Mark Scheme (Results)

Summer 2022

Pearson Edexcel GCSE

In Chinese (1CN0/4H)
Paper 4: Writing (Higher Tier)
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Summer 2022
Question Paper Log Number P70831
Publications Code 1CN0_4F_MS_2022
All the material in this publication is copyright
© Pearson Education Ltd 2022
GCSE Chinese Higher tier

Paper 4 Mark scheme

General guidance on using levels-based mark schemes

Step 1 Decide on a band

• You should first of all consider the answer as a whole and then decide which descriptors most closely match the answer
and place it in that band.
The descriptors for each band indicate the different features that will be seen in the student’s answer for that
band.

• When assigning a band you should look at the overall quality of the answer and not focus disproportionately on
small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer
covers different aspects of different bands of the mark scheme you should use a
‘best fit’ approach for defining the band and then use the variability of the response to help decide the mark within
the band, for example if the response is predominantly band 5–8 with a small amount of band 9–12 material, it
would be placed in band 5–8 but be awarded a mark near the top of the band because of the band 9–12 content.

Step 2 Decide on a mark

• Once you have decided on a band you will then need to decide on a mark within
the band.

• You will decide on the mark to award based on the quality of the answer; you will award a mark towards the top or
bottom of that band depending on how students have evidenced each of the descriptor bullet points.

• You will modify the mark based on how securely the trait descriptors are met at that band.

• You will need to go back through the answer as you apply the mark scheme to clarify points and assure yourself
that the band and the mark are appropriate.
Assessment criteria for the Higher tier

Question 1 – Higher tier (20 marks)

For this question, students’ work is marked by Pearson using assessment criteria given in two mark grids:
• communication and content
• linguistic knowledge and accuracy.

This question contains four bullet points that form part of the task. Failure to cover all four bullet points will impact on
the marks that can be awarded against the requirements of the two mark grids for this question (see below). There is
no requirement for even coverage of the bullet points in any band. However, in order to access marks in the top band
students must refer to all bullet points and meet the other assessment criteria in the top band.

This question requires students to write in an informal style

(see Additional guidance).

The student is expected to produce 80–110 characters for this task. The number of characters is approximate and
students will not be penalised for writing more or fewer characters than recommended in the character count. All
work produced by the student must be marked.

Question 1: communication and content mark grid – Higher tier

Mark Descriptor
0 No rewardable material

1–3 • Communicates brief information relevant to the task with little development
• Limited adaptation of language to narrate, inform and interest; straightforward
personal opinions are given with limited justification.
• Expresses straightforward thoughts and ideas; uses common, familiar language with
repetition
• Variable use of appropriate register and style
4–6 • Communicates information relevant to the task, with development of the occasional key
point and idea
• Some effective adaptation of language to narrate and inform; attempts are made to
interest and give convincing personal opinions that are occasionally successful
• Expresses mainly straightforward thoughts and ideas with the occasional individual
thought/idea; some different examples of common, familiar language
• Appropriate use of register and style is evident but with inconsistencies
 Mark Descriptor
7–9 • Communicates information relevant to the task, with development of some key points
and ideas
• Mostly effective adaptation of language to narrate and inform, some effective language
to interest and give convincing personal opinions
• Some examples of creative language use to express individual thoughts and ideas; a
variety of mainly common, familiar language with the occasional example of uncommon
language
• Appropriate use of register and style is evident but with occasional inconsistency
10–12 • Communicates information relevant to the task with expansion of key points and ideas
• Effective adaptation of language to narrate, inform, interest and give convincing
personal opinions
• Frequent examples of creative language use to express individual thoughts and ideas; a
variety of vocabulary and expression, some examples of uncommon language
• Appropriate use of register and style throughout, with minimal inconsistency

Additional guidance

Creative language use: examples of creative language use are:

• using language to create an effect
• using language, including familiar, high-frequency and simple language, to respond to unfamiliar/unexpected
contexts and purposes
• using language to express thoughts, ideas, feelings and emotions
• using language to inform and narrate ideas, thoughts and points of view to
maintain interest
• applying a variety of vocabulary and structures to maintain interest
• using language effectively to achieve more complex purposes, for example to interest, to convince.

