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Where fewer than three data sources were used, it was not possible for marks to be awarded above Level 3 of the mark scheme.

Candiates should try to use text a,b,c inorder to recieve all points.

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Ideas were generally sequenced logically, moving through a series of linguistic frameworks selected from graphology,

orthography, lexis, grammar, pragmatics, morphology and semantics. (although their is no requirement for structure this way candiates will score higher).

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At times, relevance of content was obscured by historic or sociological consideration rather than linguistic analysis. Some responses relied too heavily on such discussion, which weakened their analytical standpoint and resulted in some loss of focus.

Weaker responses tended to analyse each source in the order in which it was presented in the question paper. This approach led to a limited development of ideas. Stronger responses interwove examples of data to achieve synthesis and, where cohesion was achieved, demonstrated an increased level of development.

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Confident responses provided examples of how and why the theory referenced was relevant, making a careful selection from the three texts to illustrate ideas. Weaker responses demonstrated some knowledge and understanding of linguistic issues, concepts and approaches; these candidates needed to develop such points more fully, or to ensure that they were relevant to the task.

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Confident responses demonstrated knowledge and understanding of the form and how and why their selections from the text were the form’s distinguishing features

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writers should also focus on understanding the text and refering to all examples throughout the articles

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Weaker responses either used the data sources without reference to wider study, or provided limited analysis of the data sources but made detailed reference to wider study.

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candidates referenced a wide range of relevant linguistic approaches recieved higher scores. Overall such references were generally clearly understood, with stronger responses incorporating an increased level of detail, some of which was insightful and sophisticated.

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Seven Strategies to Teach Students Text Comprehension

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Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. These seven strategies have research-based evidence for improving text comprehension.