Version 0.1 General Certificate of Education (A-level) June 2013 English Literature B LITB3 (Specification 2745) Unit 3: Texts and Genres Final Mark Scheme Mark schemes are prepared by the Principal Examiner 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 examiners 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 examiner understands and applies it in the same correct way. As preparation for standardisation each examiner 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, examiners encounter unusual answers which have not been raised they are required to refer these to the Principal 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 © 2012 AQA and its licensors. All rights reserved. Copyright 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. Set and published by the Assessment and Qualifications Alliance. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX. GCE English Literature B – AQA A2.Mark Scheme 2013 June Series Information for Examiners Marking the scripts – basic principles MARK BAND DESCRIPTORS Band 6 evaluation Band 5 analysis Band 4 explanation Band 3 some understanding Band 2 some awareness Band 1 very little grasp 1 Examiners first need to place answers in the appropriate Mark Band by referring to the relevant grid in the mark scheme. Answers placed at the top of the band will hit all descriptors; answers at the lower end of the band will hit only one; careful judgements need to be made about marks in the middle of the range and which descriptors have been met. There will be occasions when an answer hits descriptors in different bands; in such cases, the ‘best-fit’ model applies. 2 Examiners must remember that the mark bands are not equivalent to grades: grades are decided by the awarding committee at the end of each session. 3 Questions are framed to test the AOs, so if candidates answer the question, then the criteria can be followed. 4 Examiners should be prepared to use the full mark range and not ‘bunch’ scripts in the middle for safety. Top marks are attainable if candidates could not be expected to do more in the time and under the conditions in which they are working. 5 Although the mark scheme provides some indicators for what candidates 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. 6 Examiners should remember that there are no right answers. Candidates’ 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 candidate introduces unusual or unorthodox ideas. 7 Examiners should try to avoid making snap judgements too early before the whole answer has been read. Some candidates begin tentatively but go on to make relevant points. 8 Examiners should remember that length and quality are not synonymous. Some brief answers may be relevant and concise. Equally, long answers may be diffuse and repetitive. 9 If answers are short or incomplete, examiners can only reward what is there and assess accordingly. Some further credit may be given to answers finished in note form. 3 GCE English Literature B – AQA A2.Mark Scheme 2013 June Series 10 Examiners must remember that AO1 tests more than technical accuracy. Here is A01 as it is printed in full in the specification. Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression. 11 Examiners should remember that their annotation is directed solely to senior examiners. 12 Examiners must remember that in this Unit, one strand of AO3 is addressed by connections between texts. Direct comparison is not required in this unit; it is tested in Unit 4. Connections do not need to be explicit but may be implicit through the consideration of the relevant genre. 13 Examiners should remember that the terms form, structure and language relate to the way AO2 has been officially sub-divided. These terms, however, have to be seen as fluid and interactive, so please give careful consideration to how candidates have applied them. 14 In Section B, answers should address three texts ‘substantially’. ‘Substantial’ is not synonymous with length; any discussion which is insightful and exploratory will be regarded as substantial. Marking the scripts – annotation 15 The marks awarded for each question should be placed on the right hand side at the end of the answer. This mark should then be transferred to the appropriate part(s) of the front cover sheet of the script. 16 In addition to giving a mark, examiners should write a brief comment on how the mark has been arrived at. These comments are likely to mirror the appropriate mark band descriptors but comments must not be mechanical. Examiners need to describe candidate performance. Examiners must write comments after each answer. Please remember that scripts can now go back to candidates, so although your audience is a senior examiner, you must express your views temperately. 