Paper 2 Question 4: Model Answer (AQA GCSE English Language)
Revision Note
Written by: Nick Redgrove
Reviewed by: Kate Lee
Paper 2 Question 4: Model Answer
In Question 4, you will be set a question that asks you to comment on the whole of the text in both Source A and Source B. You are required to read and understand information and ideas from the 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.
The examples below are all based on the following AQA GCSE English Language June 2019 past exam question:
Choosing what to compare in the comparison question
When you first turn to Question 4, you should highlight the key focus of the question, as this directs you to what you should choose to compare. You will always be asked to compare the writers’ perspectives, viewpoints or feelings, but as directly relevant to a particular subject in both source texts. In the above example, this is the writers’ experiences at sea.
By following the points outlined below and selecting relevant and significant quotes, you'll be able to focus your comparison and provide a well-supported response in the exam.
Re-read the texts thoroughly, paying close attention to their similarities and differences
Highlight your initial observations and any significant comparative details that stand out to you
Choose three to four quotes that illustrate the writers’ perspectives in order to convey meaning
Prioritise elements that are most relevant and significant to the question:
Choose aspects that best support your argument or analysis, and which provide the most substantial insights
Create an outline by organising your ideas, evidence and supporting examples which allows for a logical and coherent flow of analysis
Structuring your comparison
Every point you make in your response should be supported with evidence from the texts. However, following a rigid structure, such as writing in point-evidence-explanation (PEE) paragraphs, can limit the range and depth of your analysis, so it is always best to avoid using this type of writing frame to structure your response. You should always consider which of your ideas would allow you to write the most developed comparison.
You should aim to structure your answer in the following way:
Develop a thesis statement:
Based on your comparison, develop a clear thesis statement that captures your main argument or interpretation of both texts
This will serve as the guiding focus for your comparison
Provide evidence and analysis:
Support your comparison with specific evidence from the text
Explain how these quotes support your thesis and contribute to your overall interpretation of both texts
Revise and refine your comparison:
Review your comparison, ensuring clarity, coherence and logical progression of ideas
Revise and refine your argument so that it gives a cohesive and insightful comparison of the texts
Examiner Tips and Tricks
It is entirely up to you whether you choose to focus first on one text, then the other, drawing together some final comparative conclusions, or whether you take a more integrated approach, making comparisons between the texts as you go. Whichever structure you choose, your response should be logical, coherent and well thought-out.
Developing your comparison
Remember, developing your comparison of two non-fiction texts takes time, careful reading and critical thinking. To produce an effective comparison, you should aim to make your comments as detailed and specific as you can. Here's a step-by-step guide to help you compare both texts effectively:
Identify similarities and differences:
Begin by listing the common themes, ideas, or elements that are present in both texts
Identify the differences and similarities in how these ideas are approached and look for nuances that might not be immediately apparent
Analyse literary techniques:
Examine the use of literary techniques in each text
Consider how these techniques enhance the texts and convey meaning
Explore the writers’ intentions and perspectives:
Consider the writers’ viewpoints and how these have shaped their texts
Compare the writers’ methods:
Analyse the writers’ use of language, sentence structure, tone etc.
Consider how these choices contribute to the texts' overall impact
Develop original insights:
Go beyond obvious observations
Consider how the various elements you've identified work together to create a unique perspective on the shared ideas of the texts
Formulate thoughtful interpretations that showcase your ability to discern complexities
Organise your comparison:
Structure your comparison in a clear and organised manner
Revise and refine:
Ensure that your comparison is well-supported by evidence from both texts
Comparison of the writers’ perspectives and feelings
The first bullet point will normally ask you to compare the different perspectives and writers’ feelings in the texts.
Below are some examples of how you might begin to write your ideas into a response. They focus separately on each bullet point from Question 4 and are based on the 2019 AQA Paper 2 past paper which can be found here [insert link]. It is useful to read through this extract and the wording of Question 4 before exploring the model responses below.
