MARK SCHEME – A-LEVEL FRENCH – 7652 2 – JUNE 2021

A-level FRENCH 7652/2 Paper 2 Writing Mark scheme June 2021 Version : 1.0 Final *216A7652/2/MS* 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 © 2021 AQA and its licensors. All rights reserved.. 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. Assessment criteria Each assessment objective should be assessed independently. Students are advised to write approximately 300 words per essay. Everything that students write must be assessed; there is no word limit. Students writing the recommended length have access to the full range of marks. AO3 17–20 The language produced is mainly accurate with only occasional minor errors. The student shows a consistently secure grasp of grammar and is able to manipulate complex language accurately. The student uses a wide range of vocabulary appropriate to the context and the task. 13–16 The language produced is generally accurate, but there are some minor errors. The student shows a generally good grasp of grammar and is often able to manipulate complex language accurately. The student uses a good range of vocabulary appropriate to the context and the task. 9–12 The language produced is reasonably accurate, but there are a few serious errors. The student shows a reasonable grasp of grammar and is sometimes able to manipulate complex language accurately. The student uses a reasonable range of vocabulary appropriate to the context and the task. 5–8 The language produced contains many errors. The student shows some grasp of grammar and is occasionally able to manipulate complex language accurately. The student uses a limited range of vocabulary appropriate to the context and the task. 1–4 The language produced contains many errors of a basic nature. The student shows little grasp of grammar and is rarely able to manipulate complex language accurately. The student uses a very limited range of vocabulary appropriate to the context and the task. 0 The student produces nothing worthy of credit. Minor errors are defined as those which do not affect communication. Serious errors are defined as those which adversely affect communication. Minor errors include: incorrect but close to correct spellings incorrect genders and consequential errors of agreement incorrect or missing accents unless these alter the meaning. Serious errors include: incorrect verb forms especially irregular forms incorrect use of pronouns missing or incorrect agreements of adjectives or past participles. Complex language includes: use of pronouns of all types tenses that support conceptual complexity (as in si sentences) connectives supporting a range of subordinate clauses including those requiring subjunctive constructions with verbs and verbs followed by infinitive with correct preposition use of present and past participles. The above examples are neither prescriptive nor exhaustive. AO4 17–20 Excellent critical and analytical response to the question set Knowledge of the text or film is consistently accurate and detailed. Opinions, views and conclusions are consistently supported by relevant and appropriate evidence from the text or film. The essay demonstrates excellent evaluation of the issues, themes and the cultural and social contexts of the text or film studied. 13–16 Good critical and analytical response to the question set Knowledge of the text or film is usually accurate and detailed. Opinions, views and conclusions are usually supported by relevant and appropriate evidence from the text or film. The essay demonstrates good evaluation of the issues, themes and the cultural and social contexts of the text or film studied. 9–12 Reasonable critical and analytical response to the question set Knowledge of the text or film is sometimes accurate and detailed. Opinions, views and conclusions are sometimes supported by relevant and appropriate evidence from the text or film. The essay demonstrates reasonable evaluation of the issues, themes and the cultural and social contexts of the text or film studied. 5–8 Limited critical and analytical response to the question set Some knowledge of the text or film is demonstrated. Opinions, views and conclusions are occasionally supported by relevant and appropriate evidence from the text or film. The essay demonstrates limited evaluation of the issues, themes and the cultural and social contexts of the text or film studied. 1–4 Very limited critical and analytical response to the question set A little knowledge of the text or film is demonstrated. Opinions, views and conclusions are rarely supported by relevant and appropriate evidence from the text or film. The essay demonstrates very limited evaluation of the issues, themes and the cultural and social contexts of the text or film studied. 0 The student produces nothing worthy of credit in response to the question. Annotations for essay marking: Tick = content point considered in award of AO4 mark REP = repetition ? = unclear IRRL = irrelevant SEEN = examiner has seen the page (where no other annotations appear) 0 1 0 1 Molière : Le Tartuffe Analysez comment Molière traite de la lutte entre les sexes dans cette pièce. [40 marks] Possible content • Orgon and Elmire’s relationship is affected by their separate quests for the truth. • Elmire still loves Orgon despite how Tartuffe affects his behaviour towards her and his family. • Tartuffe attempts to seduce Elmire to gain power within the family. • Elmire uses Tartuffe’s seduction of her to expose him for the fraud that he is. • Orgon believes that he is the patriarch of the family but Madame Pernelle is the distant and domineering matriarch. • Even though Madame Pernelle is domineering, they both believe in Tartuffe. • When Tartuffe is exposed as a fraud, Madame Pernelle blames Orgon for her being duped. • Valère and Mariane’s relationship is threatened by older men and can be viewed as a battle between different generations. • Elmire’s love for Orgon and Valère and Mariane’s relationship are threatened by Tartuffe’s influence and they fight for these relationships. • Dorine striving to influence the decisions her masters make shows a conflict of power of class as well as a battle of the sexes. • Elmire exposing Tartuffe as a fraud is a victory for truth and a victory over the patriarchy. • The relationship between Valère and Mariane is not an example of conflict between sexes but an affirmation of true love. 0 1 . 