law exams rely on legal reasoning and precedent, and mathematics exams emphasize problem-solving and technical skills.________________________________________ConclusionExams
in business, law, and mathematics each test different skill sets, from analytical reasoning to problem-solving and theoretical application. Business exams challenge students to apply their
knowledge to real-world situations, law exams require detailed analysis of legal principles and cases, and mathematics exams focus on the mastery of concepts and the ability to solve complex
problems. While each discipline has its own unique approach to assessmentsubject area, these exams can vary significantly in format. Common types of business exams and Writing
Skills: Business exams may require students to present ideas clearly and
A-LEVEL
ENGLISH LITERATURE
Paper 1A Literary genres: Aspects of tragedy
Report on the Examination
7717
June 2018
Version: 1.0
, REPORT ON THE EXAMINATION – A-LEVEL ENGLISH LITERATURE – 7717/1A – 2018
economics, entrepreneurship, and international business.1.2. Structure of Business ExamsBusiness exams are often a mix of theoretical knowledge and practical application. Depending on the
subject area, these exams can vary significantly in format. Common types of business exams and Writing Skills: Business exams may require students to present ideas clearly and
law exams rely on legal reasoning and precedent, and mathematics exams emphasize problem-solving and technical skills.________________________________________ConclusionExams
in business, law, and mathematics each test different skill sets, from analytical reasoning to problem-solving and theoretical application. Business exams challenge students to apply their
knowledge to real-world situations, law exams require detailed analysis of legal principles and cases, and mathematics exams focus on the mastery of concepts and the ability to solve complex
problems. While each discipline has its own unique approach to assessment
Further copies of this Report are available from aqa.org.uk
Copyright © 2018 AQA and its licensors. All rights reserved.
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.
Introductory Comments
This is the second year of the new A-level examinations and there is a growing confidence in
schools and colleges about how to approach the exam. Many centres have acted on the advice
given by AQA in official courses and in materials that are available on the website. Where this
advice has been central to teaching, students have clearly benefited. It makes sense that all
centres look at the materials available and build the central information into their teaching. The two
key essentials for success are:
• thorough knowledge of the set texts
• answering the questions in all their details.
There are several teaching suggestions in the course materials on the website to help centres to
foreground these necessities.
All four papers were well received and some interesting and insightful responses were seen by
examiners. Students had clearly engaged well with their studies of texts which had been read
through the lenses of both traditional and cultural genres. Most students seemed to have managed
their time effectively in responding to the three required questions, though for some there were
issues of time management. Students need to think carefully about the questions and plan what
they are going to say, before starting to write.
As with last year, it is appropriate to focus on the four papers together at the start of this report
since they are so closely connected and to an extent are interdependent. They share the same
philosophy, the same levels of response mark scheme and the same structure. The marks
available for each question are also the same and all the assessment objectives (AOs) are tested
in all questions in the same ways. In terms of marking, all answers are marked holistically with the
AOs seen as fluid and interactive. The only difference is that Paper 1 is a two and a half hour
examination and Paper 2 is three hours. Both papers were marked as paper scripts.
The texts on this specification are grouped together through aspects of genre, so when students
write about the particular aspects of tragedy and comedy or elements of crime and political and
social protest writing that are set up in the questions, they are automatically connecting with the
wider genre. This means they do not need to compare texts.
Given the interconnectedness of the papers, their identical philosophies and methods of
assessment, the strengths and weaknesses in student performance across the four papers were,
understandably, very similar.
2 of 15
in business, law, and mathematics each test different skill sets, from analytical reasoning to problem-solving and theoretical application. Business exams challenge students to apply their
knowledge to real-world situations, law exams require detailed analysis of legal principles and cases, and mathematics exams focus on the mastery of concepts and the ability to solve complex
problems. While each discipline has its own unique approach to assessmentsubject area, these exams can vary significantly in format. Common types of business exams and Writing
Skills: Business exams may require students to present ideas clearly and
A-LEVEL
ENGLISH LITERATURE
Paper 1A Literary genres: Aspects of tragedy
Report on the Examination
7717
June 2018
Version: 1.0
, REPORT ON THE EXAMINATION – A-LEVEL ENGLISH LITERATURE – 7717/1A – 2018
economics, entrepreneurship, and international business.1.2. Structure of Business ExamsBusiness exams are often a mix of theoretical knowledge and practical application. Depending on the
subject area, these exams can vary significantly in format. Common types of business exams and Writing Skills: Business exams may require students to present ideas clearly and
law exams rely on legal reasoning and precedent, and mathematics exams emphasize problem-solving and technical skills.________________________________________ConclusionExams
in business, law, and mathematics each test different skill sets, from analytical reasoning to problem-solving and theoretical application. Business exams challenge students to apply their
knowledge to real-world situations, law exams require detailed analysis of legal principles and cases, and mathematics exams focus on the mastery of concepts and the ability to solve complex
problems. While each discipline has its own unique approach to assessment
Further copies of this Report are available from aqa.org.uk
Copyright © 2018 AQA and its licensors. All rights reserved.
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.
Introductory Comments
This is the second year of the new A-level examinations and there is a growing confidence in
schools and colleges about how to approach the exam. Many centres have acted on the advice
given by AQA in official courses and in materials that are available on the website. Where this
advice has been central to teaching, students have clearly benefited. It makes sense that all
centres look at the materials available and build the central information into their teaching. The two
key essentials for success are:
• thorough knowledge of the set texts
• answering the questions in all their details.
There are several teaching suggestions in the course materials on the website to help centres to
foreground these necessities.
All four papers were well received and some interesting and insightful responses were seen by
examiners. Students had clearly engaged well with their studies of texts which had been read
through the lenses of both traditional and cultural genres. Most students seemed to have managed
their time effectively in responding to the three required questions, though for some there were
issues of time management. Students need to think carefully about the questions and plan what
they are going to say, before starting to write.
As with last year, it is appropriate to focus on the four papers together at the start of this report
since they are so closely connected and to an extent are interdependent. They share the same
philosophy, the same levels of response mark scheme and the same structure. The marks
available for each question are also the same and all the assessment objectives (AOs) are tested
in all questions in the same ways. In terms of marking, all answers are marked holistically with the
AOs seen as fluid and interactive. The only difference is that Paper 1 is a two and a half hour
examination and Paper 2 is three hours. Both papers were marked as paper scripts.
The texts on this specification are grouped together through aspects of genre, so when students
write about the particular aspects of tragedy and comedy or elements of crime and political and
social protest writing that are set up in the questions, they are automatically connecting with the
wider genre. This means they do not need to compare texts.
Given the interconnectedness of the papers, their identical philosophies and methods of
assessment, the strengths and weaknesses in student performance across the four papers were,
understandably, very similar.
2 of 15