Individual thoughts, ideas and opinions: this is linked to creative use of language whereby students use language to
express original thoughts, ideas and points of view that go beyond the minimum/standard/predictable response.

Register and style definition: informal register and style – this includes language that students would use when
addressing friends and people of a similar age.

Adaptation of language to narrate, inform, interest and give convincing opinions: adapts language to achieve
different purposes in the language; students may adapt language more effectively for one purpose than another, for
example they may use language effectively to narrate but less effectively to interest or give a convincing opinion.
Question 1: linguistic knowledge and accuracy mark grid – Higher tier

Mark Descriptor
0 No rewardable material

1–2 • Uses straightforward grammatical structures, some repetition

• Produces brief, simple sentences, limited linking of sentences
• Variable accuracy with language and structures, variable success when referring to past,
present and future events, regular ambiguity; often errors prevent meaning being
conveyed
3–4 • Uses mostly straightforward grammatical structures, occasional repetition
• Produces occasionally extended sentences linked with familiar, straightforward
conjunctions
• Some accurate language and structures, including some successful references to past,
present and future events, some ambiguity; often errors occur that hinder clarity of
communication and occasionally prevent meaning being conveyed
5–6 • Different examples of straightforward grammatical structures
are evident
• Produces some extended sentences that are linked with familiar, straightforward
conjunctions
• Frequently accurate language and structures, including mostly successful references to
past, present and future events, occasional ambiguity; sometimes errors occur that
hinder clarity of communication
7–8 • Some variation of grammatical structures, occasional complex structure
• Produces frequently extended sentences, well linked together
• Generally accurate language and structures, including successful references to past,
present and future events; occasionally errors occur that hinder clarity of
communication

Additional guidance

Complex grammatical structures are considered to be:

• all grammar and structures included in the grammar list that are specific to Higher tier GCSE
• varied and complex word order
• using extended sentences that include a range of structures, for example conjunctions, pronouns, reported speech
and/or a range of lexis, for example to express abstract ideas/convey justified arguments
• conceptually more challenging language.

Straightforward grammatical structures are considered to be:

• repetitive, simple word order

• short, simple sentences that use a repetitive range of common,
high-frequency structures
• simple ideas, opinions and thoughts that are expressed but which are not justified.
Errors: students are not expected to produce perfect, error-free writing in order to access the top band as errors are
also made by native speakers. The mark grid describes the frequency of errors and the impact that errors have on
coherence.

Errors that do not hinder clarity:

• errors that do not affect meaning, for example missing measure words
• infrequent errors that do not distract the reader from the content and which result in coherent writing
• minor errors in characters such as a mis formed stroke in a character, or errors of proportion/balance/alignment
between the radicals within a character.

Errors that hinder clarity:

• errors that make writing difficult to understand immediately (even if the meaning is eventually understood)/errors
that force readers to re-read in order to understand what is meant, for example incorrect timeframes, mismatch of
subject and the possessive adjective
• frequent errors hinder clarity as they will distract the reader from the content of
the writing
• errors in forming a character such as characters with an extra or missing stroke.

Errors that prevent meaning being conveyed:

• errors that mean the reader cannot understand the message

• errors that convey the wrong message
• errors that make it unclear who is carrying out the action, for example incorrect word order
• using the wrong character with the same sound or major errors in forming a character, such as characters with an
incorrect radical
• mother-tongue interference.

NB: these are examples only and do not constitute a finite list.
Question 2 – Higher tier (28 marks)

For this question, students’ work is marked by Pearson using assessment criteria contained in two mark grids:
• communication and content
• linguistic knowledge and accuracy.

This question contains four bullet points that form part of the task. Failure to cover all four bullet points will impact on
the marks that can be awarded against the requirements of the two mark grids for this question (see below). There is
no requirement for even coverage of the bullet points in any band. However, in order to access marks in the top band
students must refer to all bullet points and meet the other assessment criteria in the top band.

This question requires students to write in a formal register/style

(see Additional guidance).

The student is expected to produce 130–180 characters for this task. The number of characters is approximate and
students will not be penalised for writing more or fewer characters than recommended in the character count. All
work produced by the student must be marked.

