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AQA GCSE Eng Lang Paper 2 Section B Writing: Writers’ Viewpoints and Perspectives

rlsmedia | Monday August 31, 2015

Categories: KS4, AQA GCSE, AQA GCSE English Language 2015, Paper 2: Writers' Viewpoints and Perspectives, Paper 2: Writers' Viewpoints and Perspectives Schemes, Dictionary & Grammar, Grammar, Hot Entries, Writing

Guide Navigation

  • AQA GCSE English Language Paper 2: Writers’ Viewpoints and Perspectives Assessment Pack

This unit has been designed to accompany the published AQA Exemplar Paper 2 Exam Paper.

Further sample exam questions can be found in our Assessment Pack in Guide Navigation.

It is a skills based unit and can therefore be used with any appropriate resources that a teacher may wish to use:

The Exam

What is Assessed

  • Section A: Reading
  • One non-fiction text and one literary non-fiction text
  • Section B: Writing
  • One extended writing question (24 marks for content, 16 marks for technical accuracy)

How it is Assessed

  • written exam: 1 hour 45 minutes
  • 80 marks
  • 50% of GCSE

Exam Questions

Reading (40 marks) (25%) – two texts

  • One short form question (1 x 4 marks)
  • Two longer form questions (2 x 8 marks)
  • One extended question (1 x 20 marks)

Writing (40 marks) (25%)

  • One extended writing question (24 marks for content, 16 marks for technical accuracy)

Assessment Objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE English Language specifications and all exam boards. The exams and Spoken Language endorsement will measure how students have achieved the following assessment objectives.

The AOs in red are assessed in paper 2 and the grid illustrates the weighting (click the image to enlarge or it is found here). Use this to guide planning and allocation of time to skills.

  • AO1: identify and interpret explicit and implicit information and ideas
  • select and synthesise evidence from different texts
  • AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views
  • AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts
  • AO4: Evaluate texts critically and support this with appropriate textual references
  • AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
  • AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.)
  • AO7: Demonstrate presentation skills in a formal setting
  • AO8: Listen and respond appropriately to spoken language, including to questions and feedback on presentations
  • AO9: Use spoken Standard English effectively in speeches and presentations

Not all AOs are assessed in this unit:

  • In Section A: AO1, 2 and 3 are assessed
  • In Section B: AO5 and AO6 are assessed
  • AO4 is not assessed in this exam

Lesson One

Learning Objective

  • Pupils will evaluate their own experience of writing and explore their attitudes towards writing.

Introduce the writing task and explain the requirements of the writing section in the paper. Remind pupils that it is important in this exercise to remember that they need to show off their language use. They must never use slang or colloquial terms. They must always use a wide range of vocabulary. They can refer to the work we did previously on language choices and effects.


As a class, mind map what they think makes a ‘good’ piece of writing. The teacher can use this to gauge the confidence of the students with regards to writing.


Starting with the moment that they woke up, what impact has writing had on their day? Pupils should list all of the times that they have written anything over the course of the day i.e. text, note, class work.

This is similar to the task in the Reading Unit and it is a good idea to compare the two lists.

Discuss: how important is writing in your life? What different types of writing are on your list i.e. notes, prose, slang.


Place sheets of A3 paper around the room with one of the following words on each sheet:

  • Broadsheet
  • Tabloid
  • Text Message
  • Email
  • Facebook post
  • Graffiti
  • Letter
  • Class Assessment

Pupils should rotate around the room and write down all of their ideas for each of the types of writing. They can list anything about the text type that comes to their mind.

Feedback as a class - there will be some interesting ideas! Discuss why the ideas on the sheets are so different i.e. Text Message vs. Class Assessment.

In their exercise books, pupils must explain about how they feel about their own writing. They should be as honest as possible - these response can be used by the teacher to plan starter activities and individualise future interventions.


‘Writing is…’ Using individual whiteboards or scrap paper, pupils must complete the sentence and hold it up. They can walk around the room and look at each other’s sentences. Pupils must pair up with someone who has the same / similar attitude as them. The teacher can use these responses to gauge / consolidate their understanding of the pupils’ attitudes towards writing and to personalise future lessons.

Lesson Two

Learning Objective

  • Become familiar with one of the key skills in the exam and consider ways to communicate clearly, effectively and imaginatively (AO5)

Display AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.)

Explain that each lesson will start with a SPaG activity that will refine their skills for the exam. These can and should be adapted according to the ability of the class. The activities in this unit are aimed at the ‘average’ C grade student.


My name is…

List a range of punctuation marks such as :  ;  !  ?  ()  ,  .

Pupils should choose one and imagine that they are speaking as that punctuation mark. They rotate around the room and introduce themselves to other punctuation marks without revealing who they are. The partner must guess which punctuation they are. For example:

Pupil A: ‘I am used to convey surprise, shock or excitement at the end of a sentence’.

