[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-623213-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-623213-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","english-literature-b-condensed-report-on-the-exam-7716-june-2016","English Literature B - Condensed report on the exam - 7716 June 2016","","Condensed report on the AS English Literature B exam (7716), focused on student performance across four closely connected papers. It emphasizes understanding genre and secure knowledge of set texts, not merely quotations, and highlights the need to answer each question in all its details by engaging with key terms and required aspects. It also stresses question format and debate-based tasks aligned with AO5, including appropriate use of critical opinions and interpretations.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/english-literature-b-condensed-report-on-the-exam-7716-june-2016/623213/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/english-literature-b-condensed-report-on-the-exam-7716-june-2016/623213.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What should students prioritize when answering the genre-based questions?","Question",{"text":62,"@type":63},"Students should write about the specific aspects of tragedy or comedy required by the question, using their understanding of how genre works rather than writing everything they know generally.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How can students avoid vague or inaccurate responses across the papers?",{"text":67,"@type":63},"They need secure knowledge of their set texts, including events and relevant details, so they can choose informed evidence instead of giving general or incorrect statements.",{"name":69,"@type":60,"acceptedAnswer":70},"What does the exam expect in terms of question format and skills assessed (AO5)?",{"text":71,"@type":63},"Section B tasks set up debate around a key aspect, inviting students to explore interpretations and meanings, and to express views that are supported by the argument. Critical ideas should only be used if they directly advance the student’s point.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},623213,1792547024,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AS  \nEnglish Literature B  \nCondensed report on the exam  \n7716 June 2016  \nFurther copies of [this Report are available from aqa.org.uk](this Report are available from aqa.org.uk)  \n[Copyright](Copyright) © 2016 AQA and its licensors. All rights reserved.  \nAQA 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.  \nIt is appropriate to start by celebrating the success of the new AS LITB papers: Aspects of Tragedy and Aspects of Comedy. Students seem to have enjoyed reading and exploring their texts through the lens of literary genres and there was much interesting work seen. Most students seemed to have managed their time effectively between the two required answers.  \nIt is also appropriate to focus on the four papers together at the start of this report, since they are so closely connected and to an extent are interdependent. They share the same philosophy, the same mark scheme, the same structure; they have the same marks available for each question; all the AOs are tested in all questions and in the same ways; all answers are marked holistically and, because the texts are grouped together, when students write about an aspect of tragedy or Comedy, they are automatically connecting with the wider genre and so do not need to compare texts as such. Therefore, as might be expected, the strengths and weaknesses in student performance across the four papers were very similar.  \nThe importance of students understanding genre and knowing their texts  \nClearly it is imperative that students have an understanding of how genre works in their set texts, both in terms of how it might follow a traditional pattern or in terms of how writers subvert it. Students need to know too that they will be required to write about ‘aspects’ of the genre (the specific aspects that emerge from passages or from the questions) and not churn out everything they know about tragedy or comedy ; including what Aristotle and other theorists have said which, in this examination, often had a vice-like grip on student responses.  \nStudents need to know that they are looking at their texts through the lens of genre and not at the lens of genre itself. The text and its story must have priority before other work can begin and students need to know their texts really well. Although Paper 1 exams are closed book and Paper 2 exams are open book, there is an expectation, on both papers, that students have secure textual knowledge and can write relevantly about specific parts of the text. Although this might seem obvious, it is important that students know what happens in the stories of the texts and have ideas about what happens in terms of the genre. Knowing texts is not the same as knowing quotations. Those students who did know their texts well could write about particular events, use appropriate details, write in an informed way and make good choices. Secure textual knowledge gives students confidence. Some students struggled in all papers because their textual knowledge was insecure. This meant that they often wrote in a general or vague and, sometimes, inaccurate way.  \nThe importance of students answering the questions in all their details  \nAs has been said in all training sessions for this specification and in all LITB resource materials, the mantra is that students must answer the questions in all their details. The students who performed well were able to interrogate the questions, focus on the key terms and construct a relevant argument around them. When students ignored the question or tried to subvert it, they got themselves into a muddle.  \nThe papers are called ‘Aspects of Tragedy’ and ‘Aspects of Comedy’. All questions require students to focus on pa","cbCail9yVkPJ4Rci","https://ap.wps.com/l/cbCail9yVkPJ4Rci","pdf",284650,27,"English","# The importance of students understanding genre and knowing their texts\n## Genre must guide how students approach set texts\n## Secure textual knowledge over vague or quotation-only answers\n# The importance of students answering the questions in all their details\n## Interrogate key terms and construct a relevant argument\n## Focus on the specific aspects signalled in each question\n# The importance of students understanding question format and AO5 debate","[{\"question\":\"What should students prioritize when answering the genre-based questions?\",\"answer\":\"Students should write about the specific aspects of tragedy or comedy required by the question, using their understanding of how genre works rather than writing everything they know generally.\"},{\"question\":\"How can students avoid vague or inaccurate responses across the papers?\",\"answer\":\"They need secure knowledge of their set texts, including events and relevant details, so they can choose informed evidence instead of giving general or incorrect statements.\"},{\"question\":\"What does the exam expect in terms of question format and skills assessed (AO5)?\",\"answer\":\"Section B tasks set up debate around a key aspect, inviting students to explore interpretations and meanings, and to express views that are supported by the argument. Critical ideas should only be used if they directly advance the student’s point.\"}]","English Literature B - Condensed report on the exam - 7716 June 2016 | PDF",1792467913,68]