Official June 2024 AQA AS ENGLISH LANGUAGE 7701/2 Paper 2 Language varieties Merged Question Paper + Mark Scheme Ace your Mocks!!! IB/G/Jun24/G4005/E6 7701/2 Monday 20 May 2024 Morning Time allowed: 1 hour 30 minutes Materials For this paper you must have: • an AQA 12-page answer book. Instructions • Use black ink or black ball-point pen. • Write the information required on the front of your answer book. The Paper Reference is 7701/2. • There are two sections: – Section A: Language diversity – Section B: Language discourses. • Answer either Question 1 or Question 2 from Section A. Answer Question 3 from Section B. • Do all rough work in your answer book. Cross through any work you do not want to be marked. Information • The maximum mark for this paper is 70. • The marks for questions are shown in brackets. • There are 30 marks for either Question 1 or Question 2. There are 40 marks for Question 3. • You will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. Advice • It is recommended that you use: – about 40 minutes writing your Section A answer – about 50 minutes writing your Section B answer. AS ENGLISH LANGUAGE Paper 2 Language varieties 2 IB/G/Jun24/7701/2 Section A Language diversity Answer one question from this section. Either 0 1 Discuss the idea that there is a connection between a person’s social class and the language they use. In your answer you should discuss concepts and issues from language study. You should use your own supporting examples and the data in Text A, below. Text A is the opening of an article from Country Living magazine. [30 marks] Text A 3 IB/G/Jun24/7701/2 Turn over ► or 0 2 Discuss the idea that women play a subordinate role in conversations with men. In your answer you should discuss concepts and issues from language study. You should use your own supporting examples and the data in Text B, below. Text B is a transcript of a conversation between two men, Edward and Richard, and one woman, Kate. [30 marks] Text B Transcription key: (.) pause of less than a second simultaneous speech [italics] contextual information Edward: has anyone got any nice plans for the summer holidays Kate: erm (.) ooh [sounding surprised] not yet actually no no Richard: I do we did book a holiday to Spain but we had to cancel it Kate: ohhh [sounding sympathetic] yeah 5 Richard: yeah (.) so unfortunately Kate: it’s just so unpredictable (.) yeah Turn over for Section B 4 IB/G/Jun24/7701/2 Section B Language discourses Answer Question 3. 0 3 Text C is an extract from a newspaper article about using appropriate language when applying for a job. Write an article in which you discuss the idea that a person should adapt their language to fit different contexts. You should refer to ideas from language study. Before writing your article you should state your intended audience. [40 marks] Text C END OF QUESTIONS 5 IB/G/Jun24/7701/2 There are no questions printed on this page 6 IB/G/Jun24/7701/2 There are no questions printed on this page 7 IB/G/Jun24/7701/2 There are no questions printed on this page 8 IB/G/Jun24/7701/2 *246A7701/2* 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 www.aqa.org.uk 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. AS ENGLISH LANGUAGE 7701/2 Paper 2 Language varieties Mark scheme June 2024 Version: 1.0 Final *246A7701/2/MS* MARK SCHEME – AS ENGLISH LANGUAGE – 7701/2 – JUNE 2024 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. 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 aqa.org.uk 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. MARK SCHEME – AS ENGLISH LANGUAGE – 7701/2 – JUNE 2024 3 English Language Mark Scheme How to Mark Aims When you are marking your allocation of scripts your main aims should be to: • recognise and identify the achievements of students • place students in the appropriate mark band and in the appropriate part of that mark band (high, low, middle) for each Assessment Objective • record your judgements with brief notes, annotations and comments that are relevant to the mark scheme and make it clear to other examiners how you have arrived at the numerical mark awarded for each Assessment Objective • put into a rank order the achievements of students (not to grade them – that is done later using the rank order that your marking has produced) • ensure comparability of assessment for all students, regardless of question or examiner. Approach It is important to be open-minded and positive when marking scripts. The specification recognises the variety of experiences and knowledge that students will have. It encourages them to study language in a way that is relevant to them. The questions have been designed to give them opportunities to discuss what they have found out about language. It is important to assess the quality of what the student offers. Do not mark scripts as though they are mere shadows of some Platonic ideal (or the answer you would have written). The mark schemes have been composed to assess quality of response and not to identify expected items of knowledge. Assessment Objectives This component requires students to: AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression AO2: Demonstrate critical understanding of concepts and issues relevant to language use AO5: Demonstrate expertise and creativity in the use of English to communicate in different ways. The marking grids The specification has generic marking grids with a hierarchy of performance characteristics for each Assessment Objective that are customised with indicative content for individual tasks. These have been designed to allow consistent assessment of the range of knowledge, understanding and skills that the specification demands across all tasks. Within each Assessment Objective there are five broad levels representing different levels of achievement. Do not think of levels equalling grade boundaries. You will be giving a mark to each separate Assessment Objective tested by a task.