Paper 1 Question 3: Mark Scheme (AQA GCSE English Language)
Revision Note
Written by: Nick Redgrove
Reviewed by: Kate Lee
Paper 1 Question 3: 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 3 mark scheme
Question 3 is the structure question. While Question 2 focuses on the language element of AO2, Question 3 focuses on the structure element of AO2:
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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In Question 3, you will be set a question that asks you to comment on the whole of the source text in Section A. The text will always be a prose text from either the 20th or 21st century. You will be asked to consider how the writer has structured the text to interest you as a reader.
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 3:
Level | Skills Descriptors |
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Level 4 Perceptive, detailed analysis 7–8 marks | Shows perceptive and detailed understanding of structural features:
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Level 3 Clear, relevant explanation 5–6 marks | Shows clear understanding of structural features:
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Level 2 Some understanding and comment 3–4 marks | Shows some understanding of structural features:
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Level 1 Simple, limited comment 1-2 marks | Shows simple awareness of structural features:
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Here is also a more simplified version of the mark scheme:
Level 1 | Level 2 | Level 3 | Level 4 |
|---|---|---|---|
At Level 1, there will be simple, often generic, comments on the effect of structure | At Level 2, there will be a genuine attempt to engage with some selected structural features with comments on their effect | At Level 3 there will be a clear and precise contextualised explanation with several structural devices explored | At Level 4 there will be a detailed and perceptive analysis of the writer’s choices of structural features, and an overview of the extract’s structure |
In order to demonstrate a clear understanding of structural features, the mark scheme asks:
To see some accurate subject terminology (relating to structure)
To see relevant exemplification (textual reference)
To have a clear explanation of the effects of some of the structural features (effect and impact)
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 structural choices with links to the question? | HOW does the writer achieve this, using accurate subject terminology? | WHY does that feature of the structure create the effect you have identified? |
Understanding the different levels: analysis versus explanation
The mark scheme for Level 3 and 4 makes the distinction between “analysis” and “explanation”. To be awarded a Level 4, you must provide an analysis of the writer’s use of structure in your response. If you only provide an explanation of the writer’s use of structure, 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 structure involves providing a concise and coherent account of how specific structural 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 structural features:
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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 structural techniques 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 structural features:
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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 structural features” |
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What this means |
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“Analyses the effects of the writer’s choices of structural features” |
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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 3: 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 GCSE English Language 2019 November Paper 1 past paper.
It is useful to read through this extract and the wording of Question 3 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 Analysis (7-8 marks) | Level 3 Explanation (5-6 marks) |
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The writer employs several structural devices to craft a gripping and dynamic narrative. The passage opens with a reflective and unhurried tone, portraying Zoe's serene connection to the mountain's purity and stillness. However, as they embark on their skiing adventure, the pace swiftly quickens, symbolising the dramatic shift from tranquillity to high-speed action. The sudden and abrupt halt in the narrative when they become aware of the ominous rumbling noise and the sight of “grey smoke unfurling” creates a palpable sense of suspense, effectively leading to the terror of the avalanche. The momentum of the text intensifies in tandem with the skiers' growing panic, skillfully building up to the climactic moment of impending disaster. The passage contrasts the initial sense of serenity with the mounting danger, using the silence at the beginning as a subtle foreshadowing of the chaos and tragedy that unfolds at the end. The use of pacing and shifts in tone enhances the narrative's emotional impact, leaving the reader deeply engaged in the sequence of events. | The writer uses various structural devices to craft a captivating narrative. It commences in the mountains, immediately focusing the reader’s attention on Zoe, the central character, who relishes the tranquillity and beauty of the surroundings. When Jake enters the scene, the tone remains peaceful and both characters enjoy the tranquillity and silence as they embark on their ski adventure down the mountain. However, an interruption occurs as Zoe's gaze lands on the captivating “pillar of what looked like grey smoke”. This moment marks a crucial turning point in the passage, as a subtle sense of panic starts to creep in. The reader shares in Zoe's realisation that “it was an avalanche”, which intensifies the mounting tension and unease. The pace escalates dramatically, matching the skiers' rising fear, as the avalanche engulfs them, hurling them down the mountain. |
Examiner comments
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You will find more detailed information about how to write a Level 4 response for Question 3 in the Model Answer section.
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