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supported by textual references, not spelling and grammar. The extra SPaG marks are awarded through AO4, which assesses written accuracy."},{"text":"AO2.","correct":false,"explanation":"AO2 assesses analysis of writers’ methods and their effects, rather than technical accuracy. The four additional SPaG marks are awarded through AO4."},{"text":"AO3.","correct":false,"explanation":"AO3 rewards understanding of relevant contexts and relationships between texts and ideas. AO4 is the objective used for the section’s additional SPaG marks."}]},{"id":"27f1f4ea-c013-43f8-9ba0-92c75ebef80d","cardType":"basic","points":1,"front":"What should a DNA essay be instead of a plot retelling?","back":"A clear, structured argument.","mcqOptions":[{"text":"A clear, structured argument.","correct":true,"explanation":"An effective essay develops a central argument in a logical structure, using evidence and analysis to answer the question rather than merely recounting events."},{"text":"A detailed, chronological summary.","correct":false,"explanation":"Chronologically recounting events reproduces the plot without answering the question analytically. The essay should instead present a clear, structured argument supported by evidence."},{"text":"A descriptive, scene-by-scene commentary.","correct":false,"explanation":"Describing each scene encourages plot retelling rather than sustained interpretation. A strong essay should develop a clear, structured argument focused on the question."},{"text":"A broad, unsupported opinion.","correct":false,"explanation":"An unsupported opinion lacks the textual evidence and reasoning required by AO1. The essay needs a clear, structured argument that is developed throughout."}]},{"id":"5d105aec-2743-453a-9c41-6a2caddb3591","cardType":"basic","points":1,"front":"What kind of quotations best support AO1?","back":"Precise, embedded quotations.","mcqOptions":[{"text":"Precise, embedded quotations.","correct":true,"explanation":"Short, accurately selected quotations provide precise textual evidence, while embedding them within analytical sentences allows an argument to remain fluent and focused."},{"text":"Lengthy, copied quotations.","correct":false,"explanation":"Lengthy copied extracts often include irrelevant material and leave less room for analysis. AO1 is supported most effectively by precise, embedded quotations."},{"text":"General, paraphrased quotations.","correct":false,"explanation":"Paraphrases may demonstrate textual knowledge, but they are not direct textual references. Precise, embedded quotations provide stronger and more exact support for AO1."},{"text":"Isolated, unexplained quotations.","correct":false,"explanation":"Leaving quotations isolated prevents them from being integrated into the essay’s reasoning. AO1 is best supported by precise quotations embedded within analytical sentences."}]},{"id":"997e5c3a-890d-4f28-af4c-82646aa6f497","cardType":"cloze","points":null,"front":"AO2 is not just spotting a technique: it must explain the [ ] on the [ ].","back":"AO2 is not just spotting a technique: it must explain the effect on the audience.","mcqOptions":[{"text":"AO2 is not just spotting a technique: it must explain the effect on the audience.","correct":true,"explanation":"AO2 requires analysis of how a writer’s chosen technique affects an audience, moving beyond merely identifying or labelling the technique used."},{"text":"AO2 is not just spotting a technique: it must explain the purpose on the audience.","correct":false,"explanation":"Simply naming or explaining the purpose of a technique does not fully analyse its impact. AO2 should explain the technique’s effect on the audience."},{"text":"AO2 is not just spotting a technique: it must explain the effect on the writer.","correct":false,"explanation":"The writer creates the technique, so describing its effect on the writer mistakes creator for recipient. AO2 should explain its effect on the audience."},{"text":"AO2 is not just spotting a technique: it must explain the meaning on the character.","correct":false,"explanation":"Meaning and character may be discussed, but this phrasing misses the required analysis of audience response. AO2 should explain the technique’s effect on the audience."}]},{"id":"774e89ab-8d4b-4e44-a091-e7ca195cdf47","cardType":"basic","points":3,"front":"Which three writer's methods can AO2 analyse in DNA?","back":"

Language
Form
Dramatic structure

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Language
Form
Dramatic structure

