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AQA-7716-2A-ENGLISH LITERATURE B FINAL MARK SHEME PAPER 2A-Literary genres: Prose and Poetry: Aspects of tragedy-AS LEVEL-Jun24€14,56
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AQA-7716-2A-ENGLISH LITERATURE B FINAL MARK SHEME PAPER 2A-Literary genres: Prose and Poetry: Aspects of tragedy-AS LEVEL-Jun24
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AQA ENGLISH LITERATURE B
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AQA ENGLISH LITERATURE B
AQA-7716-2A-ENGLISH LITERATURE B FINAL MARK SHEME PAPER 2A-Literary genres: Prose and Poetry: Aspects of tragedy-AS LEVEL-Jun24.
0 1 John Keats selection
Explore the significance of the openings of Keats’ poems to the tragic experiences that
follow.
You must refer to Isabella; or, The Pot ...
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Paper 2A Literary genres: Prose and Poetry: Aspects of tragedy
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Mark scheme
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June 2024
Version: 1.0 Final
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MARK SCHEME – AS ENGLISH LITERATURE B – 7716/2A – JUNE 2024
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation process ensures that the mark scheme covers the students’
responses to questions and that every associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative
answers not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised they are
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required to refer these to the Lead Examiner.
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It must be stressed that a mark scheme is a working document, in many cases further developed and
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expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
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assessment remain constant, details will change, depending on the content of a particular examination
paper.
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No student should be disadvantaged on the basis of their gender identity and/or how they refer to the
gender identity of others in their exam responses.
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A consistent use of ‘they/them ’as a singular and pronouns beyond ‘she/her ’or ‘he/him ’will be credited
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in exam responses in line with existing mark scheme criteria.
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Further copies of this mark scheme are available from aqa.org.uk
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MARK SCHEME – AS ENGLISH LITERATURE B – 7716/2A – JUNE 2024
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the average performance for the level. There are marks in each level.
Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.
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Step 1 Determine a level
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Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
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descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
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the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
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practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.
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When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If
the answer covers different aspects of different levels of the mark scheme you should use a best fit
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approach for defining the level and then use the variability of the response to help decide the mark within
the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
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placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
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Step 2 Determine a mark
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Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will help. There will be an
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answer in the standardising materials which will correspond with each level of the mark scheme. This
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answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
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with the example to determine if it is the same standard, better or worse than the example. You can
then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.
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You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.
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Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
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mentioned in the Indicative content to reach the highest level of the mark scheme.
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An answer which contains nothing of relevance to the question must be awarded no marks.
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MARK SCHEME – AS ENGLISH LITERATURE B – 7716/2A – JUNE 2024
Information for examiners marking Aspects of Tragedy Paper 2A: open book
Welcome to this mark scheme which is designed to help you deliver fair and accurate assessment.
Please read all sections carefully and ensure that you follow the requirements that they contain.
The significance of open book
Examiners must understand that in marking an open book exam there are examining implications.
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Students have their texts in front of them, and they are expected to use them to focus on specific
passages for detailed discussion. They will not have had to memorise quotations so when quotations
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are used they should be accurate. Because students have their texts in the examination room,
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examiners need to be alert to possible malpractice. The texts should not be annotated but if examiners
suspect that they have been or that notes from texts have been copied, they must alert the malpractice
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team.
There are specific issues for AO2 – how meanings are shaped in texts. There is, with open book, the
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expectation that students can use the text they have in front of them to make specific and detailed
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reference to structural and organizational issues.
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Arriving at marks
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1. All questions are framed to address all the Assessment Objectives (AOs). Weightings are given
above the generic mark scheme. Answers are marked holistically but, when deciding upon a mark
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in a band, examiners should bear in mind the relative weightings of the assessment objectives (see
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page 8) and be careful not to over/under credit a particular skill. This will be exemplified and
reinforced as part of examiner training and standardisation. Examiners need to read the whole
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answer taking into account its strengths and weaknesses and then place it in the appropriate band.
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2. Examiners should avoid making early snap judgements before the whole answer has been read.
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Some students begin tentatively but go on to make relevant points.
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3. Examiners should be prepared to use the full mark range and not ‘bunch’ scripts in the middle for
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safety. Top marks are attainable if students could not be expected to do more in the time and
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under the conditions in which they are working.
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4. Examiners should mark positively. Although the mark scheme provides some indicators for what
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students are likely to write about, examiners should be willing to reward what is actually there –
provided of course, that it is relevant to the question being asked.
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5. Examiners should remember that there is no one right answer. Students ’views which are relevant,
well-argued and supported by appropriate textual evidence must receive credit whether the
examiner agrees with the views or not. It is important to try to remain flexible if a student introduces
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unusual or unorthodox ideas.
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6. Examiners should remember that length and quality are not synonymous. Some brief answers
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may be relevant and concise. Equally, long answers may be diffuse and repetitive.
7. If answers are short or incomplete, examiners can only reward what is there and assess
accordingly. Some further credit can be given to answers finished in note form.
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