Question 5: Writing to Present a Viewpoint Flashcards
All 98 cards in this deck
How many marks is Paper 2 Question 5 worth, and how are they split?
40 marks: 24 for AO5 (content and organisation) and 16 for AO6 (technical accuracy). It is a quarter of the whole GCSE.
How long should you spend on Paper 2 Question 5?
About 45 minutes: roughly 5–10 minutes planning, 30 minutes writing and 5 minutes checking.
What does a Paper 2 Question 5 task look like?
A quoted statement that people could disagree with, then "Write a/an [form] for [audience] in which you argue/explain your point of view on this statement." There is one task and no choice.
In Question 5, what is the difference between being asked to argue and to explain your point of view?
Argue: push the reader towards your side, forcefully. Explain: set out and justify your view more calmly, often weighing other views. Both still need a clear point of view.
Do you have to agree with the Question 5 statement?
No. Agree, disagree or agree in part. What matters is a clear, consistent viewpoint that responds to the whole statement, not one that flips back and forth.
What does a top-band (Level 4) Question 5 answer do for AO5?
It is convincing and compelling: tone and register suit the audience with confidence, ideas are detailed and complex, paragraphs flow seamlessly, and language and rhetoric are deliberately crafted.
What happens to your AO5 mark if you don't address the statement directly?
It is capped at 12 (the top of Level 2), however well written, because the writing can't be clear or convincing about the task.
Are AO5 and AO6 marked together in Question 5?
No, separately. A strong argument can earn a high AO5 mark even with some errors, and accuracy is judged on its own 16-mark grid.
What do examiners criticise about abstract Question 5 arguments, and how do you avoid it?
Big general claims ("pollution is bad for the planet") with nothing specific behind them stay in Level 2. Ground each point in a concrete example: a particular situation, a named type of place, your own experience widened to others.
Why shouldn't you invent statistics in Question 5?
Examiners call made-up figures "spurious": "94.7% of teenagers…" sounds false and weakens your credibility. Use well-known facts, reasoned examples or a clearly hypothetical case instead.
Is a longer Question 5 answer a better one?
No. Examiners can usually place an answer by the end of its first or second page. Very long answers lose control of the argument and pick up more errors. Write a carefully crafted piece and leave time to check it.
Why do examiners warn against pre-learned vocabulary and stock openings in Question 5?
Memorised "ambitious" words and stock openers like "Picture this…" usually don't fit the audience or tone, so they sound clumsy and can pull the mark down. Choose the precise word that suits your reader.
What do form, audience and purpose mean in a Question 5 task?
Form: the type of text (article, letter, speech, essay). Audience: who will read or hear it. Purpose: what it must do (argue, explain, persuade, advise). The task tells you all three; underline them.
What is register?
The level of formality in your writing. Matching register to audience and purpose is part of AO5's "tone, style and register".
How do you decide how formal your Question 5 writing should be?
Think about who the reader is and your relationship to them. Councillors, a head teacher or a newspaper editor need formal Standard English; a school magazine for students can be lively and conversational, but still Standard English.
Can you use slang when writing for a teenage audience in Question 5?
Avoid it. Contractions, direct address and humour are enough to sound friendly. Slang loses AO5 marks for register and AO6 marks for Standard English.
How is writing to advise different from writing to argue?
Advice is helpful and reassuring, using softer modal verbs ("you could", "try") and practical steps. Argument presses a case with reasons and rebuttals.
What is tone, and why does it matter in Question 5?
Tone is the attitude your voice conveys: passionate, wry, urgent, measured. Examiners say the best answers rarely sound neutral; a confident, sustained tone makes writing convincing.
A task says: "Write a letter to your head teacher…". What do form, audience and purpose suggest about your writing?
A formal letter to one adult in authority: respectful, firm and reasoned, with proposals the head could act on rather than complaints.
A speech to the local council opens "Hey guys, so basically…". What's wrong, and how would you fix it?
The register is far too informal for councillors, which loses AO5 marks for tone and register. Try "Good evening, councillors." followed by a clear statement of why you are speaking.
Who is the audience implied by "a broadsheet newspaper"?
Educated adult readers of all ages, who expect a reasoned argument, a wider context and a fairly formal register, though wit is welcome.