","correct":true,"explanation":"AO2 analyses how Dennis Kelly constructs meaning through particular language choices, the conventions of dramatic form and the organisation of the play’s dramatic structure."},{"text":"

Plot
Character
Theme

","correct":false,"explanation":"Plot, character and theme concern what the play presents, but they are not the three categories of writer’s methods. AO2 analyses language, form and dramatic structure."},{"text":"

Evidence
Interpretation
Context

","correct":false,"explanation":"Evidence and interpretation primarily support an AO1 argument, while context belongs to AO3. The three writer’s methods relevant to AO2 are language, form and dramatic structure."},{"text":"

Spelling
Punctuation
Grammar

","correct":false,"explanation":"Spelling, punctuation and grammar relate to technical accuracy rather than analysis of authorial craft. AO2 instead examines language, form and dramatic structure."}]},{"id":"70fb51ff-936a-4ef1-82ec-fa7bc4d0275d","cardType":"basic","points":3,"front":"What should AO3 connect the play's themes to?","back":"

Social ideas
Historical ideas
Philosophical ideas

","mcqOptions":[{"text":"

Social ideas
Historical ideas
Philosophical ideas

","correct":true,"explanation":"AO3 contextualises the play by linking its themes with wider social conditions, relevant historical circumstances and philosophical questions or systems of thought."},{"text":"

Language choices
Form choices
Structural choices

","correct":false,"explanation":"Language, form and structure are categories of writer’s methods assessed through AO2, not contextual ideas. AO3 connects themes to social, historical and philosophical ideas."},{"text":"

Personal reactions
Emotional reactions
Reader preferences

","correct":false,"explanation":"Personal reactions and preferences produce subjective commentary rather than relevant contextual analysis. AO3 should connect the play’s themes to social, historical and philosophical ideas."},{"text":"

