Understanding Question 3 of Paper 2

Quick reference overview

What Question 3 looks like

This question appears on Paper 2: Writers' Viewpoints and Perspectives. It focuses on Source B, which is often a 19th-century non-fiction text, and tests your ability to analyse how the writer uses language to achieve a particular purpose or effect. You will be directed to a specific section of the source and asked to explore language choices in detail. Below is an example of how the question appears on the exam paper.

Look in detail at this extract from lines 10 to 20 of Source B:

The city was a labyrinth of misery, its streets choked with the stench of decay and despair. Men and women, their faces gaunt and hollow, shuffled through the mire, their eyes averted as though shame itself weighed upon their shoulders. The air was thick with cries of hawkers, the clatter of carts, and the ceaseless groan of a populace crushed by want. I felt, as I walked among them, a profound unease: not merely for their suffering, but for the indifference of those who passed by without a glance. How could such wretchedness be ignored? How could humanity turn its back on its own?

How does the writer use language here to convey their feelings about the conditions in the city?

You could include the writer's choice of:

• words and phrases
• language features and techniques
• sentence forms.

[12 marks]

Key points about this question

• "Look in detail" means you must provide close analysis, not just identify techniques or summarise content.
• "from lines X to Y" means you must only analyse language from the specified section: quotations or references outside these lines will not be credited.
• The question will specify a focus, such as conveying feelings, creating an impression, or persuading the reader: stick to this focus in your answer.
• The bullet points are guidance to help structure your response, but you don't need to cover all three if they're not relevant; focus on the most impactful language choices in the extract.

How Question 3 differs from Paper 1 Question 2

Question 3 demands a higher level of detail and sophistication because of the increased marks and the complexity of non-fiction texts, which may include older language or formal styles.

What is being assessed?

Assessment Objective 2 (AO2)

This question tests your ability to:

• Explain how writers use language to achieve specific effects.
• Comment on the impact of language choices on the reader.
• Analyse why particular language features are used and how they contribute to the writer's purpose.

The key focus is on effects (what the language makes the reader think, feel, or understand) rather than just listing techniques or retelling content.

Analysing non-fiction language

Non-fiction texts, especially 19th-century ones, often use language to persuade, inform, or evoke emotion. They may include formal vocabulary, complex sentence structures, and rhetorical devices.

• Purpose and audience - What is the writer trying to achieve (e.g., to shock, to criticise, to inspire action)? Who are they writing for?
• Tone - Is the tone angry, sympathetic, critical, or detached? How does language create this tone?
• Historical context - Older texts might use archaic words or reflect Victorian concerns (e.g., social inequality, morality). Analyse how these choices shape meaning.
• Rhetorical techniques - Look for devices like rhetorical questions, emotive language, or direct address that aim to influence the reader.

How to approach Question 3

You should spend approximately 12–15 minutes on this question. Follow these steps to ensure a focused and effective response.

Step-by-step approach

Step 1: Read the specified lines carefully (2 minutes)

• Read the extract at least twice to understand the content and tone.
• Identify the focus of the question (e.g., conveying feelings about the city conditions).
• Keep this focus in mind as you analyse (don't drift into unrelated points).

Step 2: Annotate key language choices (2 minutes)

• Highlight powerful words, phrases, and imagery that relate to the question focus.
• Note any rhetorical devices, semantic fields, or sentence structures that stand out.
• Select 4–5 strong examples to write about, ensuring they're from the specified lines.

Step 3: Plan your response briefly (1 minute)

• List your 4–5 examples in a logical order (e.g., following the progression of the extract or grouping similar effects).
• Jot down a quick note on the effect of each example to keep your analysis focused.

Step 4: Write detailed analytical paragraphs (8–9 minutes)

Use the Point, Evidence, Explain, Develop (PEED) structure for each paragraph:

• Point - State the language choice and its purpose in relation to the question focus.
• Evidence - Include a short, precise quotation (1–6 words).
• Explain - Describe the immediate effect on the reader.
• Develop - Explore deeper meanings, connotations, or links to context/purpose.

Step 5: Check your work (1 minute)

• Ensure all quotations are from the specified lines.
• Confirm you've focused on effects, not just techniques.
• Verify that subject terminology is used accurately.

How much to write

Focus on quality over quantity. A strong response doesn't need to be excessively long but must be detailed and analytical.

• Aim for 4–5 well-developed paragraphs.
• Each paragraph should focus on one or two specific language choices.
• A high-level response might be around one and a half sides of A4, prioritising depth of analysis over unnecessary length.

The mark scheme levels explained

The mark scheme for Question 3 has four levels, each reflecting a different quality of response. Understanding these levels helps you target higher marks.

Key differences between levels

• Depth of analysis - Higher levels explore multiple layers of meaning and connotations, while lower levels offer basic or general comments.
• Quotation quality - Level 4 uses short, precise quotations; Level 1 often includes long or irrelevant ones.
• Use of terminology - Higher levels use accurate, sophisticated terms to enhance analysis; lower levels may misuse terms or avoid them.
• Focus on effects - Level 4 consistently links language to reader impact; Level 1 may just identify features without explanation.

To move from Level 2 to Level 3, focus on explaining effects rather than listing techniques. To reach Level 4, delve into deeper meanings and use precise, embedded quotations with confident terminology.