AQA-GCSE-English-Lit-Paper-2-Jun-2018-Mark-Scheme.
GCSE
English Literature n
8702/2- Paper 2 Modern Texts and Poetry
n n n n n n
Mark scheme
n
Junen2018
Version/Stage:n1.0nFinal
, MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/2 – JUNE 2018
MarknschemesnarenpreparednbynthenLeadnAssessmentnWriternandnconsidered,ntogethernwithnthenrelevantn
questions,nbynanpanelnofnsubjectnteachers.nThisnmarknschemenincludesnanynamendmentsnmadenatnthensta
ndardisationneventsnwhichnallnassociatesnparticipateninnandnisnthenschemenwhichnwasnusednbynthemninnthisn
examination.nThenstandardisationnprocessnensuresnthatnthenmarknschemencoversnthenstudents’nresponse
sntonquestionsnandnthatneverynassociatenunderstandsnandnappliesnitninnthensamencorrectnway.
Asnpreparationnfornstandardisationneachnassociatenanalysesnannumbernofnstudents’nscripts.nAlternativenan
swersnnotnalreadyncoverednbynthenmarknschemenarendiscussednandnlegislatednfor.nIf,nafternthenstandardisa
tionnprocess,nassociatesnencounternunusualnanswersnwhichnhavennotnbeennraisedntheynarenrequiredntonref
ernthesentonthenLeadnAssessmentnWriter.
Itnmustnbenstressednthatnanmarknschemenisnanworkingndocument,ninnmanyncasesnfurtherndevelopednandne
xpandednonnthenbasisnofnstudents’nreactionsntonanparticularnpaper.nAssumptionsnaboutnfuturenmarknsche
mesnonnthenbasisnofnonenyear’sndocumentnshouldnbenavoided;nwhilstnthenguidingnprinciplesnofnassessme
ntnremainnconstant,ndetailsnwillnchange,ndependingnonnthencontentnofnanparticularnexaminationnpaper.
Furtherncopiesnofnthisnmarknschemenarenavailablenfromnaqa.org.uk
Copyright © 2018 AQA and its licensors. All rights reserved.
2
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.
, MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/2 – JUNE 2018
Statementnofnimportance
GCSEnEnglishnLiteraturenisnthenstudynofnhownwritersncommunicatentheirnideasnaboutnthenworld,nandnhownr
eadersnmightnrespondntonthesenideas.nItnaimsntondevelopnancriticalnunderstandingnofnthenwaysninnwhichnliter
aryntextsnarenanreflectionnof,nandnexplorationnof,nthenhumanncondition,nthenstudynofnwhichndevelopsnempath
icnunderstandingnofnhumannnature.nHigh-
qualitynEnglishnliteraturenisnwritingnwhichndisplaysnrecognisablenliterarynqualitiesnand,nalthoughnshapednbyn
particularncontexts,ntranscendsnthemnandnspeaksnaboutnthenuniversalitynofnthenhumanncondition.nGCSEnEn
glishnLiteraturenaimsntonenablenstudentsntonappreciatenthesenqualities,ndevelopingnandnpresentingninforme
d,ncriticalnresponsesntonthenideasninnliteraryntextsnandnthenwaysnwritersnpresentnthesenideas.nItnaimsntonenab
lenstudentsntonmakenlinksnbetweennanvarietynofnwrittenntextsnandnbetweennthentextnandnthencontextnwithinnw
hichnitnwasnshaped.
Principlesnofnmarknschemenconstruction
EachnmarknschemenisndrivennbynthentasknandnbynthenstatementnofnimportancenaboutnGCSEnEnglishn
Literature.nItnaimsntondontwonthings:
tondescribentypicalnfeaturesnofnresponseninnorderntondecidenonnanmark
tonidentifyntypicalnfeaturesnofnproficiencyninnorderntonaidndiscriminationnbetweennlevelsnofn
performance.
Eachnlongnformnanswernmarknschemenisnconstructednusingnsixnlevels.nThisnisntonreflectnthenabilitynlevelnofnt
henwholencohort.nTherenarenfournornfivenmarksnwithinneachnlevelntonallownfornlevelsnofnproficiencynandntonall
ownforndiscriminationnbetweennlevelsnofncognitivenabilitynacrossnthenwholencohort.