17 The following symbols can be used when marking scripts:  tick for a good point, idea, reference etc  tick in brackets for a potentially good point, not fully made  underlining for an error in fact or expression  D when a candidate is describing content  R for repetition  I for irrelevance  ? for when meaning is not clear. Please do not use your own private systems, as these will mean nothing to senior examiners. If in doubt about what to use, a single word or short phrase will usually be enough. Guidance on Rubric Infringements 18 Examiners should remember that rubric infringements occur if:  Students do not write about three different texts in Section B  Students do not write about at least one text which was written between 1300 and 1800 Examiners should note that is it NOT a rubric infringement if: 4 GCE English Literature B – AQA A2.Mark Scheme 2013 June Series  Students only write briefly about a third text in Section B  They answer on a different genre in Section B from the genre chosen for Section A  Students write about the same text in Section B that they have written about in Section A If there is a rubric infringement, the script should be marked initially on its own merits and the infringement then taken into account. In such instances examiners are advised to consult their team leader. Please remember to write ‘Rubric’ on the front of the script. Assessment Objectives Listed below are the assessment objectives as they apply to this unit: AO1 Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression. AO2 Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts. AO3 Explore connections and comparisons between different literary texts, informed by interpretations of other readers. AO4 Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. 5 GCE English Literature B – AQA A2.Mark Scheme 2013 June Series Section A Generic Introduction to Band: ‘evaluation’ This band is characterised by work which shows insight and astute judgement. The student is confident engaging in debate and constructing an argument at a sophisticated level; the student’s writing will be impressive and mature. It is important to remember that these students, in the main, are 18 years old so we are judging evaluative skills at the end of Key Stage 5. AO Performance Descriptors Typical answers might be characterised Exemplification of terms Band 6 by the following descriptions (34-40) AO1 sophisticated expression;  argument or debate will be ‘Evaluation’ is shown when students are excellent use of critical coherently structured and determining the value of ideas put forward in Evaluation vocabulary; technically sustained; the question is likely their arguments. They are examining and fluent writing; sophisticated to be fully interrogated; judging carefully showing the ability to stand shaped arguments relevant argument is likely to be notable back and assess. to the task for its depth and perception; excellent use of genre specific critical vocabulary  At the top of the band students will AO2 evaluation of how the  several points fully developed demonstrate evaluative skills several author’s methods work and evaluated; excellent times in the course of their argument. illustration integrated into the argument.  At the bottom of the band there will be AO3 evaluation of an  a view or views are explored in confident analysis with a little evaluation. interpretation or depth, argument driven through interpretations with to its conclusion; textual support excellently selected textual is likely to be excellently support selected and integrated AO4 evaluation of relevant  context is likely to be contextual factors arising perceptively evaluated as part of from the study of texts and the argument genre 6 GCE English Literature B – AQA A2.Mark Scheme 2013 June Series Generic Introduction to Band: ‘analysis’ This band is characterised by work where ideas are broken down, examined from different perspectives with some meanings being teased out. The student is comfortable exploring ideas in depth, constructing a well developed purposeful argument; the student’s writing will be fluent and coherent. It is important to remember that these students, in the main, are 18 years old so we are judging analytical skills at the end of Key Stage 5. AO Performance Descriptors Typical answers might be characterised Exemplification of terms Band 5 by the following descriptions (27-33) AO1 confident and assured  argument or debate will have a ‘Analysis’ is shown when students are breaking expression; appropriate use shape and direction; several down ideas and concepts in their arguments. Analysis of critical vocabulary; points are likely to be well They are holding up ideas to the light in their generally fluent and developed and explored; discovery of meanings. accurate assured argument effective use of genre specific relevant to the task critical vocabulary AO2 analysis of how the  several points fully developed  At the top of the band students will author’s methods work and analysed; well-illustrated in demonstrate detailed analysis several connection with the argument times in the course of their argument. AO3 analysis of an  a view or views are developed interpretation or with some depth; textual support  At the bottom of the band there will be interpretations with well- is likely to be very well chosen the beginnings of analysis. Ideas will be chosen textual support and wide ranging well explained and there will be a flash of AO4 analysis of relevant  context is likely to be analysed deeper enquiry. contextual factors arising and integrated into the from the study of texts and argument genre 7 GCE English Literature B – AQA A2.Mark Scheme 2013 June Series Generic Introduction to Band: ‘explanation’ This band is characterised by work where ideas are made clear and intelligible. The student forms a consistent argument, making clear relevant points which are developed; the student’s writing will be clear and accurate. It is important