2024_AQA: A-level FRENCH Paper 2 Writing (Merged Question paper and marking scheme): Wednesday 19 June 2024 A-level

2024_AQA: A-level FRENCH Paper 2 Writing (Merged Question paper and marking scheme): Wednesday 19 June 2024 A-level FRENCH Paper 2 Writing Wednesday 19 June 2024 Materials For this paper you must have:  an AQA 16-page answer book. Instructions  Use black ink or black ball-point pen. Morning Time allowed: 2 hours  Write the information required on the front of your answer book. The Paper Reference is 7652/2.  Answer two questions. You must not answer both questions on the same book or film.  Answer either two questions from Section A or one question from Section A and one question from Section B.  Answer both questions in French. Information  The marks for each question are shown in brackets.  The maximum mark for this paper is 80.  You must not use a dictionary during this test.  You must not have access to any book or film. Advice  Do all rough work in the answer book. Cross through any work you do not want to be marked.  Write approximately 300 words for each question. A-level French Paper 2: Writing –June 2025 Key Areas to Revise Overview: Paper 2 assesses your ability to write in French, testing your skills in expressing ideas and opinions clearly and coherently. This paper involves two sections: one based on a literary text and/or film from your studies and the other requiring you to write an essay on a broader theme. The exam will test your ability to engage critically with the text or film and to demonstrate your writing proficiency through structured arguments, clear analysis, and detailed responses. Key Areas to Revise: 1. Literary and Film Analysis:  Understanding Themes and Motifs: Revise the main themes and motifs of the texts and films you’ve studied. This could include themes like love, identity, political resistance, social issues, or cultural change. Focus on how the themes develop throughout the work and the significance of specific scenes or passages.  Character Analysis: Make sure you can describe key characters, their motivations, relationships, and how they evolve. Consider how the characters’ actions or dialogue contribute to the themes of the work.  Structure and Style: Pay attention to the structure of the text or film. How does the author/director create tension, develop characters, or highlight key themes? Consider narrative techniques like flashbacks, unreliable narration, or visual symbolism in films. In literature, focus on the use of language, tone, and stylistic devices. 2. Essay Writing on Broader Themes:  Essay Structure: Ensure you can write a clear, structured essay with an introduction, body paragraphs, and a conclusion. Each paragraph should cover a specific point or argument, supported by evidence (either from the text/film or from your own knowledge). The essay should have a logical flow, and you should use linking words and connectors (e.g., en effet, cela dit, par conséquent) to guide the reader.  Argument Development: Focus on developing your arguments clearly and systematically. Take a stance on the topic and provide a balanced view if necessary. For instance, if you’re asked about social issues, present both sides of the argument before concluding with your own opinion.  Key Topics to Revise: o Identity and Belonging: How do characters in your chosen texts or films navigate their sense of identity? How is identity shaped by society, culture, or history? o Social Issues: Revisit topics such as immigration, gender roles, or family structures. Understand the portrayal of these issues in the text or film and be ready to analyze their significance. o Cultural Context: Be familiar with French culture, history, and society. You may be asked to compare cultural aspects in your essay, so having knowledge of French customs, traditions, and social norms will be useful. 7652/2 IB/M/Jun24/G4006/E4 2 Section A Books 0 1 Molière : Le Tartuffe Either 0 1 . 1 « Au moment où Tartuffe entre en scène, les spectateurs ont l’impression qu’ils le connaissent déjà. » Jusqu’à quel point êtes-vous d’accord avec ce jugement ? [40 marks] or 0 1 . 2 Analysez comment Orgon crée le conflit et la division dans sa famille et sa maison. [40 marks] 0 2 Voltaire : Candide Either 0 2 . 1 Analysez les raisons pour lesquelles Voltaire a écrit Candide. [40 marks] or 0 2 . 2 « L’exagération est un aspect clé du style de Voltaire dans Candide. » Dans quelle mesure êtes-vous d’accord avec ce jugement ? [40 marks] IB/M/Jun24/7652/2 3 0 3 Guy de Maupassant : Boule de Suif et autres contes de la guerre Either 0 3 . 1 Analysez comment la guerre influence les attitudes et le comportement de ceux qui voyagent avec Boule de Suif. [40 marks] or 0 3 . 2 En vous référant à deux contes, analysez comment, selon Maupassant, les officiers dans l’armée prussienne sont différents des soldats. [40 marks] 0 4 Albert Camus : L’étranger Either 0 4 . 