Paper 2 Question 2: Model Answer (AQA GCSE English Language)
Revision Note
Written by: Nick Redgrove
Reviewed by: Kate Lee
Paper 2 Question 2: Model Answer
For Question 2, you will be set a question which assesses your ability to write a summary by synthesising and interpreting evidence from both sources, according to a given focus. You will be asked to comment on both source texts.
Below you will find detailed model answers for an example of Question 2.
The examples below are all based on the following AQA GCSE English Language June 2019 past exam question:
Choosing what to summarise in the summary question
Question 2 requires you to synthesise information from two different texts and form this into a summary. It requires you to extract the most essential information, organise it in a logical order and present it in a way that fully addresses the question, in your own words.
Remember, choosing what to synthesise requires careful consideration of the question. By following the points outlined below and selecting relevant and significant quotes, you'll be able to focus your summary and provide a well-supported response in the exam.
We are now going to explore how you might choose what to include in your summary from two different texts. The examples below are all based on the following AQA GCSE English Language June 2019 past exam question. [insert link] It is helpful if you locate the insert and read through both Source A and Source B before exploring the model answers below.
This question indicates that the speakers in Source A and Source B “are travelling on very different types of boat”. The question, therefore, is asking you to find evidence as to how the boats are different in each source and to synthesise this information into a summary.
In order to address this question, you should first identify where the descriptions of the boat are located within each source.
Here are some ideas which the writers reveal about the boats and which you might choose to comment on in your response:
Ideas about the boats presented in Source A and Source B | |||
|---|---|---|---|
Age | Size | Condition | Safety features |
Number of passengers | Power source | Number of cabins | Purpose/design |
Once you have determined which ideas you are going to focus on in your response, you should select several quotes or references from each text that you will use in your summary. Remember, you do not need to use direct quotes in your response and can choose to use references instead from the texts.
In the examples below we have identified four different quotes which are used to describe the boats:
| Source A | Source B |
|---|---|---|
Quotes | “Our boat was brand spanking new” | “Ours was a very curious boat, ancient and much damaged” |
“It had coped with the seas we had experienced thus far incredibly well” | “For the groaning sound of its straining timbers … and it was tired of the struggle” |
Next, you should begin to think about what could be inferred from each of these quotes:
| Source A | Inference |
|---|---|---|
Quote 1 | “Our boat was brand spanking new” | This suggests that the boat should be well-equipped, reliable and seaworthy for the voyage ahead |
| Source B | Inference |
Quote 1 | “Ours was a very curious boat, ancient and much damaged” | This suggests the vessel is quite old and has undergone significant wear and tear from previous voyages, which means it may be unreliable |
| Source A | Inference |
|---|---|---|
Quote 2 | “It had coped with the seas we had experienced thus far incredibly well” | This suggests that the boat has already encountered challenging waters and demonstrates its ability to withstand these |
| Source B | Inference |
Quote 2 | “For the groaning sound of its straining timbers … and it was tired of the struggle” | This suggests the boat has deteriorated over time and underscores its aged and potentially fragile condition |
Examiner Tips and Tricks
The mark scheme does not reward the number of textual details cited but the standard and quality of your response and the inferences being made. Textual references and/or direct quotations can be used but they should only be used to inform content and not to analyse language, as that is not the focus of this question.
Structuring your summary
Having identified the relevant information from both texts the requirement to synthesise information into a summary means that you can either write:
one integrated paragraph as a response to both sources
two linked paragraphs to both sources
Regardless of whether you should to write one or two paragraphs, you should aim to structure your answer in the following way:
Develop a thesis statement:
Based on your summary, develop a clear thesis statement that captures your main overview of the text
Provide evidence and analysis:
Support your summary with specific evidence from the text
Explain how these quotes support your thesis and contribute to your overall summary of the text
Revise and refine your synthesis:
Review your summary, ensuring clarity, coherence and logical progression of ideas
Developing your summary
In order to develop your summary, you may which to use discourse markers and connectives to help you write a more cohesive response. This will help to ensure that you are meeting a key requirement of the Assessment Objective that is being assessed.
Below are some discourse markers which you could use to develop your summary:
Discourse markers and sentence starters | ||
|---|---|---|
In contrast… | Similarly… | Therefore… |
Unlike… | Furthermore… | On the other hand… |
This might suggest to me that… | You could infer from this that… | From this, we might gather that… |
Here's a step-by-step guide to help you structure your response effectively:
Read through both texts thoroughly:
Make sure you grasp the main ideas and any key details that might be relevant to your summary
Identify explicit information that is directly stated in the texts:
Look for facts, descriptions and statements that are clearly presented and explain what they reveal
Identify implicit information that is not directly stated but can be inferred frоm the text:
Pay attention to subtle clues and consider what the writer is implying
Identify main ideas:
Consider what the writer is trying to convey and how explicit and implicit information contributes to these main ideas
Select relevant evidence:
When synthesising evidence from both sources, select evidence that supports the points you want to make
Always choose quotes, examples or textual references that are strong and relevant to your argument
Compare and synthesise evidence:
Compare and contrast the evidence you've selected from each text
For example, do they share similarities or differences in conveying explicit and implicit information?