Plot events
Character actions
Stage directions

","correct":false,"explanation":"Plot events, character actions and stage directions are features within the play, not wider contexts. AO3 links themes to social, historical and philosophical ideas."}]},{"id":"3ef3718c-9908-48ee-a212-cfa38a348d75","cardType":"basic","points":1,"front":"Which psychological study can contextualise the group obeying Phil's authority?","back":"Stanley Milgram's obedience experiments.","mcqOptions":[{"text":"Stanley Milgram's obedience experiments.","correct":true,"explanation":"Milgram investigated how far ordinary people would obey an authority figure, making his experiments relevant to the group’s willingness to follow Phil’s disturbing instructions."},{"text":"Ivan Pavlov's classical conditioning experiments.","correct":false,"explanation":"Pavlov investigated classical conditioning through learned associations, not obedience to an authority figure. Milgram’s obedience experiments provide the relevant parallel for Phil’s control."},{"text":"Albert Bandura's Bobo doll experiment.","correct":false,"explanation":"Bandura’s study concerned children imitating aggressive behaviour observed in adults, rather than compliance with authority. Milgram’s obedience experiments more directly contextualise Phil’s leadership."},{"text":"Loftus and Palmer's eyewitness testimony experiment.","correct":false,"explanation":"Loftus and Palmer studied how leading questions can alter eyewitness memory, not why people follow authority. Milgram’s obedience experiments directly illuminate the group’s behaviour."}]},{"id":"cc90906d-9c22-4a3e-81cd-932d28fcba39","cardType":"cloze","points":null,"front":"A thesis statement appears at the [ ] of the essay and sets up the [ ].","back":"A thesis statement appears at the beginning of the essay and sets up the central line of argument.","mcqOptions":[{"text":"A thesis statement appears at the beginning of the essay and sets up the central line of argument.","correct":true,"explanation":"The thesis belongs at the beginning because it establishes the essay’s overall interpretation and central line of argument, which subsequent paragraphs then develop and support."},{"text":"A thesis statement appears at the end of the essay and sets up the central line of argument.","correct":false,"explanation":"Placing the thesis at the end would reveal the essay’s argument only after the analysis. It should appear at the beginning and establish the central line of argument."},{"text":"A thesis statement appears at the beginning of the essay and sets up the concluding judgement.","correct":false,"explanation":"A concluding judgement summarises what the essay has demonstrated rather than guiding its development. The opening thesis should establish the central line of argument."},{"text":"A thesis statement appears at the middle of the essay and sets up the contextual background.","correct":false,"explanation":"Introducing contextual background midway does not give the essay an argument to follow from the outset. The thesis begins the essay and establishes its central line of argument."}]},{"id":"1ef87381-6f89-46c4-ae21-d90057ab75a5","cardType":"basic","points":1,"front":"What writer-focused question should a thesis answer about Kelly's presentation?","back":"Why Kelly chose to present it that way.","mcqOptions":[{"text":"Why Kelly chose to present it that way.","correct":true,"explanation":"A writer-focused thesis explores Kelly's deliberate choices and intentions. It should explain why she presents an idea in a particular way, rather than merely identifying what she presents."},{"text":"How Kelly used particular methods in the text.","correct":false,"explanation":"This concentrates on identifying and analysing methods, which addresses the 'How' rather than the writer-focused 'Why'. The thesis should explain why Kelly chose to present the idea that way."},{"text":"What Kelly presented as the text's central idea.","correct":false,"explanation":"This identifies the main idea, so it addresses the 'What' element of an argument. The writer-focused question instead asks why Kelly chose to present it in that way."},{"text":"Which Kelly quotation best supports the argument.","correct":false,"explanation":"Selecting a quotation provides evidence but does not explain the writer's intentions. The thesis should answer why Kelly chose to present the idea in that particular way."}]},{"id":"b3db22f6-b3da-4733-bc35-69637d4e2233","cardType":"cloze","points":null,"front":"In the 'What, How, Why' approach, 'What' supplies the [ ] for [ ].","back":"In the 'What, How, Why' approach, 'What' supplies the point/idea for AO1.","mcqOptions":[{"text":"In the 'What, How, Why' approach, 'What' supplies the point/idea for AO1.","correct":true,"explanation":"'What' states the interpretation or central point about the text. Developing a clear, relevant argument is part of AO1, which assesses understanding and response."},{"text":"In the 'What, How, Why' approach, 'What' supplies the evidence for AO2.","correct":false,"explanation":"This confuses the main argument with supporting evidence and method analysis. 