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

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Reviewed by: Kate Lee

Paper 2 Question 2: Mark Scheme

The mark scheme for AQA GCSE 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 mark scheme

Question 2 is the summary question. You are assessed on AO1:

AO1

Identify and interpret explicit and implicit information and ideas

Select and synthesise evidence from different texts

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 summary 7–8 marks	Shows perceptive or detailed synthesis and interpretation of both texts: Makes perceptive inferences from both texts Selects judicious references/use of textual detail relevant to the focus of the question Shows perceptive differences between texts
Level 3 Clear, relevant summary 5–6 marks	Shows clear synthesis and interpretation of both texts: Makes clear inferences from both texts Selects clear references/textual detail relevant to the focus of the question Shows clear differences between texts
Level 2 Some attempts at summary 3–4 marks	Shows some interpretation from one/both texts: Attempts some inference(s) from one/both texts Selects some appropriate references /textual detail from one/both texts Shows some difference(s) between texts
Level 1 Simple, limited summary 1-2 marks	Shows simple awareness from one/both texts: Offers paraphrase rather than inference Selects simple reference(s)/textual detail(s) from one/both texts Shows simple difference between texts

Level

Skills Descriptors

Level 4

Perceptive, detailed summary

7–8 marks

Shows perceptive or detailed synthesis and interpretation of both texts:

Makes perceptive inferences from both texts
Selects judicious references/use of textual detail relevant to the focus of the question
Shows perceptive differences between texts

Level 3

Clear, relevant summary

5–6 marks

Shows clear synthesis and interpretation of both texts:

Makes clear inferences from both texts
Selects clear references/textual detail relevant to the focus of the question
Shows clear differences between texts

Level 2

Some attempts at summary

3–4 marks

Shows some interpretation from one/both texts:

Attempts some inference(s) from one/both texts
Selects some appropriate references /textual detail from one/both texts
Shows some difference(s) between texts

Level 1

Simple, limited summary

1-2 marks

Shows simple awareness from one/both texts:

Offers paraphrase rather than inference
Selects simple reference(s)/textual detail(s) from one/both texts
Shows simple difference between texts

Remember, you must deal with both texts and address the correct focus of the question to achieve a Level 3 or above.

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 basic awareness and give simple references and differences between the texts	At Level 2, you will give some interpretation, attempt some inferences along with references and highlight differences between the texts	At Level 3, you will synthesise and interpret both texts, giving clear inferences along with references and highlight distinct differences between the text	At Level 4, you will demonstrate perceptive analysis, synthesising and interpreting both texts, make insightful inferences with references and highlight key differences between the texts

Understanding the different levels: perceptive and detailed versus clear and relevant

The mark schemes for Level 3 and 4 make the distinction between a “perceptive and detailed summary” to a “clear and relevant summary”. To be awarded a Level 4, you must provide a detailed and perceptive summary in your response.

The difference between a detailed and perceptive summary and a clear and relevant one lies in theіr focus and depth of analysis. A detailed and perceptive summary involves a thorough and insightful examination, exploring nuances and offering original insights. On the other hand, a clear and relevant summary prioritises essential information without delving into intricate analysis or deep interpretations.

Level 3: Clear and relevant (5-6 marks)

The key words in the mark scheme for a Level 3 mark are “clear” and “relevant”. A clear and relevant summary concisely captures the main ideas and central themes of the text, distilling its core content into succinct points. It avoids unnecessary details and focuses solely on the essential concepts that underscore the text's ideas. It involves expressing the information in your own words to illustrate a solid understanding of the text's purpose. It means making clear inferences that are not explicitly stated in the text.

Clear, relevant summary 5–6 marks	Skills Descriptors
Clear, relevant summary 5–6 marks	Shows clear synthesis and interpretation of both texts: Makes clear inferences from both texts Selects clear references/textual detail relevant to the focus of the question Shows clear differences between texts
What this means
This skill involves effectively combining and understanding the content of both given texts to provide a coherent and well-formed interpretation of their ideas Making clear inferences means drawing evident and logical conclusions that are not explicitly stated in both texts These inferences will be supported by evidence from the texts and contribute to a deeper understanding of them It means making clear differences between the texts, highlighting and explaining noticeable contrasts in themes, viewpoints or approaches

Level 4: Perceptive and detailed (7-8 marks)

The key words in the mark scheme for a Level 4 mark are “perceptive” and “detailed”. A detailed and perceptive summary involves demonstrating a high level of comprehension, analysis and critical thinking. Students who exhibit these skills in their answers demonstrate an advanced ability to engage with complex texts and provide nuanced insights beyond the surface level. A successful summary should capture themes and ideas accurately, serving as a concise representation of the writer’s intended message while excluding less essential information.

