Descriptive writing
- Describe the scene in a restaurant or café at a busy time.[25]
Mark scheme
Marking points from the official mark scheme (Oct/Nov 2025). The mark or mark type is shown in brackets.
- [W1] Level 5 Content & Structure: Consistently effective response to the task.
- [W1] Level 5 Content & Structure: A wide range of descriptive or narrative features used to create a consistently effective response.
- [W2] Level 5 Content & Structure: Structure is clear, well balanced and carefully organised for deliberate effect.
- [W3] Level 5 Style & Accuracy: Uses a wide range of well-constructed sentences accurately, including complex sentences.
- [W3] Level 5 Style & Accuracy: Precise and effective use of a wide range of vocabulary.
- [W5] Level 5 Style & Accuracy: Highly accurate use of complex spelling, punctuation and grammar.
- Candidates may use features of descriptions such as: Focus (e.g. change from close at hand, to in the distance, or very detailed to impressionistic).
- Candidates may use features of descriptions such as: Atmosphere (e.g. welcoming, foreboding, pleasing, either uniform or varying).
- Candidates may use features of descriptions such as: Direction (e.g. opposite views from a high viewpoint).
- Candidates may use features of descriptions such as: Senses (sight, touch, hearing, smell).
- Candidates may use features of descriptions such as: Contrast (especially beyond any contrast given in the question).
- Candidates may use features of descriptions such as: Setting and people within the setting.
- Candidates may use features of descriptions such as: Reactions of observer.
- Candidates may use features of descriptions such as: Minimal or no narrative framework.
- Candidates may use features of descriptions such as: Figurative language techniques (e.g. simile, metaphor, personification).
- Candidates may use features of descriptions such as: Sound devices (e.g. onomatopoeia, alliteration, assonance).
- The response should link all descriptive elements together to make a cohesive picture.
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