AQA AS ENGLISH LITERATURE B 7716/2A Paper 2A Literary genres: Prose and Poetry: Aspects of tragedy Version: 1.0 Final IB/G/Jun23/E4 7716/2A Friday 26 May 2023 Morning Time allowed: 1 hour 30 minutes MaterialsQUESTION PAPER & MARKING SCHEME/ [MERGED] Ma

AQA AS ENGLISH LITERATURE B 7716/2A Paper 2A Literary genres: Prose and Poetry: Aspects of tragedy Version: 1.0 Final IB/G/Jun23/E4 7716/2A Friday 26 May 2023 Morning Time allowed: 1 hour 30 minutes Materials For this paper you must have: • an AQA 12-page answer book • a copy of the set text(s) you have studied. These texts must not be annotated and must not contain additional notes or materials. Instructions • Use black ink or black ball-point pen. • Write the information required on the front of your answer book. The Paper Reference is 7716/2A. • Do all rough work in your answer book. Cross through any work you do not want to be marked. • You must answer one question from Section A and one question from Section B. Information • The maximum mark for this paper is 50. • The marks for questions are shown in brackets. • You will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. • In your response you need to: – analyse carefully the writers’ methods – explore the contexts of the texts you are writing about – explore the connections across the texts you have studied – explore different interpretations of your texts. AS ENGLISH LITERATURE B Paper 2A Literary genres: Prose and Poetry: Aspects of tragedy 2 IB/G/Jun23/7716/2A Section A Answer one question from this section. Either 0 1 John Keats selection Explore the significance of settings to the tragic experiences in Keats’ poetry. You must refer to The Eve of St Agnes and one other poem. In your answer you need to analyse closely Keats’ authorial methods and include comments on the extract below. [25 marks] From The Eve of St Agnes l St Agnes’ Eve – Ah, bitter chill it was! The owl, for all his feathers, was a-cold; The hare limped trembling through the frozen grass, And silent was the flock in woolly fold: Numb were the Beadsman’s fingers, while he told His rosary, and while his frosted breath, Like pious incense from a censer old, Seemed taking flight for heaven, without a death, Past the sweet Virgin’s picture, while his prayer he saith. ll His prayer he saith, this patient, holy man; Then takes his lamp, and riseth from his knees, And back returneth, meagre, barefoot, wan, Along the chapel aisle by slow degrees: The sculptured dead, on each side, seem to freeze, Emprisoned in black, purgatorial rails; Knights, ladies, praying in dumb orat’ries, He passeth by; and his weak spirit fails To think how they may ache in icy hoods and mails. lll Northward he turneth through a little door, And scarce three steps, ere Music’s golden tongue Flattered to tears this agèd man and poor; But no – already had his deathbell rung: The joys of all his life were said and sung: His was harsh penance on St Agnes’ Eve. Another way he went, and soon among Rough ashes sat he for his soul’s reprieve, And all night kept awake, for sinners’ sake to grieve. 3 IB/G/Jun23/7716/2A Turn over ► or 0 2 Thomas Hardy selection Explore the significance of settings to the tragic experiences in Hardy’s poetry. You must refer to Under the Waterfall and at least one other poem. In your answer you need to analyse closely Hardy’s authorial methods and include comments on the extract below. [25 marks] From Under the Waterfall ‘And why gives this the only prime Idea to you of a real love-rhyme? And why does plunging your arm in a bowl Full of spring water, bring throbs to your soul?’ ‘Well, under the fall, in a crease of the stone, Though where precisely none ever has known, Jammed darkly, nothing to show how prized, And by now with its smoothness opalized, Is a drinking-glass: For, down that pass My lover and I Walked under a sky Of blue with a leaf-wove awning of green, In the burn of August, to paint the scene, And we placed our basket of fruit and wine By the runlet’s rim, where we sat to dine; And when we had drunk from the glass together, Arched by the oak-copse from the weather, I held the vessel to rinse in the fall, Where it slipped, and sank, and was past recall, Though we stooped and plumbed the little abyss With long bared arms. There the glass still is. Turn over for the next question 4 IB/G/Jun23/7716/2A or 0 3 Poetry Anthology: Tragedy Explore the significance of settings to the tragic experiences in Poetry Anthology: Tragedy. You must refer to Death in Leamington and at least one other poem. In your answer you need to analyse closely the poets’ authorial methods and include comments on the extract below. [25 marks] From Death in Leamington She died in the upstairs bedroom By the light of the ev’ning star That shone through the plate glass window From over Leamington Spa. Beside her the lonely crochet Lay patiently and unstirred, But the fingers that would have work’d it Were dead as the spoken word. And Nurse came in with the tea-things Breast high ’mid the stands and chairs – But Nurse was alone with her own little soul, And the things were alone with theirs. She bolted the big round window, She let the blinds unroll, She set a match to the mantle, She covered the fire with coal. And “Tea!” she said in a tiny voice “Wake up! It’s nearly five.” Oh! Chintzy, chintzy cheeriness, Half dead and half alive! 5 IB/G/Jun23/7716/2A Section B Answer one question from this section. Either 0 4 The Great Gatsby – F. Scott Fitzgerald Explore the view that ‘Tom Buchanan is a heartless and unlikeable villain’. Remember to include in your answer relevant analysis of Fitzgerald’s authorial methods. [25 marks] or 0 5 Tess of the D’Urbervilles – Thomas Hardy Explore the view that Tess is a pure and innocent victim. Remember to include in your answer relevant analysis of Hardy’s authorial methods. [25 marks] or 0 6 The Remains of the Day – Kazuo Ishiguro Explore the view that Ishiguro presents Stevens’ life as utterly bleak. Remember to include in your answer relevant analysis of Ishiguro’s authorial methods. [25 marks] END OF QUESTIONS 6 IB/G/Jun23/7716/2A There are no questions printed on this page 7 IB/G/Jun23/7716/2A There are no questions printed on this page 8 IB/G/Jun23/7716/2A There are no questions printed on this page Copyright information For confidentiality purposes, all acknowledgements of third-party copyright material are published in a separate booklet. This booklet is published after each live examination series and is available for free download from . Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team. Copyright © 2023 AQA and its licensors. All rights reserved. *236a7716/2a* MARK SCHEME – AS ENGLISH LITERATURE B – 7716/2A – JUNE 2023 2 AS ENGLISH LITERATURE B 7716/2A Paper 2A Literary genres: Prose and Poetry: Aspects of tragedy Mark scheme June 2023 Version: 1.0 Final MARK SCHEME – AS ENGLISH LITERATURE B – 7716/2A – JUNE 2023 3 *236A7716/2a/MS* MARK SCHEME – AS ENGLISH LITERATURE B – 7716/2A – JUNE 2023 4 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 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 © 2023 AQA and its licensors. All rights reserved. MARK SCHEME – AS ENGLISH LITERATURE B – 7716/2A – JUNE 2023 5 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. MARK SCHEME – AS ENGLISH LITERATURE B – 7716/2A – JUNE 2023 6 Information for examiners marking Aspects of Tragedy Paper 2A: open book Welcome to this mark scheme which is designed to help you deliver fair and accurate assessment. Please read all sections carefully and ensure that you follow the requirements that they contain. The significance of open book Examiners must understand that in marking an open book exam there are examining implications. Students have their texts in front of them, and they are expected to use them to focus on specific passages for detailed discussion. They will not have had to memorise quotations so when quotations are used they should be accurate. Because students have their texts in the