Below you will find one point which could be made about some of the ideas and perspectives within both texts:
Key point | Both writers convey their experiences at sea with distinct perspectives and different emotions. |
|---|---|
Comparison of the writers’ perspectives and feelings | vulnerability and fear / sense of danger and uncertainty |
Next, we will explore how you might write these ideas into a paragraph:
Level 4 Response (13-16 marks) |
|---|
In Source A, the writer conveys a sense of vulnerability and fear during his journey across the Atlantic Ocean. Fogle's perspective is marked by an overwhelming realisation of his own insignificance in the face of nature's power. His feelings of helplessness are vividly portrayed as he describes being engulfed by a massive wave: “The world went black. I felt a weight on top of me and then a rush of cold water as my body was brutally submerged into the bottomless Atlantic Ocean.” This account exposes his internal struggle for survival, amplified by his longing to be reunited with loved ones, as reflected in his thought: “I longed to be with her and away from this intimidating ocean.” Fogle's perspective encapsulates his instinct to endure, even in the face of overwhelming odds. Similarly, in Source B the writer portrays a sense of danger and uncertainty during their voyage to Patagonia. Hudson’s narrative encapsulates the fragility of human life against the backdrop of a stormy sea. His description of the ship's creaking timbers and the engine's throbbing invokes a sense of the ship's fragility: “The groaning sound of its straining timbers.” Hudson's perspective underscores the vulnerability of both the vessel and its occupants against the forces of nature. |
Now, we will explore another point:
Key point | While Source A emphasises the isolation in the face of nature's power, Source B underscores the isolation that can arise from internal moral conflicts within a group. |
|---|---|
Comparison of the writers’ perspectives and feelings | Sense of isolation / being surrounded by others |
Next, we will explore how you might write these ideas into a paragraph:
Level 4 Response (13-16 marks) |
|---|
Fogle's narrative depicts an image of solitude as he grapples with the intimidating ocean and the overwhelming waves. His experience of being engulfed by a massive wave and plunged into the “bottomless Atlantic Ocean” underscores his sense of isolation. The darkness and chaos illustrate his vulnerability which creates an atmosphere of being entirely alone. Although Fogle is accompanied by his partner James, Fogle's internal thoughts remain largely focused on his own survival and emotions. In Source B, a contrasting sense of isolation within the presence of others is similarly explored. The dialogue among the sailors, where they contemplate abandoning ship and saving themselves, conveys a sense of isolation and the crew's divided responses highlight how the struggle for individual survival can lead to isolation, even within a group. The crew's moral dilemma exemplifies the tension between unity and self-survival and adds to the sense of isolation even though the writer is surrounded by others. |
Comparison of the writers’ methods
The second bullet point will ask you to compare the methods the writers have used. Below are some points which explore some of the methods the writers have used and how and why they have used them:
Key point | Both Fogle and Hudson use a chronological structure in order to underscore the intensity and immediacy of the events. |
|---|---|
Comparison of the writers’ methods | chronological narrative structure |
Next, we will explore how you might write these ideas into a paragraph:
Level 4 Response (13-16 marks) |
|---|
Fogle's account of events unfolds in a linear progression, mirroring the passage of time during his journey across the Atlantic Ocean. This narrative structure allows the reаder to experience the unfolding challenges in the same sequence as Fogle himself, which helps to fully immerse the reader in events. Similarly, Hudson uses a similar structure which contributes to the unfolding danger. As both writers face the escalating weather conditions, the chronological structure further magnifies the immediacy of these events. |
Below is another point comparing the writers’ methods:
Key point | Both writers shift between action and reflection which makes the perilous sea voyage a personal and relatable experience for the reader. |
|---|---|
Comparison of the writers’ methods | shift between action and reflection |
Next, we will explore how you might write these ideas into a paragraph:
Level 4 Response (13-16 marks) |
|---|
