AQA Paper 2 Text booklet, tasks and exam preparation

Name________________________________________

Paper 2 – The ‘need to know’ guide!

Overall….

Question What do you need to do? TimingRead the extracts and questions carefully before you begin.

15 mins

1 AO1Identify four true statements4 marks

5 mins

2 AO1Write a summary of the similarities/differences in two sources8 marks

8 mins

3 AO2How does the writer use language to…?Analyse language in a specific section of the extract12

12 mins

4 AO3Compare the writers’ use methods to convey their viewpoints and perspective16 marks

20 mins(5 mins planning + 15 mins writing)

5 AO5 and AO6Write to communicate viewpoint and perspectiveAO5 – 24 marks AO6 – 16 marks

45 mins(5 mins planning + 35 mins writing + 5 mins checking and editing)

Question 2

Level SkillsLevel 4 – Perceptive and detailed: 7-8 marks

Shows a detailed understanding of differences and uses inferences from both texts

Offers perceptive interpretation of both texts Synthesises evidence between texts Selects judicious range of quotations from both texts

Level 3 – Clear and relevant : 5-6 marks

Shows a clear understanding of differences; some inference

Begins to interpret both texts Demonstrates clear connections between texts Selects relevant quotations/references from both texts

to support responseLevel 2 – Some attempts: 3 -4 marks

Identifies some differences between texts; attempts some inferences from one/both texts

Attempts to link evidence between texts Selects some quotations/references (not always

supporting) from one/both textsLevel 1 – Simple comment: 1-2 marks

Shows simple awareness of difference/s Offers paraphrase rather than inference Makes simple or no links between texts Simple reference/s or textual details from one or both

texts

Question 3

Level SkillsLevel 4 – Perceptive and detailed: 10-12 marks

Shows detailed and perceptive understanding of language Analyses the effects of the writer’s choices of language Selects judicious range of quotations Uses a range of subject terminology appropriately

Level 3 – Clear and relevant : 7-9 marks

Shows a clear understanding of language Clearly explains the effects of the writer’s choices of

language Selects relevant quotations/references Uses subject terminology accurately

Level 2 – Some attempts: 4- 6 marks

Shows some understanding of language Attempts to comment on the effect of language Selects some relevant quotations/references Uses some subject terminology, not always appropriately

Level 1 – Simple comment: 1-3 marks

Shows simple awareness of language Offers simple comment on the effects of language Simple reference/s or textual details Simple mention of subject terminology

Question 4

Level SkillsLevel 4 – Perceptive and detailed: 13-16 marks

Shows detailed and perceptive understanding of the differences between ideas and perspectives

Compares ideas and perspectives in a perceptive way Analyses the methods used to convey ideas and perspectives Selects judicious range of quotations from both texts

Level 3 – Clear and relevant : 9-12 marks

Shows a clear understanding of the differences between ideas and perspectives

Compares ideas and perspectives in a clear and relevant way Explains clearly how methods are used to convey ideas and

perspectives Selects relevant quotations from both texts

Level 2 – Some attempts: 5-8 marks

Identifies some differences between ideas and perspectives Attempts to compare ideas and perspectives Some comment on the methods used to convey ideas and

perspectives Some quotations/references (not always supporting) from

one or both textsLevel 1 – Simple comment: 1-4 marks

Simple awareness of different ideas and perspectives Simple cross-reference of ideas and/or perspectives Simple identification of how differences are conveyed Simple references or textual details from one or both texts

Question 5 – AO5 only

Level SkillsUpper Level 422-24

Content: Communication is convincing and compelling throughout Tone, style and register assuredly matched to purpose, form and

audience; manipulative, subtle and increasingly abstract Extensive and ambitious vocabulary with sustained crafting of linguistic

devicesOrganisation

Highly structured and developed writing, incorporating a range of integrated and complex ideas – Fluently linked paragraphs with seamlessly integrated discourse markers

Varied and inventive use of structural featuresLover Level 419-21

Content• Communication is convincing • Tone, style and register consistently matched to purpose, form and

audience; manipulative, subtle and increasingly abstract• Extensive vocabulary with evidence of conscious crafting of linguistic

devicesOrganisation

• Structured and developed writing with a range of engaging complex ideas Consistently coherent use of paragraphs with integrated discourse

markers• Varied and effective structural features

Upper Level 316-18

Content Communication is consistently clear and effective Tone, style and register matched to purpose, form and audience Increasingly sophisticated vocabulary and phrasing, chosen for effect

with a range of linguistic devicesOrganisation

Writing is engaging with a range of detailed connected ideas Coherent paragraphs with integrated discourse markers Effective use of structural features

