a level spanish essay questions

• Dec 9, 2023

Spanish A Level (AQA): Tips for writing a successful literature or film essay

Updated: Dec 10, 2023

In Paper 2 of the AQA A Level Spanish exam, students write one essay for each of the two works they have studied (which can be a text and a film, or two texts).

Students are asked to write approximately 300 words for each question within a 2-hour duration for the whole paper. Although there is no word limit in the AQA A Level exam, and everything you write will be assessed, writing more words does not necessarily mean achieving more marks. Being concise and giving a clear response demonstrate that your reflections and your evaluation of the text or film are strong and accurate.

Essays are assessed according to two criteria: AO3 and AO4. In this post we break down the requirements of each of the Assessment Objectives and look at how you can fulfil them and write an outstanding essay.

Assessment Objective 3 (AO3)

This measures the student’s ability to manipulate the language accurately, in spoken and written forms, using a range of lexis and structure .

The specification gives the following description for the highest marking band:

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.

💡 Tip: Use complex language and vocabulary effectively and appropriately .

The words " effectively " and " appropriately " are important here. It's certainly not necessary to copy out entire pre-learned sentences or rely on formulaic language.

The 2022 Examiner's Report from AQA notes that

There is a fine line between using complex language with a range of structures and forcing inappropriate subjunctives or pre-learned phrases into an essay.

Source: REPORT ON THE EXAMINATION – A-LEVEL SPANISH – 7692/2 – JUNE 2022, from aqa.org

The key is to strike the balance between showcasing advanced writing skills and avoiding redundant phrases, or phrases that are stylistically out of place.

Take a moment to read these further comments from the same Examiner's Report:

On the whole it is more important to have the vocabulary needed to express points clearly and to be able to deal with tenses and verbs accurately. It is not appropriate to use phrases such as ‘que yo sepa’ in a literature/film essay, nor the ‘if/would’ structure that we see all the time [...]. Similarly, expressions of emotion that are followed by a subjunctive are out of place in this style of essay; for example ‘me enfada que Paco trate a Paula de esta manera’.

The highest-achieving students are those who are able to use the full range of verb tenses to convey their ideas without relying on pre-learned structures.

Avoid overusing the subjunctive and set phrases; instead, focus on your ability to express yourself clearly and accurately in your writing.

Try some other more complex sentence structures:

Comparative formulations: Este personaje evolucionó mucho más rápido de lo que el lector esperaba.

Using the reflexive as a passive where appropriate:  Las luces en esta escena se usaron para crear una atmósfera de suspense.

Here is the second part of the description for the top marking band under AO3:

The student uses a wide range of vocabulary appropriate to the context and the task.

💡 Tip: Employ a broad range of appropriate vocabulary.

This could include:

Words and expressions related to film: El primer plano / El enfoque / La perspectiva …

Literary words and expressions: En este pasaje / La obra / La escena / El diálogo …

Vocabulary related to the specific text or film. For example, show an understanding of the Colombian Spanish words in “El coronel no tiene quien le escriba” by García Márquez and the terminology related to the historical context.

You will naturally pick up this vocabulary throughout your A Level Spanish course, but you can also refer to our in-course resources and the Quizlet lists for inspiration.

Assessment Objective 4 (AO4)

This measures the student’s ability to show knowledge and understanding of, and respond critically and analytically to, different aspects of the culture and society of countries/communities where the language is spoken. The description for the highest marking band is as follows:

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.

💡 Tip: Support each of your points with relevant and appropriate evidence .

Although you are not strictly required to learn quotations by heart (according to the AQA examiners, it’s enough to paraphrase  something that a character said), it’s important to have a clear idea of specific events and plot points to reinforce the arguments that you make.

When you re-read your book or re-watch your film, create a knowledge organiser such as a table or mindmap with your own notes on important characters, themes and plot points so that you can revise them easily and have plenty of examples for your essay.

A clear structure is essential to help you organise your ideas. When you plan your essay, make sure there is a reference to the text or film to demonstrate every point that you make and help you to develop your argument.

You can follow this framework:

Introduction - The beginning must include a brief outline of the topic and, very importantly, your thesis statement (the sentence that sums up the central point or idea of your essay).

Each of the following main paragraphs should develop one strong point that relates and justifies the main idea of your essay, and must be supported with specific examples from the book or film.

Evidence from the book / film

Link to title

Conclusion - The last paragraph should include a short but strong conclusion that summarises your evaluation in relation to the original essay question.

Finally, the descriptor for the top marking band under AO4 specifies that:

The essay demonstrates excellent evaluation of the issues, themes and the cultural and social contexts of the text or film studied.

💡 Tip: Focus on evaluation and not description.

As we’ve seen, AO4 focuses on the ability to respond critically and analytically. One common mistake when writing about a film or a text, though, is writing in a descriptive way, simply narrating or recalling events that take place instead of analysing their impact on the subject at hand.

