Teacher area
Assessment
One two-part question, open book, no choice. Part (a) is close analysis of an extract, AO1 and AO2 only; part (b) is a whole-text argument adding AO3 and AO5. Mark against the current published Eduqas grid; nothing on this site reproduces or replaces it.
Part (a): the extract
Roughly a mark a minute, so the method is built for speed. The taught structure: a brief introduction that locates the passage, overviews what happens and names its tone, then a one-sentence answer to the question so the analysis has a spine; then chronological tracking with patterns of language and imagery acknowledged as they recur. The class benchmark is a wide range of short embedded quotations, more than a dozen brief ones rather than a few long ones, with tone treated as the discriminator: in this text an answer that misses the irony misses everything. Common technique targets students should be fluent in: significant rhyme pairs (cliket and wiket), word order, apostrophe, aphorism, repetition, register shifts, intertextual reference and the narrator's intrusions.
Part (b): the essay
The taught planning frame runs AO by AO before writing: define the statement's key terms (AO1), gather the key moments (AO2), select the context that serves the argument rather than decorates it (AO3), and find the voice that would disagree (AO5), which is where the Critics page and the thesis-antithesis-synthesis grid come in. The worked model in the decks, on marriage as a ‘positive institution’, runs: yes from the religious frame, yes from January's secular self-interest, no through Justinus and through May's experience, concluding through the Merchant as teller. The narrative layers, January's story told by the Merchant written by Chaucer, appear in strong answers as a structural habit rather than a bolt-on paragraph.
The practice bank and marking
The exam page carries the department bank of twenty-two whole-text questions, phrased as the paper phrases them: a quotation or proposition, then discuss, how far, or to what extent. Planning against the bank is set as recurring homework through the unit, with timed full answers reserved for the ends of phases. Marked work goes back with the published grid open; the site deliberately carries no level descriptors, no marks and no grade language, so feedback on the site's terms is always about argument, evidence and voice.
Homework tasks that recur in the decks
Summarise the plot in 150 words; identify the satire's two obvious targets; analyse the satirisation of the Merchant in the Prologue (AO1 and AO2 essay, 20 marks); re-read a taught section and prepare its imagery for presentation; plan, not write, three questions from the bank in a week.