'What' establishes the point/idea being argued, which contributes to AO1."},{"text":"In the 'What, How, Why' approach, 'What' supplies the point/idea for AO3.","correct":false,"explanation":"The point or idea belongs to AO1, not AO3. AO3 concerns contextual understanding, whereas 'What' establishes the interpretation that the paragraph will develop."},{"text":"In the 'What, How, Why' approach, 'What' supplies the context for AO1.","correct":false,"explanation":"This swaps the paragraph's central argument for contextual information. 'What' supplies the point/idea for AO1; context is introduced through the 'Why' stage."}]},{"id":"5eaa183b-5d84-4c76-9c5e-c6b366c8acc7","cardType":"cloze","points":null,"front":"In the 'What, How, Why' approach, 'How' analyses [ ] for [ ].","back":"In the 'What, How, Why' approach, 'How' analyses methods for AO2.","mcqOptions":[{"text":"In the 'What, How, Why' approach, 'How' analyses methods for AO2.","correct":true,"explanation":"'How' examines the writer's use of language, form and structure. Analysis of these deliberate methods directly addresses AO2."},{"text":"In the 'What, How, Why' approach, 'How' analyses methods for AO1.","correct":false,"explanation":"The method is correctly identified, but the objective is not. Analysing writers' methods belongs to AO2, while AO1 rewards interpretation, textual understanding and a coherent response."},{"text":"In the 'What, How, Why' approach, 'How' analyses quotations for AO2.","correct":false,"explanation":"Quotations are the textual evidence used to support analysis, not what 'How' primarily analyses. 'How' examines methods such as language, form and structure for AO2."},{"text":"In the 'What, How, Why' approach, 'How' analyses ideas for AO3.","correct":false,"explanation":"This confuses interpretation and context with analysis of craft. 'How' analyses the writer's methods for AO2, explaining how choices create meaning or effects."}]},{"id":"7a642b86-d196-4eb9-9636-5dcf809ccd2d","cardType":"cloze","points":null,"front":"In the 'What, How, Why' approach, 'Why' links to Kelly's [ ] and [ ].","back":"In the 'What, How, Why' approach, 'Why' links to Kelly's purpose and context.","mcqOptions":[{"text":"In the 'What, How, Why' approach, 'Why' links to Kelly's purpose and context.","correct":true,"explanation":"'Why' considers Kelly's intentions and the circumstances surrounding the text. Linking interpretation to the writer's purpose and context deepens the argument."},{"text":"In the 'What, How, Why' approach, 'Why' links to Kelly's purpose and methods.","correct":false,"explanation":"Purpose belongs in the 'Why' stage, but methods are analysed under 'How'. 'Why' connects Kelly's choices to her purpose and the relevant context."},{"text":"In the 'What, How, Why' approach, 'Why' links to Kelly's language and context.","correct":false,"explanation":"Context is relevant, but language belongs to the 'How' analysis of methods. 'Why' should connect the presentation to Kelly's purpose and context."},{"text":"In the 'What, How, Why' approach, 'Why' links to Kelly's characters and plot.","correct":false,"explanation":"Characters and plot may provide textual content, but they do not capture the writer-focused reasoning required here. 'Why' links Kelly's choices to her purpose and context."}]},{"id":"ac5168ba-027b-471f-a507-ce13eca370fb","cardType":"basic","points":1,"front":"In the model responsibility paragraph, what does Phil dismantle within the group?","back":"Individual moral responsibility.","mcqOptions":[{"text":"Individual moral responsibility.","correct":true,"explanation":"Phil's control discourages each person from making independent ethical decisions. His authority therefore dismantles individual moral responsibility within the group."},{"text":"Collective physical security.","correct":false,"explanation":"Phil may claim to protect the group physically, but the paragraph focuses on what his leadership destroys. He dismantles individual moral responsibility, making people surrender personal ethical judgement."},{"text":"Shared social identity.","correct":false,"explanation":"The group retains a collective identity under Phil, so this is not what he dismantles. He removes individual moral responsibility by overriding personal ethical choices."},{"text":"Personal physical independence.","correct":false,"explanation":"Phil controls behaviour, but the paragraph's emphasis is ethical rather than merely physical. He dismantles individual moral responsibility, preventing group members from following their own consciences."}]},{"id":"d1bf7f74-a533-45f9-846c-b1f160af3d86","cardType":"basic","points":1,"front":"In the model paragraph, what replaces personal conscience under Phil?","back":"A cold, utilitarian survival instinct.","mcqOptions":[{"text":"A cold, utilitarian survival instinct.","correct":true,"explanation":"Phil's leadership prioritises the group's continued survival over individual ethical judgement. Personal conscience is therefore replaced by a cold, utilitarian survival instinct."