GCSE English Language (AQA) REVISION BOOKLET

Paper 2: Writers’ viewpoints and perspectives

Assessment Objectives (AO)
SECTION A: READING (Questions 1 - 4)
AO1: Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from
different texts. (Question 1 and 2)
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. (Question 3)
AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more
texts. (Question 4)
AO4: Evaluate texts critically and support this with appropriate textual references.

SECTION B: WRITING (Question 5)

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. (Question 5)
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). (Question 5)

In Section A, you will be given two sources to analyse. These will both be nonfiction texts: one
will be modern; one will have been written in the 19th Century (usually Victorian). ​
Victorian context Tick Nonfiction texts (form) Tick
Gender expectations Article (website, magazine, newspaper)
Education Letter
Class / social hierarchy Interview transcript
Industrialisation (city/country life) Diary entry
Religion / evolution Nonfiction book
Family values Speech
Crime / punishment Blog
Festivals / celebrations Travel writing
The British Empire Report
Supernatural Biography/autobiography
In Section B, you will be asked to demonstrate your ability to write for a specified audience
and in a particular form. You need to give your opinion on a statement that is provided in the
question.
This exam has 80 marks in total. Your answers will be graded against the following levels:
1 hour, 45 mins to answer 5 questions
Level 4: Perceptive, detailed (Grade 8-9)
Reading time (10 minutes) Level 3: Clear, relevant (Grade 5-7)
Question 1: 4 marks (5 minutes) Level 2: Some, attempts (Grade 2-4)
Question 2: 8 marks (10 minutes) Level 1: Simple, limited (Grade U-2)
Question 3: 12 marks (15 minutes)
Question 4: 16 marks (20 minutes)
Question 5: 40 marks (45 minutes)
Source pair 1 (‘Shooting an Elephant’ and ‘Wild Animals in Captivity’)

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Turn over

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Source pair 1 Questions (‘Shooting an Elephant’ and ‘Wild Animals in Captivity’)

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Source pair 2 (‘Touching the Void’ and letter from British explorer Gertrude Bell)

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Source pair 2 Questions (‘Touching the Void’ and letter from British explorer Gertrude Bell)

Select four true statements by shading in the circle in the box.

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Source pair 3 (Clive James’ autobiography and article from 1868 magazine)

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END OF SOURCES
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Source pair 3 Questions (Clive James’ autobiography and article from 1868 magazine)

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Section B
Example questions:
A.​ ‘Modern lifestyles that value convenience and image are damaging people’s bodies and minds. Young
people should take better care of their health.
Write a speech to deliver to a group of teenagers which gives your opinion on this statement.

B.​ ‘Children these days waste too much time using technology. They should be encouraged to socialise,
travel and explore more. ’
Write a speech to your parents of students at your school to argue for or against this statement.

C.​ ‘Developers should not be allowed to build shopping centres on places of natural beauty. Green open
spaces must be preserved.’
Write a letter to your local MP to give your opinion on this statement

D.​ ‘Cars are noisy, dirty, smelly and downright dangerous. They should be banned from all town and city
centres, allowing people to walk and cycle in peace.’

Write a letter to the Minister for Transport arguing your point of view on this statement.

E.​ ‘Education is not just about which school you go to, or what qualifications you gain; it is also about what
you learn from your experiences outside of school.’
Write a speech for your school or college Leavers’ Day to explain what you think makes a good
education.

F.​ ‘Parents today are over-protective. They should let their children take part in adventurous, even risky,
activities to prepare them for later life.’
Write an article for a broadsheet newspaper in which you argue for or against this statement.

G.​ ‘Our addiction to cheap clothes and fast fashion means young people in poorer countries have to work
in terrible conditions to make them. We must change our attitude to buying clothes now.’
Write an article for a magazine or website in which you argue your point of view on this statement.

Useful sentence starters:

I am certain. . . I’m sure that you can see that . . . What needs to be done/what we need to do. . . I ask
you to think about . . . I urge you to consider… I implore you to reconsider… I am writing in order to . .
Nevertheless . . . On the other hand . . . It has come to my attention that . . . If you proceed with . .
Obviously. . . Clearly…. Surely . . . Certainly….. Regardless . . . If [ ] were to happen, then .
FIrstly….. Secondly….. Finally… Consequently… Alarmingly…
This can be rectified / amended / salvaged by . . . Although it may seem…
A recent study by the NHS has revealed that…
In a recent interview, Dr Harris, of Cambridge University, said, “..........”
Statistics from the charity the British Red Cross suggest that…

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Vocabulary for English Literature and English Language
Definition / synonym Text / Character

Abused
Agony
Ambitious
Apathetic
Apparition
Apprehensive
Arrogant
Authority
Avarice
Benevolence
Callous
Capitalism
Catalyst
Catastrophe
Catharsis
Caustic
Chaotic
Climax
Community
Congenial
Culpable
Degradation
Delusional
Delve
Desperate
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Despise
Destitute
Didactic
Differentiate
Dilemma
Disaster (n)
Disillusioned
Disturbed
Divine right of
kings
Dramatic
Irony
Edwardian
Emasculate
Endeavour
Endure
Enigmatic
Exploit
Feminism
Fluctuate
Frightened
Glorify
Hamartia
Hierarchy
Hopeless
Hubris
Immoral
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Uplevel your vocabulary and develop your arguments by using phrases from your other subjects.

Geography History Science Maths

Erosion Migration Cardiovascular Equation

Globalisation Tyrant Catalyst Hypothesis

urbanisation Totalitarian Endorphins Integration

Derelict Regime Oxytocin Function

Sustainable Dictatorship Dopamine Mutually exclusive

Rural Capitalism Melatonin Simultaneous

Volcanic Communism Metabolism Variable

Erupt Blockade Respiratory system Circumference

Industrialisation Liberation Decay Distribution

Renewable Demolish Optimum Adjacent

Contour Crusade Synthesis Perpendicular

Relief Establishment Distillation Parallel

Gentrification Imperialism Adrenaline Perimeter

Biodiversity Democratic Perspiration Multiple

Denaturing Reform Hyperventilate Justify

Overcultivation Oppress Reproduction Denominator

Infrastructure Revolutionary Mutate Calculate

Regeneration Justice Reptile Subtract

Metropolis Plague Arachnid Multiply

Phobia

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