Question 4: Evaluation Flashcards
All 38 cards in this deck
How many marks is Paper 1 Question 4 worth, which AO does it test, and how long should you spend on it?
20 marks, testing AO4: evaluating a text critically with textual references. It is the biggest reading question on Paper 1, so spend about 20 minutes on it.
What does the 2026 wording of Paper 1 Question 4 look like?
'For this question focus on the second part of the source, from line X to the end.' Then a two-part statement, e.g. 'In this part… the character seems calm. The writer suggests that…', followed by 'To what extent do you agree and/or disagree with this statement?'
What are the three bullet points under the 2026 Question 4?
Consider your impressions of [the character or situation]; comment on the methods the writer uses; support your response with references to the text. Together they mean: give a view, explain how the writer creates it, and prove it.
Which part of the source can you use in Question 4, and what happens if you go outside it?
Only the lines given: usually the second part of the source, to the end. Material from outside those lines is unlikely to be credited and can hold your mark down, however good it is.
What does 'agree and/or disagree' allow you to do in Question 4?
You can agree, disagree, or agree with one part of the statement and not the other. You can also agree to an extent. A Level 4 answer can weigh both parts, or explore one part in depth; what counts is the quality of the evaluation.
What are the four mark bands for Paper 1 Question 4?
Level 4: 16–20 (perceptive, detailed evaluation). Level 3: 11–15 (clear, relevant evaluation). Level 2: 6–10 (some evaluation). Level 1: 1–5 (simple, limited comment).
What does a Level 4 answer to Question 4 do?
It develops a convincing, critical view of the ideas, shows perceptive understanding of the writer's methods, evaluates in detail their impact on the reader, and uses a range of judicious quotations.
Do you have to use the words 'I agree' and name the writer's methods explicitly to score well in Question 4?
No. The mark scheme says both can be implicit: a clearly argued view and comments on how the text works are credited on their quality. Stating your position clearly still helps you stay focused.
Examiners say some Question 4 answers drift into context, such as the patriarchy or toxic relationships. Why is that a problem?
Context isn't credited on this paper. A brief lens is fine, but long sections on society take time away from what earns marks: evaluating this text's ideas and methods.
What are the other common examiner complaints about Question 4?
Agreeing with the statement without reasons; retelling the plot instead of evaluating it; one-sided, polarised readings that ignore nuance; and mixing up characters. Re-read the given lines carefully before you start.
What is a sensible plan for a Question 4 answer?
Split the statement into its two parts. Decide how far you agree with each. Pick 3–4 short quotations from across the given lines. Write paragraphs of view + quotation + method + effect on the reader, then end with an overall judgement.
Why should you split a Question 4 statement into its two parts before writing?
The two parts are usually different claims, e.g. how a character seems and what the writer suggests about them. You may agree with one and challenge the other, and dealing with each separately keeps your answer focused and balanced.
What does partial agreement show the examiner in Question 4?
That you have weighed the evidence rather than simply accepting the statement. Phrases like 'This is true at first, but…' or 'I agree with the first part more than the second' signal critical judgement, which the top levels reward.
Why are absolute words in a statement, like 'completely', 'totally' or 'obviously', worth testing?
They make a strong claim that is easy to check against the text. Showing that a character is upset but not totally hopeless, for example, is a precise, critical way to disagree in part.
What does evaluative language do in a Question 4 answer?
Phrases such as 'convincingly', 'to a great extent', 'it is less clear that…' show how far you agree, not just whether. They turn description into judgement.
What does 'consider your impressions' mean in the Question 4 bullet points?
Say what you, as a reader, think and feel about the character or situation, e.g. that someone seems lonely rather than proud, and then explain which details in the text gave you that impression.
Why is it worth looking at whether the statement stays true across the whole of the given lines?
Characters and moods often change. A statement may be true at the start of the section and false by the end, and tracking that development lets you agree and disagree with evidence for both.
What is an alternative interpretation, and why does it strengthen a Question 4 answer?
A different but reasonable reading of the same evidence, e.g. 'This could show confidence, but it could also be a front.' Considering it shows critical thinking, then you explain which reading you find more convincing.
What is the difference between evaluation and retelling in Question 4?
Retelling says what happens ('She walks into the room and sits down'). Evaluation judges how far the text supports a view and why ('Her deliberate calm suggests confidence, but the writer hints it is an act').