},{"text":"A warm, compassionate moral concern.","correct":false,"explanation":"Compassion would preserve rather than replace personal conscience. Under Phil, ethical concern is displaced by a cold, utilitarian survival instinct focused on keeping the group alive."},{"text":"A shared, democratic decision-making process.","correct":false,"explanation":"Phil's authority is commanding rather than democratic, so the group does not replace conscience with shared decision-making. Instead, a cold, utilitarian survival instinct governs its actions."},{"text":"A rigid, religious system of belief.","correct":false,"explanation":"Phil's decisions are driven by practical survival rather than religious doctrine. Personal conscience is replaced by a cold, utilitarian survival instinct that values outcomes over morality."}]},{"id":"f406a3a7-ab7e-4998-8296-f56b771ae07e","cardType":"cloze","points":null,"front":"Phil's Act 2 imperatives [ ] and [ ] highlight his authority.","back":"Phil's Act 2 imperatives do and go highlight his authority.","mcqOptions":[{"text":"Phil's Act 2 imperatives do and go highlight his authority.","correct":true,"explanation":"The brief imperative verbs do and go create an uncompromising, commanding tone. They present Phil as able to direct others without debate or resistance."},{"text":"Phil's Act 2 imperatives do and stay highlight his authority.","correct":false,"explanation":"This substitutes a different command for the second quoted imperative. The model paragraph specifically identifies do and go, whose directness demonstrates Phil's commanding authority."},{"text":"Phil's Act 2 imperatives come and go highlight his authority.","correct":false,"explanation":"This replaces the first imperative cited in the model paragraph. The relevant commands are do and go, which emphasise Phil's direct control over the group."},{"text":"Phil's Act 2 imperatives look and listen highlight his authority.","correct":false,"explanation":"These are plausible command verbs but are not the pair analysed in the model. Phil's Act 2 imperatives are do and go, highlighting his authority."}]},{"id":"e1b39eb4-003c-4289-8b39-28bbce234a21","cardType":"basic","points":2,"front":"What do Phil's imperative verbs suggest about his leadership?","back":"Complete, uncontested authority.","mcqOptions":[{"text":"Complete, uncontested authority.","correct":true,"explanation":"Imperatives issue direct commands rather than invite discussion. Phil's use of them therefore suggests that his authority is complete and goes uncontested by the group."},{"text":"Limited, uncertain authority.","correct":false,"explanation":"Imperative verbs sound decisive rather than hesitant, so they do not suggest uncertainty. They indicate Phil's complete, uncontested authority over the other characters."},{"text":"Cautious, consultative leadership.","correct":false,"explanation":"Consultative leadership would involve questions, discussion or shared decisions, not blunt commands. Phil's imperatives instead suggest complete, uncontested authority."},{"text":"Temporary, reluctant obedience.","correct":false,"explanation":"The verbs reveal Phil's power to command, not merely the group's temporary compliance. Their force suggests that he possesses complete, uncontested authority."}]},{"id":"278c1600-835f-4f9d-b279-a1afacf903b5","cardType":"basic","points":2,"front":"What effect does Phil's monosyllabic, fragmented phrasing have?","back":"It strips emotional weight, reducing the cover-up to a checklist.","mcqOptions":[{"text":"It strips emotional weight, reducing the cover-up to a checklist.","correct":true,"explanation":"The short, broken phrasing removes emotional reflection from Phil’s speech. His instructions sound like checklist items, revealing his chillingly practical attitude towards the cover-up."},{"text":"It heightens emotional intensity, turning the cover-up into a confession.","correct":false,"explanation":"This reverses the effect: Phil neither confesses nor expresses heightened emotion. The monosyllabic fragments strip emotional weight, making the cover-up sound like an impersonal checklist."},{"text":"It creates comic relief, reducing the cover-up to a misunderstanding.","correct":false,"explanation":"The fragmented phrasing is disturbingly controlled rather than comic, and the crime is not presented as a misunderstanding. It strips emotional weight from Phil’s instructions."},{"text":"It reveals moral uncertainty, turning the cover-up into a debate.","correct":false,"explanation":"Phil’s phrasing shows certainty rather than moral hesitation, and he gives instructions instead of inviting debate. Its bluntness reduces the cover-up to a cold checklist."}]},{"id":"8fe0d23f-d5ef-4406-9902-97b6df17f1a0","cardType":"basic","points":2,"front":"What dramatic contrast reinforces Phil's detachment?","back":"Cathy and Brian's hysteria vs Phil's silent, methodical eating.","mcqOptions":[{"text":"Cathy and Brian's hysteria vs Phil's silent, methodical eating.","correct":true,"explanation":"Cathy and Brian react with visible panic while Phil continues eating methodically. This sharp contrast makes his emotional detachment appear especially unnatural and disturbing."