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15 exam-style questions with model answers, plus 20 quick multi-choice questions — every question on the site for this standard, grouped by the 5 pages of notes they come from.
Write a full answer before you reveal the model one — that comparison is where the marks come from. Every block links back to the notes that teach it.
Explain the text requirements of AS91478 and describe how you would choose a set of four texts.
A student has three class texts that all present a decision made off-stage, and two candidates for a fourth: one matches the pattern exactly, the other shows people arguing about the same decision. Which should they choose, and why?
Respond critically to the claim that the student-selected text is simply an extra text the standard requires, rather than a structural part of the argument.
Explain what makes a connection significant in AS91478, and give an example of one that is true but not significant.
Explain the difference between a Level 2 connections report and a Level 3 critical response, and describe the kinds of judgement a Level 3 response can make.
Respond critically to the view that a connection strained in one text is a weakness in the set, and that the text should be replaced.
Describe the four categories a connection may relate to in AS91478, and explain what each asks you to look for.
Explain how a connection built on knowledge would work across four texts, and why this route suits Level 3.
Respond critically to the claim that connecting texts on purpose is a weaker route than connecting them on ideas, because purpose is inferred while ideas are in the text.
Explain what counts as evidence in AS91478 and describe how a planning grid helps you use it.
Explain how the standard's permission to use other sources can be used to make judgements informed, and what the risks are.
Respond critically to the view that a text which does not fit one part of your connection should simply be left out of that section of the response.
Describe how you would structure a response for AS91478, and explain why you would not organise it text by text.
Explain what discerning and informed require at Merit, and how a marker would see each in a response.
Respond critically to the claim that sophistication at Level 3 is mainly a matter of critical vocabulary and complex expression.