2 « La principale motivation des personnages de cette pièce est le contrôle des autres. » Dans quelle mesure êtes-vous d’accord avec ce jugement ? [40 marks] Possible content • Tartuffe attempts to control Orgon’s family by controlling Orgon himself. • Orgon’s children become less important to him as Tartuffe’s control over him grows. • Elmire’s love for her family forces her to resist Tartuffe’s attempts to control it. • Tartuffe also controls the family by influencing the dynamics of the relationships between Orgon and Elmire and Valère and Mariane. • Tartuffe strengthens his control over Orgon by ensuring that his domineering mother, Madame Pernelle, believes in Tartuffe’s piety. • Characters’ moral authority and religious beliefs are judged by opposing characters to assert control over others. • Orgon and Tartuffe are patriarchal characters who both try to assert their authority over female characters. • Elmire usurps Tartuffe and Orgon’s attempts to assert their authority by exposing Tartuffe as a fraud and Orgon as being duped by him. • Orgon’s patriarchal authority is undermined by Madame Pernelle’s domineering personality. • Tartuffe ignores and attempts to control the women and people of a lower social class as they attempt to expose the truth about him. • Characters attempt to control and expose those they consider to be less pious than themselves. • As Tartuffe is finally exposed as a fraud, Orgon’s patriarchal authority is undermined and Elmire develops matriarchal authority over the family. 0 2 0 2 0 2 Voltaire : Candide « En critiquant l’Optimisme, Voltaire nous présente une image pessimiste du monde. » Dans quelle mesure ce jugement est-il valable ? [40 marks] Possible content • Pessimistic view of the world through the negative experiences of the characters. • The brutality of war and its destructive effects. • Innocent victims of disasters perish through no fault of their own. • Abuse of political power and victims of this abuse. • The negative effects of institutionalised religion. • Slavery, exploitation and sexual abuse. • Pessimism may be seen to be counter-balanced by Voltaire’s treatment of this negative content. • His use of humour; irony; satire; exaggeration and hyperbole. • The more hopeful message at the conclusion of the story – « il faut cultiver notre jardin » – is fundamentally a message of hope. • Practical occupations bring more benefits than philosophising. • A recipe for living in harmony. . 2 Analysez les aspects de cet ouvrage qui le rendent satirique. [40 marks] Possible content • Main target of satire is the philosophy of Optimism represented by Pangloss. • He doggedly sticks to his belief in this despite all the evidence to the contrary. • Doubts voiced by Candide are met by counter-arguments from Pangloss defending Optimism. • The vehicle for philosophical satire allows Voltaire to satirise other aspects of the human condition and human life. • Attack on organised religion and the Roman Catholic Church – the intolerance of religious sects. • The abuses and injustices where religious organisations have wealth and power (the Inquisition; the Grand Inquisitor and the Jesuits of Paraguay). • Monasticism through the character of Frère Giroflée and his life of bitter frustration. • Horrors and folly of war are a target for satire; Candide’s recruitment into the Bulgarian army. • War is cruel and brutal but Voltaire also attacks the stupidity that causes war and the hypocrisy surrounding it. Wars are fought for trivial reasons that make a mockery of the suffering caused. Satire of life in Paris, its follies and vices. 0 3 0 3 0 3 Guy de Maupassant : Boule de Suif et autres contes de la guerre Analysez comment la structure du conte Boule de Suif contribue à son succès. [40 marks] Possible content • An appreciation and understanding of the overall structure. • The journey to Tôtes; the delay in Tôtes; the departure from Tôtes – the linear structure of the story respects the linear nature of the journey. • Attention is concentrated on a small community of travellers. • Introduction of the significantly chosen characters involved in the story. • Attitudes towards Boule de Suif and her generosity in sharing her food. • The changing atmosphere in Tôtes; support for Boule de Suif’s patriotic stance initially. • Self-interest takes over and the dynamic changes. • Tension and suspense are built up within this middle section of the story. • Boule de Suif’s sacrifice and the journey resumes. • Contrasts between this second and the first stage in the journey – the reversal. • Hypocrisy and selfishness of Boule de Suif’s companions. • Boule de Suif isolated and abandoned. . 