English > AQA Questions and Marking Scheme > AQA GCSE ENGLISH LITERATURE 8702/1P Paper 1P Poetry anthology Question Paper + Mark scheme [MERGED]  (All)

AQA GCSE ENGLISH LITERATURE 8702/1P Paper 1P Poetry anthology Question Paper + Mark scheme [MERGED] June 2022 IB/M/Jun22/E3 8702/1P GCSE ENGLISH LITERATURE Paper 1P Poetry anthology Time allowed: 50 minutes Materials

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AQA GCSE ENGLISH LITERATURE 8702/1P Paper 1P Poetry anthology Question Paper + Mark scheme [MERGED] June 2022 IB/M/Jun22/E3 8702/1P GCSE ENGLISH LITERATURE Paper 1P Poetry anthology Time al... lowed: 50 minutes Materials For this paper you must have: • an AQA 12-page answer book. Instructions • Use black ink or black ball-point pen. Do not use pencil. • Write the information required on the front of your answer book. The Paper Reference is 8702/1P. • Answer one question. • You must not use a dictionary. Information • The marks for questions are shown in brackets. • The maximum mark for this paper is 30. 2 IB/M/Jun22/8702/1P Poetry Question Page AQA Anthology Poems Past and Present Love and relationships 01 4 Power and conflict 02 7 3 IB/M/Jun22/8702/1P Turn over ► Answer one question on your chosen anthology. AQA Anthology: Poems Past and Present Either Love and relationships The poems you have studied are: Lord Byron Percy Bysshe Shelley Robert Browning Elizabeth Barrett Browning Thomas Hardy Maura Dooley Charlotte Mew Cecil Day-Lewis Charles Causley Seamus Heaney Simon Armitage Carol Ann Duffy Owen Sheers Daljit Nagra Andrew Waterhouse When We Two Parted Love’s Philosophy Porphyria’s Lover Sonnet 29 – ‘I think of thee!’ Neutral Tones Letters from Yorkshire The Farmer’s Bride Walking Away Eden Rock Follower Mother, any distance Before You Were Mine Winter Swans Singh Song! Climbing My Grandfather Turn over for question 01 4 IB/M/Jun22/8702/1P 0 1 Compare how poets present ideas about the power of love in ‘Sonnet 29’ and in one other poem from ‘Love and relationships’. [30 marks] 5 10 Sonnet 29 – ‘I think of thee!’ I think of thee! – my thoughts do twine and bud About thee, as wild vines, about a tree, Put out broad leaves, and soon there’s nought to see Except the straggling green which hides the wood. Yet, O my palm-tree, be it understood I will not have my thoughts instead of thee Who art dearer, better! Rather, instantly Renew thy presence; as a strong tree should, Rustle thy boughs and set thy trunk all bare, And let these bands of greenery which insphere thee Drop heavily down, – burst, shattered, everywhere! Because, in this deep joy to see and hear thee And breathe within thy shadow a new air, I do not think of thee – I am too near thee. Elizabeth Barrett Browning 5 IB/M/Jun22/8702/1P Turn over ► Turn over for the next question 6 IB/M/Jun22/8702/1P or Power and conflict The poems you have studied are: Percy Bysshe Shelley William Blake William Wordsworth Robert Browning Alfred Lord Tennyson Wilfred Owen Seamus Heaney Ted Hughes Simon Armitage Jane Weir Carol Ann Duffy Imtiaz Dharker Carol Rumens John Agard Beatrice Garland Ozymandias London Extract from The Prelude My Last Duchess The Charge of the Light Brigade Exposure Storm on the Island Bayonet Charge Remains Poppies War Photographer Tissue The Emigrée Checking Out Me History Kamikaze 7 IB/M/Jun22/8702/1P 0 2 Compare how poets present ideas about conflict in ‘Bayonet Charge’ and in one other poem from ‘Power and conflict’. [30 marks] 5 10 15 20 Bayonet Charge Suddenly he awoke and was running – raw In raw-seamed hot khaki, his sweat heavy, Stumbling across a field of clods towards a green hedge That dazzled with rifle fire, hearing Bullets smacking the belly out of the air – He lugged a rifle numb as a smashed arm; The patriotic tear that had brimmed his eye Sweating like molten iron from the centre of his chest, – In bewilderment then he almost stopped – In what cold clockwork of the stars and the nations Was the hand pointing that second? He was running Like a man who has jumped up in the dark and runs Listening between his footfalls for the reason Of his still running, and his foot hung like Statuary in mid-stride. Then the shot-slashed furrows Threw up a yellow hare that rolled like a flame And crawled in a threshing circle, its mouth wide Open silent, its eyes standing out. He plunged past with his bayonet toward the green hedge, King, honour, human dignity, etcetera Dropped like luxuries in a yelling alarm to get out of that blue crackling air His terror’s touchy dynamite. Ted Hughes END OF QUESTIONS 8 IB/M/Jun22/8702/1P 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 © 2022 AQA and its licensors. All rights reserved. *226G8702/1P* GCSE ENGLISH LITERATURE 8702/1P Paper 1P Poetry anthology Mark scheme June 2022 Version: 1.0 Final *226G8702/1P/MS* MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1P – JUNE 2022 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. 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 © 2022 AQA and its licensors. All rights reserved. MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1P – JUNE 2022 3 Statement of importance GCSE English Literature is the study of how writers communicate their ideas about the world, and how readers might respond to these ideas. It aims to develop a critical understanding of the ways in which literary texts are a reflection of, and exploration of, the human condition, the study of which develops empathic understanding of human nature. High-quality English literature is writing which displays recognisable literary qualities and, although shaped by particular contexts, transcends them and speaks about the universality of the human condition. GCSE English Literature aims to enable students to appreciate these qualities, developing and presenting informed, critical responses to the ideas in literary texts and the ways writers present these ideas. It aims to enable students to make links between a variety of written texts and between the text and the context within which it was shaped. Principles of mark scheme construction Each mark scheme is driven by the task and by the statement of importance about GCSE English Literature. It aims to do two things: • to describe typical features of response in order to decide on a mark • to identify typical features of proficiency in order to aid discrimination between levels of performance. Each long form answer mark scheme is constructed using six levels. This is to reflect the ability level of the whole cohort. There are four or five marks within each level to allow for levels of proficiency and to allow for discrimination between levels of cognitive ability across the whole cohort. Each mark scheme places assessment objectives AO1 and AO2 as the key skills. This is driven by the statement of importance of the subject, in that the study of great literary texts is the study of the interrelationship between the reader and the writer of the text and that the communication and reception of these ideas is an inherent feature of English literature. It is also driven by the acknowledgement that GCSE English Literature assesses cognitive levels of ability; the level of response to ideas will have parity with the level of response to the methods of communicating those ideas. MARK SCHEME – GCSE ENGLISH LITERATURE – 8702/1P – JUNE 2022 4 How to apply the mark scheme The mark scheme is constructed using six levels of attainment that span the whole range of ability at GCSE. The descriptors of attainment reference the assessment objectives for that particular question. Examiners are required to use the mark scheme to consider the whole response and decide upon the most appropriate level. The mark scheme provides two descriptors: a description of typical features of a response in each level, and a description of the kinds of skills candidates in that level will be proficient in. This is in order to support examiners in making their judgement of the extent to which the qualities and skills being demonstrated merit a particular level of attainment. As each response being marked is a response to a particular task, examiners are assessing the extent to which the candidate has responded to the task, and also the level of skill that the candid [Show More]

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