},{"text":"Cathy and Brian's calmness vs Phil's frantic, emotional speech.","correct":false,"explanation":"This reverses the characters’ behaviour: Cathy and Brian are hysterical, while Phil remains largely silent and eats methodically. Their panic therefore emphasises his detachment."},{"text":"John Tate's confidence vs Phil's helpless, nervous obedience.","correct":false,"explanation":"Phil is not presented as helplessly obedient in this moment; he assumes control through calm planning. Cathy and Brian’s hysteria contrasts with his silent, methodical eating."},{"text":"Leah's indifference vs Phil's uncontrolled, tearful confession.","correct":false,"explanation":"Phil does not make an uncontrolled confession or display tearful emotion. The relevant contrast is Cathy and Brian’s hysteria against his silent, methodical eating."}]},{"id":"a8d082a6-ae1d-4f2b-9d28-c44e6ec24bc7","cardType":"basic","points":2,"front":"Why is Phil's silence a powerful dramatic tool?","back":"When he speaks, his words carry absolute authority.","mcqOptions":[{"text":"When he speaks, his words carry absolute authority.","correct":true,"explanation":"Because Phil usually remains silent, his rare interventions command attention. His concise instructions determine the group’s actions, giving his words absolute authority."},{"text":"When he speaks, his words reveal nervous uncertainty.","correct":false,"explanation":"Phil’s rare speech is controlled and decisive rather than uncertain. His habitual silence makes each intervention more commanding, so his words carry absolute authority."},{"text":"When he speaks, his words create light-hearted comedy.","correct":false,"explanation":"Phil’s speech controls a disturbing situation rather than providing comic relief. His silence focuses attention on his rare words, which carry absolute authority within the group."},{"text":"When he speaks, his words invite open disagreement.","correct":false,"explanation":"Phil issues plans that the others follow rather than encouraging debate. His prolonged silence makes his eventual words seem final and gives them absolute authority."}]},{"id":"4a5ee0d9-7907-4758-95d7-6eda7642e5a7","cardType":"basic","points":2,"front":"What does Kelly expose through Phil's pragmatic leadership?","back":"The fragility of modern morality under peer pressure.","mcqOptions":[{"text":"The fragility of modern morality under peer pressure.","correct":true,"explanation":"Phil’s practical solutions persuade the group to abandon ethical principles for self-preservation. Kelly therefore shows how easily modern morality collapses under collective pressure."},{"text":"The resilience of ethical principles under peer pressure.","correct":false,"explanation":"The group abandons ethical principles rather than defending them when threatened. Through Phil’s pragmatic leadership, Kelly exposes the fragility of modern morality under peer pressure."},{"text":"The fairness of collective decisions under peer pressure.","correct":false,"explanation":"The group’s decisions protect themselves by harming others, so they are not fair or just. Kelly instead exposes how fragile modern morality becomes under peer pressure."},{"text":"The triumph of personal conscience under peer pressure.","correct":false,"explanation":"Personal conscience is suppressed as the characters follow Phil’s practical plan. This loss of individual moral judgement reveals the fragility of modern morality under peer pressure."}]},{"id":"c2ddfbfc-2af6-49e0-97fe-a5857cbab0cc","cardType":"basic","points":1,"front":"What must analysis add after identifying a technique?","back":"Its psychological effect.","mcqOptions":[{"text":"Its psychological effect.","correct":true,"explanation":"Effective analysis moves beyond naming a technique by explaining how it shapes thoughts, feelings or responses. This identifies the writer’s intended psychological effect."},{"text":"Its historical definition.","correct":false,"explanation":"Defining a technique does not analyse what it achieves in the passage. Analysis should explain its psychological effect on a character, audience or reader."},{"text":"Its position in the quotation.","correct":false,"explanation":"Location may support an interpretation, but simply identifying position does not explain the technique’s impact. Analysis must add its psychological effect."},{"text":"Its technical spelling.","correct":false,"explanation":"Correct terminology matters, but discussing spelling does not develop analysis of the writer’s choice. The next step is to explain the technique’s psychological effect."}]}]}],"examCountdown":{"examDate":"2027-05-12","paperLabel":"Paper 1"},"heading":"Model Essays","title":"Model Essays Flashcards","topbar":{"backHref":"/gcse/english-literature/aqa/flashcards"},"topicSidebar":"$L36"}]}],"topicId":"9f38c123-3c8e-5622-929c-9c46653b9148","walled":"$L37"}],"$L38","$L39"]