Perceptive, detailed summary 7–8 marks	Skills Descriptors
Shows perceptive or detailed synthesis and interpretation of both texts: Makes perceptive inferences from both texts Selects judicious references/use of textual detail relevant to the focus of the question Shows perceptive differences between texts

Perceptive, detailed summary

7–8 marks

Skills Descriptors

Shows perceptive or detailed synthesis and interpretation of both texts:

Makes perceptive inferences from both texts
Selects judicious references/use of textual detail relevant to the focus of the question
Shows perceptive differences between texts

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

“Shows perceptive or detailed synthesis and interpretation of both texts”

What this means

This skill involves merging and comprehending the content of both given texts, resulting in a sophisticated understanding of their combined messages
It goes beyond merely summarising or paraphrasing and demonstrates your ability to identify connections, common themes and subtle nuances present in both text
It means you can demonstrate your analytical skills by combining insights from both sources to produce an interpretation that reveals a deep understanding of the material

“Makes perceptive inferences from both texts”
What this means
Making perceptive inferences means drawing insightful conclusions that are not explicitly stated in the text It showcases your critical thinking skills as you can analyse the information provided and connect the dots to unveil underlying ideas or implications These inferences are supported by evidence from the texts and reflect a sophisticated grasp of the texts

“Selects judicious references/use of textual detail relevant to the focus of the question”
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 the text's content and use them effectively to strengthen your response This demonstrates a keen eye for selecting appropriate evidence that reinforces the argument you are presenting

“Shows Perceptive Differences Between Texts”
What this means
Displaying perceptive differences between texts means highlighting and explaining the contrasting elements, viewpoints or approaches present in the provided texts It involves identifying not only similarities but also key differences This skill demonstrates your ability to discern subtleties and variations within the texts and effectively communicate your observations

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 2019 June AQA GCSE Paper 2 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)
The boat in Source A is only small, but the ability to right itself when it capsizes shows it is designed for safety; the technology ensures that although the tiny boat cannot withstand the waves which are “towering over” it, after the disaster, it springs “upright” again. It is ironic that, whilst the rowing boat is designed to right itself after capsizing, the far bigger and heavier steamship is more likely to “turn over once and for all” and sink permanently below the waves, showing that design is more important than size when it comes to safety at sea. The boat in Source B is described as “ancient and much damaged”, which implies the ship has taken a severe battering from previous storms, but this might suggest that the ship is actually more likely to survive this storm, as its old age proves how resilient and reliable it is.	The boat in Source A is only a small rowing boat, which suggests that it is vulnerable in the stormy conditions and could easily be swamped by the huge waves, which are “towering over our tiny boat”. The boat in Source B is a much bigger “steamship”, which suggests it is more likely to withstand the dangers at sea than the tiny rowing boat because the waves would not swamp a large ship so easily. However, the writer says the boat in Source B is “ancient and much damaged” which suggests that the boat has been harmed over the years by the rough seas and is in poor physical shape, so it may not be as reliable as it used to be.

Level 4 Response (7-8 marks)

Level 3 Response (5-6 marks)

The boat in Source A is only small, but the ability to right itself when it capsizes shows it is designed for safety; the technology ensures that although the tiny boat cannot withstand the waves which are “towering over” it, after the disaster, it springs “upright” again. It is ironic that, whilst the rowing boat is designed to right itself after capsizing, the far bigger and heavier steamship is more likely to “turn over once and for all” and sink permanently below the waves, showing that design is more important than size when it comes to safety at sea. The boat in Source B is described as “ancient and much damaged”, which implies the ship has taken a severe battering from previous storms, but this might suggest that the ship is actually more likely to survive this storm, as its old age proves how resilient and reliable it is.

The boat in Source A is only a small rowing boat, which suggests that it is vulnerable in the stormy conditions and could easily be swamped by the huge waves, which are “towering over our tiny boat”. The boat in Source B is a much bigger “steamship”, which suggests it is more likely to withstand the dangers at sea than the tiny rowing boat because the waves would not swamp a large ship so easily. However, the writer says the boat in Source B is “ancient and much damaged” which suggests that the boat has been harmed over the years by the rough seas and is in poor physical shape, so it may not be as reliable as it used to be.

Examiner comments

This Level 4 answer presents a detailed and perceptive interpretation of both texts It gives accurate inferences from both texts and has used a judicious use of references which are aligned to a clear focus on the question It demonstrates a perceptive understanding of the differences between the texts

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

Last updated: 5 November 2024

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