Paper 1 Question 4 Skills: Evaluation (AQA GCSE English Language) : Revision Note
Paper 1 Question 4 Skills: Evaluation
Paper 1 Question 4 assesses your ability to evaluate the effectiveness of a text. This means you must come to an informed, evidence-based personal judgement about a text and the choices made by the writer.
AO4 Evaluate texts critically and support this with appropriate textual references |
Overview
To begin evaluating a text, it's important to have a coherent understanding of the writer's intention. Question 4 will give you a student's interpretation of the writer's intention and you are then tasked with examining these within the text. This section will help you to understand how to evaluate a text. As you are assessed on AO4 only, you must critically evaluate the text and support this with appropriate textual references.
Below is an example of the type of question you will be asked:
The bullet points are given as a guide for you and so you should try to address all of them in your answer
Marks are given for the quality and level of your response rather than the number of points you make
In order to evaluate a text, you must ensure you have an overview of the extract and consider what the writer’s intentions are and how they have attempted to achieve this
Once you have done this, you can evaluate the success of the writer’s choices
Key questions for evaluating a text
Evaluation involves making an informed judgment based on careful analysis and consideration of the text. It involves a critical examination of the extract in order to assess the success of its intended effect.
As you read through a text, consider these key questions. These questions will help you to move from the what, to how and on to why:
Stage | Questions | Examples |
|---|---|---|
What? | What do you think? What is your opinion? | “I agree with the opening of the statement that…” “I only agree to an extent where the statement says…” |
How? | What evidence can you find? What proves what you think? What methods does the writer use to make you think this? What in the text backs up what you have said/what you think? | “For example, this quote from the text…” “This quote illustrates…”
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Why? | Why does your evidence support what you have said? Why did the writer use these specific methods? What impact does this have on the reader (what does it make them think/ feel)? Why does it make you think/feel this way?
| “I think this because the writer uses juxtaposition in order to…” “I think this because the use of repetition underscores…” |
Approaching the evaluation question
Question 4 is quite a lengthy question and, therefore, it is vital that you understand each part of it, so that you know precisely what it is asking you to do. The key to this question is to:
Have a sense of your own response
Develop the ability to ask questions independently about the text
This will enable you to interrogate, contest and have ideas about what you have read
Use the statement in the question to help inform your interpretation and evaluation of it
We will now explore a short extract from a 20th century prose text. The extract is taken from Chapter VII of F. Scott Fitzgerald’s The Great Gatsby. It references five different characters: Daisy, Tom, Gatsby, Nick and Jordan. Below is a student statement about this extract:
Question 4 A student said, “In this extract, the writer uses subtle gestures and actions to convey the characters’ underlying tensions and unsaid thoughts.” To what extent do you agree? |
Now read through the extract below, and consider to what extent you agree or disagree with the student’s statement.
Daisy looked at Tom, frowning, and an indefinable expression, at once definitely unfamiliar and vaguely recognisable, as if I had only heard it described in words, passed over Gatsby’s face.
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In order to begin forming a response to this question, you should underline the different parts of the student statement as this is what the examiner wants you to focus on. In this statement, the two key elements are: “the writer uses subtle gestures and actions” and “underlying tensions and unsaid thoughts.” Once you’ve identified the key elements of the statement you then need to consider whether you can find evidence within the text to support them. Below are some examples which can be found in the extract.
Gestures and actions | Does this reveal underlying tensions and unsaid thoughts? |
|---|---|
“Daisy looked at Tom, frowning” | The gesture of Daisy looking at Tom while frowning could be reflecting her discontent and unease |
“but she moved out from the circle of his arm” | Daisy moving away from Tom's arm could signify their physical and emotional distance |
“pressing her with his hand toward Gatsby’s car” | By physically guiding Daisy, Tom could be seen to be attempting to control her which could reflect his possessiveness |
“She walked close to Gatsby, touching his coat with her hand.” | The gesture of touching his coat with her hand could convey an intimacy and her connection and attraction to Gatsby |
We are now going to focus on a 20th century prose extract and address each section of Question 4. The passage below is from Chapter V from William Golding’s The Lord of the Flies. It is about a group of British boys who become stranded on an uninhabited island and their disastrous attempts to govern themselves.