As Source A unfolds, Fogle's narrative alternates between moments of intense action, such as battling waves and being engulfed, to moments of introspection, where he reflects on his vulnerability, thoughts of his loved ones and his predicament. In moments of action, the pace of the narrative quickens, drawing the reader into the chaos of the storm and the urgency of survival. Conversely, during his reflective moments, the writer slows the pace, enabling the reader to delve deeper into Fogle's fears. Similarly, in Source B, the narrative alternates between scenes of immediate action, such as the ship's struggle against the storm and the sailors' conversations to moments of reflection, which offer an insight into the crew's thoughts and decisions. This shift serves to underscore the tense atmosphere on the ship. |
Question 4 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 (16/16 marks) | |
|---|---|
In Source A, the writer conveys a sense of vulnerability and fear during his journey across the Atlantic Ocean. Fogle's perspective is marked by an overwhelming realisation of his own insignificance in the face of nature's power. His feelings of helplessness are vividly portrayed as he describes being engulfed by a massive wave: “The world went black. I felt a weight on top of me and then a rush of cold water as my body was brutally submerged into the bottomless Atlantic Ocean.” This account exposes his internal struggle for survival, amplified by his longing to be reunited with loved ones, as reflected in his thought: “I longed to be with her and away from this intimidating ocean.” Fogle's perspective encapsulates his instinct to endure, even in the face of overwhelming odds. Similarly, in Source B the writer portrays a sense of danger and uncertainty during their voyage to Patagonia. Hudson’s narrative encapsulates the fragility of human life against the backdrop of a stormy sea. His description of the ship's creaking timbers and the engine's throbbing invokes a sense of the ship's fragility: “The groaning sound of its straining timbers.” Hudson's perspective underscores the vulnerability of both the vessel and its occupants against the forces of nature. Fogle's account of events unfolds in a linear progression, mirroring the passage of time during his journey across the Atlantic Ocean. This narrative structure allows the reаder to experience the unfolding challenges in the sаme sequence as Fogle himself, which helps to fully immerse the reader in events. Similarly, Hudson uses a similar structure which contributes to the sense of unfolding danger. As both writers face the escalating weather conditions, the chronological structure magnifies the immediacy of these events. As Source A unfolds, Fogle's narrative alternates between moments of intense action, such as battling waves and being engulfed to moments of introspection, where he reflects on his vulnerability, thoughts of his loved ones and his predicament. In moments of action, the pace of the narrative quickens, drawing the reader into the chaos of the storm and the urgency of survival. Conversely, during his reflective moments, the writer slows the pace, enabling the reader to delve deeper into Fogle's fears. Similarly, in Source B, the narrative alternates between scenes of immediate action, such as the ship's struggle against the storm and the sailors' conversations, to moments of reflection which offer an insight into the crew's thoughts and decisions. This shift serves to underscore the tense atmosphere on the ship. Fogle's narrative depicts an image of solitude as he grapples with the intimidating ocean and the overwhelming waves. His experience of being engulfed by a massive wave and plunged into the “bottomless Atlantic Ocean” underscores his sense of isolation. The darkness and chaos illustrate his vulnerability which creates an atmosphere of being entirely alone. Although Fogle is accompanied by his partner James, Fogle's internal thoughts remain largely focused on his own survival and emotions. In Source B, a contrasting sense of isolation within the presence of others is similarly explored. The dialogue among the sailors, where they contemplate abandoning ship and saving themselves, convey a sense of isolation and the crew's divided responses highlight how the struggle for individual survival can lead to isolation, even within a group. The crew's moral dilemma exemplifies the tension between unity and self-survival and adds to the sense of isolation even though the writer is surrounded by others. |
Why would this answer get 16/16 marks?
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Key points to remember for Question 4
Exploring the methods used by the writers is an integral and necessary strand of this question, so you must ensure you comment on this throughout:
Always engage with the “how” and incorporate methods in your response
Methods should always be referenced in an integrated way:
You should aim to seamlessly move between perspectives and methods in your analysis of the texts
Comparing “like with like” is essential for meeting Level 3 and Level 4 criteria
Make your comments detailed and perceptive:
These responses will be awarded a Level 4
Ensure your points are backed up by relevant and appropriate textual detail
Identify any changes in perspectives as they will enable you to explore your points in more depth and detail
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