Pupil B: ‘Hello exclamation mark. I am used to add parenthesis to a sentence.’

Pupil A: ‘Hello brackets!’


Display the exemplar question from the AQA specimen materials:

‘Homework has no value. Some students get it done for them; some don’t do it at all. Students should be relaxing in their free time.’ 

Write an article for a broadsheet newspaper in which you explain your point of view on this statement.

(24 marks for content and organisation, 16 marks for technical accuracy)

[40 marks]

Highlight the use of a statement that pupils need to respond to. Explain that pupils must be able to form their own opinions and express them confidently and with evidence. Use AfL ‘hands up’ to gauge how confident pupils are about this.


Display the nonsense sentence below:

‘Flugals are much more galooga than bingalongs’.

In pairs, pupils must argue for / against with each other.

Feedback - how did they feel about this? Was it easy? What methods, if any, did they use? Explain that it may have been made harder by the fact that they did not know what a ‘flugal’ or a ‘galooga’ or a ‘bingalong’ is! However, they will have identified the tone, bias and perspective.

Present the next statement:

‘Crisps are making teenagers fat and should be banned for all under-18s’.

Again, pairs can debate this for 1-2 minutes.

Feedback: why was this easier? What did they use to help them with this statement that they couldn’t use with the’ flugals’ statement? Draw attention to the fact that pupils need to be able to respond to any topic in the exam therefore they need to develop strategies to help them to respond to them regardless of their actual ‘real-life’ knowledge.

Pairs should reflect on their debates and make a list of the devices and methods they used to argue their point.

Pairs to join another pair and share the list until all pupils have a detailed list of possible methods they can use in future debates.


Display a range of topics - pupils should evaluate their knowledge of them and choose one to research and become an expert on. For example, teen pregnancies, healthy eating, education policies.

Lesson Three

Learning Objective

  • To understand the importance of text type, audience and purpose when planning an exam answer (AO5)



Display the following paragraph. Give pupils 1 minute to identify all of the errors:

Work on a developement at a local secondary school may only be allowed if mesures are taken to protect a colony of Bats. The Soprano Pipistrelle bats are found in a building at the katherine McChandler School in Woodfordbridge Town. Planes have been drawn up to demolish the block and replace it with a new facility (accommodating dance and drama) studios and music rehearsal rooms. The proposed upgrade will be considered by councillors next week. according to a report submitted to the locale Council, bats were observed entering the building under the rooves timber boards. Their presents means the project cannot go ahead without a European Protected Species Licence.

Feedback the errors and discuss what things have to be considered when proof-reading work.

How do we proof-read successfully? Discuss potential strategies such as:

  • Reading aloud
  • Using a red pen to identify errors
  • Using previous targets to anticipate their own mistakes

Note: errors are in red and include errors of spelling, punctuation and grammar.


Display the exemplar question again:

‘Homework has no value. Some students get it done for them; some don’t do it at all. Students should be relaxing in their free time.’ 

Write an article for a broadsheet newspaper in which you explain your point of view on this statement.

(24 marks for content and organisation, 16 marks for technical accuracy)

[40 marks]

Annotate the question paying attention to the key words i.e. article / broadsheet / explain/.

Highlight to learners:

  • Article – text type
  • Broadsheet – genre and audience - tone
  • Concerned member of the public – an adult writing - tone
  • Response to statement – make sure you answer the question.

Explain that pupils must always TAP (Text Type, Audience, Purpose) the question before embarking on any answer. Individually, pupils must TAP the following questions:

  1. Write a letter to the head teacher persuading them to ban homework
  2. Write a blog for a teen website explaining the benefits of revising
  3. Write an entry for a tabloid newspaper competition which informs readers about your favourite local restaurant.

Note: no.3 is tricky and may need further clarification from the teacher.


Once you have TAPed the text, how should you use that information to guide your answer?

Divide the class into three groups and allocate one of the following ‘elements’: Text Type, Audience, Purpose.

The groups should list all of the things that may be influenced by their element i.e. TEXT TYPE will influence the tone of the text. Next, they should list all of the possible examples of their element that might be used in an exam i.e. AUDIENCE= teens, parents, teachers etc.

Choose one of the examples from their work and write it onto a post-it note. Pupils should then sit in random threes- one from each element- and write their own exam question.


Feedback the questions and assess whether they are close enough to the exemplar material. Teachers should use this to assess whether pupils have fully understood all of the parts of the exam question.

Lesson Four

Learning Objective

  • To revise the rules of apostrophes (AO6) and to complete our first piece of sustained timed writing (AO5)


The apostrophe. Display the following pictures:

Using these images as a prompt, ask pupils to write down what they already know about the rules of apostrophes.

Feedback and reflect on the rules of correct apostrophe use. Pupils can write a ‘quick guide’ for Year 7 pupils.

Display the following paragraph and pupils should correct it to consolidate their understanding:

Davids house is strange. Downstairs in the basement...

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