EachnmarknschemenplacesnassessmentnobjectivesnAO1nandnAO2nasnthenkeynskills.nThisnisndrivennbynthenst
atementnofnimportancenofnthensubject,ninnthatnthenstudynofngreatnliteraryntextsnisnthenstudynofntheninterrelatio
nshipnbetweennthenreadernandnthenwriternofnthentextnandnthatnthencommunicationnandnreceptionnofnthesenide
asnisnanninherentnfeaturenofnEnglishnliterature.nItnisnalsondrivennbynthenacknowledgementnthatnGCSEnEnglis
hnLiteraturenassessesncognitivenlevelsnofnability;nthenlevelnofnresponsentonideasnwillnhavenparitynwithnthenlev
elnofnresponsentonthenmethodsnofncommunicatingnthosenideas.
3
, MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/2 – JUNE 2018
Howntonapplynthenmarknscheme
ThenmarknschemenisnconstructednusingnsixnlevelsnofnattainmentnthatnspannthenwholenrangenofnabilitynatnGC
SE.nThendescriptorsnofnattainmentnreferencenthenassessmentnobjectivesnfornthatnparticularnquestion.nExami
nersnarenrequiredntonusenthenmarknschementonconsidernthenwholenresponsenandndecidenuponnthenmostnappr
opriatenlevel.nThenmarknschemenprovidesntwondescriptors:nandescriptionnofntypicalnfeaturesnofnanresponseni
nneachnlevel,nandnandescriptionnofnthenkindsnofnskillsncandidatesninnthatnlevelnwillnbenproficientnin.nThisnisninnor
derntonsupportnexaminersninnmakingntheirnjudgementnofnthenextentntonwhichnthenqualitiesnandnskillsnbeingnde
monstratednmeritnanparticularnlevelnofnattainment.nAsneachnresponsenbeingnmarkednisnanresponsentonanparti
cularntask,nexaminersnarenassessingnthenextentntonwhichnthencandidatenhasnrespondedntonthentask,nandnals
onthenlevelnofnskillnthatnthencandidatenhasndemonstrated.
Eachnlevelnhasnfournornfivenmarksnavailablenandnfournornfivenskillsndescriptors.nFairnapplicationnofnthenmarkns
chementonallncandidatesnisndrivennbynthendescriptorsninnthenmarknscheme,nandnthereforenexaminersnarenre
quiredntonmakenanjudgementnaboutnthenextentntonwhichnancandidatenachievesneveryndescriptorninnthatnparti
cularnlevelninnorderntonwarrantnanmarknatnthentopnofnthatnlevel.nIfnancandidatenachievesneverythingninnanlevel,n
theynshouldnbenawardednthenmarknatnthentopnofnthatnlevel.
Sincenanswersnwillnrarelynmatchnandescriptorninnallnrespects,nexaminersnmustnallowngoodnperformanceninn
somenaspectsntoncompensatenfornshortcomingsninnothernrespects.nConsequently,nthenlevelnisndeterminedn
bynthen‘bestnfit’nrathernthannrequiringneverynelementnofnthendescriptorntonbenmatched.nExaminersnshouldnai
mntonusenthenfullnrangenofnlevelsnandnmarks,ntakingnintonaccountnthenstandardnthatncannreasonablynbenexp
ectednofncandidatesnafternonenorntwonyearsnofnstudynonnthenGCSEncoursenandninnthentimenavailableninnthen
examination.
Ifnancandidatendoesnnotnaddressnanparticularndefiningnfeaturenofnantask,nexaminersnarenrequiredntonmakenanj
udgementnaboutnthenextentntonwhichnothernskillsncannplacenthenresponseninnanparticularnlevel,nandnwherenth
enresponsenshouldnbenplaced.