Question 2: communication and content mark grid – Higher tier

Mark Descriptor
0 No rewardable material

1–4 • Communicates occasionally detailed information relevant to the task with occasionally
effective development of key points and ideas
• Some effective adaptation of language to narrate, inform, interest/convince
• Occasional examples of creative use of language to express individual thoughts, ideas
and points of view, occasional justification; variety of mainly common, familiar
language, occasional examples of
uncommon language
• Appropriate use of register and style with the occasional inconsistency
5–8 • Communicates some detailed information relevant to the task, frequently effective
development of key points and ideas
• Frequently effective adaptation of language to narrate, inform, interest/convince
• Examples of creative use of language to express some individual thoughts, ideas and
points of view, some justified; some variation of vocabulary and expression with some
examples of uncommon language
• Appropriate use of register and style with few inconsistencies
9–12 • Communicates detailed information relevant to the task, with mostly effective
development of key points and ideas
• Mostly effective adaptation of language, to narrate, inform, interest/convince
• Creative use of language to express a range of individual thoughts, ideas and points of
view, most of which are justified; variety of vocabulary and expression, frequent
examples of uncommon language
• Predominantly appropriate use of register and style
 Mark Descriptor
13–16 • Communicates detailed information relevant to the task, with consistently effective
development of key points and ideas
• Consistently effective adaptation of language to narrate, inform, interest/convince
• Creative use of language to express and fully justify a wide range of individual thoughts,
ideas and points of view; wide variety of vocabulary and expression, many examples of
uncommon language
• Consistent use of appropriate register and style throughout

Additional guidance
Creative use of language: examples of creative language use are:
• using language to create an effect
• using language, including familiar, high frequency and simple language, to respond to unfamiliar/unexpected
contexts and purposes
• using language to express thoughts, ideas, feelings and emotions
• using language to inform and narrate ideas, thoughts and points of view to
maintain interest
• applying a variety of vocabulary and structures to maintain interest
• using language effectively to achieve more complex purposes, for example to interest, to convince.

Individual thoughts, ideas and opinions: this is linked to creative use of language whereby students use language to
express original thoughts, ideas and points of view that go beyond the minimum/standard/predictable response.

Adaptation of language to narrate, inform, interest/convince: adapts language to achieve different purposes in the
language; students may adapt language more effectively for one purpose than another, for example they may use
language effectively to narrate but less effectively to interest/convince.

Register and style definition: Formal register and style – this includes language that students would use with adults in
a formal context, for example teachers, employers, customers, officials. It would include avoidance of slang, over-
familiar language, exaggeration, endearments, writing in a conversational style, inappropriate abbreviations used in
social media chat.
Question 2: linguistic knowledge and accuracy mark grid – Higher tier

Mark Descriptor
0 No rewardable material

1–3 • Uses a variety of mainly straightforward grammatical structures, occasional examples of

repetitive complex language
• Occasional sequences of fluent writing, occasionally extended,
well-linked sentences
• Straightforward grammatical structures are largely accurate with occasional accurate
use of complex language, some successful references to past, present and future events
but some ambiguity; errors occur that sometimes hinder clarity of communication
4–6 • Some variation of grammatical structures, including some repetitive instances of
complex language
• Prolonged sequences of fluent writing, some extended,
well-linked sentences
• Generally accurate language and structures, frequently successful references to past,
present and future events, occasional ambiguity; errors occur that occasionally hinder
clarity of communication
7–9 • Uses a variety of grammatical structures including some different examples of complex
language
• Predominantly fluent response; frequent extended sentences, mostly
well linked
• Mostly accurate language and structures, mostly successful references to past, present
and future events; errors occur but they rarely hinder clarity of communication
10–12 • Uses a wide variety of grammatical structures, including
complex language
• Fluent response throughout with extended, well-linked sentences
• Consistently accurate language and structures, consistently successful references to
past, present and future events; any errors do not hinder the clarity of the
communication

Additional guidance
Complex grammatical structures are considered to be:

• all grammar and structures included in the grammar list that are specific to Higher tier GCSE
• varied and complex word order
• using extended sentences that include a range of structures, for example conjunctions, pronouns, reported speech
and/or a range of lexis, for example to express abstract ideas/convey justified arguments
• conceptually more challenging language.