Why should you think about what your audience already believes?
If you can anticipate their views (e.g. parents worried about cost), you can address them directly, which makes your argument far more convincing for that reader.
What are the main conventions of a written article?
A headline, an optional standfirst, perhaps one or two subheadings, then well-developed paragraphs. Don't draw columns or pictures.
What makes a good article headline?
It is short and punchy, hooks the reader with wordplay, alliteration or a question, and hints at your viewpoint.
What is a standfirst?
A sentence or two below the headline that sums up the article's angle and draws the reader in, e.g. "Our high street is emptying fast. One student thinks she knows why."
Should you use subheadings in a Question 5 article?
Optional. One or two can signpost the stages of a long argument, but they don't replace clear topic sentences, and lots of them make the piece look like a list.
What are good ways to open an article?
A brief anecdote, a sharp observation, a bold claim, or a question that matters to the reader. Avoid stock openings ("Picture this…") that examiners see thousands of times.
How does the place an article appears change how you write it?
A school magazine allows a lively, personal voice; a national newspaper or broadsheet needs a more formal register and wider examples; a website article may be shorter-paragraphed and direct.
How could you end an article strongly?
Return to your opening anecdote or image (a cyclical ending), give a call to action, or finish on a short, memorable line. Don't just repeat your points.
What techniques does the headline "Screen Time? Make It Green Time" use, and what is their effect?
Rhyme and a question followed by an imperative. It is catchy and signals the viewpoint at once: swap screens for the outdoors.
Can you write in the first person in an opinion article?
Yes. Opinion columns use "I" and personal experience, but the best ones widen out from the personal to the bigger picture.
How long should you spend on the headline and standfirst?
A minute or so. They show you know the form, but the marks come from the argument, so don't spend ten minutes polishing a pun.
What layout features show you are writing a formal letter?
Your address and the date at the top, a salutation ("Dear…"), paragraphs, and a sign-off with your name. In the exam a brief nod to the addresses is enough.
Which sign-off goes with "Dear Sir or Madam"?
"Yours faithfully": you use it when you don't know the person's name.
Which sign-off goes with "Dear Mrs Hale"?
"Yours sincerely": you use it when you've addressed the person by name.
How should you write the opening paragraph of a formal letter?
Say who you are, why you are writing, and your view, e.g. "As a Year 11 student at Northfield Academy, I am writing to oppose the proposal to…"
What register should a formal letter use, even when you're angry?
Formal and polite but firm. Controlled anger is more persuasive than rudeness, which lets the reader dismiss you.
How should a formal letter end?
Sum up your view and ask for a specific action or reply, e.g. "I urge you to reconsider, and I look forward to your response." Then the correct sign-off.
How do you begin a letter to a newspaper editor?
"Dear Editor" or "Dear Sir or Madam", signed off "Yours faithfully".
Why is it worth acknowledging the recipient's position in a letter?
Recognising their pressures ("I understand the council's budget is stretched…") shows respect and fairness, and makes your case harder to dismiss.
How should you write a letter to someone you know well, such as a relative?
Less formal: "Dear Gran", a warmer tone, and a sign-off such as "Best wishes" or "Love". It must still present a clear viewpoint in Standard English.
Who is the reader of a Question 5 letter, and why does it matter?
Usually a named role (head teacher, MP, editor, council). Your arguments should be ones that person can act on, so aim proposals at their powers.
What are the main features of a speech?
A greeting to the audience, direct address, signposting, rhetorical devices built for the ear, a memorable ending, and often thanks at the close.
How should a speech greet its audience?
To suit the occasion: "Good evening, councillors", "Fellow students", "Ladies and gentlemen". It shows at once that you know who you're talking to.
Why does a speech need signposting?
Listeners can't re-read, so phrases like "My first reason…" or "Let me turn to…" help them follow the argument.
Why does repetition work especially well in a speech?
Listeners remember what they hear repeatedly. Repeating a key phrase creates rhythm and fixes your message in their minds.
What do inclusive pronouns (we, us, our) do in a speech?
They make speaker and audience a team with a shared problem, so agreeing with you feels natural.
What technique is used in "We can wait. We can hope. Or we can act.", and what is its effect?