Stepn1nDeterminenanlevel
Startnatnthenlowestnlevelnofnthenmarknschemenandnusenitnasnanladderntonseenwhethernthenanswernmeetsnthend
escriptornfornthatnlevel.nThendescriptornfornthenlevelnindicatesnthendifferentnqualitiesnthatnmightnbenseenninnthe
nstudent’snanswernfornthatnlevel.nIf nitnmeetsnthenlowestnlevelnthenngontonthennextnonenandndecidenif nitnmeetsnth
isnlevel,nandnsonon,nuntilnyounhavenanmatchnbetweennthenlevelndescriptornandnthenanswer.nWithnpracticenand
nfamiliaritynyounwillnfindnthatnfornbetternanswersnyounwillnbenablentonquicklynskipnthroughnthenlowernlevelsnof nt
henmarknscheme.
Whennassigningnanlevelnyounshouldnlooknatnthenoverallnqualitynofnthenanswernandnnotnlookntonpicknholesninns
mallnandnspecificnpartsnofnthenanswernwherenthenstudentnhasnnotnperformednquitenasnwellnasnthenrest.nIfnthen
answerncoversndifferentnaspectsnofndifferentnlevelsnofnthenmarknschemenyounshouldnusenanbestnfitnapproachn
forndefiningnthenlevelnandnthennusenthenvariabilitynofnthenresponsentonhelpndecidenthenmarknwithinnthenlevel;ni.
e.nifnthenresponsenisnpredominantlynleveln3nwithnansmallnamountnofnleveln4nmaterialnitnwouldnbenplacedninnlev
eln3nbutnbenawardednanmarknnearnthentopnofnthenlevelnbecausenofnthenleveln4ncontent.
Stepn2nDeterminenanmark
Oncenyounhavenassignednanlevelnyounneedntondecidenonnthenmark.nThendescriptorsnonnhowntonallocatenma
rksncannhelpnwithnthis.nThenexemplarnmaterialsnusednduringnstandardisationnwillnalsonhelp.nTherenwillnbenan
nanswerninnthenstandardisingnmaterialsnwhichnwillncorrespondnwithneachnlevelnof nthenmarknscheme.nThisna
nswernwillnhavenbeennawardednanmarknbynthenLeadnExaminer.nYouncanncomparenthenstudent’snanswernwit
hnthenexamplentondeterminenifnitnisnofnthensamenstandard,nbetternornworsenthannthenexample.
4
GCSE
English Literature n
8702/2- Paper 2 Modern Texts and Poetry
n n n n n n
Mark scheme
n
Junen2018
Version/Stage:n1.0nFinal
, MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/2 – JUNE 2018
MarknschemesnarenpreparednbynthenLeadnAssessmentnWriternandnconsidered,ntogethernwithnthenrelevantn
questions,nbynanpanelnofnsubjectnteachers.nThisnmarknschemenincludesnanynamendmentsnmadenatnthensta
ndardisationneventsnwhichnallnassociatesnparticipateninnandnisnthenschemenwhichnwasnusednbynthemninnthisn
examination.nThenstandardisationnprocessnensuresnthatnthenmarknschemencoversnthenstudents’nresponse
sntonquestionsnandnthatneverynassociatenunderstandsnandnappliesnitninnthensamencorrectnway.
Asnpreparationnfornstandardisationneachnassociatenanalysesnannumbernofnstudents’nscripts.nAlternativenan
swersnnotnalreadyncoverednbynthenmarknschemenarendiscussednandnlegislatednfor.nIf,nafternthenstandardisa
tionnprocess,nassociatesnencounternunusualnanswersnwhichnhavennotnbeennraisedntheynarenrequiredntonref
ernthesentonthenLeadnAssessmentnWriter.
Itnmustnbenstressednthatnanmarknschemenisnanworkingndocument,ninnmanyncasesnfurtherndevelopednandne
xpandednonnthenbasisnofnstudents’nreactionsntonanparticularnpaper.nAssumptionsnaboutnfuturenmarknsche
mesnonnthenbasisnofnonenyear’sndocumentnshouldnbenavoided;nwhilstnthenguidingnprinciplesnofnassessme
ntnremainnconstant,ndetailsnwillnchange,ndependingnonnthencontentnofnanparticularnexaminationnpaper.
Furtherncopiesnofnthisnmarknschemenarenavailablenfromnaqa.org.uk
Copyright © 2018 AQA and its licensors. All rights reserved.
2
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.
, MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/2 – JUNE 2018
Statementnofnimportance
GCSEnEnglishnLiteraturenisnthenstudynofnhownwritersncommunicatentheirnideasnaboutnthenworld,nandnhownr
eadersnmightnrespondntonthesenideas.nItnaimsntondevelopnancriticalnunderstandingnofnthenwaysninnwhichnliter
aryntextsnarenanreflectionnof,nandnexplorationnof,nthenhumanncondition,nthenstudynofnwhichndevelopsnempath
icnunderstandingnofnhumannnature.nHigh-
qualitynEnglishnliteraturenisnwritingnwhichndisplaysnrecognisablenliterarynqualitiesnand,nalthoughnshapednbyn
particularncontexts,ntranscendsnthemnandnspeaksnaboutnthenuniversalitynofnthenhumanncondition.nGCSEnEn
glishnLiteraturenaimsntonenablenstudentsntonappreciatenthesenqualities,ndevelopingnandnpresentingninforme
d,ncriticalnresponsesntonthenideasninnliteraryntextsnandnthenwaysnwritersnpresentnthesenideas.nItnaimsntonenab
lenstudentsntonmakenlinksnbetweennanvarietynofnwrittenntextsnandnbetweennthentextnandnthencontextnwithinnw
hichnitnwasnshaped.
Principlesnofnmarknschemenconstruction
EachnmarknschemenisndrivennbynthentasknandnbynthenstatementnofnimportancenaboutnGCSEnEnglishn
Literature.nItnaimsntondontwonthings:
tondescribentypicalnfeaturesnofnresponseninnorderntondecidenonnanmark
tonidentifyntypicalnfeaturesnofnproficiencyninnorderntonaidndiscriminationnbetweennlevelsnofn
performance.
Eachnlongnformnanswernmarknschemenisnconstructednusingnsixnlevels.nThisnisntonreflectnthenabilitynlevelnofnt
henwholencohort.nTherenarenfournornfivenmarksnwithinneachnlevelntonallownfornlevelsnofnproficiencynandntonall
ownforndiscriminationnbetweennlevelsnofncognitivenabilitynacrossnthenwholencohort.
EachnmarknschemenplacesnassessmentnobjectivesnAO1nandnAO2nasnthenkeynskills.nThisnisndrivennbynthenst
atementnofnimportancenofnthensubject,ninnthatnthenstudynofngreatnliteraryntextsnisnthenstudynofntheninterrelatio
nshipnbetweennthenreadernandnthenwriternofnthentextnandnthatnthencommunicationnandnreceptionnofnthesenide
asnisnanninherentnfeaturenofnEnglishnliterature.nItnisnalsondrivennbynthenacknowledgementnthatnGCSEnEnglis
hnLiteraturenassessesncognitivenlevelsnofnability;nthenlevelnofnresponsentonideasnwillnhavenparitynwithnthenlev
elnofnresponsentonthenmethodsnofncommunicatingnthosenideas.
3
, MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/2 – JUNE 2018
Howntonapplynthenmarknscheme
ThenmarknschemenisnconstructednusingnsixnlevelsnofnattainmentnthatnspannthenwholenrangenofnabilitynatnGC
SE.nThendescriptorsnofnattainmentnreferencenthenassessmentnobjectivesnfornthatnparticularnquestion.nExami
nersnarenrequiredntonusenthenmarknschementonconsidernthenwholenresponsenandndecidenuponnthenmostnappr
opriatenlevel.nThenmarknschemenprovidesntwondescriptors:nandescriptionnofntypicalnfeaturesnofnanresponseni
nneachnlevel,nandnandescriptionnofnthenkindsnofnskillsncandidatesninnthatnlevelnwillnbenproficientnin.nThisnisninnor
derntonsupportnexaminersninnmakingntheirnjudgementnofnthenextentntonwhichnthenqualitiesnandnskillsnbeingnde
monstratednmeritnanparticularnlevelnofnattainment.nAsneachnresponsenbeingnmarkednisnanresponsentonanparti
cularntask,nexaminersnarenassessingnthenextentntonwhichnthencandidatenhasnrespondedntonthentask,nandnals
onthenlevelnofnskillnthatnthencandidatenhasndemonstrated.
