AQA
A-level
FRENCH
7652/2
Paper 2 Writing
Mark scheme
June 2021
Version: 1.0 Final
*216A7652/2/MS*
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
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
required to refer these to the Lead Examiner.
It must be stressed that a mark scheme is a working document, in many cases further developed and
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
assessment remain constant, details will change, depending on the content of a particular examination
paper.
Further copies of this mark scheme are available from aqa.org.uk
Copyright information
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own
internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third
party even for internal use within the centre.
Copyright © 2021 AQA and its licensors. All rights reserved..
2
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
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.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
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
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.
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
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
placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark
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
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
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.
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.
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
mentioned in the Indicative content to reach the highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
3
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
Assessment criteria
Each assessment objective should be assessed independently.
Students are advised to write approximately 300 words per essay. Everything that students write must
be assessed; there is no word limit. Students writing the recommended length have access to the full
range of marks.
AO3
The language produced is mainly accurate with only occasional minor errors. The student
shows a consistently secure grasp of grammar and is able to manipulate complex language
17–20
accurately. The student uses a wide range of vocabulary appropriate to the context and the
task.
The language produced is generally accurate, but there are some minor errors. The student
shows a generally good grasp of grammar and is often able to manipulate complex language
13–16
accurately. The student uses a good range of vocabulary appropriate to the context and the
task.
The language produced is reasonably accurate, but there are a few serious errors. The
student shows a reasonable grasp of grammar and is sometimes able to manipulate complex
9–12
language accurately. The student uses a reasonable range of vocabulary appropriate to the
context and the task.
The language produced contains many errors. The student shows some grasp of grammar
5–8 and is occasionally able to manipulate complex language accurately. The student uses a
limited range of vocabulary appropriate to the context and the task.
The language produced contains many errors of a basic nature. The student shows little
1–4 grasp of grammar and is rarely able to manipulate complex language accurately. The student
uses a very limited range of vocabulary appropriate to the context and the task.
0 The student produces nothing worthy of credit.
Minor errors are defined as those which do not affect communication.
Serious errors are defined as those which adversely affect communication.
Minor errors include:
incorrect but close to correct spellings
incorrect genders and consequential errors of agreement
incorrect or missing accents unless these alter the meaning.
Serious errors include:
incorrect verb forms especially irregular forms
incorrect use of pronouns
missing or incorrect agreements of adjectives or past participles.
Complex language includes:
use of pronouns of all types
tenses that support conceptual complexity (as in si sentences)
connectives supporting a range of subordinate clauses including those requiring subjunctive
constructions with verbs and verbs followed by infinitive with correct preposition
use of present and past participles.
The above examples are neither prescriptive nor exhaustive.
4
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
AO4
Excellent critical and analytical response to the question set
Knowledge of the text or film is consistently accurate and detailed. Opinions, views and
17–20 conclusions are consistently supported by relevant and appropriate evidence from the text or
film. The essay demonstrates excellent evaluation of the issues, themes and the cultural and
social contexts of the text or film studied.
Good critical and analytical response to the question set
Knowledge of the text or film is usually accurate and detailed. Opinions, views and
13–16 conclusions are usually supported by relevant and appropriate evidence from the text or film.
The essay demonstrates good evaluation of the issues, themes and the cultural and social
contexts of the text or film studied.
Reasonable critical and analytical response to the question set
Knowledge of the text or film is sometimes accurate and detailed. Opinions, views and
9–12 conclusions are sometimes supported by relevant and appropriate evidence from the text or
film. The essay demonstrates reasonable evaluation of the issues, themes and the cultural
and social contexts of the text or film studied.
Limited critical and analytical response to the question set
Some knowledge of the text or film is demonstrated. Opinions, views and conclusions are
5–8 occasionally supported by relevant and appropriate evidence from the text or film. The essay
demonstrates limited evaluation of the issues, themes and the cultural and social contexts of
the text or film studied.
Very limited critical and analytical response to the question set
A little knowledge of the text or film is demonstrated. Opinions, views and conclusions are
1–4 rarely supported by relevant and appropriate evidence from the text or film. The essay
demonstrates very limited evaluation of the issues, themes and the cultural and social
contexts of the text or film studied.
0 The student produces nothing worthy of credit in response to the question.
Annotations for essay marking:
Tick = content point considered in award of AO4 mark
REP = repetition
? = unclear
IRRL = irrelevant
SEEN = examiner has seen the page (where no other annotations appear)
5
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
0 1 Molière : Le Tartuffe
0 1 . 1 Analysez comment Molière traite de la lutte entre les sexes dans cette pièce.