Synthesise these findings to draw broader conclusions
Revise and refine your summary:
Review your ideas for clarity, coherence and accuracy
We will now explore some examples of how you might begin to write your ideas into a response. They are based on the June 2019 AQA GCSE English Language Paper 2 past paper. It is useful to read through this extract and the wording of Question 2 before exploring the model responses below.
Below, you will find an opening thesis and a comment on the “different types of boat” in each source and what is understood about them:
Key Focus | Differences |
|---|---|
Both Source A and Source B describe the boats in very contrasting ways: the boat in Source A is small and brand new, whilst the boat in Source B is larger, significantly older and damaged. In Source A, the writer describes their experience on a “brand spanking new” boat. The fact that it is new suggests that it should be well-equipped and seaworthy for the challenging voyage ahead. However, the writer's description of the deteriorating weather raises questions about whether the boat's design and capabilities will be sufficient to handle the impending storm. The fact that the boat is unable to outrun the massive wave reinforces the potential limitations of the boat's speed and manoeuverability. As the boat is sucked into the belly of the wave, the boat's relative smallness, compared to the towering wave, becomes evident as it is engulfed. This highlights the contrast between the boat's small size and the power of the ocean. | |
We will now examine another paragraph which continues to extend this summary:
Key Focus | Differences |
|---|---|
In contrast, the boat in Source B is a significantly larger one than the one in Source A and is an old and damaged steamship. The use of the word “ancient” highlights its age, implying that the vessel is quite old and the boat's condition is further detailed as being “much damaged”, indicating that it has undergone significant wear and tear from previous voyages. This suggests the boat has deteriorated over time and underscores its aged and potentially fragile condition. Furthermore, the groaning sound of its straining timbers also indicates that it is a result of the timbers’ age and wear. The use of the word "groaning" implies that the boat's timbers are being pushed beyond their limits. This suggests that the timbers have deteriorated over time, perhaps making the ship less reliable and more prone to failure during challenging voyages. This strain and stress on the vessel's structure could also be viewed as compromising its seaworthiness and safety. | |
Question 2: Level 4 Model Answer
If you want to achieve a Grade 9, you should be aiming for a Level 4 response. Below is an example of a full-length Level 4 model answer:
Level 4 Response (8/8 marks) |
|---|
Both Source A and Source B describe the boats in very contrasting ways: the boat in Source A is small and brand new, whilst the boat in Source B is larger, significantly older and damaged. In Source A, the writer describes their experience on a “brand spanking new” boat. The fact that it is brand new suggests that it should be well-equipped and seaworthy for the challenging voyage ahead. However, the writer's description of the deteriorating weather raises questions about whether the boat's design and capabilities will be sufficient to handle the impending storm. The fact that the boat is unable to outrun the massive wave reinforces the potential limitations of the boat's speed and manoeuverability. As the boat is sucked into the belly of the wave, the boat's relative smallness, compared to the towering wave, becomes evident as it is engulfed. This highlights the contrast between the boat's small size and the power of the ocean. In contrast, the boat in Source B is a significantly larger one than the one in Source A and is an old and damaged steamship. The use of the word “ancient” highlights its age, implying that the vessel is quite old and the boat's condition is further detailed as being “much damaged”, indicating that it has undergone significant wear and tear from previous voyages. This suggests the boat has deteriorated over time and underscores its aged and potentially fragile condition. Furthermore, the groaning sound of its straining timbers also indicates that it is a result of the timbers’ age and wear. The use of the word “groaning” implies that the boat's timbers are being pushed beyond their limits. This suggests that the timbers have deteriorated over time, perhaps making the ship less reliable and more prone to failure during challenging voyages. This strain and stress on the vessel's structure could also be viewed as compromising its seaworthiness and safety |
Why would this answer get 8/8 marks?
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|---|
Key points to remember for Question 2
Give extended and detailed explanations of a small number of inferences:
This is more beneficial than making a larger number of less precise inferences
Interpretation is at the heart of both key skills assessed in this question (making inferences and showing differences):
This is true regardless of whether the focus of the question is concrete or abstract
Where the focus of the question is on similarities, comments on differences will also be rewarded if they are appropriate to the focus of the question
Examiner Tips and Tricks
Whilst there will always be a number of textual details that you can use, in practice you should be selective about the ones that you can infer something about.
You should always bear in mind that time is commensurate with the marks and weighting for this question, so you should not cite too many textual examples as this could lead you to treat each one superficially.
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