Evaluation Station II
The fifteen-mark evaluation on Text 2. Judging how well a non-fiction writer does something is not the same as agreeing with them, and the difference is worth most of the marks.
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Fifteen marks on Text 2 ⭐
Question 6 gives you a **critical statement** about a specified part of Text 2 and asks how far you agree. It is worth **15 marks** and tests **AO4**, evaluation. You have met this question before on Component 1, on a fiction extract. Component 2 is different in one way that changes everything: **the writer is a real person making a real point.** That opens a trap the fiction paper cannot set, and the next card is that trap.
Judge the writing, not the argument ⚖️
On a non-fiction text you will have an opinion about what the writer says. **That opinion is worth nothing here.** The question never asks whether the writer is right. It asks how far you agree that the writer **does something successfully**: conveys a feeling, persuades a reader, makes a place vivid. **"I disagree, libraries should be modernised"** answers a question nobody asked. **"The writer conveys the loss more convincingly in the second half, because..."** is the same student, ten marks better off.
Where is the work being done? ✍️
An interactive activity.
Which one is evaluating? ❓
All four sentences below are about that extract. Which one is actually evaluating?
- The understatement of "could not make my face do the right thing" conveys the loss more powerfully than a complaint would, because the reader is left to supply the feeling
- The writer goes back to the library and finds it has been painted yellow
- The writer uses a simile, "like a slice of cake nobody ordered"
- I agree with the writer, because old libraries are better than modern ones
Two ways to start a sentence ↔️
The difference between a grade 4 and a grade 8 answer is often visible in the first six words of each paragraph.
Where does he give ground? 🤝
An interactive activity.
Rank these answers 🪜
An interactive activity.
What makes a strong Q6 answer? ✅
Select the TWO things that would strengthen an evaluation answer.
- Finding a moment in the text that complicates the statement, and saying so
- Explaining the effect a method has on the reader, not just naming the method
- Ranging across the whole of Text 2 rather than the specified part
- Agreeing fully with the statement, so the answer stays consistent
Plan it 🧭
An interactive activity.
Sentences that carry a judgement 🗂️
Keep these in your head. Each one forces you to evaluate rather than describe, because none of them can be finished without a reason:
Order one paragraph 🧱
An interactive activity.
The summary 📝
Question 6 is worth _____ marks and tests _____. You evaluate a specified part of Text 2, which means making a _____ about how well the writer does something rather than describing what they did. Every point needs a short _____ from that part of the text. And the marks are for judging the _____, never for agreeing with the writer's opinion.
Write the answer 📄
An interactive activity.