[40 marks]
Possible content
• Orgon and Elmire’s relationship is affected by their separate quests for the truth.
• Elmire still loves Orgon despite how Tartuffe affects his behaviour towards her and his
family.
• Tartuffe attempts to seduce Elmire to gain power within the family.
• Elmire uses Tartuffe’s seduction of her to expose him for the fraud that he is.
• Orgon believes that he is the patriarch of the family but Madame Pernelle is the
distant and domineering matriarch.
• Even though Madame Pernelle is domineering, they both believe in Tartuffe.
• When Tartuffe is exposed as a fraud, Madame Pernelle blames Orgon for her being
duped.
• Valère and Mariane’s relationship is threatened by older men and can be viewed as a
battle between different generations.
• Elmire’s love for Orgon and Valère and Mariane’s relationship are threatened by
Tartuffe’s influence and they fight for these relationships.
• Dorine striving to influence the decisions her masters make shows a conflict of power
of class as well as a battle of the sexes.
• Elmire exposing Tartuffe as a fraud is a victory for truth and a victory over the
patriarchy.
• The relationship between Valère and Mariane is not an example of conflict between
sexes but an affirmation of true love.
6
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
0 1 . 2 « La principale motivation des personnages de cette pièce est le contrôle des
autres. » Dans quelle mesure êtes-vous d’accord avec ce jugement ?
[40 marks]
Possible content
• Tartuffe attempts to control Orgon’s family by controlling Orgon himself.
• Orgon’s children become less important to him as Tartuffe’s control over him grows.
• Elmire’s love for her family forces her to resist Tartuffe’s attempts to control it.
• Tartuffe also controls the family by influencing the dynamics of the relationships
between Orgon and Elmire and Valère and Mariane.
• Tartuffe strengthens his control over Orgon by ensuring that his domineering mother,
Madame Pernelle, believes in Tartuffe’s piety.
• Characters’ moral authority and religious beliefs are judged by opposing characters to
assert control over others.
• Orgon and Tartuffe are patriarchal characters who both try to assert their authority
over female characters.
• Elmire usurps Tartuffe and Orgon’s attempts to assert their authority by exposing
Tartuffe as a fraud and Orgon as being duped by him.
• Orgon’s patriarchal authority is undermined by Madame Pernelle’s domineering
personality.
• Tartuffe ignores and attempts to control the women and people of a lower social class
as they attempt to expose the truth about him.
• Characters attempt to control and expose those they consider to be less pious than
themselves.
• As Tartuffe is finally exposed as a fraud, Orgon’s patriarchal authority is undermined
and Elmire develops matriarchal authority over the family.
7
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
0 2 Voltaire : Candide
0 2 . 1 « En critiquant l’Optimisme, Voltaire nous présente une image pessimiste du
monde. » Dans quelle mesure ce jugement est-il valable ?
[40 marks]
Possible content
• Pessimistic view of the world through the negative experiences of the characters.
• The brutality of war and its destructive effects.
• Innocent victims of disasters perish through no fault of their own.
• Abuse of political power and victims of this abuse.
• The negative effects of institutionalised religion.
• Slavery, exploitation and sexual abuse.
• Pessimism may be seen to be counter-balanced by Voltaire’s treatment of this
negative content.
• His use of humour; irony; satire; exaggeration and hyperbole.
• The more hopeful message at the conclusion of the story – « il faut cultiver notre
jardin » – is fundamentally a message of hope.
• Practical occupations bring more benefits than philosophising.
• A recipe for living in harmony.
0 2 . 2 Analysez les aspects de cet ouvrage qui le rendent satirique.
[40 marks]
Possible content
• Main target of satire is the philosophy of Optimism represented by Pangloss.
• He doggedly sticks to his belief in this despite all the evidence to the contrary.
• Doubts voiced by Candide are met by counter-arguments from Pangloss defending
Optimism.
• The vehicle for philosophical satire allows Voltaire to satirise other aspects of the
human condition and human life.
• Attack on organised religion and the Roman Catholic Church – the intolerance of
religious sects.
• The abuses and injustices where religious organisations have wealth and power (the
Inquisition; the Grand Inquisitor and the Jesuits of Paraguay).
• Monasticism through the character of Frère Giroflée and his life of bitter frustration.
