Aqa A-Level French Paper 2 Latest Version

AQA A-LEVEL FRENCH PAPER 2 MARK SCHEME VERIFIED SOLUTION A-level FRENCH 7652/2 Paper 2 Writing Mark scheme June 2021/2022 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) 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. . « 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