Paper 1 Question 4: Mark Scheme (AQA GCSE English Language) : Revision Note
Paper 1 Question 4: 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 4 mark scheme
Question 4 is the evaluation question and it assesses AO4:
AO4 Evaluate texts critically and support this with appropriate textual references |
In Question 4, you will be given a statement about the Source in Section A. The question will ask you to comment on a certain area of the extract.
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 4:
Level | Skills descriptors |
|---|---|
Level 4 Perceptive, detailed evaluation 16-20 marks | Shows perceptive and detailed evaluation:
|
Level 3 Clear, relevant evaluation 11-15 marks | Shows clear and relevant evaluation:
|
Level 2 Some evaluation 6-10 marks
| Shows some attempts at evaluation:
|
Level 1 Simple, limited comment 1-5 marks
| Shows simple, limited evaluation:
|
Here is a more simplified version of the mark scheme:
Level 1 | Level 2 | Level 3 | Level 4 |
|---|---|---|---|
At Level 1, there will be simple but limited evaluative comments | At Level 2, there will be a genuine attempt to engage with some evaluation of the writer’s methods with comments on their effect | At Level 3, there will be a clear and relevant evaluation with a clear understanding of the writer’s method | At Level 4, there will be a detailed and perceptive evaluation of the writer’s methods which is both critical and convincing |
Understanding the different levels: clear and relevant versus perceptive and detailed
The mark schemes for Level 3 and 4 make the distinction between a “perceptive and detailed evaluation” to a “clear and relevant evaluation”. To be awarded a Level 4, you must provide a detailed and perceptive evaluation in your response. If you only provide a clear and relevant evaluation of the writer’s methods, you will be awarded a Level 3.
The difference between a detailed and perceptive evaluation and a clear and relevant one lies in the focus and depth of analysis. A detailed and perceptive evaluation involves thorough and insightful examination, exploring nuances and offering original insights. On the other hand, a clear and relevant evaluation prioritises essential information without delving into intricate analysis or deep interpretations.
Level 3: Clear and relevant (11-15 marks)
The key words in the mark scheme for a Level 3 mark are “clear” and “relevant”:
Clear, relevant evaluation 11-15 marks | Skills descriptors |
Shows clear and relevant evaluation:
| |
What this means | |
| |
Level 4: Detailed and perceptive (16-20 marks)
The key words in the mark scheme for a Level 4 mark is “perceptive” and “detailed”. A detailed and perceptive evaluation involves thoroughly analysing the extract and providing insightful observations and judgements. This type of evaluation goes beyond surface-level analysis and delves deep into the nuances and complexities of the writer’s craft. At this level, you need to showcase a higher level of critical thinking, offering more sophisticated reasoning and providing well-supported evidence and examples from the text.
Perceptive, detailed evaluation 16-20 marks | Skills descriptors |
Shows perceptive and detailed evaluation:
|
Below we will explore what each bullet point of the Level 4 mark scheme means:
“Shows perceptive and detailed evaluation” |
What this means |
|
“Evaluates critically and in detail the effect(s) on the reader” |
What this means |
|
“Shows perceptive understanding of writer’s methods” |
What this means |
|
“Selects a range of judicious textual detail” |
What this means |
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“Develops a convincing and critical response to the focus of the statement” |
What this means |
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Question 4: 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 November 2019 Paper 1 past paper.
It is useful to read through this extract and the wording of Question 4 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 (16-20 marks) | Level 3 Response (11-15 marks) |
|---|---|
Despite the presence of the word 'But' at the beginning of line 28, which signals a potential shift in the narrative, Zoe remains entranced in her dreamlike state, captivated by the serene “beauty” surrounding her. I think this explains her slow response as she scarcely notices the “small slab of snow slip from underneath her” and the “rumble”. Even when she observes the “grey smoke unfurling in silky banners” she naively perceives it as “beautiful”. Only Jake, serving as a structural catalyst in the narrative, propelling the narrative forward, awakens her to the imminent danger and their vulnerability. The writer employs vivid imagery, using the simile “like a tsunami at sea”, which suggests it will obliterate any life in its path. The triplet “twisting, spinning, turning” reinforces the tone of violence, with the present participles immerse the reader in Zoe's loss of control when confronted with this overwhelmingly destructive avalanche. | I think it is understandable why Zoe's reaction is slow in this situation. The initial signs of the avalanche are almost imperceptible – a mere “small slab of snow slip from underneath her” and only a distant “rumble”. Even when she witnesses the graceful unfurling of “grey smoke” resembling silky banners, she perceives it as “beautiful” as she is still enchanted by the magical aura of the mountains. It's only when Jake rushes towards her, shouting urgently for her to seek cover, that she realises the impending avalanche. From this moment on, the writer intensifies the danger, by comparing the approaching avalanche to “a tsunami at sea”, which suggests the overwhelming force of the snow. Moreover, the triplet “twisting, spinning, turning” not only amplifies the panic and pace of the narrative, but also vividly depicts her loss of control in the hostile conditions. |
Examiner comments
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You will find more detailed information about how to write a Level 4 response for Question 4 in the Model Answer section.
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