1 Analysez les raisons pour lesquelles on devrait considérer Meursault comme un étranger dans ce roman. [40 marks] or 0 4 . 2 Analysez la situation des Arabes en Algérie présentée par Albert Camus dans ce roman. [40 marks] Turn over ► IB/M/Jun24/7652/2 4 0 5 Françoise Sagan : Bonjour Tristesse Either 0 5 . 1 « Le roman de Sagan semble promouvoir un mode de vie tout à fait immoral. » Jusqu’à quel point, à votre avis, ce jugement est-il valable ? [40 marks] or 0 5 . 2 Analysez la manière dont Cécile traite les autres personnages féminins du roman. [40 marks] 0 6 Claire Etcherelli : Elise ou la vraie vie Either 0 6 . 1 Analysez les rapports entre Elise et Anna dans Elise ou la vraie vie. [40 marks] or 0 6 . 2 Analysez les injustices de la vie présentées par Etcherelli dans Elise ou la vraie vie. [40 marks] IB/M/Jun24/7652/2 5 0 7 Joseph Joffo : Un sac de billes Either 0 7 . 1 « En écrivant ce roman, Joffo paraît raconter son passé d’une manière plutôt détachée des événements. » Dans quelle mesure êtes-vous d’accord avec ce jugement ? [40 marks] or 0 7 . 2 Analysez comment Jo et Maurice s’adaptent à leur nouvelle vie quand ils doivent quitter Paris. [40 marks] 0 8 Faïza Guène : Kiffe kiffe demain Either 0 8 . 1 Analysez les aspects positifs et négatifs de la communauté dans laquelle Doria vit. [40 marks] or 0 8 . 2 Analysez dans quelle mesure Doria devient plus mûre au cours du roman. [40 marks] Turn over ► IB/M/Jun24/7652/2 6 0 9 Philippe Grimbert : Un secret Either 0 9 . 1 Analysez les défis et les difficultés auxquels les Juifs doivent faire face dans le roman Un Secret. [40 marks] or 0 9 . 2 Analysez comment le narrateur est affecté par les découvertes qu’il fait au cours du roman. [40 marks] 1 0 Delphine de Vigan : No et moi Either 1 0 . 1 « Les thèmes principaux de No et moi sont la marginalisation et la vulnérabilité ». Dans quelle mesure êtes-vous d’accord avec ce jugement ? [40 marks] or 1 0 . 2 Analysez les raisons pour lesquelles l’amitié se développe entre No et Lou. [40 marks] END OF SECTION A IB/M/Jun24/7652/2 7 Section B Films 1 1 François Truffaut : Les 400 coups Either 1 1 . 1 Analysez les aspects de ce film qui l’ont rendu si innovateur en 1959. [40 marks] or 1 1 . 2 Analysez pour quelles raisons Antoine est impatient de s’échapper de sa famille et de trouver la liberté. [40 marks] 1 2 Louis Malle : Au revoir les enfants Either 1 2 . 1 Analysez comment Malle présente le thème de l’amitié dans ce film. [40 marks] or 1 2 . 2 Analysez dans quelle mesure Malle, en tournant Au revoir les enfants, crée un film réaliste. [40 marks] Turn over ► IB/M/Jun24/7652/2 8 1 3 Mathieu Kassovitz : La Haine Either 1 3 . 1 Analysez les avantages et les désavantages de présenter ce film en noir et blanc. [40 marks] or 1 3 . 2 « La violence et l’agression qui sont omniprésentes dans La Haine rendent le film difficile à regarder. » Dans quelle mesure êtes-vous d’accord avec ce jugement ? [40 marks] 1 4 Cédric Klapisch : L’auberge espagnole Either 1 4 . 1 Analysez dans quel sens Xavier, quand il quitte Barcelone, n’est plus le même jeune homme que quand il était arrivé. [40 marks] or 1 4 . 2 Analysez les effets de leur séparation sur les rapports entre Xavier et Martine. [40 marks] IB/M/Jun24/7652/2 9 1 5 Jean-Pierre Jeunet : Un long dimanche de fiançailles Either 1 5 . 1 Analysez comment Jeunet, dans ce film, explore la vie dans les tranchées pendant la guerre. [40 marks] or 1 5 . 2 Analysez les contrastes entre les personnages de Mathilde et Tina dans ce film. [40 marks] 1 6 Laurent Cantet : Entre les murs Either 1 6 . 1 « Dans ce film, Monsieur Marin paraît avoir une idée confuse en ce qui concerne son rôle de professeur. » Dans quelle mesure êtes-vous d’accord avec ce jugement ? [40 marks] or 1 6 . 2 Analysez dans quelle mesure les élèves et les professeurs doivent faire face à plusieurs problèmes dans ce film. [40 marks] END OF QUESTIONS IB/M/Jun24/7652/2 10 There are no questions printed on this page IB/M/Jun24/7652/2 11 There are no questions printed on this page IB/M/Jun24/7652/2 12 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 © 2024 AQA and its licensors. All rights reserved. IB/M/Jun24/7652/2 A-level FRENCH 7652/2 Paper 2 Writing Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2024 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. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. 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 © 2024 AQA and its licensors. All rights reserved. 2 MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2024 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. 3 MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2024 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. 4 MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2024 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 5 MARK SCHEME – A-LEVEL FRENCH – 7652/2 – JUNE 2024 Section A Books 0 1 Molière : Le Tartuffe 0 1 . 1 « Au moment où Tartuffe entre en scène, les spectateurs ont l’impression qu’ils le connaissent déjà. » Jusqu’à quel poin