• Horrors and folly of war are a target for satire; Candide’s recruitment into the
Bulgarian army.
• War is cruel and brutal but Voltaire also attacks the stupidity that causes war and the
hypocrisy surrounding it.
• Wars are fought for trivial reasons that make a mockery of the suffering caused.
• Satire of life in Paris, its follies and vices.
8
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
0 3 Guy de Maupassant : Boule de Suif et autres contes de la guerre
0 3 . 1 Analysez comment la structure du conte Boule de Suif contribue à son succès.
[40 marks]
Possible content
• An appreciation and understanding of the overall structure.
• The journey to Tôtes; the delay in Tôtes; the departure from Tôtes – the linear
structure of the story respects the linear nature of the journey.
• Attention is concentrated on a small community of travellers.
• Introduction of the significantly chosen characters involved in the story.
• Attitudes towards Boule de Suif and her generosity in sharing her food.
• The changing atmosphere in Tôtes; support for Boule de Suif’s patriotic stance
initially.
• Self-interest takes over and the dynamic changes.
• Tension and suspense are built up within this middle section of the story.
• Boule de Suif’s sacrifice and the journey resumes.
• Contrasts between this second and the first stage in the journey – the reversal.
• Hypocrisy and selfishness of Boule de Suif’s companions.
• Boule de Suif isolated and abandoned.
0 3 . 2 « Maupassant s’intéresse à des gens ordinaires qui se trouvent dans des situations
extraordinaires. » En vous référant à au moins deux contes, expliquez si vous êtes
d’accord ou pas avec ce jugement.
[40 marks]
Possible content
• Content cannot be precisely defined given that the question allows for candidate’s
choice of evidence.
• Explanation/justification of choice of stories.
• The ordinariness of the character(s) involved in first choice of story.
• Aspects of everyday life and how this is affected by war.
• In Deux Amis the two friends miss their fishing expeditions and see the opportunity to
enjoy an outing once more despite the war.
• In La mère Sauvage the mother misses her son but gets on with her life.
• Explanation of what makes their situation extraordinary.
• In Deux Amis the two friends suddenly find themselves the captives of the German
soldiers and show immense courage.
• In La mère Sauvage the mother loses her son in the war and displays her bravery.
• How Maupassant explores and exploits this for social and/or political comment.
• What the character(s) represent(s).
• The stories chosen may provide a contrast or may be very similar.
9
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
0 4 Albert Camus : L’étranger
0 4 . 1 Analysez dans quelle mesure Meursault est responsable de sa propre mort.
[40 marks]
Possible content
• Meursault commits the crime of murder when he kills the Arab at the beach.
• He shoots the Arab five times even if the motive to do so is unclear.
• Initially sees the whole legal process as a game – not taken seriously.
• Does not give his lawyer the answers to the questions that are expected.
• Will not say that he believes in God because he doesn’t.
• Meursault is not responsible for his witnesses and how they are manipulated by the
prosecution.
• Trial becomes a combat between the prosecution and defence.
• Meursault senses he is not part of his own trial.
• Meursault shows no remorse and is seen as having no soul.
• He refuses the ‘help’ of the prison chaplain.
• Meursault is responsible for his death in so far as he refuses to follow the rules of
society and play by these.
• Meursault’s honesty during the trial makes him responsible for his own death.
0 4 . 2 « A cause de son indifférence envers tout, Meursault est incapable de connaître des
sentiments humains. » Dans quelle mesure ce jugement est-il justifié ?
[40 marks]
Possible content
• Is Meursault « indifférent envers tout » ? – this part of the quotation might be
challenged but more likely candidates will offer evidence to support the view.
• Attitude to promotion; attitude to the prospect of marrying Marie; response to Marie’s
questioning if he loves her.
• Apparently indifferent attitude to mother’s death; to relationship with Raymond.
• Meursault however can and does experience human feelings.
• The pleasure of making love with Marie.
• The pleasure of swimming and sunbathing.
• Eating and drinking afford him pleasure.
• Meursault is responsive to physical experiences.
• The effect of the sun and the heat at the funeral and at the beach before he shoots
the Arab.
• Meursault experiences fear when confronted by the juge d’instruction.
• He is tormented by his desire for women when he is in prison.
• When he hears the sounds of evening he remembers the time when he was happy.
• Meursault admits to the prison chaplain that he feels afraid.
