Paper 1 Question 2: Mark Scheme (AQA GCSE English Language)

Revision Note

Nick Redgrove

Written by: Nick Redgrove

Reviewed by: Kate Lee

Paper 1 Question 2: Mark Scheme

The mark scheme for English Language can be challenging to understand. This is due to the fact that there is no "correct answer" for any essay. The exаm board does not specify the points that must be included in any essay; instead, it is used by examiners to place an answer into a level.

It is therefore essential that you understand the mark scheme really well.  If you understand exactly what you are being assessed on, then you understand how to improve.

Translating the Question 2 mark scheme

Question 2 is the language question. You are assessed on AO2 only: 

AO2

Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views

If you want to achieve a Grade 9, you should be aiming for a Level 4 response. Below is the AQA mark scheme for each level in Question 2:

Level

Skills Descriptors

Level 4

Perceptive, detailed analysis

7–8 marks

Shows perceptive and detailed understanding of language: 

  • Analyses the effects of the writer’s choices of language

  • Selects a range of judicious textual detail 

  • Makes sophisticated and accurate use of subject terminology

Level 3

Clear, relevant explanation

5–6 marks

Shows clear understanding of language: 

  • Explains clearly the effects of the writer’s choices of language 

  • Selects a range of relevant textual detail 

  • Makes clear and accurate use of subject terminology

Level 2

Some

understanding and comment

3–4 marks

Shows some understanding of language: 

  • Attempts to comment on the effect of language 

  • Selects some appropriate textual detail 

  • Makes some use of subject terminology, mainly appropriately

Level 1

Simple, limited comment

1-2 marks

Shows simple awareness of language: 

  • Offers simple comment on the effect of language 

  • Selects simple reference(s) or textual detail(s) 

  • Makes simple use of subject terminology, mainly appropriately

The wording of the mark scheme shows a growing hierarchy of skills, with analysis being at the top. To analyse the language of the text effectively, you should be asking three important questions:

  • WHAT is the overall effect of the writer’s language choices with links to the question?

  • HOW does the writer achieve this, using accurate subject terminology? 

  • WHY does that feature of the language create the effect you have identified? 

Here is a more simplified version of the mark scheme:

Level 1

Level 2

Level 3

Level 4

At Level 1, you will demonstrate a simple understanding of language features

At Level 2, you will demonstrate some understanding of language features

At Level 3, you will demonstrate a clear understanding of language features

At Level 4, you will demonstrate a detailed and perceptive understanding of language features

Understanding the different levels: analysis versus explanation

The mark schemes for Level 3 and 4 make the distinction between “analysis” and “explanation”. To be awarded a Level 4, you must provide an analysis of the writer’s use of language in your response. If you only provide an explanation of the writer’s use of language, you will be awarded a Level 3.

Analysis involves a deeper exploration and interpretation of the various elements of a text, while explanation focuses on providing clear and coherent descriptions of specific aspects.  Analysis seeks to uncover the underlying meaning and artistic choices of the writer, while explanation aims to make those choices more understandable.

Level 3: Explanation (5-6 marks)

The key word in the mark scheme for a Level 3 grade is ‘explanation’. Explanation involves providing clear and coherent descriptions or accounts of the meaning or significance involved in a particular aspect of a text. Explaining the effects of the writer's choices of language involves providing a concise and coherent account of how specific language choices made by the writer contribute to the overall impact and meaning of the text. Explanation aims to clarify the reasons behind the writer's choices and their intended effects on the reader. 

Clear, relevant explanation 

5–6 marks

Skills Descriptors

Shows clear understanding of language: 

  • Explains clearly the effects of the writer’s choices of language 

  • Selects a range of relevant textual detail 

  • Makes clear and accurate use of subject terminology

What this means

  • A clear understanding of language involves the ability to present thoughts and ideas clearly and logically

  • It means developing a coherent argument and identifying appropriate linguistic devices which demonstrate a solid understanding

  • It is the ability to give clear and concise explanations or interpretations of the effects of the writer's language choices, which involves going beyond simply identifying the choices made and delving into the possible reasons behind them

  • It involves recognising and articulating how specific words, phrases or linguistic techniques shape the reader's understanding and engagement with the text

  • It means textual details are selected in order to support the explanation being made

Level 4: Analysis (7-8 marks)

The key word in the mark scheme for a Level 4 grade is ‘analysis’. Analysis involves breaking down a text into its constituent parts, examining the various elements and exploring how they contribute to the overall meaning and effect of the text. It focuses on identifying and interpreting literary techniques, linguistic devices, themes, characterisations and other aspects of the text. Analysis goes beyond surface-level observations and aims to uncover deeper layers of meaning, intent and choices made by the writer. It involves examining the how and why of the writer's choices and their impact on the reader. 

