Paper 2 Question 4: Mark Scheme (AQA GCSE English Language)

Revision Note

Nick Redgrove

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 

  • Analyses how writers’ methods are used 

  • Selects a range of judicious supporting detail from both texts 

  • Shows a detailed and perceptive understanding of the different ideas and perspectives in both texts

Level 3

Clear, relevant comparison

9-12 marks

Compares ideas and perspectives in a clear and relevant way 

  • Explains clearly how writers’ methods are used 

  • Selects relevant detail to support from both texts 

  • Shows a clear understanding of the different ideas and perspectives in both texts

Level 2

Some attempts at comparison

5-8 marks

Attempts to compare ideas and perspectives 

  • Makes some comment on how writers’ methods are used 

  • Selects some appropriate textual detail/references, not always supporting, from one or both texts 

  • Shows some understanding of different ideas and perspectives

Level 1

Simple, limited comment

1-4 marks

Makes simple cross reference of ideas and perspectives 

  • Makes simple identification of writers’ methods 

  • Selects simple reference(s)/ textual detail(s) from one or both texts 

  • Shows simple awareness of ideas and/or perspectives

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

  • Explains clearly how writers’ methods are used

  • Selects relevant detail to support from both texts

  • Shows a clear understanding of the different ideas and perspectives in both texts

What this means

  • Comparing ideas and perspectives in a clear and relevant way involves presenting a concise and well-structured analysis of the texts' shared and contrasting concepts

  • A clear explanation entails breaking down complex techniques into understandable terms, articulating how each method contributes to the text's effectiveness

  • Textual details should be pertinent to the comparison and contribute to a logical and coherent analysis of ideas and perspectives presented in both texts

  • A clear understanding involves presenting a well-defined comprehension of the ideas and perspectives conveyed in each text

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”

What this means

  • This skill involves comparing ideas and perspectives in a way which involves more than just identifying similarities and differences between the texts

  • It requires you to delve into the underlying meanings, motivations and implications of these ideas

  • A perceptive comparison seeks to understand the nuances that shape each text's unique perspective, enabling you to highlight connections that go beyond the surface

“Analyses how writers’ methods are used”

What this means

  • This skill involves a thorough analysis of the methods employed by the writers to convey their ideas and perspectives

  • A perceptive analysis goes beyond listing techniques and examines the intent behind these methods

  • This requires you to explore why a writer chose a particular literary device and how these choices contribute to the text's overall impact

“Selects a range of judicious supporting detail from both texts”

What this means

  • This skill involves choosing specific examples, quotations or references from the texts that directly support the question's focus

  • These chosen details should span both texts, illustrating their similarities and differences in a way that contributes to a deeper understanding of the ideas and perspectives being discussed

“Shows a detailed and perceptive understanding of the different ideas and perspectives in both 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 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

  • This Level 4 answer compares ideas and perspectives in a perceptive way

  • It effectively analyses the effects of the writer’s methods and shows a detailed and perceptive understanding of the different ideas and perspectives in both texts

  • It selects a range of judicious details from both texts to support their points

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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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.