10
A-level
FRENCH
7652/2
Paper 2 Writing
Mark scheme
June 2021
Version: 1.0 Final
*216A7652/2/MS*
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
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
required to refer these to the Lead Examiner.
It must be stressed that a mark scheme is a working document, in many cases further developed and
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
assessment remain constant, details will change, depending on the content of a particular examination
paper.
Further copies of this mark scheme are available from aqa.org.uk
Copyright information
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own
internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third
party even for internal use within the centre.
Copyright © 2021 AQA and its licensors. All rights reserved..
2
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
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.
Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
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
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.
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
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
placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.
Step 2 Determine a mark
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
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
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.
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.
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
mentioned in the Indicative content to reach the highest level of the mark scheme.
An answer which contains nothing of relevance to the question must be awarded no marks.
3
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
Assessment criteria
Each assessment objective should be assessed independently.
Students are advised to write approximately 300 words per essay. Everything that students write must
be assessed; there is no word limit. Students writing the recommended length have access to the full
range of marks.
AO3
The language produced is mainly accurate with only occasional minor errors. The student
shows a consistently secure grasp of grammar and is able to manipulate complex language
17–20
accurately. The student uses a wide range of vocabulary appropriate to the context and the
task.
The language produced is generally accurate, but there are some minor errors. The student
shows a generally good grasp of grammar and is often able to manipulate complex language
13–16
accurately. The student uses a good range of vocabulary appropriate to the context and the
task.
The language produced is reasonably accurate, but there are a few serious errors. The
student shows a reasonable grasp of grammar and is sometimes able to manipulate complex
9–12
language accurately. The student uses a reasonable range of vocabulary appropriate to the
context and the task.
The language produced contains many errors. The student shows some grasp of grammar
5–8 and is occasionally able to manipulate complex language accurately. The student uses a
limited range of vocabulary appropriate to the context and the task.
The language produced contains many errors of a basic nature. The student shows little
1–4 grasp of grammar and is rarely able to manipulate complex language accurately. The student
uses a very limited range of vocabulary appropriate to the context and the task.
0 The student produces nothing worthy of credit.
Minor errors are defined as those which do not affect communication.
Serious errors are defined as those which adversely affect communication.
Minor errors include:
incorrect but close to correct spellings
incorrect genders and consequential errors of agreement
incorrect or missing accents unless these alter the meaning.
Serious errors include:
incorrect verb forms especially irregular forms
incorrect use of pronouns
missing or incorrect agreements of adjectives or past participles.
Complex language includes:
use of pronouns of all types
tenses that support conceptual complexity (as in si sentences)
connectives supporting a range of subordinate clauses including those requiring subjunctive
constructions with verbs and verbs followed by infinitive with correct preposition
use of present and past participles.
The above examples are neither prescriptive nor exhaustive.
4
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
AO4
Excellent critical and analytical response to the question set
Knowledge of the text or film is consistently accurate and detailed. Opinions, views and
17–20 conclusions are consistently supported by relevant and appropriate evidence from the text or
film. The essay demonstrates excellent evaluation of the issues, themes and the cultural and
social contexts of the text or film studied.
Good critical and analytical response to the question set
Knowledge of the text or film is usually accurate and detailed. Opinions, views and
13–16 conclusions are usually supported by relevant and appropriate evidence from the text or film.
The essay demonstrates good evaluation of the issues, themes and the cultural and social
contexts of the text or film studied.
Reasonable critical and analytical response to the question set
Knowledge of the text or film is sometimes accurate and detailed. Opinions, views and
9–12 conclusions are sometimes supported by relevant and appropriate evidence from the text or
film. The essay demonstrates reasonable evaluation of the issues, themes and the cultural
and social contexts of the text or film studied.
Limited critical and analytical response to the question set
Some knowledge of the text or film is demonstrated. Opinions, views and conclusions are
5–8 occasionally supported by relevant and appropriate evidence from the text or film. The essay
demonstrates limited evaluation of the issues, themes and the cultural and social contexts of
the text or film studied.
Very limited critical and analytical response to the question set
A little knowledge of the text or film is demonstrated. Opinions, views and conclusions are
1–4 rarely supported by relevant and appropriate evidence from the text or film. The essay
demonstrates very limited evaluation of the issues, themes and the cultural and social
contexts of the text or film studied.