to remember that these students, in the main, are 18 years old so we are judging their ability to explain at the end of Key Stage 5. AO Performance descriptors Typical answers might be characterised Exemplification of terms Band 4 by the following descriptions (20-26) AO1 clear expression; clear use  A clear consistent line of ‘Explanation’ is shown when students are of critical vocabulary; argument; several points are making their ideas clearly known to the reader Explanation accurate writing; clear likely to be developed with some as they construct their arguments. Detail is argument relevant to the depth; clear use of genre appropriately used to support and develop the task specific critical vocabulary points made. AO2 explanation of how the  several points clearly developed author’s methods work and explained; clear illustration in connection with the argument  At the top of the band students will AO3 explanation of an  a view or views are clearly clearly explain virtually all points in the interpretation or developed and explained; course of their argument, using careful interpretations with clear textual support is likely to be supportive illustration. textual support relevant and appropriately chosen  At the bottom of the band there will be AO4 explanation of relevant  context is clear within the the beginnings of explanation, an contextual factors arising argument occasional clearly developed idea. from the study of texts and genre 8 GCE English Literature B – AQA A2.Mark Scheme 2013 June Series Generic Introduction to Band: ‘some understanding’ This band is characterised by work which is straightforward, generally relevant but not always clear. The student perceives the meanings of the words of the task and addresses them. There is an ability to think about the task but there is inconsistency: hence ‘some’; the student’s writing will be generally clear. It is important to remember that these students, in the main, are 18 years old so we are judging their understanding at the end of Key Stage 5. AO Performance descriptors Typical answers might be characterised Exemplification of terms Band 3 by the following descriptions (13-19) AO1 generally clear expression;  writing is likely to be focused ‘Some understanding’ is shown when students some use of critical with several points developed in start to unpick the task and use the text in Some vocabulary; generally a fairly straightforward way; support. There will be some relevant details. understanding accurate writing; argument argument may not be developing relevant to the consistent, some use of genre task specific critical vocabulary  At the top of the band students will AO2 some understanding of  some points developed; demonstrate general consistency in the how the author’s methods development is likely to be course of their argument. Ideas will be work straightforward with some developed in a straightforward way. illustration and some connection to the argument.  At the bottom of the band there will be AO3 some understanding of an  a view or views are developed; less secure development and several interpretation or textual support is likely to be instances of inconsistency, but there interpretations with some integrated and relevant but not will be the beginnings of understanding textual support always consistent in one or two places. AO4 some understanding of  some context will be included in relevant contextual factors the argument arising from the study of texts and genre 9 GCE English Literature B – AQA A2.Mark Scheme 2013 June Series Generic Introduction to Band: ‘some awareness’ This band is characterised by work where the student makes some vaguely relevant points. The student touches upon some ideas in relation to the task in the course of their argument, but the ideas are simple and often generalised; the student’s writing is marked by inconsistency. It is important to remember that these students, in the main, are 18 years old so we are judging their awareness at the end of Key Stage 5. AO Performance descriptors Typical answers might be characterised Exemplification of terms Band 2 by the following descriptions (6-12) AO1 simple writing; some  some aspects of the question ‘Some awareness’ is shown when students awareness of critical are likely to be discussed, but make some vaguely relevant points and show Some vocabulary; may be writing is unlikely to be some vague knowledge of what the task awareness technical weakness; some detailed/there may be some requires. sense of argument relevant drifting; occasional use of genre to task specific critical vocabulary AO2 some awareness of how  some features identified;  At the top of the band students will make the author’s methods work possibly some vague or simple several points in a rather simple and illustration vague way during the course of their AO3 some awareness of an  a view or views are mentioned argument. interpretation or in relation to the argument; interpretations with some there is likely to be some textual  At the bottom of the band there will be a references to the text support but it may not be vague connection with the task with a integrated or carefully chosen little simple development of ideas. AO4 some awareness of  context may be mentioned but relevant contextual factors with limited relevance to the arising from the study of argument texts and genre 10