Read through the passage below:
Line 21: “I got the conch!” said Piggy indignantly. “Ralph – they ought to shut up, oughtn’t they? You shut up, you littluns! What I mean is that I don’t agree about this here fear. Of course there isn’t nothing to be afraid of in the forest. Why – I been there myself! You’ll be talking about ghosts and such things next. We know what goes on and if there’s something wrong, there’s someone to put it right.” He took off his glasses and blinked at them. The sun had gone as if the light had been turned off.
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Here is an example of Question 4 based on this text:
Question 4 Focus this part of your answer on the second part of the source, from line 21 to the end.
[20 marks] |
Examiner Tips and Tricks
Before you begin to understand what Question 4 is asking you to do, you must ensure you focus your attention on the correct part of the extract. The beginning of the question will always inform you as to which part of the extract you need to focus your evaluation on. For example, “Focus this part of your answer on the second part of the source, from line 21 to the end.”
Any references to other parts of the extract are not creditworthy and will receive no marks.
Addressing the student statement in the evaluation question
When approaching Question 4, it is important to consider the student statement that you have been given. The intention of the statement is to prompt your thinking and to give you a starting point for your answer.
A student said, “In this part of the story, Piggy attempts to be rational and logical in his argument but he has little authority amongst the others. The writer presents Piggy as a relatively isolated character.”
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The question directly underneath will always be the same and will ask “to what extent do you agree” with the student statement. You can agree, partially agree, disagree entirely with the statement, as long as your views are appropriately supported by the text. Keep in mind that not all of your points need to agree with the statement in the question.
Examiner Tips and Tricks
While the question seeks to gauge the extent of your agreement with the student statement, it is reasonable to assume that the examiner is giving you a statement which can be supported with evidence from the text. Therefore, you should always interpret the question as an invitation to explain the reasons behind your agreement.
Addressing the bullet points in the evaluation question
We are now going to look at how you might approach the three bullet points in Question 4. The bullets points for this question ask you to:
consider Piggy’s reactions to the others in this part of the story
evaluate how the writer presents the character of Piggy
support your response with references to the text
Therefore, the three key things you are being asked to do in Question 4 are:
Consider | Evaluate | Support |
This means to contemplate and be reflective | This means to assess and make a judgement | This means to use quotes from the text |
Using this approach, we will now explore some evaluative comments that you might make about this text. The ideas below will focus on the beginning of the student statement: “Piggy attempts to be rational and logical in his argument”:
Quote from student statement | Considered opening statement | Supporting quote(s) | Evaluative comments |
“Piggy attempts to be rational and logical in his argument” | I agree that Piggy attempts to be rational and logical in his argument because he uses scientific language and rational arguments | “Life is scientific, that's what it is” “Of course, there isn't nothing to be afraid of in the forest. Why – I been there myself!” | The writer portrays Piggy as an intellectual and a voice of reason amidst the fear-driven attitudes of the other boys. The writer attempts to convey Piggy’s confidence and conviction as he attempts to bring a more rational perspective to the situation. |
Next, we will explore how you might write these ideas into a paragraph:
Level 4 Response (16-20 marks) |
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In this part of the extract, I agree with the first part of the statement that Piggy attempts to be rational and logical in his argument and that the writer clearly illustrates this logical mindset. Piggy's use of scientific language and reasoned arguments, such as “Life is scientific, that's what it is” portray him as an intellectual and a voice of reason amidst the fear-driven attitudes of the other boys. Throughout the passage, Piggy emphasises the need to rely on knowledge and experience rather than giving in to unfounded fears. He boldly asserts that there is nothing to be afraid of in the forest, stating, “Of course, there isn't nothing to be afraid of in the forest. Why – I been there myself!” Through this statement, the writer attempts to convey Piggy’s confidence and conviction as he attempts to bring a more rational perspective to the situation. |
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Having already evaluated the opening part of the student statement, you could now make another evaluative comment which supports this statement further, or you could move on to the next part of the student statement.
Using the same approach as above, we will now explore another evaluative comment that you might make about this text using the same part of the student statement. Remember, making multiple points about the same aspect of the student statement will help to strengthen and develop your evaluative response.
