Read the following text, which is an extract from the novel My Name is Lucy Barton by Elizabeth Strout, about the narrator's love of reading and her aspirations to be educated. Until I was eleven years old, we lived in a garage. Content removed due to copyright restrictions. I kept thinking that for a long time, until I fell asleep.

Mark scheme

Marking points from the official mark scheme (May/June 2022). The mark or mark type is shown in brackets.

1. [0] Mark according to the levels of response marking criteria in Table A.
2. [0] Additional guidance: The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments that should be credited.
3. [0] Responses might feature the following:
4. [0] form, audience, purpose, style, conventions, language and structure will be appropriately adapted to suit task
5. [0] content may include comments about Lucy's personal skills, qualities and attributes that make her suitable to study at the college, as well as other relevant ideas
6. [0] tone will be used to have an impact on the reader and to create an effect.
7. [0] Mark according to the levels of response marking criteria in Table B.
8. [0] 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 form, structure and language in separate sections.
9. [0] Responses might compare and analyse the following:
10. [0] Form:
11. [0] the typical text conventions used in the original narrative extract and the candidate's own report
12. [0] the ways in which the different purposes affect the content and style of the two texts
13. [0] the ways in which the story extract and the report appeal to their respective intended audiences, e.g. through the tone and register used in each text
14. [0] any other relevant aspects of the form of the two texts
15. [0] Structure:
16. [0] the way the text is structured to reflect Lucy's very humble beginnings in the opening paragraph, to her arrival at college in the penultimate paragraph and her fearful return home for Thanksgiving in the concluding paragraph
17. [0] the way in which the writer structures the text to present Lucy's determination to succeed at school and use education as a means to escape her life of poverty and deprivation
18. [0] varying paragraph length enables the writer to focus on a detailed description of the austere garage in the opening of the extract which is then contrasted with a positive description of books and reading in the subsequent paragraphs
19. [0] the way in which the text is structured to highlight the contrasts between home, elementary school and college
20. [0] the way in which the concluding paragraph of the extract emphatically conveys Lucy's fear of being stuck in her home and not being able to return to college, and that this thought was 'unbearable' to her
21. [0] any other relevant structural features in the texts
22. [0] Language:
23. [0] use of first-person pronouns and first-person narrative voice to engage and involve the reader from the narrator's viewpoint
24. [0] use of a simplistic, matter of fact tone and childlike voice
25. [0] high frequency lexis to match the (at times) childlike voice of the narrator
26. [0] descriptive details about the garage, the elementary school, books (Tilly), and the college
27. [0] repetition of puzzled / puzzle and the description of the fiberglass in the first paragraph
28. [0] contrasting descriptions of the cold garage and the warm school
29. [0] the effect of sentence length/variety; in particular, the frequent use of the conjunction and throughout the text
30. [0] punctuation effects, specifically the use of colons, exclamation marks, dashes and parenthesis throughout the text
31. [0] repetition of This is my point in the third paragraph
32. [0] any other relevant language features used in the texts.