Lower Level 313-15

Content Communication is clear Tone, style and register generally matched to purpose, form and

audience Vocabulary clearly chosen for effect and successful use of linguistic

devicesOrganisation

Writing is engaging with a range of detailed connected ideas Usually coherent paragraphs with a range of discourse markers Usually effective use of structural features

Upper Level 210-12

Content Communication is mostly successful Sustained attempt to match purpose, form and audience; some control

of register Conscious use of vocabulary with some use of linguistic devices

Organisation Increasing variety of linked and relevant ideas Some use of paragraphs and some use of discourse markers Some use of structural features

Lower Level 2 Content Communication with some success Attempts to match purpose, form and audience; attempts to control

register Conscious use of vocabulary with some linguistic devices

Organisation Some linked and relevant ideas Attempts to write in paragraphs with some discourse markers, not

always appropriate Attempts to use structural features

Upper level 14-6

Content Simple success in communication of ideas Simple awareness of purpose, form and audience; limited control of

register Simple vocabulary; simple linguistic devices

Organisation One or two relevant ideas, simply linked Random paragraph structure Evidence of simple structural features

Question 5 – AO6 only

Level 413-16 marks

Sentence demarcation is consistently secure and accurate Wide range of punctuation is used with accuracy Uses a full range of appropriate sentence forms for effect Uses Standard English consistently and appropriately with secure control

of complex grammatical structures High level of accuracy in spelling, including ambitious vocabulary Extensive and ambitious use of vocabulary

39-12 marks

Sentence demarcation is mostly secure and mostly accurate Range of punctuation is used, mostly with success Uses a variety of sentence forms for effect Mostly uses Standard English appropriately, with mostly controlled

grammatical structures Generally accurate spelling, including complex and regular words Increasingly sophisticated use of vocabulary

25-8 marks

Sentence demarcation is mostly secure and sometimes accurate Some control of a range of punctuation Attempts a variety of sentence forms Some use of Standard English with some control of agreement Some accurate spelling of more complex words Varied use of vocabulary

11-4 marks

Occasional use of sentence demarcation Some evidence of conscious punctuation Simple range of sentence forms Occasional use of Standard English with limited control of agreemen Accurate basic spelling

Simple use of vocabulary

Question 1 – identify four true statements

Typical question format: ‘Read again the first part of the source from lines […] to […]. Read, list and identify four true statements

Number of marks: 4 Approx. time: 5 minutes (could easily take less) Focus will always be on the start of the passage. Generally only a few lines The paper will always have 8 options to choose from There will always be one ‘almost true’ option to trip you up.

Question 2 – summarise (A01)

Typical question format: ‘You need to refer to Source A and Source B for this question. Use details from both sources. Write a summary of the differences between […] and […]

Number of marks: 8 Approx. time: 10 minutes

Look carefully!

Level 4 Mark Scheme descriptor: ‘Shows perceptive synthesis and interpretation of both texts. Makes perceptive inferences from both texts. Makes judicious references/ use of textual detail relevant to the focus of the question. Statements show perceptive differences between texts.

The mark scheme rewards your ability to make inferences so look for subtle differences between the two texts. Textual detail is crucial, so ensure you embed your micro-quotations into your comparisons

Be aware of the fact that the questions asks for a summary – not for reasons why the writer has written about them differently. This question is not testing your ability to analyse language so you don’t need any terminology.

Aim to write 2-3 differences or similarities (most likely to be differences) and when using quotations, use the words ‘this implies’ or ‘this suggests’ to find layers of meaning and show inference.

Q2: summary (AO1)

A summary means you have to show overall understanding of the two texts.

In your summary, try to make connections between the two texts. Use a table to plan quickly like below so you can see the connections easily:

What do I learn about […] What do I learn about […]?

Example: Level 4 response.

