AQA A-Level French (7652)

## Learning Outcomes

- Distinguish clearly between **coordinating conjunctions** and **subordinating conjunctions**
- Understand how conjunctions help you build accurate **complex sentences** in Paper 2 essays
- Identify common conjunctions of addition, contrast, cause, time, purpose and concession
- Explain which conjunctions usually take the **indicative** and which commonly trigger the **subjunctive**
- Use conjunctions to improve essay cohesion rather than just adding random link words
- Avoid common errors, especially with **après que**, **avant que**, **bien que** and **pour que**
- Apply conjunctions effectively in literary essays, summaries and translation into French

## AQA A-Level French (7652) Syllabus

For the AQA A-Level French (7652), you are expected to understand conjunctions as part of the grammar specification, with a focus on the following syllabus points:

- Know that the specification includes **coordinating conjunctions** such as **et**, **ou** and **mais**
- Identify the difference between **coordination** and **subordination**
- Understand how subordinating conjunctions introduce a **subordinate clause** linked to a **main clause**
- Recognise useful conjunctions for cause, time, concession and purpose in essay writing
- Understand that some conjunctions require the **subjunctive mood**, while others take the **indicative**
- Distinguish accurately between commonly confused pairs such as **après que** and **avant que**
- Use conjunctions to support a coherent, relevant argument in Paper 2 rather than relying on memorised fillers
- Know that **si sentences** are a separate complex structure linked to tense control, not just another list of connectives

## Test Your Knowledge

_Attempt these questions before reading this article. If you find some difficult or cannot remember the answers, look more closely at that area during your revision._

1. What is the difference between a coordinating conjunction and a subordinating conjunction?
2. Why is **bien que** more useful in an essay than simply repeating **mais**?
3. Which takes the subjunctive: **après que** or **avant que**?
4. How can conjunctions improve the quality of a Paper 2 essay?
5. What is wrong with using advanced connectives if the grammar after them is inaccurate?

## Introduction

Conjunctions matter in AQA A-Level French because they do much more than join sentences together. In Paper 2, they help you organise an argument, compare ideas, show cause and effect, and build the kind of complex language that examiners reward when it is accurate and relevant.

Many students revise conjunctions as a long list of “link words”. That is not enough. The real exam skill is knowing **why** a particular conjunction fits a sentence, **how** it changes the grammar that follows, and **when** it helps your argument sound controlled rather than forced.

> **Key Term: conjunction**
> An invariable word used to link words, phrases or clauses, either by coordination or by subordination.

### Conjunctions

![French conjunctions classified by coordination, subordination, semantic function, and mood selection in complex sentences.](https://static.pastpaperhero.com/images/aqa-a-level-french-7652-grammar-conjunctions_00.png)

_French conjunctions are grouped by grammatical type, clause relation, and typical mood requirements._

### Coordination and subordination: the basic distinction

The first distinction you need is between **coordination** and **subordination**. If you do not see this difference clearly, conjunction revision becomes a list-learning exercise with no real control.

> **Key Term: coordinating conjunction**
> A conjunction that links two words, phrases or clauses of equal grammatical status.
> **Key Term: subordinating conjunction**
> A conjunction that introduces a dependent clause linked to a main clause.
> **Key Term: main clause**
> A clause that can stand on its own as a complete statement.
> **Key Term: subordinate clause**
> A clause that depends on a main clause and cannot usually stand alone.

A coordinating conjunction joins equal elements:

- Il est intelligent **et** ambitieux.
- Tu viens **ou** tu restes ?
- Elle veut participer, **mais** elle hésite.

In each case, the material on both sides has equal status. You could split the sentence without damaging the basic grammar.

A subordinating conjunction does something more advanced:

- Je pense qu’il réussira **parce qu’**il travaille beaucoup.
- Nous partirons **quand** il arrivera.
- Elle continue **bien qu’**elle soit fatiguée.

Here, the second clause depends on the first. That dependence lets you express reasoning, timing, contrast or purpose with much more precision.

This is why subordination is valuable in essays. Compare these two versions:

- Cécile est jeune. Elle est manipulatrice. Elle souffre aussi.
- Bien que Cécile soit jeune, elle se montre manipulatrice, tandis qu’elle souffre aussi des conséquences de ses choix.

