Paper 1 Question 2: Mark Scheme (AQA GCSE English Language)
Revision Note
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 |
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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 |
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Level 4 Perceptive, detailed analysis 7–8 marks | Shows perceptive and detailed understanding of language:
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Level 3 Clear, relevant explanation 5–6 marks | Shows clear understanding of language:
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Level 2 Some understanding and comment 3–4 marks | Shows some understanding of language:
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Level 1 Simple, limited comment 1-2 marks | Shows simple awareness of language:
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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 |
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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 |
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Shows clear understanding of language:
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What this means | |
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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 |
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Shows perceptive and detailed understanding of language:
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Below we will explore what each bullet point of the Level 4 mark scheme means:
“Shows perceptive and detailed understanding of language” |
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What this means |
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“Analyses the effects of the writer’s choices of language” |
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What this means |
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“Selects a range of judicious textual detail” |
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What this means |
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“Makes sophisticated and accurate use of subject terminology” |
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What this means |
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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:
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 |
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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
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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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