in the post-telegraphic stage of language acquisition.

9093/33 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 12 of 13 Marking criteria for Section B Question 2 Table B Level AO1: Read and demonstrate understanding of a wide variety of texts. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 15 marks AO5: Analyse and synthesise language data from a variety of sources. 5 marks 5  Sophisticated understanding of text (meaning/context/audience)  Insightful reference to characteristic features 5 marks  Sophisticated understanding of linguistic issues, concepts, methods and approaches  Insightful reference to wider study of linguistic issues and concepts  Insightful reference to linguistic methods and approaches taken by fully appropriate theorists 13–15 marks  Sophisticated selection, analysis and synthesis of language data 5 marks 4  Detailed understanding of text (meaning/context/audience)  Effective reference to characteristic features 4 marks  Detailed understanding of linguistic issues, concepts, methods and approaches  Effective reference to wider study of linguistic issues and concepts  Effective reference to linguistic methods and approaches taken by appropriate theorists 10–12 marks  Detailed selection, analysis and synthesis of language data 4 marks 3  Clear understanding of text (meaning/context/audience)  Clear reference to characteristic features 3 marks  Clear understanding of linguistic issues, concepts, methods and approaches  Clear reference to wider study of linguistic issues and concepts  Clear reference to linguistic methods and approaches taken by appropriate theorists 7–9 marks  Clear selection, analysis and synthesis of language data 3 marks 2  Limited understanding of text (meaning/context/audience)  Limited reference to characteristic features 2 marks  Limited understanding of linguistic issues, concepts, methods and/or approaches  Some limited reference to wider study of linguistic issues and/or concepts  Some limited reference to linguistic methods and/or approaches taken by generally appropriate theorists 4–6 marks  Limited selection, analysis and/or synthesis of language data 2 marks

9093/33 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 13 of 13 Level AO1: Read and demonstrate understanding of a wide variety of texts. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 15 marks AO5: Analyse and synthesise language data from a variety of sources. 5 marks 1  Basic understanding of text (meaning/context/audience)  Minimal reference to characteristic features 1 mark  Basic understanding of linguistic issues, concepts, methods and/or approaches  Minimal reference to wider study of linguistic issues and/or concepts  Minimal reference to linguistic methods and/or approaches taken by theorists 1–3 marks  Basic selection, analysis and/or synthesis of language data 1 mark 0  No creditable response 0 marks  No creditable response 0 marks  No creditable response 0 marks