AQA A-LEVEL SPANISH 7692/2 Paper 2 Writing Question Paper + Mark scheme [MERGED] June 2022 IB/H/Jun22/E5 7692/2 Time allowed: 2 hours Materials For this paper you must have: • an AQA 16-page answer book. Instructions

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AQA A-LEVEL SPANISH 7692/2 Paper 2 Writing Question Paper + Mark scheme [MERGED] June 2022 IB/H/Jun22/E5 7692/2 Time allowed: 2 hours Materials For this paper you must have: • an AQA 16-p... age answer book. Instructions • You must not use a dictionary. • You must not have access to any book or film. • Use black ink or black ball-point pen. • Write the information required on the front of your answer book. The Paper Reference is 7692/2. • Answer two questions. You must not answer both questions on the same book or film. • Answer either two questions from Section A or one question from Section A and one question from Section B. • Answer both questions in Spanish. Information • The marks for each question are shown in brackets. • The maximum mark for this paper is 80. Advice • Do all rough work in the answer book. Cross through any work you do not want to be marked. • Write approximately 300 words for each question. A-level SPANISH Paper 2 Writing 2 IB/H/Jun22/7692/2 Section A Books 0 1 La casa de Bernarda Alba – Federico García Lorca Either 0 1 . 1 Analiza el tema del miedo en la obra. ¿Qué impacto tiene en las acciones de los personajes? [40 marks] or 0 1 . 2 “En La casa de Bernarda Alba, Lorca explora el conflicto entre la sociedad y las necesidades de los individuos”. Analiza esta afirmación y justifica tus ideas. [40 marks] 0 2 Crónica de una muerte anunciada – Gabriel García Márquez Either 0 2 . 1 Analiza cómo se presenta a la Iglesia en la novela. [40 marks] or 0 2 . 2 Analiza las normas de la sociedad que afectan al destino de los personajes en la novela. [40 marks] 3 IB/H/Jun22/7692/2 Turn over ► 0 3 Como agua para chocolate – Laura Esquivel Either 0 3 . 1 Analiza el uso del realismo mágico en la novela y el impacto que tiene en el lector. [40 marks] or 0 3 . 2 “En la novela, Gertrudis es la única de las hermanas que consigue liberarse de las expectativas de la sociedad”. ¿Hasta qué punto estás de acuerdo con esta afirmación? Justifica tus ideas. [40 marks] 0 4 Réquiem por un campesino español – Ramón J. Sender Either 0 4 . 1 “El ambiente idílico de la primera parte del libro es muy diferente al ambiente de miedo, violencia y muerte de la segunda parte”. Analiza esta afirmación y considera por qué Sender divide el libro de esta manera. [40 marks] or 0 4 . 2 “La intención del autor fue criticar la desigualdad y la injusticia que existían en la España rural de los años treinta”. Analiza esta afirmación y justifica tus ideas. [40 marks] 4 IB/H/Jun22/7692/2 0 5 La sombra del viento – Carlos Ruiz Zafón Either 0 5 . 1 Nuria dice que Julián Carax “no era un hombre, era una enfermedad”. Analiza esta afirmación y considera las emociones que Julián inspira en las personas que le conocen. [40 marks] or 0 5 . 2 “En la novela, Barcelona se presenta como una ciudad donde existen el peligro y la violencia, pero no siempre están visibles a los ojos de todos”. Analiza esta afirmación y justifica tus ideas. [40 marks] 0 6 La casa de los espíritus – Isabel Allende Either 0 6 . 1 “Muchos personajes de la novela se rebelan contra algo”. ¿Hasta qué punto estás de acuerdo con esta afirmación? Justifica tus ideas. [40 marks] or 0 6 . 2 Analiza la importancia que el pasado y la familia tienen en la vida de Alba. [40 marks] 5 IB/H/Jun22/7692/2 Turn over ► 0 7 Rimas – Gustavo Adolfo Bécquer Either 0 7 . 1 “Según Bécquer, la poesía existe sin el poeta; está en el mundo natural, en cosas inexplicables y en el ser humano”. Analiza esta afirmación y justifica tus ideas. [40 marks] or 0 7 . 2 “Según sus Rimas, Bécquer está destinado a sufrir por amor y por la dificultad de su trabajo como poeta”. Analiza esta afirmación y justifica tus ideas. [40 marks] 0 8 Las bicicletas son para el verano – Fernando Fernán-Gómez Either 0 8 . 