In the same way that a template of the structure can help you write your essay, some sentence starters can guide you to make your paragraphs more analytical. For example:

Make your point:

Es evidente que … / Se puede afirmar que…

Give some evidence:

Una prueba de ello es que …

Develop your point in relation to the original question:

Por consecuencia. ..

De esto se deduce que…

To summarise:

✅ Use complex language and vocabulary effectively  and appropriately .

✅ employ a broad range of appropriate  vocabulary., ✅ support each of your points with relevant and appropriate evidence ., ✅ focus on evaluation  and not description..

Most importantly, practice essay writing as often as you can and use tutor feedback to your advantage!

Kate Maria Languages A Level Academy runs complete A Level courses in Modern Foreign Languages. Find out more about our Spanish A Level course or get in contact to discuss how we can support you.

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• Centre Services
• Associate Extranet
• All About Maths
• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Social issues and trends
• 3.2 Artistic culture
• 3.3 Grammar

Scheme of assessment

• General administration

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over one or two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

AS exams and certification for this specification are available for the first time in May/June 2017 and then every May/June for the life of the specification.

All materials are available in English only.

Our AS exams in Spanish include questions that allow students to demonstrate their ability to:

• draw together their knowledge, skills and understanding from across the full course of study
• provide extended responses.

Courses based on this specification should encourage students to:

• enhance their linguistic skills and promote and develop their capacity for critical thinking on the basis of their knowledge and understanding of the language, culture and society of the country or countries where the language is spoken
• develop control of the language system to convey meaning, using spoken and written skills, including an extended range of vocabulary, for both practical and intellectual purposes as increasingly confident, accurate and independent users of the language
• develop their ability to interact effectively with users of the language in speech and in writing, including through online media
• develop language learning skills and strategies, including communication strategies to sustain communication and build fluency and confidence
• engage critically with intellectually stimulating texts, films and other materials in the original language, developing an appreciation of sophisticated and creative uses of the language and understanding them within their cultural and social context
• develop knowledge about matters central to the society and culture, past and present, of the country or countries where the language is spoken
• mediate between cultures and between speakers of the language and speakers of English
• foster their ability to learn other languages
• equip themselves with transferable skills such as autonomy, resourcefulness, creativity, critical thinking, and linguistic, cultural and cognitive flexibility that will enable them to proceed to further study or to employment.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all AS Spanish specifications and all exam boards.

The exams will measure how students have achieved the following assessment objectives.

• in speech to spoken language including face-to-face interaction
• in writing to spoken language drawn from a variety of sources.
• in speech to written language drawn from a variety of sources
• in writing to written language drawn from a variety of sources.
• AO3: Manipulate the language accurately, in spoken and written forms, using a range of lexis and structure.
• AO4: Show knowledge and understanding of, and respond critically to, different aspects of the culture and society of countries/communities where the language is spoken.

Across assessment objectives AO1 and AO2, no more than 10% of the total marks for the qualification may be used for responses in English, including translation into English.

Assessment objective weightings for AS Spanish

Assessment weightings.

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Paper 1: Listening, Reading and Writing

Duration: 1 hour 45 minutes; total raw mark: 90

Listening and responding

Students will listen to spoken passages from a range of contexts and sources, covering different registers and types. The content of the passages will be based on the themes and sub-themes in this specification.

Questions will target main points, gist and detail and will require either non-verbal responses or responses in Spanish. Questions will include the need to infer meaning and will include abstract material such as opinions, views, emotional reactions and personal experiences.

For one question students will need to summarise in Spanish what they have understood from the passage they have heard and marks will be awarded for the quality of Spanish used. Students must write in full sentences and use their own words as far as possible in this question.

In the remaining questions requiring a response in Spanish, students should give only the information required by the question.

Across the passages for listening, reference will be made to at least two Spanish-speaking countries other than Spain.

At least one passage will involve more than one speaker. Passages will be studio recorded and provided to schools and colleges. Students will have individual control of the recording. The language and delivery of the recorded material will reflect its content and context.

Reading and responding

Students will read a range of stimulus texts adapted from authentic sources, including online sources. Texts will include contemporary and historical material and will cover non-fiction and literary fiction. The content of the stimulus texts will be based on the themes and sub-themes in this specification, except in the case of literary texts where the context may fall outside of these themes and sub-themes.

Questions will target main points, gist and detail and will require either non-verbal responses or responses in Spanish. Questions will include the need to infer meaning and abstract material such as opinions, views, emotional reactions and personal experiences will be tested.

For one question students will need to summarise in Spanish what they have understood from the stimulus text they have read and marks will be awarded for the quality of Spanish used. Students must write in full sentences and use their own words as far as possible in this question.

Across the stimulus texts for reading, reference will be made to at least two Spanish-speaking countries other than Spain.

In questions requiring a summary, the marks for content (AO1 or AO2) and language (AO3) are awarded independently.

