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AQA A-level FRENCH PAPER 2 2020 MS.

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AQA A-level FRENCH PAPER 2 2020 MS. This is a complete and an all-inclusive guide to AQA A-level FRENCH PAPER 2 2020 MS. Analysez le rôle comique que joue Dorine dans cette pièce. [40 marks] Possible content • Dorine’s directness is amusing in its stark contrast with other characters’ false piety. • Dorine is very perceptive as she sees Tartuffe for the fraudster that he is. • Dorine understands and judges Tartuffe’s supporters as being easily duped. • Molière uses Dorine to expose the failings and hypocrisies of other characters. • Dorine understands that reputation and social standing are important to those who are pro Tartuffe and those who are against him. • Dorine’s criticism of other characters’ actions provides comic relief. • The fact that Dorine is of a lower social class than her masters, but criticises them and exposes their foibles, adds to the comic relief. • Dorine exposing the foibles of her masters adds to the satirical aspect of the play. • Dorine’s intelligence undermines older male characters’ perception of women as the weaker sex and unable to make sound and informed choices. • Dorine supports the younger characters in the play exposing the hypocrisies of the older generation. • Even though Dorine is critical of her masters, she is loyal to them and understands the importance of a strong family. • It is ironic that Dorine is a servant but plays a key role in creating a strong family. MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2020 7 0 1 . 2 « Le Tartuffe est aussi pertinent aujourd’hui qu’il y a trois cents ans. » Dans quelle mesure êtes-vous d’accord avec ce jugement ? [40 marks] Possible content • Le Tartuffe is a play that deals with aspects of the human condition. • The greed and self-interest of Tartuffe are traits common to all human beings. • The manipulation of the truth is a common human trait. • Tartuffe’s false piety rings true with those who claim to have religious and moral authority over others. • The reasoned behaviour of some characters and the irrational behaviour of others is a human trait that is still common today. • Moral authority and reputation are prevalent issues amongst social groups and classes. • Gender inequality and patriarchal authority, as symbolised by Orgon and Tartuffe’s attempts to assert their authority over Elmire and Mariane, are issues which are still important today. • How people are perceived and the truth about their personalities are common issues today. • The desire for control and power over others has been and continues to be a common trait in human beings. • Attaining power by false and deceptive means has been and continues to be a common trait in human beings. • Strong and loving relationships are more powerful than superficial and cynical relationships which are purely for personal gain. • Wisdom is not restricted to a certain age or gender. MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2020 8 0 2 Voltaire : Candide 0 2 . 1 Analysez pour quelles raisons Voltaire a choisi le titre Candide ou l’Optimisme pour ce conte. [40 marks] Possible content • Candide of the title is the name of the main character who is central to the story. • Name suggests innocence and naivety. • Story follows his adventures and experiences following his expulsion from the château de Thunder-ten-tronckh ; he is present throughout. • Candide encounters a sequence of life-threatening situations – both manmade and natural – and meets up with a range of different characters representing different facets of human misery and suffering. • Throughout Candide is seeking to be reunited with Cunégonde, the love of his life. • His function in the story is to test the validity of the philosophy of Optimism (hence Candide ou l’Optimisme of the title). • The mouthpiece for this philosophy is Pangloss, the tutor to Candide. • Pangloss maintains – despite all the evidence to the contrary that Voltaire piles upon us in the course of the story – that « tout est au mieux … dans ce meilleur des mondes possibles. » • Candide questions this philosophy when experience seems to disprove it (war, the Lisbon earthquake, the auto-da-fé, his killing of Cunégonde’s brother, his loss of wealth). • Candide accepts the philosophy and believes in it when things are going in his favour (the voyage to Buenos Aires with Cunégonde; the news that she is waiting for him in Constantinople). • Ultimately Candide rejects the philosophy and is the mouth-piece for Voltaire’s message: « il faut cultiver notre jardin ». MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2020 9 0 2 . 2 « Voltaire illustre dans ce conte combien la poursuite du bonheur est futile. » Dans quelle mesure êtes-vous d’accord avec ce jugement ? [40 marks] Possible content • Candide’s love for Cunégonde is what, he believes, will allow him to find happiness. • The quest to be reunited with Cunégonde is thus Candide’s quest for happiness. • Candide experiences much about the human condition that suggests this quest is futile. • He is recruited unwillingly into the Bulgarian army. • He experiences at first hand the horrors of war. • Candide sees the suffering caused by the Lisbon earthquake. • He witnesses the drowning of the Anabaptist Jacques. • Candide is constantly faced with evidence that human suffering is far greater than he could ever have imagined. • Men are much unhappier than they seem. • However at the end of his adventures when he is finally reunited with an ugly and now cantankerous Cunégonde, Candide feels a certain degree of contentment. • The secret of this lies in busying oneself with humble, practical activities.

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AQA A-level FRENCH
PAPER 2 2020 MARKING
SCHEME. WRITING.

,A-level
FRENCH
7652/2
Paper 2 Writing
Mark scheme
June 2020
Version: 1.0 Final




*206A7652/2/MS*

, MARK SCHEME– A-LEVEL FRENCH– 7652/2 – JUNE 2020



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 © 2020 AQA and its licensors. All rights reserved.


2

, MARK SCHEME– A-LEVEL FRENCH– 7652/2 – JUNE 2020



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.




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