AQA A-level ENGLISH LITERATURE A 7712/2A Paper 2A Texts in shared contexts: WW1 and its aftermath Version: 1.0 Final IB/H/Jun23/E8 7712/2A Thursday 8 June 2023 QUESTION PAPER & MARKING SCHEME/ [MERGED] Mark scheme June 2023

AQA A-level ENGLISH LITERATURE A 7712/2A Paper 2A Texts in shared contexts: WW1 and its aftermath Version: 1.0 Final IB/H/Jun23/E8 7712/2A Thursday 8 June 2023 Morning Time allowed: 2 hours 30 minutes Materials For this paper you must have: • an AQA 12-page answer book • a copy of the Insert for use with Section B (enclosed) • a copy of each of the set texts you have studied for this paper. 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 7712/2A. • Read all of the questions. Then choose either Option 1 or Option 2 or Option 3. Answer one question from Section A and both questions from Section B from your chosen option. You must answer questions from only one option. • Do all rough work in your answer book. Cross through any work you do not want to be marked. Information • The marks for questions are shown in brackets. • The maximum mark for this paper is 75. • 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 connections across the texts you have studied – explore different interpretations of your texts. A-level ENGLISH LITERATURE A Paper 2A Texts in shared contexts: WW1 and its aftermath 2 IB/H/Jun23/7712/2A Option 1 Section A: Poetry Set Text Answer one question in this section. Up the Line to Death – ed. Brian Gardner Either 0 1 ‘In Up the Line to Death comradeship makes the horrors of war bearable.’ Examine the presentation of comradeship in this anthology in the light of this view. You must write about at least two poems in your answer. [25 marks] or 0 2 Look again at the section called ‘To Unknown Lands’. Examine the significance of the title chosen for this section. You must write about at least two poems from this section. [25 marks] Scars Upon My Heart – ed. Catherine Reilly or 0 3 ‘We dare not weep who must be brave in battle.’ (From the untitled poem by Iris Tree) Examine the presentation of bravery in Scars Upon My Heart in the light of this quotation. You must write about at least two poems in your answer. [25 marks] or 0 4 Examine the significance of the representation of religion in the anthology. You must write about at least two poems in your answer. [25 marks] 3 IB/H/Jun23/7712/2A Turn over ► Option 1 Section B: Drama and Prose Contextual Linking Read the Insert. Answer both questions in this section. Read the Insert carefully. It is taken from The Forbidden Zone by Mary Borden (1886–1968) published in 1929. The extract describes a French regiment returning from the front line trenches. Answer both questions. 0 5 Explore the significance of how people are changed by their experience of war in this extract. Remember to include in your answer relevant detailed analysis of the ways that Borden shapes meanings. [25 marks] and 0 6 Compare the significance of how people are changed by their experience of war in two other texts you have studied. Remember to include in your answer reference to how meanings are shaped in the texts you are comparing. You must use one drama text and one prose text in your response, at least one of which must be a text written post-2000. [25 marks] Turn over for the next section 4 IB/H/Jun23/7712/2A Option 2 Section A: Drama Set Text Answer one question in this section. Oh! What a Lovely War – Joan Littlewood Either 0 7 ‘Littlewood suggests that, in war, individuals don’t matter.’ Examine this view of Oh! What a Lovely War. [25 marks] or 0 8 Examine the significance of ‘the ever popular War Game’ in Oh! What a Lovely War. [25 marks] Journey’s End – R C Sherriff or 0 9 Examine the significance of the dugout as the setting of the play. [25 marks] or 1 0 ‘Hibbert’s fear is condemned by other characters, but understood by the audience.’ Examine the presentation of Hibbert in the light of this view. [25 marks] 5 IB/H/Jun23/7712/2A Turn over ► Option 2 Section B: Prose and Poetry Contextual Linking Read the Insert. Answer both questions in this section. Read the Insert carefully. It is taken from The Forbidden Zone by Mary Borden (1886–1968) published in 1929. The extract describes a French regiment returning from the front line trenches. Answer both questions. 1 1 Explore the significance of how people are changed by their experience of war in this extract. Remember to include in your answer relevant detailed analysis of the ways that Borden shapes meanings. [25 marks] and 1 2 Compare the significance of how people are changed by their experience of war in two other texts you have studied. Remember to include in your answer reference to how meanings are shaped in the texts you are comparing. You must use one prose text written post-2000 and one poetry text in your response. You must write about at least two poems. [25 marks] Turn over for the next section 6 IB/H/Jun23/7712/2A Option 3 Section A: Prose Set Text Answer one question in this section. Regeneration – Pat Barker Either 1 3 ‘For Sarah Lumb, the war is liberating.’ Examine the presentation of Sarah Lumb in Regeneration in the light of this view. [25 marks] or 1 4 ‘If we cannot remember, we can never understand who we are.’ Examine the presentation of memory in Regeneration in the light of this view. [25 marks] Birdsong – Sebastian Faulks or 1 5 Examine the significance of tunnelling in Birdsong. [25 marks] or 1 6 ‘Michael Weir is an innocent in war.’ Examine the significance of Michael Weir in the light of this view. [25 marks] 7 IB/H/Jun23/7712/2A Option 3 Section B: Drama and Poetry Contextual Linking Read the Insert. Answer both questions in this section. Read the Insert carefully. It is taken from The Forbidden Zone by Mary Borden (1886–1968) published in 1929. The extract describes a French regiment returning from the front line trenches. Answer both questions. 1 7 Explore the significance of how people are changed by their experience of war in this extract. Remember to include in your answer relevant detailed analysis of the ways that Borden shapes meanings. [25 marks] and 1 8 Compare the significance of how people are changed by their experience of war in two other texts you have studied. Remember to include in your answer reference to how meanings are shaped in the texts you are comparing. You must use the drama text written post-2000 (The Wipers Times) and one poetry text in your response. You must write about at least two poems. [25 marks] END OF QUESTIONS 8 IB/H/Jun23/7712/2A 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. *236A7712/2a* A-level ENGLISH LITERATURE A 7712/2A Paper 2A Texts in shared contexts: WW1 and its aftermath Mark scheme June 2023 Version: 1.0 Final *236A7712/2a/MS* MARK SCHEME – A-LEVEL ENGLISH LITERATURE A – 7712/2A – JUNE 2023 2 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 – A-LEVEL ENGLISH LITERATURE A – 7712/2A – JUNE 2023 3 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 – A-LEVEL ENGLISH LITERATURE A – 7712/2A – JUNE 2023 4 7712/2A Mark Scheme – June 2023 Welcome to this mark scheme which is designed to help you deliver fair and accurate assessment. Please read carefully all sections and ensure that you follow the requirements that they contain. The significance of open book (AS Paper 2 Section B, A-level Paper 2 Section A and the second part of Section B) Examiners must understand that in marking an open book exam there are examining implications. Candidates 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 candidates have their texts in the examination room, examiners need to be alert to possible malpractice. The texts should not be annotated, but if examiners suspect that they have been or that notes from texts have been copied, they must alert the malpractice team. There are specific issues for AO2 – how meanings are shaped in texts. There is, with open book, the expectation that candidates can use the text they have in front of them to make specific and detailed reference to structural and organisational issues. Arriving at Marks 1. All questions are framed to address all the Assessment Objectives (AOs). Weightings are given above the generic mark scheme. Answers are marked holistically but, when deciding upon a mark in a band, examiners should bear in mind the relative weightings of the assessment objectives (see page 7) and be careful not to over/under credit a particular skill. This will be exemplified and reinforced as part of examiner training and standardisation. Examiners need to read the whole answer taking into account its strengths and weaknesses and then place it in the appropriate band. 2. Examiners should avoid making early snap judgements before the whole answer has been read. Some candidates begin tentatively but go on to make relevant points. 3. Examiners should be prepared to use the full mark range and not ‘bunch’ scripts in the middle for safety. Top band marks are attainable if candidates could not be expected to do more in the time and under the conditions in which they are working. 4. Examiners should mark positively. 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. 5. 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. 6. 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. 7. If answers are short or incomplete, examiners can only reward what is there and assess accordingly. Some further credit can be given to answers finished in note form. MARK SCHEME – A-LEVEL ENGLISH LITERATURE A – 7712/2A – JUNE 2023 5 Using the Mark Bands 8. When placing answers in mark bands, examiners need to look closely at the descriptors and the detailed generic mark bands on page 9. The key words for the bands are important and are printed below. MARK BAND DESCRIPTORS Band 5 perceptive/assured Band 4 coherent/thorough Band 3 straightforward/relevant Band 2 simple/generalised Band 1 largely irrelevant, largely misunderstood, largely inaccurate 9. Answers placed at the top of the band will securely address the descriptors; answers at the lower end of the band will securely address the descriptors below and begin to show the qualities of the band into which you are placing them. Careful judgements need to be made about marks in the middle of the range; here it is likely that the key descriptors will be more intermittent but still clearly evident. 