0 The student produces nothing worthy of credit in response to the question.
Annotations for essay marking:
Tick = content point considered in award of AO4 mark
REP = repetition
? = unclear
IRRL = irrelevant
SEEN = examiner has seen the page (where no other annotations appear)
5
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
0 1 Molière : Le Tartuffe
0 1 . 1 Analysez comment Molière traite de la lutte entre les sexes dans cette pièce.
[40 marks]
Possible content
• Orgon and Elmire’s relationship is affected by their separate quests for the truth.
• Elmire still loves Orgon despite how Tartuffe affects his behaviour towards her and his
family.
• Tartuffe attempts to seduce Elmire to gain power within the family.
• Elmire uses Tartuffe’s seduction of her to expose him for the fraud that he is.
• Orgon believes that he is the patriarch of the family but Madame Pernelle is the
distant and domineering matriarch.
• Even though Madame Pernelle is domineering, they both believe in Tartuffe.
• When Tartuffe is exposed as a fraud, Madame Pernelle blames Orgon for her being
duped.
• Valère and Mariane’s relationship is threatened by older men and can be viewed as a
battle between different generations.
• Elmire’s love for Orgon and Valère and Mariane’s relationship are threatened by
Tartuffe’s influence and they fight for these relationships.
• Dorine striving to influence the decisions her masters make shows a conflict of power
of class as well as a battle of the sexes.
• Elmire exposing Tartuffe as a fraud is a victory for truth and a victory over the
patriarchy.
• The relationship between Valère and Mariane is not an example of conflict between
sexes but an affirmation of true love.
6
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
0 1 . 2 « La principale motivation des personnages de cette pièce est le contrôle des
autres. » Dans quelle mesure êtes-vous d’accord avec ce jugement ?
[40 marks]
Possible content
• Tartuffe attempts to control Orgon’s family by controlling Orgon himself.
• Orgon’s children become less important to him as Tartuffe’s control over him grows.
• Elmire’s love for her family forces her to resist Tartuffe’s attempts to control it.
• Tartuffe also controls the family by influencing the dynamics of the relationships
between Orgon and Elmire and Valère and Mariane.
• Tartuffe strengthens his control over Orgon by ensuring that his domineering mother,
Madame Pernelle, believes in Tartuffe’s piety.
• Characters’ moral authority and religious beliefs are judged by opposing characters to
assert control over others.
• Orgon and Tartuffe are patriarchal characters who both try to assert their authority
over female characters.
• Elmire usurps Tartuffe and Orgon’s attempts to assert their authority by exposing
Tartuffe as a fraud and Orgon as being duped by him.
• Orgon’s patriarchal authority is undermined by Madame Pernelle’s domineering
personality.
• Tartuffe ignores and attempts to control the women and people of a lower social class
as they attempt to expose the truth about him.
• Characters attempt to control and expose those they consider to be less pious than
themselves.
• As Tartuffe is finally exposed as a fraud, Orgon’s patriarchal authority is undermined
and Elmire develops matriarchal authority over the family.
7
, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
0 2 Voltaire : Candide
0 2 . 1 « En critiquant l’Optimisme, Voltaire nous présente une image pessimiste du
monde. » Dans quelle mesure ce jugement est-il valable ?
[40 marks]
Possible content
• Pessimistic view of the world through the negative experiences of the characters.
• The brutality of war and its destructive effects.
• Innocent victims of disasters perish through no fault of their own.
• Abuse of political power and victims of this abuse.
• The negative effects of institutionalised religion.
• Slavery, exploitation and sexual abuse.
• Pessimism may be seen to be counter-balanced by Voltaire’s treatment of this
negative content.
• His use of humour; irony; satire; exaggeration and hyperbole.
• The more hopeful message at the conclusion of the story – « il faut cultiver notre
jardin » – is fundamentally a message of hope.
• Practical occupations bring more benefits than philosophising.
• A recipe for living in harmony.
0 2 . 2 Analysez les aspects de cet ouvrage qui le rendent satirique.
[40 marks]
Possible content
• Main target of satire is the philosophy of Optimism represented by Pangloss.
• He doggedly sticks to his belief in this despite all the evidence to the contrary.
• Doubts voiced by Candide are met by counter-arguments from Pangloss defending
Optimism.
• The vehicle for philosophical satire allows Voltaire to satirise other aspects of the
human condition and human life.
• Attack on organised religion and the Roman Catholic Church – the intolerance of
religious sects.
• The abuses and injustices where religious organisations have wealth and power (the
Inquisition; the Grand Inquisitor and the Jesuits of Paraguay).