1 “En la obra, Fernán-Gómez nos muestra las diversas clases sociales e ideas políticas de la época”. Analiza esta afirmación y considera por qué el autor hace esto. [40 marks] or 0 8 . 2 “La obra trata temas muy serios, pero hay numerosos momentos cómicos”. Analiza esta afirmación y justifica tus ideas. [40 marks] 6 IB/H/Jun22/7692/2 0 9 El otro árbol de Guernica – Luis de Castresana Either 0 9 . 1 “El exilio motiva a los niños españoles a olvidar sus diferencias y a buscar las cosas que les unen”. Analiza esta afirmación y justifica tus ideas. [40 marks] or 0 9 . 2 Analiza el significado del título El otro árbol de Guernica y la importancia de la identidad nacional en la novela. [40 marks] 1 0 El coronel no tiene quien le escriba – Gabriel García Márquez Either 1 0 . 1 “La actitud optimista del coronel es una característica tanto positiva como negativa”. Analiza esta afirmación y justifica tus ideas. [40 marks] or 1 0 . 2 “El gallo representa un dilema para el coronel en el presente, pero también le conecta con el pasado y con el futuro”. Analiza esta afirmación y justifica tus ideas. [40 marks] 7 IB/H/Jun22/7692/2 Turn over ► Section B Films 1 1 El laberinto del fauno – Guillermo del Toro Either 1 1 . 1 “La película presenta el mundo subterráneo como el producto de la imaginación de Ofelia”. ¿Hasta qué punto estás de acuerdo con esta afirmación? Justifica tus ideas. [40 marks] or 1 1 . 2 “El Capitán Vidal es un hombre cruel y está obsesionado con demostrar su autoridad para esconder sus verdaderos sentimientos”. ¿Hasta qué punto estás de acuerdo? Justifica tus ideas. [40 marks] 1 2 Ocho apellidos vascos – Emilio Martínez-Lázaro Either 1 2 . 1 Analiza cómo sus experiencias en el País Vasco cambian la personalidad y las actitudes de Rafa. [40 marks] or 1 2 . 2 “La película tuvo éxito porque permitió a la gente reírse de temas que previamente solo inspiraban miedo y conflicto”. ¿Hasta qué punto estás de acuerdo? Justifica tus ideas. [40 marks] 8 IB/H/Jun22/7692/2 1 3 María, llena eres de gracia – Joshua Marston Either 1 3 . 1 “Para María y otros jóvenes colombianos, un futuro en Colombia no ofrece ninguna esperanza”. ¿Hasta qué punto estás de acuerdo? Justifica tus ideas. [40 marks] or 1 3 . 2 “A través del comportamiento y de la actitud de los personajes, la película muestra que existe una cultura machista en Colombia”. Analiza esta afirmación y justifica tus ideas. [40 marks] 1 4 Volver – Pedro Almodóvar Either 1 4 . 1 “Volver es una película de nuevos comienzos”. ¿Estás de acuerdo con esta afirmación? Justifica tus ideas. [40 marks] or 1 4 . 2 “A través del personaje de Agustina, Almodóvar presenta una imagen muy positiva de los vecinos en los pueblos de La Mancha”. ¿Hasta qué punto estás de acuerdo? Justifica tus ideas. [40 marks] 9 IB/H/Jun22/7692/2 1 5 Abel – Diego Luna Either 1 5 . 1 “En la película, el director sugiere que, para el bienestar de los niños, la presencia de un padre es esencial”. ¿Hasta qué punto estás de acuerdo? Justifica tus ideas. [40 marks] or 1 5 . 2 Analiza la relación entre Abel y Paul y las razones por las que cambia a lo largo de la película. [40 marks] 1 6 Las 13 rosas – Emilio Martínez-Lázaro Either 1 6 . 1 Analiza hasta qué punto las ideas políticas motivan a los personajes en Las 13 rosas. [40 marks] or 1 6 . 