How should a Question 4 answer end?
With a short overall judgement that answers 'to what extent', e.g. 'I largely agree with the first part, but the ending makes the second part only partly true.' Don't just repeat your points.
How can you keep every paragraph of a Question 4 answer tied to the statement?
Start each paragraph with a topic sentence that uses the statement's key words, e.g. 'The writer does make Sam seem confident at first…'. It keeps you evaluating instead of drifting into retelling.
The statement is 'In this part of the story, Jo is completely alone. The writer suggests she prefers it that way.' Which word in the first part is most worth challenging, and why?
'Completely'. If the text shows even one link to someone else, such as a phone call, a memory or a glance at a neighbour, you can argue she is isolated but not completely alone. That gives you a precise reason to partly disagree.
Is 'Joe opens the door and sees his brother standing in the rain' an evaluation or a retelling? How could you improve it?
A retelling: it only says what happens. Improved: 'The writer makes Joe pause before opening the door, which suggests reluctance, so I only partly agree that he is pleased to see his brother.'
Turn 'I agree that Mia is scared' into an evaluative sentence.
For example: 'I largely agree that Mia is scared: the writer slows the moment down as she grips the banister, so the reader feels her hesitation, although her decision to keep climbing suggests courage too.'
What counts as a 'method' in Question 4?
Anything the writer does to shape the reader's impression: language choices, structure (placing, shifts, endings), narrative perspective, dialogue, setting, characterisation through action, and symbolism.
What is the basic pattern for commenting on a method in Question 4?
Method + quotation + impression + link to the statement, e.g. 'By having her laugh while she looks away, the writer suggests her cheerfulness is forced, which challenges the idea that she is happy.'
How can dialogue be a method in Question 4, and what does it often reveal?
What characters say, and how, shows their relationships and hidden feelings. Short, clipped replies can suggest tension; polite words that clash with actions can show someone hiding the truth.
What is characterisation through action, and why is it useful evidence?
Showing what a character is like through what they do rather than telling us. Actions can contradict what a character says or claims to feel, which gives you strong evidence to challenge a statement.
How can setting work as a method in Question 4?
A setting can reflect or contrast with a character's mood (pathetic fallacy, for instance). It shapes the reader's impression of how a character feels without the writer stating it.
How can a writer use contrast as a method to shape the reader's impression?
Setting two characters, moods or moments against each other sharpens both. A calm character beside a panicking one seems even calmer, so contrast can support or challenge a statement about who is in control.
What is symbolism, and how can it strengthen a Question 4 point?
An object, colour or image that stands for a bigger idea, e.g. a locked gate for being shut out. Explaining it shows perceptive understanding of how the writer conveys an idea the statement is about.
Why might narrative perspective matter when you evaluate a statement about a character?
If we see events through one character's eyes, our impression is shaped by their feelings and may be unreliable. You can question a statement by pointing out that we only have that character's view.
How can the ending of the given lines be used as a method in Question 4?
Writers often place a change or reveal at the end. Pointing out how the final lines confirm or overturn the earlier impression is a strong way to weigh the statement.
Why is naming a technique not enough in Question 4?
Feature spotting ('The writer uses a simile') earns little. Marks come from explaining what the method makes the reader think or feel and how far that supports or challenges the statement.
How long should your quotations be in Question 4?
Short: a word or a brief phrase, embedded in your own sentence. Long quotations lead to retelling; short ones let you comment closely on how the writer creates an impression.
In 'He laughed at the joke, but he did not look at her.', what method is used and what impression does it create?
Characterisation through action that contradicts what he appears to feel. The laugh suggests ease, but avoiding her eyes suggests guilt or discomfort, so the reader senses he is hiding something.
In 'By the time she left the hospital, the rain had stopped and the pavements were shining.', what method is used and how could it shape the reader's impression?
Setting used to reflect mood. The end of the rain and the shining pavements suggest relief or hope after something difficult, so the reader expects good news even before it is stated.
In 'She washed the cups, dried the cups, put the cups away, and took them out again.', what method is used and what does it suggest about the character?
A list of repeated actions. The pointless routine (putting the cups away and taking them out again) suggests she is anxious or distracted, keeping busy to avoid thinking about something.