A tricolon with repetition of "We can". The short sentences build to a climax, so the final option, acting, feels like the only sensible choice.
How do you write "for the ear" in a speech?
Vary sentence length: short sentences for emphasis, questions that the audience answer in their heads, and patterns that are easy to follow aloud.
How should a speech end?
With a call to action, a return to your opening image, or a short, punchy line, then "Thank you for listening."
Should you write stage directions such as (pauses) or (audience claps) in a speech?
No. Show the drama through the writing itself, e.g. a short sentence on its own line creates a pause naturally.
How would a speech to a school assembly differ from one to councillors on the same topic?
The assembly speech can be warmer and more personal, with examples from school life; the council speech needs a formal register and proposals the council has the power to carry out.
What is an essay in Paper 2 Question 5?
A formal, structured piece setting out your view for a thoughtful reader. It has no headline, greeting or sign-off.
What should the introduction of a Question 5 essay do?
Introduce the issue, pin down any key term in the statement (what counts as "waste of time"?), and state your line of argument.
What does a well-built essay paragraph contain?
A topic sentence stating the point, a specific example, an explanation of why it supports your view, and a link to the next step.
What should an essay's conclusion do?
Bring the argument together, give your final judgement, and suggest its wider significance. No new arguments.
How does an essay asked to explain a point of view differ from a speech asked to argue?
The essay weighs the evidence in a more measured tone and treats other views fairly, but still reaches a clear position. The speech pushes harder and leans on rhetoric.
What register suits a Question 5 essay?
Formal throughout: mostly impersonal, with an occasional thoughtful "I". Avoid chatty asides and slang.
Why should an essay deal with the opposing view?
A reader expects an essay to be fair. Setting out the other side honestly, then explaining why your view is stronger, makes your conclusion convincing.
Which discourse markers help an essay's logic?
Furthermore (adding), nevertheless (contrasting), consequently (cause and effect), admittedly (conceding), ultimately (concluding). They show how each idea relates to the last.
What does this sentence do? "Some argue that homework teaches discipline. Yet discipline learned under threat of detention is obedience, not self-motivation."
It states a counter-argument and rebuts it by redefining the key term: the "discipline" homework teaches isn't the kind that matters.
How do you stop an essay going round in circles?
Make sure each paragraph moves the argument on (a new reason, a deeper consequence, a tougher objection) rather than restating the statement in new words.
Which less common forms could appear in Question 5?
Reviews, guides and leaflets. None has been set recently, but non-fiction forms like these are allowed, so know their conventions just in case.
What is a review?
A piece judging how good something is (a film, restaurant, event, product), mixing brief description with a clear opinion and a verdict.
How could you structure a review?
A hook, brief context (what, where, who for), the strengths, the weaknesses, then a clear verdict or recommendation.
What is a guide, and what features does it use?
A text that explains or advises: a clear title, sections with subheadings, second person ("you"), practical tips and imperatives ("Start with…").
What features suit the text of a leaflet?
A clear title, short sections with subheadings, perhaps a few bullet points, and a closing next step (where to go, what to do). Write the text only; no pictures.
Should you lay out a leaflet in columns or boxes in the exam?
No. Write the text in order with subheadings. Drawing a layout wastes time and earns nothing.
What tone suits a guide or leaflet that advises?
Friendly and reassuring, with softer modal verbs ("you could", "it's worth…"). It shouldn't sound bossy.
Does a guide or review still need a point of view in Question 5?
Yes. Whatever the form, the task asks for your point of view on the statement. A guide or review must make that view clear.
Should you use bullet points in a Question 5 leaflet?
Sparingly. A short list can suit a leaflet, but most of the text should be full sentences, which show the sentence and punctuation range AO6 rewards.
How would a game review differ for a teen magazine and a broadsheet newspaper?
Teen magazine: lively, humorous, conversational. Broadsheet: more measured and analytical, considering wider issues such as price or the game's place in the culture.
What does a rhetorical question do in persuasive writing?
It makes the reader answer in their head, and implies the answer is obvious, so they feel they've agreed with you.
What is the rule of three, and what does it do?
Grouping ideas in threes ("cheaper, cleaner, safer"). The rhythm feels complete and memorable, and makes the case sound well-supported.
