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Learning from the June & November 2019 Exams: AQA English Language Paper 2

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Hello everybody and welcome to this video
on AQA English Language paper 2. Now the November re-sit results came out last
week, and with them the examiners’ reports. In today’s video I will take you through
some of the key points from the examiners’ reports for 2019, from both the November and
the June exams. QUESTION 2: If you’ve seen my animated videos you’ll
know that question 2 is about inferring or interpreting meaning. One good approach is (for example in a question
about summarising differences) to find a point of difference, back it up with relevant quotations
and then ask yourself ‘given that this is the difference, what does this lead me to
realise about what I’ve been asked to focus on’?. That last bit is where the inference comes
in. However, what I want to focus on for this
video is how the June 2019 report gave a helpful tip on how you might achieve this. It said: ‘Encouraging students to write in detail
is an approach well worth adopting, as it can often be the means of moving up a level. For example, a student working at level 2
might typically attempt to make one inference, and then move on to make a separate point. However, by focusing and commenting further
on the same point, the student is more likely to provide the explanation they need to meet
the criteria for ‘clear’ at level 3. By the same token, a student working at level
3, by engaging in more detail with the same point and looking to extend and develop their
comment with further inferences, is in a better position to move into level 4. Coaching students in the patience required
to add depth and detail to their responses can only be a positive way forward for all
abilities.’ OK so that’s great, but remember, as an
8 mark question you’re only going to spend 10 minutes or so on question 2, but those
points you do make in that time should be covered in detail. QUESTION 3 is the language analysis question
in paper 2, and the key point here is to contextualise your comments:. Let me give an example of what I mean by that. One of the past papers had some colour imagery
in the source, for example the description of a car as white (that’s not what it was
– I don’t give away specifics about the papers, because you’re likely to sit them
for your mocks). But with that as an example, many students
jumped on the colour white and wrote things like: ‘The car is white because it is innocent,
pure, angelic or fragile. Now you can see what was happening here – students
were using what they knew about colour imagery, but not really thinking about the extract
itself. This type of ‘one size fits all’ approach
to language analysis does not support students in making clear, contextualised, specific
comments on the effects of writers’ choices of language.’ In other words, you can’t just go in with
pre conceived ideas about language and its effects: the effect you write about should
be specific to the source you’re analysing. Question 4:
In question 4, about the writers’ viewpoints and perspectives, it’s important to identify
not just the perspective but the method used to present it. A great approach here is this:
Step 1: What ARE the attitudes Step 2:: What methods are used to present
the attitudes? Step 3: Analysis of WHY those methods are
used Question 5:
Form is important Again, something I go through in my videos,
which came up in the November report, is the importance of form. The report stated that ‘The range of forms
expected of students in response to the task in Question 5 is relatively limited and it
is therefore anticipated that students will make some attempt to adapt the tone, style
and register of their writing to match the audience, purpose and form in the task. Whilst many students were able to do just
that, and write lively and engaging articles, there were too many examples of students writing
letters to indiscriminate recipients, or writing speeches for unspecified events. Some evidence of being aware of the correct
form and adapting the style appropriately to the task is required to reach the higher
marks.’ I have a video on form, which I will link
at the end of this video. Secondly, students are not required to cover
every thread in the statement in their response – selecting one of two threads can lead to
a clearer argument. For example, let’s look at a sample question
5 (again, this wasn’t the one from the exam): ‘School uniform has no place in modern education. It is old fashioned, expensive and uncomfortable. Its excessive price puts parents under extreme
financial pressure, and it does not prepare students for their future workplace.’ Write a letter to your head teacher in which
you argue for the abolition of school uniform. In that question you would not have to write
one section about uniform being old fashioned, then another about it being expensive, another
on it being uncomfortable, another about the financial pressure and finally a section on
it not preparing students for the future workplace. The Nov 2019 report stated that ’students
who were able to offer extended ideas, particularly if they became more complex as they developed’
did better than students who tried to cover every single thread of the question and, in
doing so, were unable to write in depth.

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11 thoughts on “Learning from the June & November 2019 Exams: AQA English Language Paper 2”

  1. SuperSam says:

    No.1 tip

    REVISE!

  2. Dave d'Video Maker says:

    I struggle to come up with ideas for question 5. This is the reason why I only got 8 out of 24 in the mock for content and organisation.

  3. skai says:

    i got a 5 2 marks off a 6 in it on the mocks i really want a 7/8

  4. •Ariana grande Fan• says:

    Amazing very useful ❤️

  5. The Real Miss Juicy x says:

    I don’t understand extended metaphors or how to structure them at all please can you do a whole video on them!

  6. Ibn Qais says:

    English is bull

    Best writers are good at blaggin

  7. Noman Khan says:

    for the poems and AICalls

    if i copy the analysis word for word in the exam(if it comes up) and the exam board finds out or anything can somethin happen to me?

  8. ZedTV says:

    Hey Mr bruff

    Firstly, thank you for all your supportive videos, it’s really helping me prep for the 2020 GCSE exams.

    Recently in my Mocks I did a English Lang Q5 which i was really impressed with getting 30 marks (18+12) I did a video on this on my channel but I was wondering if you wanted to use this as an video. It would greatly help me and I hope you can use it to your advantage to support others. If you want me to I could send you a clean copy on a written out world document if it helps.
    Keep up the great work!
    All the best

  9. Irfan Iqbal says:

    Wanted to say thank you wanted a 5-6 but you helped me get a 4 in this November’s exam.

  10. Unknown Person says:

    Mr gruff you got Frankenstein

  11. Amelia Woodcock says:

    Got my mock exam on paper 2 next week. Wish me luck! Your videos have been a godsend 🥰

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