2 Analiza cómo se presenta el tema de la falta de libertad en la película. [40 marks] END OF QUESTIONS 10 IB/H/Jun22/7692/2 There are no questions printed on this page 11 IB/H/Jun22/7692/2 There are no questions printed on this page 12 IB/H/Jun22/7692/2 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. *226A7692/2* A-level SPANISH 7692/2 Paper 2 Writing Mark scheme June 2022 Version: 1.0 Final *226A7692/2/MS* MARK SCHEME – A-LEVEL SPANISH – 7692/2 – 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 – A-LEVEL SPANISH – 7692/2 – JUNE 2022 3 Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. MARK SCHEME – A-LEVEL SPANISH – 7692/2 – JUNE 2022 4 Assessment criteria Each assessment objective should be assessed independently. Students are advised to write approximately 300 words per essay. Everything that students write must be assessed; there is no word limit. Students writing the recommended length have access to the full range of marks. AO3 17–20 The language produced is mainly accurate with only occasional minor errors. The student shows a consistently secure grasp of grammar and is able to manipulate complex language accurately. The student uses a wide range of vocabulary appropriate to the context and the task. 13–16 The language produced is generally accurate, but there are some minor errors. The student shows a generally good grasp of grammar and is often able to manipulate complex language accurately. The student uses a good range of vocabulary appropriate to the context and the task. 9–12 The language produced is reasonably accurate, but there are a few serious errors. The student shows a reasonable grasp of grammar and is sometimes able to manipulate complex language accurately. The student uses a reasonable range of vocabulary appropriate to the context and the task. 5–8 The language produced contains many errors. The student shows some grasp of grammar and is occasionally able to manipulate complex language accurately. The student uses a limited range of vocabulary appropriate to the context and the task. 1–4 The language produced contains many errors of a basic nature. The student shows little grasp of grammar and is rarely able to manipulate complex language accurately. The student uses a very limited range of vocabulary appropriate to the context and the task. 0 The student produces nothing worthy of credit. Minor errors are defined as those which do not affect communication. Serious errors are defined as those which adversely affect communication. Minor errors include: incorrect spelling, unless the meaning is changed accents, unless the meaning is changed confusion of noun/adjective eg peligro/peligros occasional slips in gender/adjectival agreements. Serious errors include: incorrect verb forms incorrect use of pronouns errors in basic idiomatic expressions eg es muy calor; soy 17. Complex language includes: subordinate clauses − relative − conditional − purpose etc appropriate use of subjunctive formation of regular and irregular verbs reflexive verbs MARK SCHEME – A-LEVEL SPANISH – 7692/2 – JUNE 2022 5 use of impersonal expressions using reflexive verbs or verbs with indirect object pronoun eg gustar, faltar, interesar etc value judgements verb + infinitive (+ preposition) expressions. The above examples are neither prescriptive nor exhaustive. AO4 17–20 Excellent critical and analytical response to the question set Knowledge of the text or film is consistently accurate and detailed. Opinions, views and conclusions are consistently supported by relevant and appropriate evidence from the text or film. The essay demonstrates excellent evaluation of the issues, themes and the cultural and social contexts of the text or film studied. 13–16 Good critical and analytical response to the question set Knowledge of the text or film is usually accurate and detailed. Opinions, views and conclusions are usually supported by relevant and appropriate evidence from the text or film. The essay demonstrates good evaluation of the issues, themes and the cultural and social contexts of the text or film studied. 9–12 Reasonable critical and analytical response to the question set Knowledge of the text or film is sometimes accurate and detailed. Opinions, views and conclusions are sometimes supported by relevant and appropriate evidence from the text or film. The essay demonstrates reasonable e [Show More]

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