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Paper 2 Section B of AQA GCSE English Language asks you to produce a piece of transactional writing — writing that presents a viewpoint. This section is worth 40 marks (24 for content and organisation, 16 for technical accuracy) and should take approximately 45 minutes. Unlike Paper 1's creative writing, Paper 2 requires you to write in a specific form (article, speech, letter, essay, leaflet, or report) and to present a clear, persuasive argument or viewpoint.
Paper 2 is called Writers' Viewpoints and Perspectives. Section A tests your reading skills on two non-fiction extracts; Section B tests your ability to write to present a viewpoint.
| Aspect | Detail |
|---|---|
| Paper | Paper 2: Writers' Viewpoints and Perspectives |
| Section | Section B: Writing |
| Time allowed | 45 minutes (out of 1 hour 45 minutes total) |
| Marks | 40 marks (half of Paper 2) |
| Question format | One question specifying a form, audience, and purpose |
| Task type | Article, speech, letter, essay, leaflet, or report presenting a viewpoint |
You will be given one task (no choice) that specifies:
Exam Tip: Read the question very carefully. Identify the form, audience, and purpose before you start planning. Writing a brilliant article when the question asked for a letter will lose you marks for content and organisation.
The mark scheme mirrors Paper 1 and is divided into two Assessment Objectives:
| Level | Description | Marks |
|---|---|---|
| Level 4 | Compelling, convincing communication; extensive, ambitious vocabulary; sustained, coherent structure; varied, inventive use of structural features; writing is compelling and matched to purpose, form, and audience | 19–24 |
| Level 3 | Clear, effective communication; increasingly sophisticated vocabulary; coherent structure; effective use of structural features for purpose, form, and audience | 13–18 |
| Level 2 | Some successful communication; conscious use of vocabulary; some structural features; mostly connected ideas | 7–12 |
| Level 1 | Simple, limited communication; simple vocabulary; limited structural features | 1–6 |
| Level | Description | Marks |
|---|---|---|
| Level 4 | Consistent, secure control of sentence demarcation; wide range of punctuation; extensive vocabulary; consistently accurate spelling; varied sentence forms for effect | 13–16 |
| Level 3 | Mostly secure sentence demarcation; range of punctuation, mostly accurate; varied vocabulary; mostly accurate spelling | 9–12 |
| Level 2 | Some control of sentence demarcation; some punctuation; some variety of vocabulary; some accurate spelling | 5–8 |
| Level 1 | Occasional sentence demarcation; limited punctuation; simple vocabulary; limited spelling accuracy | 1–4 |
Understanding FAP is essential for transactional writing.
The type of text you must produce. Each form has its own conventions:
| Form | Key Features |
|---|---|
| Article | Headline, optional subheading, engaging opening, paragraphs, sometimes a byline |
| Speech | Direct address to the audience, rhetorical techniques, clear introduction and conclusion |
| Letter | Address, date, salutation (Dear...), formal/informal register, sign-off |
| Essay | Introduction, structured argument with paragraphs, conclusion |
| Leaflet | Headings, subheadings, bullet points, short paragraphs, accessible language |
| Report | Title, headings, formal tone, objective language (or persuasive, depending on task) |
Who you are writing for determines your register (formal or informal) and tone.
| Audience | Register |
|---|---|
| A newspaper editor | Formal, professional |
| Your headteacher | Formal, respectful |
| Young people / peers | Can be slightly informal, relatable |
| A local council | Formal, factual |
| A general readership | Semi-formal, accessible |
What you are trying to achieve:
| Purpose | What You Do |
|---|---|
| Argue | Present a case with evidence and reasoning, considering counterarguments |
| Persuade | Convince the reader to agree with your viewpoint using emotional and logical techniques |
| Advise | Offer guidance and recommendations, often using a supportive tone |
| Inform | Provide clear, factual information, often in an objective tone |
Exam Tip: Most Paper 2 Section B tasks combine two or more purposes. For example, you might be asked to write an article that argues and persuades. Always identify all the purposes in the question.
| Mistake | Why It Loses Marks | What to Do Instead |
|---|---|---|
| Ignoring the form | An article without a headline or a letter without a salutation misses form conventions | Learn the conventions of each form and apply them |
| Wrong register | Using slang in a formal letter or being overly formal in a speech to peers | Match your language to your audience |
| No clear viewpoint | Sitting on the fence without committing to a position | Take a clear stance and sustain it throughout |
| All emotion, no evidence | Making dramatic claims without supporting them | Use facts, statistics, examples, and anecdotes |
| Ignoring the counterargument | Only presenting one side | Address and rebut the opposing view to strengthen your argument |
| Poor structure | Writing one long paragraph with no organisation | Use clear paragraphs, each with a distinct point |