Exam code:8700
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The Question 4 mark scheme
If you want to achieve a Grade 9, you should be aiming for a Level 4 response for Question 4. Below is a simplified version of the AQA mark scheme for this question.
Student-friendly mark scheme
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Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Basic cross-reference, which identifies the writers’ methods, with simple quotes and a basic awareness of ideas or perspectives |
Some attempt at comparison with appropriate quotes, with comments on the writers’ methods and a partial grasp of differing viewpoints |
Clear comparison of the writers’ methods and ideas, with correct supporting details and a good understanding of differing viewpoints in both texts |
Detailed and thoughtful comparison of the writers’ ideas and methods, relevant supporting details, and a developed understanding of different viewpoints in both texts |
To demonstrate a clear understanding of writers’ feelings and perspectives, your answer should include:
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Identification of each of the writers’ individual perspectives
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An exploration of how these perspectives differ
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Evidence that supports each of these viewpoints
Examiner Tips and Tricks
The mark schemes for Level 3 and Level 4 make the distinction between a “clear and relevant comparison” and a “perceptive and detailed comparison”.
While a clear and relevant comparison focuses on presenting a concise and correct overview of the shared characteristics and distinctions between the texts, a perceptive and detailed comparison involves uncovering connections that aren’t immediately obvious and hidden layers of meaning.
Ask yourself: what is the writer’s choice of language suggesting, or implying, about their attitudes or point of view?
How to get full marks on Paper 2 Question 4
To get the highest marks for the comparison question, it’s really important to understand what examiners are looking for.
Examiner tips for a Grade 9
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Before you start, identify:
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Each writer’s individual perspective
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What overall similarity these perspectives share
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Then what specific differences they have
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For example: While the writers of both sources are against the use of single-use plastics, the writer of Source A [X], while the writer of Source B [Y]
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Avoid analysing language without connecting this analysis to the writers’ perspectives
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Cover the whole of both of the sources throughout your answer:
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Comment on any changes in viewpoint or perspective across the entire source
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Levelling up your Question 4 answer
Understanding the different levels: analysis versus explanation
To get a Grade 9, you will have to reach Level 4 for Question 4, which means your response should show “perceptive and detailed comparison” rather than just “clear and relevant comparison”. The image below shows what an examiner would expect to see in a Level 3 versus a Level 4 response:
Moving from a Level 3 to a Level 4 response
Below is an example of a paragraph for a Level 3 response, and one for a Level 4. It is based on the June 2019 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.
We’ve included annotations to show why each would be awarded each level.
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Level 3 response (9–12 marks) |
Level 4 response (13–16 marks) |
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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. |
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. However, when danger struck, the narrator 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. |
Learn more and test yourself
For more great tips and tricks, check out our dedicated revision notes on how to answer Question 4 on Paper 2 and our fully annotated Paper 2 Question 4 model answer.
You can also test yourself on Paper 2 Question 4 by answering full questions and getting them marked by Smart Mark, our AI model created by English Language experts.
Responses