Notes: this is not a particularly long response but it does show both similarity and difference ** You are provided with quite a few pages – YOU DON’T NEED TO USE THEM ALL! ** This is a summary and

so should be significantly shorter than the original version/s. ** Focus on one or two specific areas. ** Be selective about the information you choose

Tips:

Statement + quotation + inference Integrate similarity and difference as you write Use phrase such as: While A shows/describes/demonstrates etc…., B

shows/describes/demonstrates….

Question 3: Analyse how language is used for effect (AO2)

Typical question format: ‘You now need to refer only to Source A from lines […] How does the writer use language to […]

Number of marks: 12 Approximate time: 15 minutes This is the ONLY question that asks you specifically to analyse the language of a given

subject. You will be penalised if you take your answer from elsewhere in the text - you should use a

highlighter in the exam to mark out the section of the text the question asks you to analyse. The mark scheme for Question 3 describes the top band as ‘Shows detailed and perceptive

understanding of language ** Analyses the effects of a writer’s choice of language ** Selects a judicious range of textual detail ** Makes sophisticated and accurate use of subject terminology

You still need ‘accurate use of subject terminology’. Technically, even ‘adjective’ or ‘alliteration’ are language features that you can use, but you are advised to use terms such as: imagery, metaphor, oxymoron, personification, sensory language, tone etc.

Ensure that when you refer to the effect of language features it is specifically related to the effect referred to in the question. Never use generalised comments such as: ‘It makes me want to read on…’ or ‘It helps the reader picture what’s going on.’

Aim to write 2 detailed paragraphs which explore different language features. If you are stuck for ideas, begin by explaining how and why the language conveys a specific

feeling. What is the word or phrase which implies the feelings? How does the reader respond: sympathy, distrust, disapproval, disgust, humour? Link the feeling to the device that has been used

The use of imagery is worth considering. How does the imagery fit with the effect named in the question?

When using terminology, do not just spot features; you must always comment on the effect created by its use: ‘The writer uses [term] to show [link to the Q] show by [use of evidence from the text]. This implies/suggests [meaning] creating the effect of […]

Be flexible about the language features you could comment on – use them in a way that is relevant to the source and the question.

Example: Level 4 response

Language terminology – can you add any more features?

Verbs, adjectives, nouns, abstract nouns, pronouns, colloquial, sensory language, personification, similes, metaphors, imagery, hyperbole, alliteration, intensifier, pre-modifier, intensifier, superlative, repetition….

Tips:

This question could be about Source A or Source B Exactly the same skills as Paper 1 Q3 3 PEAZL type paragraphs You will need accurate terminology to get a level 3+ Focus on connotations, associations and effects of words Always LINK back to the question – that is the key focus ALWAYS THINK ABOUT THE PURPOSE OF THE LANGUAGE AND WHAT IT IS REQUIRED TO

DO. Don’t just pick a word because it is there. EXPLAIN why it has been used

Words, phrases and language you could use include:

Level 4/3 Level 2/1Positions the reader to feel/think/ believe/……which suggests/reinforces/implies/emphasisesMakes effective use of…Gives the impression of…Forewarns use of … / Foreshadows……is intriguing becauseElicits sympathy from the reader because…Conveys a picture of…Strengthens the view/opinion/feeling that…Gives a sense of…Allows/encourages the reader to…

…which suggests/impliesMakes the reader feel/think/believe…Making it sound/feel/…Makes a reader feel sorry for …Makes it seem…Tells us…We know…

Question 4 – comparing attitudes (A03)

Typical question format: ‘For this question you need to refer to the whole of Source A, together with Source B. Compare how the two writers convey their different attitudes to […] In your answer you could: compare their different attitudes ** compare the methods they use to convey their attitudes ** support your ideas with references to both texts.

Number of marks: 16 Approximate time: 20 minutes This is the ONLY question where you are required to compare the whole of the two texts. Level 4 mark scheme: ‘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 understanding of the different ideas and perspectives in both texts’.

What does judicious mean? ‘Having, showing or making good judgements.’ For this exam, ‘judicious’ means that you need to select your quotations carefully in order to demonstrate a sensitive understanding of the content of the text.

The examiner will be looking for you to compare the differences or similarities in the two texts. There is more emphasis on the comparison of ideas, rather than methods. This is because there is more skill required to analyse ideas than methods.

Methods could mean: tone, narrative voice, language or structure. However, as language has already been tested in question 4, you are advised to look more at other ways attitudes, perspectives and ideas are presented.

