Paper 2 Question 4: Mark Scheme (AQA GCSE English Language)
Revision Note
Written by: Nick Redgrove
Reviewed by: Kate Lee
Paper 2 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 answer. The exаm board does not specify the points that must be included in any response; instead, the mark scheme 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 comparison question. You are assessed on AO3 only:
AO3 Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts |
As a reminder, in Question 4, you are required to read and understand information and ideas from two sources and focus on the writers’ perspectives. You are expected to bring together and compare the two perspectives, analysing the differences and linking these points of view to the methods used by the writers to convey them.
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 comparison 13-16 marks | Compares ideas and perspectives in a perceptive way
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Level 3 Clear, relevant comparison 9-12 marks | Compares ideas and perspectives in a clear and relevant way
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Level 2 Some attempts at comparison 5-8 marks | Attempts to compare ideas and perspectives
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Level 1 Simple, limited comment 1-4 marks | Makes simple cross reference of ideas and perspectives
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Here is a simplified version of the mark scheme:
Level 1 | Level 2 | Level 3 | Level 4 |
|---|---|---|---|
At Level 1 there will be a basic cross-reference, which identifies the writers’ methods, with simple quotes and a basic awareness of ideas or perspectives | At Level 2 there will be some attempts of comparison with appropriate quotes, with comments on the writers’ methods and a partial grasp of differing viewpoints | At Level 3 there will be a clear and coherent comparison of the writers’ methods and ideas, with apt supporting details and a lucid understanding of diverse viewpoints in both texts | At Level 4 there will be a detailed and perceptive comparison of the writers’ ideas and methods, relevant supporting details, and a nuanced understanding of different viewpoints in both texts |
Understanding the different levels: perceptive and detailed versus clear and relevant
The descriptions for Level 3 and 4 on the mark scheme make the distinction between a “clear and relevant comparison” and a “perceptive and detailed comparison”. A clear and relevant comparison focuses on presenting a concise yet effective overview of the shared characteristics and distinctions between the texts. A perceptive and detailed comparison, on the other hand, involves a meticulous examination of the similarities and differences between the two texts. The difference between a clear, relevant comparison and a perceptive, detailed comparison lies in the depth of analysis and the level of detail. While the former prioritises simplicity by focusing on essential points of comparison, the latter seeks to uncover intricate connections and uncover hidden layers of meaning.
Level 3: Clear and relevant comparison (9-12 marks)
The key words in the mark scheme for a Level 3 mark are ‘clear” and “relevant'' comparison. This type of comparison highlights key aspects that are pertinent to the focus of the question and aims to provide a straightforward and accessible comparison that quickly conveys the essential similarities and differences.
Clear, relevant comparison 9-12 marks | Skills Descriptors |
|---|---|
Compares ideas and perspectives in a clear and relevant way
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What this means | |
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Level 4: Detailed and perceptive comparison (13-16 marks)
The key words in the mark scheme for a Level 4 mark are “perceptive” and “detailed” comparison. This type of comparison requires a deep understanding of the texts being compared which involves the identification of nuanced connections. A perceptive and detailed comparison delves into the underlying ideas and literary techniques that contribute to the overall meaning of the texts. By providing in-depth insights, this type of comparison fosters a rich understanding of the writers’ ideas and perspectives.
Below we will explore what each bullet point of the Level 4 mark scheme means:
“Compares ideas and perspectives in a perceptive way” |
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What this means |
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“Analyses how writers’ methods are used” |
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What this means |
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“Selects a range of judicious supporting detail from both texts” |
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What this means |
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“Shows a detailed and perceptive understanding of the different ideas and perspectives in both texts” |
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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 response and one which would be awarded Level 3. It is based on the 2019 June AQA GCSE English Language Paper 2 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 (13-16 marks) | Level 3 Response (9-12 marks) |
|---|---|
At the end of Source A, the writer realises, with the benefit of hindsight, that they had “become complacent” about potential dangers and were totally unprepared for the storm, but when danger struck, he knew he was left in sole charge of the boat and acted bravely and independently to try to overcome it, whereas in Source B the writer anticipates the danger but is completely dependent upon the absent crew and is helplessly at the mercy of the storm. He uses emotive language to empathise with the ship; the onomatopoeic word “throbbing” describes the rhythmic drumming of the engine as a constant, repeated heartbeat. The simile creates a fear that the ship’s engine, like a tired, ageing heart, could stop beating at any moment. The opening comment in Source B that he had been “hourly expecting” the ship to sink indicates a surprisingly calm perspective on his experience at the start of the extract. The soothing tone of the phrase “under the tumult was peace” suggests he feels the boat is longing to give up the struggle and is resigned to its fate. | The writer of Source A states that before the storm they had “become complacent” about the dangers they faced during the race and were not expecting the worst to happen. When the wave hits, the writer is in charge of the boat and is trying to keep it afloat by continuing to row, whereas the writer in Source B has no control over the boat and realises he can do nothing to stop it from sinking. In the opening paragraph, the writer in Source B describes the boat as more like a person than an object and uses a simile to compare the engine to “an over-worked human heart”. This creates the impression that the boat is struggling on but because of its age and physical state, it is unable to cope with the stormy conditions. The writer in Source B is “expecting” a disaster from the start of the extract as he knows how unfit the boat is to transport him safely, but he seems to accept whatever happens without blaming the “ancient” boat or the crew. |
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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