The second version is stronger because the conjunctions shape relationships between ideas. You are not just listing points. You are analysing them.

A useful memory device for common coordinating conjunctions is **mais où est donc Ornicar ?**

- mais
- ou
- et
- donc
- or
- ni
- car

Not all of these will appear often in essays, but the pattern helps retention.

> **Test Tip:**
> In Paper 2, do not force rare conjunctions into every paragraph. A smaller range used accurately is worth more than a long list used badly.

### Using conjunctions by function in essays

The best way to learn conjunctions is by **function**, because that is how you choose them in the exam. You are not asked, “Which conjunction do you know?” You are asked to express a relationship between ideas.

#### Addition and development

These move an argument forward:

- **et** — and
- **de plus** — moreover
- **d’ailleurs** — besides, moreover
- **ensuite** / **puis** — then
- **enfin** — finally
- **d’abord** — first of all

These are useful for structure, but they are low-risk rather than high-value. They help order an essay, but they do not by themselves create much analytical depth.

For example:

- D’abord, il faut considérer le rôle de la mère. **Ensuite**, on voit l’influence du contexte social. **Enfin**, le dénouement révèle...

That is clear and organised, which matters. But if every sentence begins like this, the essay can become mechanical.

#### Contrast and concession

These are often more powerful in literary analysis:

- **mais** — but
- **cependant** / **pourtant** — however
- **par contre** — on the other hand
- **néanmoins** — nevertheless
- **bien que** — although
- **quoique** — although

The key distinction many students miss is this:

- **mais**, **cependant**, **pourtant** often link whole ideas at discourse level
- **bien que**, **quoique** create a subordinate clause and often push your grammar into a more sophisticated pattern

Compare:

- Le personnage semble fort, **mais** il reste vulnérable.
- **\*Bien que** le personnage semble fort, il reste vulnérable.\*

Both are correct, but the second sounds more controlled and analytical because the concession is built inside the sentence.

#### Cause and explanation

These justify points:

- **parce que** — because
- **puisque** — since, because
- **comme** — as, since
- **car** — for, because
- **vu que** — seeing that
- **d’autant plus que** — all the more since
- **dans la mesure où** — insofar as

These are vital in Paper 2 because you constantly need to explain **why** something matters.

Example:

- Le film choque le spectateur **parce que** la violence semble banale.
- Cette scène est d’autant plus marquante **qu’**elle rompt avec le ton précédent.

Notice the difference in register. **Parce que** is basic and very useful. **D’autant plus que** is more precise and often sounds stronger in evaluation.

#### Time and sequence

These help you analyse narrative development:

- **quand** — when
- **lorsque** — when
- **après que** — after
- **avant que** — before
- **jusqu’à ce que** — until

These are especially useful in film and literature because essays often track how characters, themes or tensions develop over time.

Example:

- Le héros paraît sûr de lui **lorsqu’**il arrive, mais son assurance disparaît **après que** la vérité éclate.

#### Purpose

These are high-value in analytical writing:

- **pour que** — so that
- **afin que** — so that
- **afin de** — in order to

Purpose structures help you explain authorial or directorial intention:

- Le réalisateur utilise un gros plan **pour que** le spectateur ressente la tension.
- L’auteur choisit ce contraste **afin de** souligner l’hypocrisie du personnage.

Notice that **afin de** is followed by an infinitive, while **afin que** is followed by a finite verb clause.

> **Key Term: cohesion**
> The way words and structures link ideas together clearly across a sentence or paragraph.
> **Test Tip:**
> If a paragraph reads like separate bullet points joined by **et** and **mais**, add one cause conjunction and one concession or purpose conjunction. That often improves AO3 language quickly.

### Indicative or subjunctive after conjunctions

This is where conjunction revision becomes genuinely exam-relevant. Some subordinating conjunctions trigger the **subjunctive**, but not all. Students often overgeneralise and create errors.

> **Key Term: subjunctive mood**
> A verb mood used in certain subordinate clauses, often after expressions of doubt, feeling, purpose, concession or unreality.