Long summaries will be marked for content (AO1 or AO2) or language (AO3) until the first natural break (usually the end of a sentence or main clause) between 70 and 80 words. Short summaries are not subject to an automatic penalty but in practice are unlikely to include all the required content points and will therefore be self-penalising.

The AO1 or AO2 mark is awarded for a response which conveys the required information regardless of whether that response is expressed in the student’s own words, or is partly or wholly lifted from the recording or text. However, no AO1 or AO2 mark will be awarded for a content point where the student includes irrelevant material or copies inappropriately from the stimulus, eg by ‘lifting’ an element from the original which does not match the phrasing of the bullet point. Examples of this are in the specimen mark scheme. ‘Lifted’ language will not be eligible for credit when the AO3 mark is awarded.

In comprehension questions with no AO3 marks, where the natural answer to a question consists entirely or partly of words or phrases from the recording or text, students may use that material without rephrasing it. Minor spelling errors which do not distort the meaning will be tolerated. However, the AO1 or AO2 mark will not be awarded for a response in which the student includes irrelevant material or copies inappropriately from the stimulus, eg by ‘lifting’ an element from the original which does not match the phrasing of the question set. Examples of this are in the specimen mark scheme.

Translation

Students will translate a passage of at least 70 words from Spanish into English. The content will be based on the themes and sub-themes in this specification.

No dictionaries are allowed in this exam.

Paper 2: Writing

Duration: 1 hour 30 minutes; total raw mark: 50

Students will translate sentences amounting to at least 70 words from English into Spanish. The content will be based on the themes and sub-themes in this specification and students will be provided with a supporting text in Spanish containing some of the vocabulary and structures which they will need for the translation.

Students will answer one essay question in Spanish on the book or film which they have studied. Students will have a choice of question on each book and film. All questions will be in Spanish and will require a critical response. All questions will include bullet-pointed suggestions as to what students might cover in their answer. The bullet points will be optional.

Students will be advised to write approximately 250 words. Everything that students write will be marked; there is no word limit. Students writing the recommended number of words will have access to the full range of marks.

Access to the books and films is not allowed in this exam.

Paper 3 Speaking

Duration: 12–14 minutes plus 15 minutes supervised preparation time; total raw mark: 60

Students will discuss two sub-themes from those in this specification. The teacher-examiner will give the student two cards from one sub-theme and the student will choose one of these two cards. The teacher-examiner will also give the student two further cards, one from each of two sub-themes from the other theme. The student will choose one from these two cards.

The chosen stimulus cards will form the basis for the discussions. The content of each card will be based on one of the sub-themes in this specification. Cards will contain images, text and three questions. The teacher examiner will ask the student the questions during the discussion. The student will have 15 minutes supervised preparation time to prepare the cards. The student may make notes during this time and refer to them during the test.

The student should prepare one question on each card to ask the teacher-examiner during the test. The question should arise from the material on the card.

To meet the requirement to ask questions, students must seek information or an opinion. Asking for repetition or clarification will not meet the requirement. The student’s questions must contain a conjugated verb. Rephrasing or repetition of the printed questions will not meet the requirement. Sample questions are shown in the specimen mark scheme.

Speaking assessments will be conducted by either the school or college or a visiting examiner. All assessments must be recorded and a complete and unedited audio recording made available to AQA.

All assessments will be marked by an AQA examiner.

A five - week window will be timetabled during April and May. All assessments must be conducted within this period.

Teachers conducting the assessments can open the assessment material up to two working days before the assessment window opens in order to prepare for conducting the tests.

Detailed instructions for the teacher will be issued before the test period. Online training materials will also be available to ensure that teachers are familiar with the requirements of the assessments.

The confidentiality of the assessment materials must be strictly maintained before and during the period of the assessments.

Access to dictionaries is not permitted at any time during the assessment or preparation time.

Students' notes should be stored securely in the centre until results day.

For further detail on Paper 3 Speaking, see AS and A-level French, German and Spanish Instructions for Speaking Tests at aqa.org.uk .

Assessment criteria

Paper 1 summary questions: ao3.

Essays on texts and films will be assessed according to the following assessment criteria.

AO3 (15 marks)

Ao4 (20 marks), paper 3: speaking.

This discussion of each of the two sub-themes will be assessed using the criteria below.

The marks for each discussion will be combined to give a mark out of 60.

AO1 (5 marks)

The pace of delivery refers to the hesitation and pauses that may occur to allow for a word to be found, for a phrase to be formulated or for self-correction and/or repair strategies to be used. The use of self-correction and/or repair strategies will not be penalised.

AO2 (5 marks)

The material on the card is defined as the text containing the target-language headings, any statement of opinion, any factual/statistical information and the printed questions.

AO3 (10 marks)

Pronunciation and intonation are not expected to be of native speaker standard.

Serious errors are defined as those which adversely affect communication.

Idiom refers to a form of expression that is particular to the target language.

AO4 (10 marks)

Further guidance on what we expect for AO4 can be found in the indicative content in the mark scheme.