• Monasticism through the character of Frère Giroflée and his life of bitter frustration.
• Horrors and folly of war are a target for satire; Candide’s recruitment into the
Bulgarian army.
• War is cruel and brutal but Voltaire also attacks the stupidity that causes war and the
hypocrisy surrounding it.
• Wars are fought for trivial reasons that make a mockery of the suffering caused.
• Satire of life in Paris, its follies and vices.
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, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
0 3 Guy de Maupassant : Boule de Suif et autres contes de la guerre
0 3 . 1 Analysez comment la structure du conte Boule de Suif contribue à son succès.
[40 marks]
Possible content
• An appreciation and understanding of the overall structure.
• The journey to Tôtes; the delay in Tôtes; the departure from Tôtes – the linear
structure of the story respects the linear nature of the journey.
• Attention is concentrated on a small community of travellers.
• Introduction of the significantly chosen characters involved in the story.
• Attitudes towards Boule de Suif and her generosity in sharing her food.
• The changing atmosphere in Tôtes; support for Boule de Suif’s patriotic stance
initially.
• Self-interest takes over and the dynamic changes.
• Tension and suspense are built up within this middle section of the story.
• Boule de Suif’s sacrifice and the journey resumes.
• Contrasts between this second and the first stage in the journey – the reversal.
• Hypocrisy and selfishness of Boule de Suif’s companions.
• Boule de Suif isolated and abandoned.
0 3 . 2 « Maupassant s’intéresse à des gens ordinaires qui se trouvent dans des situations
extraordinaires. » En vous référant à au moins deux contes, expliquez si vous êtes
d’accord ou pas avec ce jugement.
[40 marks]
Possible content
• Content cannot be precisely defined given that the question allows for candidate’s
choice of evidence.
• Explanation/justification of choice of stories.
• The ordinariness of the character(s) involved in first choice of story.
• Aspects of everyday life and how this is affected by war.
• In Deux Amis the two friends miss their fishing expeditions and see the opportunity to
enjoy an outing once more despite the war.
• In La mère Sauvage the mother misses her son but gets on with her life.
• Explanation of what makes their situation extraordinary.
• In Deux Amis the two friends suddenly find themselves the captives of the German
soldiers and show immense courage.
• In La mère Sauvage the mother loses her son in the war and displays her bravery.
• How Maupassant explores and exploits this for social and/or political comment.
• What the character(s) represent(s).
• The stories chosen may provide a contrast or may be very similar.
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, MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2021
0 4 Albert Camus : L’étranger
0 4 . 1 Analysez dans quelle mesure Meursault est responsable de sa propre mort.
[40 marks]
Possible content
• Meursault commits the crime of murder when he kills the Arab at the beach.
• He shoots the Arab five times even if the motive to do so is unclear.
• Initially sees the whole legal process as a game – not taken seriously.
• Does not give his lawyer the answers to the questions that are expected.
• Will not say that he believes in God because he doesn’t.
• Meursault is not responsible for his witnesses and how they are manipulated by the
prosecution.
• Trial becomes a combat between the prosecution and defence.
• Meursault senses he is not part of his own trial.
• Meursault shows no remorse and is seen as having no soul.
• He refuses the ‘help’ of the prison chaplain.
• Meursault is responsible for his death in so far as he refuses to follow the rules of
society and play by these.
• Meursault’s honesty during the trial makes him responsible for his own death.
0 4 . 2 « A cause de son indifférence envers tout, Meursault est incapable de connaître des
sentiments humains. » Dans quelle mesure ce jugement est-il justifié ?
[40 marks]
Possible content
• Is Meursault « indifférent envers tout » ? – this part of the quotation might be
challenged but more likely candidates will offer evidence to support the view.
• Attitude to promotion; attitude to the prospect of marrying Marie; response to Marie’s
questioning if he loves her.
• Apparently indifferent attitude to mother’s death; to relationship with Raymond.
• Meursault however can and does experience human feelings.
• The pleasure of making love with Marie.
• The pleasure of swimming and sunbathing.
• Eating and drinking afford him pleasure.
• Meursault is responsive to physical experiences.
• The effect of the sun and the heat at the funeral and at the beach before he shoots
the Arab.
• Meursault experiences fear when confronted by the juge d’instruction.
• He is tormented by his desire for women when he is in prison.
• When he hears the sounds of evening he remembers the time when he was happy.
• Meursault admits to the prison chaplain that he feels afraid.
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