Straightforward grammatical structures are considered to be:

• repetitive, simple word order

• short, simple sentences that use a repetitive range of common,
high-frequency structures
• simple ideas, opinions and thoughts that are expressed but which are
not justified.
Errors: students are not expected to produce perfect, error-free writing in order to access the top band as errors are
also made by native speakers. The mark grid describes the frequency of errors and the impact that errors have on
coherence.

Errors that do not hinder clarity:

• errors that do not affect meaning, for example missing measure words
• infrequent errors that do not distract the reader from the content and which result in coherent writing
• minor errors in characters such as a misformed stroke in a character, or errors of proportion/balance/alignment
between the radicals within a character.

Errors that hinder clarity:

• errors that make writing difficult to understand immediately (even if the meaning is eventually understood)/errors
that force readers to re-read in order to understand what is meant, for example incorrect timeframes, mismatch of
subject and the possessive adjective
• frequent errors hinder clarity as they will distract the reader from the content of
the writing
• errors in forming a character such as characters with an extra or missing stroke.

Errors that prevent meaning being conveyed:

• errors that mean the reader cannot understand the message

• errors that convey the wrong message
• errors that make it unclear who is carrying out the action, for example incorrect word order
• using the wrong character with the same sound or major errors in forming a character, such as characters with an
incorrect radical
• mother-tongue interference.

NB: these are examples only and do not constitute a finite list.
Question 3 – Higher tier (12 marks)

Translation mark grid and example response

The translation mark grid assesses both communication and content and linguistic knowledge and accuracy.
When awarding marks, the student’s response across the whole paragraph should be considered.

Mark Descriptor
0 No rewardable material

1–3 • Meaning of some individual words or phrases is conveyed; frequent

omissions/incorrectly communicated words and phrases/mother-tongue interference
• Some straightforward structures are accurate but regular errors prevent meaning of
individual phrases/sentences being conveyed
4–6 • The meaning of the passage is partially communicated, some words and phrases are
omitted/incorrectly communicated
• Language and structures are accurate in some phrases and sentences but some errors
prevent meaning being conveyed
7–9 • The meaning of the passage is mostly communicated, occasional words are
omitted/incorrectly communicated
• Mostly accurate language and structures; errors occur that occasionally hinder clarity
and in rare instances prevent meaning being conveyed
10–12 • The meaning of the passage is fully communicated
• Consistently accurate language and structures, any errors do not hinder clarity

Question Example response – traditional characters

number

3
我 喜歡運動（體育）。除了在學校上網球課， 我 也在周末參加
比賽。將來， 我 想去美國上大學，因為那裡有很多好的培訓 /
訓練中心。

Question Example response – simplified characters

number

3
我 喜欢运动 （体育）。除了在学校上网球课， 我 也在周末参加
比赛。将来， 我 想去美国上大学，因为那里有很多好的培训 /
训练中心。
 Additional guidance

Errors: students are not expected to produce perfect, error-free writing in order to access the top band as errors are
also made by native speakers. The mark grid describes the frequency of errors and the impact that errors have on
coherence.

Errors that do not hinder clarity:

• errors that do not affect meaning, for example missing measure words
• infrequent errors that do not distract the reader from the content and which result in coherent writing
• minor errors in characters such as a misformed stroke in a character, or errors of proportion/balance/alignment
between the radicals within a character.

Errors that hinder clarity:

• errors that make writing difficult to understand immediately (even if the meaning is eventually understood)/errors
that force readers to re-read in order to understand what is meant, for example incorrect timeframes, mismatch of
subject and the possessive adjective
• frequent errors hinder clarity as they will distract the reader from the content of
the writing
• errors in forming a character such as characters with an extra or missing stroke.

Errors that prevent meaning being conveyed:

• errors that mean the reader cannot understand the message

• errors that convey the wrong message
• errors that make it unclear who is carrying out the action, for example incorrect word order
• using the wrong character with the same sound or major errors in forming a character, such as characters with an
incorrect radical
• mother-tongue interference.

NB: these are examples only and do not constitute a finite list.

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