The central rule is not “long conjunction = subjunctive”. The real issue is whether the clause expresses fact, uncertainty, purpose, concession or something not yet realised.

#### Usually followed by the indicative

These normally refer to facts or events treated as real:

- après que
- quand
- lorsque
- often **parce que**, **puisque**, **comme**

Examples:

- Nous sommes partis **après qu’**il est arrivé.
- Je le comprendrai mieux **quand** je lirai le roman.
- Elle a réagi ainsi **parce que** la situation était injuste.

The big exam trap is **après que**.

Many students wrongly write:

- après qu’il **soit** arrivé

For formal grammar and exam use, standard French expects the **indicative** after **après que**, because the event is presented as completed or factual.

#### Usually followed by the subjunctive

These often express something uncertain, intended, conceded or not yet realised:

- avant que
- bien que
- quoique
- pour que
- afin que
- jusqu’à ce que

Examples:

- Pars **avant qu’**il ne **revienne**.
- **\*Bien qu’**elle **soit** jeune, elle comprend la gravité de la situation.\*
- Je répète cette idée **pour qu’**elle **soit** claire.
- Nous attendrons **jusqu’à ce qu’**il **arrive**.

Why these?

- **avant que**: the event has not happened yet
- **pour que / afin que**: the action is desired or intended
- **bien que / quoique**: concession often triggers the subjunctive
- **jusqu’à ce que**: endpoint not yet reached at the time of the main action

#### The after/before contrast students confuse

This pair is worth learning together:

| Conjunction   | Meaning | Usual mood      | Why                             |
| ------------- | ------- | --------------- | ------------------------------- |
| **après que** | after   | **indicative**  | event treated as real/completed |
| **avant que** | before  | **subjunctive** | event still pending             |

So:

- \*après qu’il **est arrivé\***
- \*avant qu’il **n’arrive\***

That contrast is very examinable because it tests both meaning and control.

#### A note on the _ne_ after some conjunctions

You may see:

- avant qu’il **ne** parte

This **ne** is often called a formal or expletive **ne**. It does **not** make the sentence negative in the usual sense. You do not need to force it into every sentence, but you should recognise it.

### Conjunctions in Paper 2 essays, translation and checking

Conjunctions help most when they serve argument and clarity. Examiner comments on A-Level essays often criticise students who use pre-learned phrases that do not really answer the question. Conjunctions are part of that problem if they are inserted without purpose.

#### In Paper 2 essays

A good essay does not just connect sentences. It builds a line of thought. Conjunctions help you do three major things:

1. structure
   - d’abord, ensuite, enfin

2. analyse
   - parce que, puisque, d’autant plus que

3. evaluate
   - bien que, cependant, pourtant, par contre

A strong analytical sentence might look like this:

- Bien que le personnage semble agir librement, il reste prisonnier de son milieu, parce que ses choix sont limités par les attentes sociales.

That one sentence shows concession, cause and interpretation.

A weaker version would be:

- Le personnage agit librement mais son milieu est important et il a des attentes sociales.

The ideas are there, but the relationships are vague.

#### In translation into French

When translating from English, conjunction choice often matters as much as vocabulary.

English: “Although he is poor, he remains proud.”
Good French: _Bien qu’il soit pauvre, il reste fier._

English: “I left before he arrived.”
Good French: _Je suis parti avant qu’il n’arrive._

English: “After he arrived, we ate.”
Good French: _Après qu’il est arrivé, nous avons mangé._

So translation tests whether you know:

- the correct conjunction
- the correct mood after it
- the correct tense sequence

#### Si clauses: related but distinct

Students often mix **si clauses** with conjunction lists. **Si** is of course a conjunction, but in exam revision it is usually best learned as a separate tense pattern because the mark value comes from tense control.

> **Key Term: si clause**
> A conditional structure using **si** with a linked tense pattern, often to express real or hypothetical situations.

The most useful high-level pattern is:

- si + imperfect + conditional
- Si j’avais plus de temps, je lirais davantage.

This is valuable in essays because it lets you qualify judgement:

- Si le personnage était plus lucide, il éviterait cette erreur.

That sounds analytical and controlled, but do not confuse it with subjunctive triggers. **Si** clauses are about conditional tense relationships, not subjunctive after conjunctions.

