AQA AS ENGLISH LITERATURE A 7711/2 Paper 2 Love through the ages: Prose Version: 1.0 Final IB/H/Jun23/E6 7711/2/ QUESTION PAPER & MARKING SCHEME/ [MERGED] Marl( scheme June 2023

AQA AS ENGLISH LITERATURE A 7711/2 Paper 2 Love through the ages: Prose Version: 1.0 Final IB/H/Jun23/E6 7711/2 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 each of the set texts you have studied for Section B. 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 7711/2. • Do all rough work in your answer book. Cross through any work you do not want to be marked. • Answer the question in 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 connections across the texts you have studied – explore different interpretations of your texts. AS ENGLISH LITERATURE A Paper 2 Love through the ages: Prose 2 IB/H/Jun23/7711/2 Section A: Unseen prose Answer the question in this section. 0 1 Call Me By Your Name by André Aciman was published in 2007. In this extract the narrator, a young man called Elio, is talking with his father. Elio has met and had a summer romance with Oliver, who has stayed with Elio’s family in Italy while studying. Oliver has now returned to his home in America. Examine the view that Aciman presents the father as dominating and intrusive when giving advice to his son. Make close reference to the writer’s methods in your answer. [25 marks] He was about to tap his cigarette and, in leaning toward the ashtray, he reached out and touched my hand. “What lies ahead is going to be very difficult,” he started to say, altering his voice. His tone said: We don’t have to speak about it, but let’s not pretend we don’t know what I’m saying. Speaking abstractly was the only way to speak the truth to him. “Fear not. It will come. At least I hope it does. And when you least expect it. Nature has cunning ways of finding our weakest spot. Just remember: I am here. Right now you may not want to feel anything. Perhaps you never wished to feel anything. And perhaps it’s not with me that you’ll want to speak about these things. But feel something you did.” I looked at him. This was the moment when I should lie and tell him he was totally off course. I was about to. “Look,” he interrupted. “You had a beautiful friendship. Maybe more than a friendship. And I envy you. In my place, most parents would hope the whole thing goes away, or pray that their sons land on their feet soon enough. But I am not such a parent. In your place, if there is pain, nurse it, and if there is a flame, don’t snuff it out, don’t be brutal with it. Withdrawal can be a terrible thing when it keeps us awake at night, and watching others forget us sooner than we’d want to be forgotten is no better. We rip out so much of ourselves to be cured of things faster than we should that we go bankrupt by the age of thirty and have less to offer each time we start with someone new. But to feel nothing so as not to feel anything—what a waste!” I couldn’t begin to take all this in. I was dumbstruck. “Have I spoken out of turn?” he asked. I shook my head. “Then let me say one more thing. It will clear the air. I may have come close, but I never had what you had. Something always held me back or stood in the way. How you live your life is your business. But remember, our hearts and our bodies are given to us only once. Most of us can’t help but live as though we’ve got two lives to live, one is the mockup, the other the finished version, and then there are all those versions in between. But there’s only one, and before you know it, your heart is worn out, and, as for your body, there comes a point when no one looks at it, much less wants to come near it. Right now there’s sorrow. I don’t envy the pain. But I envy you the pain.” 3 IB/H/Jun23/7711/2 Turn over ► He took a breath. “We may never speak about this again. But I hope you’ll never hold it against me that we did. I will have been a terrible father if, one day, you’d want to speak to me and felt that the door was shut or not sufficiently open.” I wanted to ask him how he knew. But then how could he not have known? How could anyone not have known? “Does Mother know?” I asked. I was going to say suspect but corrected myself. “I don’t think she does.” His voice meant, But even if she did, I am sure her attitude would be no different than mine. We said good night. On my way upstairs I vowed to ask him about his life. We’d all heard about his women when he was young, but I’d never even had an inkling of anything else. Was my father someone else? And if he was someone else, who was I? Turn over for Section B 4 IB/H/Jun23/7711/2 Section B: Comparing prose texts Answer one question in this section. Either 0 2 ‘In prose fiction, love always challenges those who experience it.’ By comparing two prose texts, explore the extent to which you agree with this statement. [25 marks] or 0 3 ‘In prose fiction, lovers experience more suffering than joy.’ By comparing two prose texts, explore the extent to which you agree with this statement. [25 marks] END OF QUESTIONS 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. *236a7711/2* AS ENGLISH LITERATURE A 7711/2 Paper 2 Love through the ages: Prose Mark scheme June 2023 Version: 1.0 Final *236a7711/2/MS* MARK SCHEME – AS ENGLISH LITERATURE A – 7711/2 – 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 – AS ENGLISH LITERATURE A – 7711/2 – 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