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Defines assessment objectives AO1–AO5, including analysing how meanings are shaped, demonstrating contextual understanding, making connections across texts, and showing creativity and expertise in English writing. Provides detailed criteria for creativity-based writing tasks and commentary questions, with level and mark bands describing performance expectations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aqaa-level-english-language-and-literature-paper-2-revision-guide-the-great-gatsby/459399/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aqaa-level-english-language-and-literature-paper-2-revision-guide-the-great-gatsby/459399.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia 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parameters.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the commentary questions evaluate?",{"text":121,"@type":113},"The commentary rewards analytical comments on the rewriting by identifying features of the base text, comparing it with the transformed text, and discussing language choices and the rationale behind them.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},459399,1790755850,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","# AQAA-Level\n\nEnglish Language and LiteraturePaper 2  \nRevision Guide  \nExploring Conflict  \nWriting about Society  \nDramatic Encounters  \nACADEMIES  \n| Paper 2  \u003Cbr>Exploring Conflict  \u003Cbr>Section A  \u003Cbr>Writing about society  \u003Cbr>The Great Gatsby   |\n| --- |\n\n## Revision Guide-The Great Gatsby\n\nAssessment Objectives  \nThis component requires students to:  \nAO1:Apply concepts and methods from integrated linguistic and iterary study as appropriate,usingassociated terminology and coherent written expression  \nAO2:Analyse ways in which meanings are shaped in texts  \nAO3:Demonstrate understanding of the significance and influence of the contexts in which texts areproduced and received  \nAO4:Explore connections across texts,informed by linguistic and literary concepts and methods  \nAO5:Demonstrate expertise and creativity in the use of English to communicate in different ways.  \n\n|  | AO5  \u003Cbr>Demonstrate expertise and creativity in the use of English to communicate in  \u003Cbr>different ways   |  |  |\n| --- | --- | --- | --- |\n|  | In these questions,students are assessed on their creativity in carrying out a writing task.  \u003Cbr>Creativity is assessed via the following dimensions:  \u003Cbr>·creation of a new and original piece of writing  \u003Cbr>·control of any chosen style(s)  \u003Cbr>·use of the base text by staying within feasible parameters of the narrative.   |  |  |\n|  | Level/Mark   | Students are likely to:   |  |\n|  | Level 5  \u003Cbr>21-25   | Show a high degree of flair and originality.  \u003Cbr>Sustain a chosen style or styles of writing throughout.  \u003Cbr>Use the base text convincingly.   |  |\n| Level 4  \u003Cbr>16-20   |  | Some flair and originality.  \u003Cbr>Sustain a chosen style or styles of writing strongly.  \u003Cbr>Use the base text mainly convincingly.   |  |\n| Level 3  \u003Cbr>11-15   |  | Produce writing that is imaginative in parts,but where some aspects are  \u003Cbr>also derivative or unoriginal.  \u003Cbr>Sustain a chosen style or styles of writing in most of the text.  \u003Cbr>Use the base text with some success.   |  |\n| Level 2  \u003Cbr>6-10   |  | Produce writing which has one or two imaginative elements,but where  \u003Cbr>more of the writing is derivative or unoriginal.  \u003Cbr>Sustain a chosen style or styles of writing with only partial success.  \u003Cbr>Use the base text sporadically.   |  |\n| Level 1  \u003Cbr>1-5   |  | Produce some writing but with limited new perspectives introduced.  \u003Cbr>Attempt to sustain a style but with limited success.  \u003Cbr>Use the base text minimally.   |  |\n| 0   |  | Nothing written.   |  |\n\nCommentary(Questions 2,4,6or 8)  \nAO2  \nAO4  \nA05  \nAnalyse ways in which meanings are  \nExplore connections across texts,  \nDemonstrate experise and creativity in the  \nshaped in texts  \nuse of English to communicate in different  \ninformed by linguistic and literary  \nconcepts and methods  \nways  \nIn the commentary,this rewards students for  \nIn the commentary,this rewards students for  \nIn these questions,students are assessed on  \nmaking analytical comments about their own  \ntheir ability to make connections between the  \ntheir writing expertise in producing a  \nwriting.They do this by identifying the  \ntext they produced in the re-writing task,and  \ncommentary on the re-writing they did in  \nthe base text which constituted their starting  \nlanguage choices they made and offering a  \nQuestions 1,3,5 and7.  \nrationale for their decisions.  \npoint.They need to refer specifically to the  \nnature of the base tex in order to achieve a  \nWiting expertise is assessed via the folowing  \ncompaison and target AD4.  \ndimensions:  \n·creation of a well organised text  \naccuracy of witng.  \nLevel/Mark  \nStudents are likely to:  \nLevel/Mark  \nStudents are likely to:  \nLevelMark  \nStudents are likely to:  \nLeve15  \nProvide perceptive accounts of  \nLevel 5  \nOffer perceptive insights about  \nLevel 5  \nProduce a commentary which  \nhow meanings are shaped,by  \nis well organised and  \nparticular aspects of language  \n13-15  \n9.10  \n5  \njudiciously selecting and  \nand l","cbCaie9h1bvvs0RF","https://ap.wps.com/l/cbCaie9h1bvvs0RF","pdf",2868882,54,"English","# Revision Guide-The Great Gatsby\n## Assessment Objectives\n## Creativity and Level/Mark Descriptors\n## Commentary (Questions 2,4,6 or 8)\n## Commentary Level/Mark Descriptors\n## Accuracy and Organisation Criteria","[{\"question\":\"What are the assessment objectives for AQAA-Level English Language and Literature Paper 2?\",\"answer\":\"The guide lists AO1–AO5, covering integrated linguistic and literary study, analysis of meaning in texts, contextual influence, connections across texts, and creative use of English to communicate in different ways.\"},{\"question\":\"How is creativity assessed in the writing task?\",\"answer\":\"Creativity is assessed through creating a new and original piece of writing, controlling chosen style(s), and using the base text within feasible narrative parameters.\"},{\"question\":\"What do the commentary questions evaluate?\",\"answer\":\"The commentary rewards analytical comments on the rewriting by identifying features of the base text, comparing it with the transformed text, and discussing language choices and the rationale behind them.\"}]","AQAA-Level English Language and LiteraturePaper 2 - Revision Guide - The Great Gatsby | PDF",136]