#### How to structure an effective language paragraph in Paper 2

When planning, aim for variety across functions:

- one cause connector
- one contrast or concession connector
- one purpose or time connector

For example, in one paragraph you might use:

- parce que
- bien que
- pour que

That gives range without sounding overloaded.

#### Final self-check for conjunctions

At the end of a response, check:

- Have I overused **et** and **mais**?
- Have I used at least one clear subordinate clause?
- After **après que**, did I avoid the subjunctive?
- After **bien que / pour que / avant que**, did I use the subjunctive correctly?
- Do my conjunctions actually match the logic of the sentence?

> **Test Tip:**
> In the final 2–3 minutes of checking, underline every conjunction in one paragraph. If they are all basic linkers, rewrite one sentence with a more precise subordinate structure.

### French Language Toolkit

#### Topic vocabulary

| French         | English        |
| -------------- | -------------- |
| et             | and            |
| ou             | or             |
| mais           | but            |
| car            | because, for   |
| parce que      | because        |
| puisque        | since, because |
| comme          | as, since      |
| donc           | therefore, so  |
| cependant      | however        |
| pourtant       | however, yet   |
| néanmoins      | nevertheless   |
| bien que       | although       |
| quoique        | although       |
| avant que      | before         |
| après que      | after          |
| lorsque        | when           |
| pour que       | so that        |
| afin que       | so that        |
| jusqu’à ce que | until          |
| tandis que     | whereas, while |

#### Complex sentence patterns

- Bien que le personnage soit jeune, il comprend déjà la gravité de la situation.
  Although the character is young, he already understands the seriousness of the situation.

- Le réalisateur utilise un gros plan pour que le spectateur ressente la tension.
  The director uses a close-up so that the viewer feels the tension.

- Après que la vérité éclate, les relations entre les personnages changent complètement.
  After the truth comes out, the relationships between the characters change completely.

- Avant qu’il ne soit trop tard, le héros doit prendre une décision.
  Before it is too late, the hero must make a decision.

- Tandis que certains personnages cherchent la liberté, d’autres acceptent le conformisme.
  While some characters seek freedom, others accept conformity.

- Si le personnage était plus lucide, il éviterait cette erreur.
  If the character were more clear-sighted, he would avoid this mistake.

- Dans la mesure où cette scène marque un tournant, elle mérite une attention particulière.
  Insofar as this scene marks a turning point, it deserves particular attention.

#### Opinion and argument phrases

- **À mon avis...** — In my opinion...
- **D’une part..., d’autre part...** — On the one hand..., on the other hand...
- **Il me semble que...** — It seems to me that...
- **Je ne suis pas convaincu(e) que...** — I am not convinced that...
- **Quoi qu’on en pense...** — Whatever one thinks about it...

## Key Point Checklist

_This article has covered the following key knowledge points:_

- The AQA specification requires knowledge of **coordinating conjunctions** and **subordinating conjunctions**
- Coordinating conjunctions link elements of equal status, while subordinating conjunctions introduce dependent clauses
- Common coordinating conjunctions include **et**, **ou**, **mais**, **donc**, **or**, **ni**, **car**
- Conjunctions are best revised by **function**: addition, contrast, cause, time and purpose
- Subordinating conjunctions often create stronger analytical writing than basic linkers such as **et** or **mais**
- **Bien que**, **quoique**, **pour que**, **afin que**, **avant que** and **jusqu’à ce que** commonly take the **subjunctive**
- **Après que**, **quand** and **lorsque** normally take the **indicative**
- A major exam trap is using the subjunctive after **après que**
- **Avant que** and **après que** should be learned as a contrast pair because they take different moods
- Conjunctions improve **cohesion** and help structure relevant arguments in Paper 2 essays
- **Si clauses** are related to conjunction work but are best revised as tense patterns, especially **si + imperfect + conditional**
- In the exam, range only helps if it is accurate and relevant to the argument

## Key Terms and Concepts

- conjunction
- coordinating conjunction
- subordinating conjunction
- main clause
- subordinate clause
- cohesion
- subjunctive mood
- si clause


Grammar - Conjunctions