Perceptive, detailed analysis

7–8 marks

Skills Descriptors

Shows perceptive and detailed understanding of language:

  • Analyses the effects of the writer’s choices of language

  • Selects a range of judicious textual detail

  • Makes sophisticated and accurate use of subject terminology

Below we will explore what each bullet point of the Level 4 mark scheme means:

“Shows perceptive and detailed understanding of language”

What this means

  • A perceptive understanding of language involves the ability to grasp the meaning of words, sentences and passages of text accurately

  • It goes beyond surface-level understanding and includes the capacity to comprehend nuances and implied meanings in a sophisticated way

  • It means paying close attention to specific words and phrases within the language to capture the writer’s intended meaning

  • This skill demonstrates a deep understanding and appreciation of the writer's craft and their intentions

“Analyses the effects of the writer’s choices of language”

What this means

  • Analysis means examining the writer’s techniques, such as the use of imagery, figurative language, metaphors and other literary devices and their intended effects

  • This skill is about understanding how readers feel, think and respond when they interact with the text and examining how the writer has achieved this

  • It involves assessing the writer’s tone, voice and narrative style and how these choices contribute to the overall effect of the text

“Selects a range of judicious textual detail”

What this means

  • This skill involves choosing specific examples, quotations or references from the texts that directly support the question's focus

  • It showcases your ability to identify relevant details within the text's content and use those details effectively to strengthen your response

  • This demonstrates a keen eye for selecting appropriate evidence that reinforces the argument you are presenting

“Makes sophisticated and accurate use of subject terminology”

What this means

  • This skill involves exhibiting an adept command of specialised vocabulary and literary terminology which is relevant to the text

  • Your use of these terms should be accurate and contextually appropriate

  • The terminology is used to enhance your analysis in order to convey complex ideas succinctly and precisely

Question 2: Level 4 and Level 3 response

Below is an example of a paragraph for a Level 4 and Level 3 response. It is based on the AQA November 2019 past paper:

english-language-aqa-paper1-question2

It is useful to read through this extract and the wording of Question 2 before exploring the model responses below.

As you read through each response, consider the similarities and differences between both answers and why they have been awarded these levels based on the mark scheme:

Level 4 Response 7-8 marks

Level 3 Response 5-6 marks

The writer presents a linked image starting with the alliterative ‘snow and silence’ through to the extended metaphor of a ‘complete arrest of life’ and ‘a rehearsal and a pre-echo of death’ to describe Zoe’s feelings. The repetition of the words ‘snow and silence’ and the use of ‘everywhere’ suggest that she feels at one with the surrounding expanse of unspoiled whiteness. This feeling of absolute purity and stillness is described as a ‘complete arrest of life’ – a metaphor for Zoe’s feeling of moving from the natural world to the spiritual world where ‘life’ has been stopped as if dead.

The writer describes Zoe’s joy and satisfaction at the moment she realises that ‘Everywhere was snow and silence. Snow and silence’. Using ‘everywhere’ shows that Zoe feels she is surrounded by nothing except pure whiteness and complete quiet, with the repetition and alliteration emphasising how breathtaking she finds it. The metaphor ‘the complete arrest of life’ suggests that Zoe feels she and the world around her have stopped dead, that there is nothing but the snow and the stillness.

Examiner comments

  • This Level 4 answer shows a perceptive and detailed understanding of language 

  • It effectively analyses the effects of the writer’s choices of language and has used a range of judicious textual details to support their understanding of the text

  • Sophisticated and accurate use of subject terminology, e.g. alliteration, repetition and metaphor, are used successfully to further enhance the analysis

You will find more detailed information about how to write a Level 4 response for Question 2 in the Model Answer section.

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Nick Redgrove

Author: Nick Redgrove

Expertise: English Senior Content Creator

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.

Kate Lee

Author: Kate Lee

Expertise: English and Languages Lead

Kate has over 12 years of teaching experience as a Head of English and as a private tutor. Having also worked at the exam board AQA and in educational publishing, she's been writing educational resources to support learners in their exams throughout her career. She's passionate about helping students achieve their potential by developing their literacy and exam skills.