Eachnlevelnhasnfournornfivenmarksnavailablenandnfournornfivenskillsndescriptors.nFairnapplicationnofnthenmarkns
chementonallncandidatesnisndrivennbynthendescriptorsninnthenmarknscheme,nandnthereforenexaminersnarenre
quiredntonmakenanjudgementnaboutnthenextentntonwhichnancandidatenachievesneveryndescriptorninnthatnparti
cularnlevelninnorderntonwarrantnanmarknatnthentopnofnthatnlevel.nIfnancandidatenachievesneverythingninnanlevel,n
theynshouldnbenawardednthenmarknatnthentopnofnthatnlevel.
Sincenanswersnwillnrarelynmatchnandescriptorninnallnrespects,nexaminersnmustnallowngoodnperformanceninn
somenaspectsntoncompensatenfornshortcomingsninnothernrespects.nConsequently,nthenlevelnisndeterminedn
bynthen‘bestnfit’nrathernthannrequiringneverynelementnofnthendescriptorntonbenmatched.nExaminersnshouldnai
mntonusenthenfullnrangenofnlevelsnandnmarks,ntakingnintonaccountnthenstandardnthatncannreasonablynbenexp
ectednofncandidatesnafternonenorntwonyearsnofnstudynonnthenGCSEncoursenandninnthentimenavailableninnthen
examination.
Ifnancandidatendoesnnotnaddressnanparticularndefiningnfeaturenofnantask,nexaminersnarenrequiredntonmakenanj
udgementnaboutnthenextentntonwhichnothernskillsncannplacenthenresponseninnanparticularnlevel,nandnwherenth
enresponsenshouldnbenplaced.
Stepn1nDeterminenanlevel
Startnatnthenlowestnlevelnofnthenmarknschemenandnusenitnasnanladderntonseenwhethernthenanswernmeetsnthend
escriptornfornthatnlevel.nThendescriptornfornthenlevelnindicatesnthendifferentnqualitiesnthatnmightnbenseenninnthe
nstudent’snanswernfornthatnlevel.nIf nitnmeetsnthenlowestnlevelnthenngontonthennextnonenandndecidenif nitnmeetsnth
isnlevel,nandnsonon,nuntilnyounhavenanmatchnbetweennthenlevelndescriptornandnthenanswer.nWithnpracticenand
nfamiliaritynyounwillnfindnthatnfornbetternanswersnyounwillnbenablentonquicklynskipnthroughnthenlowernlevelsnof nt
henmarknscheme.
Whennassigningnanlevelnyounshouldnlooknatnthenoverallnqualitynofnthenanswernandnnotnlookntonpicknholesninns
mallnandnspecificnpartsnofnthenanswernwherenthenstudentnhasnnotnperformednquitenasnwellnasnthenrest.nIfnthen
answerncoversndifferentnaspectsnofndifferentnlevelsnofnthenmarknschemenyounshouldnusenanbestnfitnapproachn
forndefiningnthenlevelnandnthennusenthenvariabilitynofnthenresponsentonhelpndecidenthenmarknwithinnthenlevel;ni.
e.nifnthenresponsenisnpredominantlynleveln3nwithnansmallnamountnofnleveln4nmaterialnitnwouldnbenplacedninnlev
eln3nbutnbenawardednanmarknnearnthentopnofnthenlevelnbecausenofnthenleveln4ncontent.
Stepn2nDeterminenanmark
Oncenyounhavenassignednanlevelnyounneedntondecidenonnthenmark.nThendescriptorsnonnhowntonallocatenma
rksncannhelpnwithnthis.nThenexemplarnmaterialsnusednduringnstandardisationnwillnalsonhelp.nTherenwillnbenan
nanswerninnthenstandardisingnmaterialsnwhichnwillncorrespondnwithneachnlevelnof nthenmarknscheme.nThisna
nswernwillnhavenbeennawardednanmarknbynthenLeadnExaminer.nYouncanncomparenthenstudent’snanswernwit
hnthenexamplentondeterminenifnitnisnofnthensamenstandard,nbetternornworsenthannthenexample.
4