2 « Maupassant s’intéresse à des gens ordinaires qui se trouvent dans des situations extraordinaires. » En vous référant à au moins deux contes, expliquez si vous êtes d’accord ou pas avec ce jugement. [40 marks] Possible content • Content cannot be precisely defined given that the question allows for candidate’s choice of evidence. • Explanation/justification of choice of stories. • The ordinariness of the character(s) involved in first choice of story. • Aspects of everyday life and how this is affected by war. • In Deux Amis the two friends miss their fishing expeditions and see the opportunity to enjoy an outing once more despite the war. • In La mère Sauvage the mother misses her son but gets on with her life. • Explanation of what makes their situation extraordinary. • In Deux Amis the two friends suddenly find themselves the captives of the German soldiers and show immense courage. • In La mère Sauvage the mother loses her son in the war and displays her bravery. • How Maupassant explores and exploits this for social and/or political comment. What the character(s) represent(s). The stories chosen may provide a contrast or may be very similar. 0 4 0 4 0 4 Albert Camus : L’étranger Analysez dans quelle mesure Meursault est responsable de sa propre mort. [40 marks] Possible content • Meursault commits the crime of murder when he kills the Arab at the beach. • He shoots the Arab five times even if the motive to do so is unclear. • Initially sees the whole legal process as a game – not taken seriously. • Does not give his lawyer the answers to the questions that are expected. • Will not say that he believes in God because he doesn’t. • Meursault is not responsible for his witnesses and how they are manipulated by the prosecution. • Trial becomes a combat between the prosecution and defence. • Meursault senses he is not part of his own trial. • Meursault shows no remorse and is seen as having no soul. • He refuses the ‘help’ of the prison chaplain. • Meursault is responsible for his death in so far as he refuses to follow the rules of society and play by these. • Meursault’s honesty during the trial makes him responsible for his own death. . 2 « A cause de son indifférence envers tout, Meursault est incapable de connaître des sentiments humains. » Dans quelle mesure ce jugement est-il justifié ? [40 marks] Possible content • Is Meursault « indifférent envers tout » ? – this part of the quotation might be challenged but more likely candidates will offer evidence to support the view. • Attitude to promotion; attitude to the prospect of marrying Marie; response to Marie’s questioning if he loves her. • Apparently indifferent attitude to mother’s death; to relationship with Raymond. • Meursault however can and does experience human feelings. • The pleasure of making love with Marie. • The pleasure of swimming and sunbathing. • Eating and drinking afford him pleasure. • Meursault is responsive to physical experiences. • The effect of the sun and the heat at the funeral and at the beach before he shoots the Arab. • Meursault experiences fear when confronted by the juge d’instruction. • He is tormented by his desire for women when he is in prison. When he hears the sounds of evening he remembers the time when he was happy. Meursault admits to the prison chaplain that he feels afraid. 0 5 0 5 Françoise Sagan : Bonjour Tristesse « Bonjour Tristesse s’intéresse principalement aux expériences des adultes. » Dans quelle mesure êtes-vous d’accord avec ce jugement ? [40 marks] Possible content • Raymond’s role as a father to Cécile is central to the plot of the novel. • Raymond and Anne’s differing approaches to parenthood are scrutinised. • Traditional and non-traditional approaches to parenthood, and thus moral authority, is a central theme of the novel. • The relationships between Raymond, Anne and Elsa are more complex and have more depth than the relationship Cécile has with Cyril. • The choices that the adults make in the novel show they are more complex and nuanced characters. • The bad choices Cécile makes are more understandable due to her youth and naivety and are therefore less of a concern for the reader. • The novel is written from the viewpoint of Cécile which therefore puts her at the centre of the action. • Cécile is central to all the relationships between the characters in the novel. • Cécile becoming aware of the consequences of her actions and the possible implications on her future is a focus of the novel. • Even though the adults influence Cécile, the novel focuses primarily on her actions, not on the causes of the actions. • The lack of clear parental guidance affects Cécile’s behaviour and actions which subsequently affect the lives of all characters, young and old. • The novel does not focus on the characters’ experiences but on the choices they make and the subsequent consequences. 0 5 . 2 Analysez comment Sagan explore le thème de la moralité dans ce roman. [40 marks] Possible content • At the beginning of the novel Raymond sees ‘sin as being the only colour in life’. • The absence of a strong mother figure for Cécile results in a lack of moral guidance. • Anne’s more traditional views of love and parenthood question the more liberal views of Cécile and Raymond. • Raymond sees that Anne’s traditional values and her love for him could lead to a happier and more stable life. • Anne represents traditional moral values and tries to break up the relationship between Raymond and Elsa. • Elsa does not seem to develop moral awareness in the novel. She conspires with Cécile to oust Anne from their lives. • Cécile admires Anne for her beliefs but sees them as a threat to her relationship with Raymond. • Cécile reacts to this potential threat to create situations that lead to Anne’s death. • Cécile’s regret for the consequences of her actions that led to Anne’s death shows some understanding of the morality of her choices. • Anne’s suicide would have been considered immoral at the time. • After the death of Anne, the characters are aware of the moral implications of their actions, but soon return to being the amoral characters they were at the beginning of the novel. • Raymond’s laissez-faire approach to parenthood and superficial relationships would have been considered immoral at the time.