What does direct address ("you") do in persuasive writing?
It speaks to the reader personally, making the issue their concern and their responsibility.
What does an anecdote add to an argument?
A short real-life story makes an abstract point concrete and emotionally real. Widen it out: show what the story means for many people.
What do statistics add to an argument, and when should you use them?
They lend authority and make a problem seem measurable. Use one only if you know it is real or it is a rough, widely known fact ("most of us carry a phone"); otherwise a concrete example does the job better.
How should you use expert opinion in Question 5?
Refer to experts in general, plausible terms ("doctors routinely warn that…"). Inventing named professors and universities sounds fake.
What does emotive language do, and what's the risk?
Words with strong feelings attached ("abandoned", "suffering") stir the reader's emotions. Overuse sounds melodramatic, so save it for key moments.
What does hyperbole do in persuasive writing?
Deliberate exaggeration emphasises a point or adds humour, but it must be obviously deliberate, not a false claim.
What do imperatives do in persuasive writing?
Command verbs ("Imagine…", "Act now") give a direct call to action, often at the end.
What does antithesis (a "not… but…" contrast) do?
Setting opposites side by side ("This is not a cost; it is an investment") sharpens the choice and makes your side seem the obvious one.
In "Is a cheaper bus fare really too much to ask?", which technique is used and what is its effect?
A rhetorical question. "Really" and "too much to ask" make the request sound modest, so anyone who refuses seems unreasonable.
In "We are told that phones distract us, that phones isolate us, that phones are ruining us," which techniques are used and what is their effect?
A tricolon with repetition of "phones", rising to the hyperbolic "ruining". Framed by "We are told", it can mock the claims and set up a rebuttal.
Should you try to fit in as many persuasive techniques as possible?
No. Devices only earn credit when they serve your argument. A checklist approach makes writing mechanical; a few well-placed techniques work better.
What is a counter-argument?
A fair statement of the opposing view. Including it shows you have thought about the issue and makes you seem reasonable.
What is a rebuttal?
Your response to the counter-argument, explaining why it is wrong or weaker than your view.
How do you turn an abstract point into a concrete one?
Replace a general claim with a specific situation: not "public transport is bad", but "the last bus from my estate leaves at 6.40 pm, stranding anyone on a late shift."
How do the best Question 5 answers move between big ideas and specific detail?
They state a general view, then drill down to specific examples to develop it. Examiners also say the reverse: a personal anecdote should widen out to the bigger picture.
Which discourse markers help you build an argument?
Sequence: firstly, next. Add: moreover. Contrast: however. Concede: admittedly. Conclude: ultimately. They show how each point connects.
What is a reliable structure for a Question 5 argument?
An introduction with your stance; three or four developed points, each with an example; a counter-argument and rebuttal; a conclusion that links back to your opening.
What is a topic sentence, and why use one?
The first sentence of a paragraph, stating its main point. It keeps the argument clear and helps the reader follow it.
How should you plan Question 5 in about five minutes?
Decide your stance; list 3–4 points, each with a concrete example; note one counter-argument; plan an opening and ending that link.
When you're asked to argue, should your answer be one-sided or balanced?
It can be one-sided, but acknowledging the other view (then rebutting it) makes it stronger. Balance means a clear view that deals with objections, not switching sides.
What is a concession, and why does it help?
Admitting part of the other side is true ("Admittedly, cars are convenient…") before going on. It shows nuance, which marks out the complex ideas rewarded at Level 4.
Why is "Social media is bad for everyone" a weak argument, and how could it improve?
It is absolute and abstract. Qualify and specify: "For a thirteen-year-old already anxious about their looks, an endless feed of filtered faces can turn worry into shame."
How can you use an analogy in your own Question 5 argument?
Compare your issue to something your audience already understands, then draw the conclusion: "Banning phones at lunch to improve concentration is like closing the canteen to improve fitness." Keep it short and fair. An analogy that's obviously unfair makes the reader distrust you.
Should you use generalisations in your Question 5 writing?
Sparingly, and on purpose. "We all know the feeling of…" builds rapport, but sweeping claims ("All politicians lie") undermine your credibility with a thoughtful audience. Qualify them: "many", "too often", "most of us".