Quote from student statement | Considered opening statement | Supporting quote(s) | Evaluative comments |
|---|---|---|---|
“Piggy attempts to be rational and logical in his argument” | The structure of the passage heightens the impact of Piggy's rational arguments and the ensuing doubt introduced by Ralph's response | “Piggy paused.” "Unless – " Ralph moved restlessly.” | The interruption serves to question the effectiveness of Piggy's logical approach, reinforcing the constant conflict between rationality and fear within the group |
Next, we will explore how you might write these ideas into a paragraph:
Level 4 Response (16-20 marks) |
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The writer has structured the passage to heighten the impact of Piggy's rational arguments and the ensuing doubt introduced by Ralph's response. Piggy begins with a confident statement about the absence of a beast and supports it with a logical analogy. This establishes his authoritative demeanour and positions him as a voice of reason. However, Ralph's restlessness serves as a structural shift, introducing a moment of doubt and uncertainty. The interruption serves to question the effectiveness of Piggy's logical approach, reinforcing the constant conflict between rationality and fear within the group. |
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Having already evaluated both elements of the student statement, you could now make another evaluative comment which supports this statement further, or you could move on to the next part of the statement.
Using the same approach as above, we will now explore another evaluative comment that you might make about this text, using the next part of the student statement: “but he has little authority amongst the others”.
Quote from student statement | Considered opening statement | Supporting quote(s) | Evaluative comments |
|---|---|---|---|
“but he has little authority amongst the others” | I also agree with the statement that Piggy has little authority because the passage reveals how he faces challenges in gaining any authority and acceptance among the other boys | “I got the conch!” said Piggy indignantly.” "you shut up" | Piggy's reactions to the others in this part of the story exemplify his struggle to assert both his authority and ideas. Piggy’s commands go unheeded, further highlighting his limited authority within the group |
Next, we will explore how you might write these ideas into a paragraph:
Level 4 Response (16-20 marks) |
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Furthermore, Piggy has little authority and the passage reveals how he faces challenges in gaining any authority and acceptance among the other boys. For example, Piggy's reactions to the others in this part of the story exemplify his struggle to assert both his authority and ideas. When he exclaims, “I got the conch!” indignantly, it shows his attempt to take control of the situation and to make his voice heard. However, despite his efforts, he is continually interrupted and dismissed by the others. When he addresses the littluns “you shut up”, it displays his frustration with their lack of discipline, but his commands go unheeded, further highlighting his limited authority within the group. His exclamatory sentence – “I got the conch” – however displays some assertiveness. |
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Lastly, we will evaluate the final part of the student statement: “The writer presents Piggy as a relatively isolated character.” Addressing all of the elements of the student statement will ensure that you have given a full evaluative response. However, remember that you do not have to address every element.
Quote from student statement | Considered opening statement | Supporting quote(s) | Evaluative comments |
|---|---|---|---|
“The writer presents Piggy as a relatively isolated character.” | I also agree with the final aspect of this opinion as the passage offers several references that underscore Piggy's isolated position | “Ralph – they ought to shut up, oughtn’t they? You shut up, you littluns!” | Piggy is unable to gain attention and respect during the meeting which illustrates the disconnect between him and some of the boys on the island |
Next, we will explore how you might write these ideas into a paragraph:
Level 4 Response (16-20 marks) |
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The passage offers several references that underscore Piggy's isolated position. His frequent use of the phrase “you littluns” and his inability to gain attention and respect during the meeting illustrates the disconnect between Piggy and the rest of the boys. Furthermore, the way he takes off his glasses and blinks at them after his initial exclamatory statement could be used to convey his vulnerability and his sense of being overlooked. Piggy also turns to Ralph for reassurance (“Ralph – they ought to shut up, oughtn’t they?”) which signifies his desire for validation and support from someone he considers a figure of authority on the island. He understands that Ralph's support could lend credibility to his ideas and arguments, making them more likely to be considered by the group as a whole. Despite Piggy's well-intentioned efforts, he is presented as being marginalised and dismissed by some of the other boys |
You will find further examples about how to structure your response to Question 4 in the Question 4 Model Answer section.
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