REMEMBER: This exam is called ‘Writers’ viewpoints and perspectives.’ Bear this in mind when you’re writing!

What are ‘viewpoint’ and ‘perspective’? It is important to be clear about this because this is the focus for this exam!

Viewpoint and perspective:

Writer’s ideas Writer’s opinions How the writer sees/views a particular topic/idea; what do they think about this subject?

In this question you are asked to compare HOW the writer communicates their viewpoint and perspective. Follow this guide:

1. What is the writer’s viewpoint? What perspective on this subject do they seem to have?2. How is this communicated? What methods are used?3. Support your ideas with evidence from the text.4. Integrate – look for the similarities and/or differences in viewpoints/perspectives between

writers and the methods they use5. Repeat this comparison structure 2-3 times in your essay.

You have about 20 minutes for this question. Spend a few minutes planning before you start writing. You should be quite familiar with the texts at this point so it will just be an information retrieval exercise.

Plan:

Source 1 Source 2 Similar/different?Viewpoint

Methods used to communicate this viewpointEffect? What does it shows/convey/suggest?

Tips:

Methods = language and structure choices made by the writer. Explain why the writer has done what they have done and how this might show their viewpoint/perspective on this subject.

Use evidence from the text and try to make inferences Comparative connectives: similarly, in the same way, likewise. However, on the other hand,

in contrast Use topic sentences to structure your answer: The writers clearly have different viewpoints

on […] which can be seen through their use of […] to convey… Topic sentences = signposts to the examiner that you are structuring a comparative

response.

Level 4 response:

Section B – Writing

Typical question format: ‘Homework has no value. Some students get it done for them; some don’t do it at all. Students should be relaxing in their free time.’ Write an article/leaflet/essay/letter/speech for [type of audience/reader]

Number of marks: 24 marks for content and organisation; 16 marks for technical accuracy. Approximate time: 45 minutes This is the ONLY question where you are required produce a piece of writing from your own

ideas. Level 4 mark scheme: ‘convincing and compelling’** Tone, style and register assuredly

matched to purpose, form and audience ** Extensive and ambitious vocabulary **Highly structured and developed writing’** Wide range of punctuation is used with accuracy ** full range of appropriate sentence forms ** High level of accuracy in spelling

The examiner will be looking for you to construct and sustain an argument. In the reading questions you are analysing other writers’ use of language; in this question, you are being asked to produce your own writing with language used for effect.

REMEMBER: This exam is called ‘Writers’ viewpoints and perspectives.’ Bear this in mind when you’re writing! What are your own viewpoints and perspectives?

This section is linked by theme to the first section. This means that you will be doing a writing task which is on a similar topic to those in the texts you have just read. However, you must NOT copy the ideas from the texts into your own writing.

Letter Leaflet Speech Essay Magazine/ newspaper article

For each of these types of writing (genres) you must ensure your writing is accurate. DO NOT write in columns or lay your work out in a leaflet form. This will not get any more marks. This is an English exam, and you will be marked on the quality of your written work, not on the layout of it. However, if you write a letter, make sure you lay it out in the format of a letter with your address on the top right-hand corner, and the person to whom you are sending the letter on the left:

Level 4 response – Write an article

Stantonbury Campus

Purbeck

Milton Keynes

MK14 4BN

10th January, 2017

Mr John Smith

100 North Street

Northampton

NN1 1AB

Re: Should homework be banned?

Dear Mr Smith,

Tips:

Use a range of sentence structures: simple, complex and compound Use a range of sentence types: declarative, imperative, exclamative. Use a full range of punctuation: . , : ; ! ? “…” (…) ‘ Write accurately and clearly. Marks are awarded for clear writing. Don’t use over

sophisticated vocabulary if you’re not confident Make sure your homophones and ‘basics’ are correct: there, their, they’re ** too , to, two **

for, four ** knew, new ** effect/affect ** practice, practise ** should have, should of, could have could of etc.

The important thing is to be accurate. Better to write in a simple way but accurately.

Further revision:

Read, read, read! Every time you read an article, fiction extract, literary non-fiction, ask yourself:

What is the writer’s viewpoint and perspective? What does the writer want the reader to understand? How has the writer used language? What methods has the writer used to communicate their ideas? How effective is the writer in communicating their viewpoint and perspective?

Look at the table on the next page. Do you know what all of these words mean, and can you write an example?