Paper 2 Question 3: Mark Scheme (AQA GCSE English Language)

Revision Note

Nick Redgrove

Written by: Nick Redgrove

Reviewed by: Kate Lee

Paper 2 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 question. The exаm board does not specify the points that must be included in any response; instead, it is used by examiners to place an answer into a level. Remember, Paper 2 Question 3 is worth up to 12 marks (Paper 1 Question 2 is only worth up to 8 marks).

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

For Question 3, you are assessed on AO2 only:

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

If you want to achieve a Grade 9, you should be aiming for a Level 4 response. Here is the AQA mark scheme for each level in Question 3:

Level

Skills Descriptors

Level 4

Perceptive, detailed analysis

 10-12 marks

Shows perceptive and detailed understanding of language: 

  • Analyses the effects of the writer’s choices of language

  • Selects a range of judicious textual detail 

  • Makes sophisticated and accurate use of subject terminology

Level 3

Clear, relevant explanation

7-9 marks

Shows clear understanding of language: 

  • Explains clearly the effects of the writer’s choices of language 

  • Selects a range of relevant textual detail 

  • Makes clear and accurate use of subject terminology

Level 2

Some understanding and comment

4-6 marks

Shows some understanding of language: 

  • Attempts to comment on the effect of language 

  • Selects some appropriate textual detail 

  • Makes some use of subject terminology, mainly appropriately

 

Level 1

Simple, limited comment

1-3 marks

Shows simple awareness of language: 

  • Offers simple comment on the effect of language 

  • Selects simple reference(s) or textual detail(s) 

  • Makes simple use of subject terminology, mainly appropriately

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 language choices in terms of the question?

  • HOW does the writer achieve this, using accurate subject terminology? 

  • WHY does that feature of the language create the effect you have identified? 

Here is a simplified version of the mark scheme:

Level 1

Level 2

Level 3

Level 4

Shows simple understanding of language features

Shows some understanding of language features

Shows clear understanding of language features

Shows detailed and perceptive understanding of language features

Understanding the different levels: analysis versus explanation

The mark schemes for Level 3 and 4 make the distinction between “analysis” and “explanation”. To be awarded a Level 4 (top marks), you must provide an analysis of the writer’s use of language in your response. If you only provide an explanation of the writer’s use of language, 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 (7-9 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 language involves providing a concise and coherent account of how specific language 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 

7-9 marks

Skills Descriptors

Shows clear understanding of language: 

  • Explains clearly the effects of the writer’s choices of language 

  • Selects a range of relevant textual detail 

  • Makes clear and accurate use of subject terminology

What this means

  • A clear understanding of language involves the ability to present thoughts and ideas clearly and logically

  • It means developing a coherent argument and identifying appropriate linguistic devices which demonstrate a solid understanding

  • It is the ability to give clear and concise explanations or interpretations of the effects of the writer's language choices, which involves going beyond simply identifying the choices made and delving into the possible reasons behind them

  • It involves recognising and articulating how specific words, phrases, or linguistic techniques shape the reader's understanding and engagement with the text

  • It means textual details are selected in order to support the explanation being made

Level 4: Analysis (10-12 marks)

The key word in the mark scheme for a Level 4 mark 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 literary techniques, linguistic devices, themes 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

10-12 marks

Skills Descriptors

Shows perceptive and detailed understanding of language:

  • Analyses the effects of the writer’s choices of language

  • Selects a range of judicious textual detail

  • Makes sophisticated and accurate use of subject terminology

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

“Shows perceptive and detailed understanding of language”

What this means

  • Demonstrating a perceptive and detailed understanding of language involves the ability to delve deeply into the nuances of the writer's linguistic choices

  • It means you need to showcase an acute awareness of how language is used to convey meaning, evoke emotions and shape the reader's interpretation

  • This goes beyond surface-level comprehension and highlights your capacity to uncover subtleties and intricacies in the text's language

“Analyses the effects of the writer’s choices of language”

What this means

  • This skill involves closely examining and evaluating the writer's deliberate language choices, such as figurative language, tone, style and word selection

  • It means you need to demonstrate an understanding of how these choices influence the reader's perception and the overall impact of the text

    Using insightful analysis, you need to examine how specific linguistic elements contribute to themes, atmosphere etc.

“Selects a range of judicious textual detail”

What this means

  • Selecting a range of judicious textual detail means choosing a variety of relevant examples from the text to support your analysis

  • It means you need to use your ability to identify specific instances where the writer's language choices are particularly significant and effective

  • These chosen details must be aptly chosen and provide evidence for your observations and interpretations

“Makes sophisticated and accurate use of subject terminology”

What this means

  • This skill emphasises your adeptness in using specialised vocabulary specific to the writer’s craft

  • It requires the use of subject-specific terms accurately and appropriately to enhance your analysis

  • A sophisticated use of subject terminology showcases your deep understanding of the writer’s craft and your ability to communicate complex ideas using precise terminology

Question 3: Level 4 and Level 3 response

Below is an example of a paragraph for a Level 4 and one for a Level 3 response. It is based on the following past paper question (June 2019 AQA English Language Past Paper and insert.)

english-language-aqa-paper2-question-3

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 Response 10-12 marks

Level 3 Response 7-9 marks

The phrase “sucked into the belly of the wave” effectively portrays the sea as a greedy monster, the use of personification suggesting the sea has an insatiable appetite. The curling motion of the wave as it engulfs him is reflected in the metaphorical image of the wave’s rounded “belly” as he is consumed by the ravenous sea. In “sucked” the writer chooses a short, single syllable verb to echo the speed with which he was suddenly plucked out of the boat and into the water, by the relentless strength of the ocean.

The writer explains how powerful the sea is by describing how he is “sucked into the belly of the wave”. The verb “sucked” suggests the writer is swallowed up very quickly by the sea, emphasising how easily he is overpowered. The personification used in “the belly of the wave” creates an image of the wave as a powerful giant who eats people up by sucking them into his enormous belly where they disappear and drown.

Examiner comments:

  • This Level 4 answer shows a perceptive and detailed understanding of language

  • It effectively analyses the effects of the writer’s choices of language and has used a range of judicious textual details to support their understanding of the text

  • Sophisticated and accurate use of subject terminology, e.g. personification, metaphorical imagery and verbs, are used successfully to further enhance the analysis

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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Nick Redgrove

Author: Nick Redgrove

Expertise: English Senior Content Creator

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.

Kate Lee

Author: Kate Lee

Expertise: English and Languages Lead

Kate has over 12 years of teaching experience as a Head of English and as a private tutor. Having also worked at the exam board AQA and in educational publishing, she's been writing educational resources to support learners in their exams throughout her career. She's passionate about helping students achieve their potential by developing their literacy and exam skills.