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Student D (Level 2) gives limited inference and weak awareness of writer’s methods, with insecure context 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does the Level 3 commentary for Student A focus on?","Question",{"text":63,"@type":64},"It evaluates the writer’s methods and their impact, recognizing emotional impact and disciplinary style, while noting a lack of deeper engagement with textual significance.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What distinguishes Student B’s Level 4 response?",{"text":68,"@type":64},"It treats the text as artifice with detailed evaluation of writer’s methods, makes wider elaborative inferences, and links symbolism and intra-textual details.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the main weaknesses in Student D’s Level 2 response?",{"text":72,"@type":64},"It offers only basic inferential comments, tends to synonymise, lacks explicit awareness of the writer at work, and shows insecure use of contextual 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\nCommentaries on the extracts from student responses  \nStudent A  \n• Level 3.  \n• Evaluates the writer’s methods and how these impact upon our response to the text.  \n• Clear understanding of the text’s emotional impact on the reader (reader/writer relationship) .  \n• Disciplinary style and tier 3 vocabulary (eg, passive sentence: ‘the simile is used...’; semantic fields, past participle) .  \n• Lacks a more detailed engagement with textual significance (symbolism of doors, for example, or making the connection between the image of the necklace with wealth and the potential for social mobility) .  \nStudent B  \n• Level 4.  \n• Shows understanding of text as artifice with detailed evaluation and comment on writer’s methods.  \n• Draws on wider elaborative inferences by connecting the description of the flowers to character’s feelings and commenting on the symbolism of white as indicative of new beginnings.  \n• Understands the text’s emotional impact on the reader (reader/writer relationship) .  \n• Building detail through close analysis of the selected textual detail (offers two interpretations of‘clustered’) .  \n• Makes intra-textual connections between the ‘welcoming’ flowers and, later, the unwelcoming Master.  \n• The comment on Ugwu waiting at the door with ‘a feeling of hope’ has the beginnings of an understanding of a more elaborative inference to do with thresholds and boundaries.  \n• Some speculative comment on the Master’s annoyance at Ugwu because he is ‘a child’.  \nStudent C  \n• A Level 4 extract from a longer response that draws on wider elaborative inferences and reveals abstract thought.  \n• This perceptive evaluation combines the oppositions of rural life/city life and innocence/experience to shape the overall response.  \n• It draws on wider elaborative schema such as that of a spiritual and experiential journey, which is continued throughout, with judicious selection of textual detail and incisive comment on writer’s methods.  \n• The comment on the door as a threshold to a new beginning is particularly impressive and isone that students who have read (or watched) fantasy narratives will be familiar with.  \nStudent D  \n• Level 2.  \n• Some inferential comment on the selected textual detail.  \n• Positions the response within a basic framework of city = rich/home = poor.  \n• Comments tend to synonymise (eg, the first paragraph) .  \n• Lacks explicit awareness of a writer at work: no comment on methods; does not recognise the text as artifice.  \n• Insecure use of context box (misinterpreting Nigeria as a place separate from the city) .  \nContact us  \nOur friendly team will be happy to support you between 8am and 5pm, Monday to Friday.  \nTel: 0161 953 7504  \nEmail: [english-gcse@aqa.org.uk](english-gcse@aqa.org.uk)  \n[Twitter:](Twitter: @AQAEnglish)[ ](Twitter: @AQAEnglish)[@AQAEnglish](Twitter: @AQAEnglish)  \n[aqa.org.uk](aqa.org.uk)","cbCaivipUo3k1moO","https://ap.wps.com/l/cbCaivipUo3k1moO","pdf",202684,"English","# Student A\n## Level 3 evaluation\n# Student B\n## Level 4 evaluation\n# Student C\n## Level 4 evaluative extract\n# Student D\n## Level 2 evaluation","[{\"question\":\"What does the Level 3 commentary for Student A focus on?\",\"answer\":\"It evaluates the writer’s methods and their impact, recognizing emotional impact and disciplinary style, while noting a lack of deeper engagement with textual significance.\"},{\"question\":\"What distinguishes Student B’s Level 4 response?\",\"answer\":\"It treats the text as artifice with detailed evaluation of writer’s methods, makes wider elaborative inferences, and links symbolism and intra-textual details.\"},{\"question\":\"What are the main weaknesses in Student D’s Level 2 response?\",\"answer\":\"It offers only basic inferential comments, tends to synonymise, lacks explicit awareness of the writer at work, and shows insecure use of contextual information.\"}]","GCSE English Language - Virtual communities - Commentaries - Summer 2022 | PDF",15]