10. There will be occasions when an answer addresses descriptors in different bands; in such cases, the ‘best-fit’ model applies. Here examiners will need to exercise a different kind of judgement, looking to see where the answer can be most fairly and appropriately placed in terms of its quality against the descriptors. 11. 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. Advice about marking specific sections 12. Examiners need to bear in mind the following key points when marking extract based questions: • has the candidate engaged in a relevant debate? • does the candidate have an overview of the extract(s)/text(s)? • has the candidate written about authorial method(s)? • has the candidate seen the significance of the extract(s)/text(s) in relation to the central historicist literary concept? • has the candidate quoted from the extract(s)/text(s) to support ideas? • the candidate’s AO1 competence. 13. Examiners need to bear in mind the following key points when marking questions based on single texts and compared texts: • has the candidate engaged in a relevant debate or constructed a relevant argument? • has the candidate referred to different parts of the extract(s)/text(s) to support their views? MARK SCHEME – A-LEVEL ENGLISH LITERATURE A – 7712/2A – JUNE 2023 6 • has the candidate seen the significance of the extract(s)/text(s) in relation to the central historicist literary concept? • has the candidate referred to authorial methods? • the candidate’s AO1 competence. In the case of a significant omission to an answer then the examiner should not give a mark higher than Band 4. MARK SCHEME – A-LEVEL ENGLISH LITERATURE A – 7712/2A – JUNE 2023 7 Annotation 14. Examiners should remember that annotation is directed solely to senior examiners. 15. In addition to giving a mark, examiners should write a brief summative comment indicating 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. 16. Please remember that scripts can 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: Annotation Name Toolbar Image Details Examples of Use on Script Y/N Annotation Type: Stamp Correct Toolbar Tooltip: Correct Positive points that make a material difference to the success of the answer Y Seen Toolbar Tooltip: Seen To acknowledge plans and footnotes. Not to be used on blank pages Y Green Empty Comment Toolbar Tooltip: Green Empty Comment No Default Text – text shown in screenshot was typed into annotation by user. For formative annotation where necessary and for the summative comment. These should be formed so as to not obscure the student’s answer. Y LackOfClarity Toolbar Tooltip: Lack of Clarity For unclear/irrelevant points, unclear line of argument, problematic expression etc. Y FactualInaccuracy Toolbar Tooltip: Factual Inaccuracy For factual inaccuracy only, not issues with SPaG. Use only to indicate serious factual errors. Y MARK SCHEME – A-LEVEL ENGLISH LITERATURE A – 7712/2A – JUNE 2023 8 You can use words and phrases from the Mark Scheme and/or your own when using the purple comment box. However: • Comments and key words MUST correspond to the mark given (see 'headline' descriptors for Bands 1 to 5). • You may use ellipsis where appropriate but avoid excessive abbreviation and adopting your own private code. • Team Leader and Awarding examiners MUST be able to read and decode your comments easily. Centres and students must also be able to understand comments easily. • Please adopt and sustain a professional style relevant to the Mark Scheme when annotating. • Your marked scripts should look EXACTLY like the Model Marked Scripts used at Standardisation. Please do not deviate from this guidance or attempt to use additional symbols. 18. Use the Model Marked Script for guidance. The Assessment Objectives and their significance 19. All questions are framed to test AOs 2, 3, 4 and 5, so if candidates answer the question, then they will be addressing the AOs. In marking questions, however, examiners must also take account of AO1, which tests more than technical accuracy. The AOs are as follows: AO5 Explore literary texts informed by different interpretations. (12%) AO4 Explore connections across literary texts. (12%) AO3 Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received. (24%) AO2 Analyse ways in which meanings are shaped in literary texts. (24%) AO1 Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression. (28%) Weightings for each question are as follows: AO5: 3 marks AO4: 3 marks AO3: 6 marks AO2: 6 marks AO1