GCSE English Language - Paper 2 - Writers’ viewpoints and perspectives - Mark Scheme - Version 3

Sep 5, 2026

GCSE English Language Paper 2 mark scheme for Writers’ viewpoints and perspectives, Version 3. Provides guidance on expected answer types, including how examiners should reward any appropriate responses and how literary or linguistic terms may be used to support clarity and precision. Explains level of response marking across four levels, including determining the level and then selecting a mark. Sets out assessment objectives for reading (AO1–AO4) and writing (AO5–AO6), and includes example question content and marking indicators.

LanguageEnglish

CategoryExam

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Level of response marking instructions

Step 1 Determine a level

Step 2 Determine a mark

Assessment Objectives

Section A: Reading (AO1–AO4)

Section B: Writing (AO5–AO6)

Sample question: true statements (4 marks)

SPECIMEN MATERIAL 1 GCSE English Language Paper 2 Writers’ viewpoints and perspectives Mark Scheme 8700 Version 3 2 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 2 INTRODUCTION The information provided for each question is intended to be a guide to the kind of answers anticipated and is neither exhaustive nor prescriptive. All appropriate responses should be given credit. Where literary or linguistic terms appear in the Mark Scheme, they do so generally for the sake of brevity. Knowledge of such terms, other than those given in the specification, is not required. However, when determining the level of response for a particular answer, examiners should take into account any instances where the student uses these terms effectively to aid the clarity and precision of the argument. Level of response marking instructions Level of response mark schemes are broken down into four levels. There are two, three, four, five or six marks in each level; dependent upon question. Please note: The sample responses in each Indicative Standard/Content Descriptor column are not intended to be complete, full or model answers. Instead, they are there as a guide, to provide you with part of an answer, an indicative extract of a response atthe required level. If a student was to continue to develop a response at that standard, they would gain a mark at that level. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. The Skills Descriptors column indicates the different skills that students need to demonstrate in their answer for that level. To achieve full marks in a level, students should meet all of the skills descriptors in that level. Students achieving marks at the bottom of a level will ideally have met all skills descriptors of the previous level and at least one of the skills descriptors in that level. An answer which contains nothing of relevance to the question must be awarded no marks. Copyright © 2014 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. 3 MARK SCHEME – GCSE ENGLISH LANGUAGE – PAPER 2 SECTION A: READING – Assessment Objectives | 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. | SECTION B: WRITING – Assessment Objectives | AO5 | 􀁸 Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes

FAQs

What is the purpose of the mark scheme guidance in the introduction?

It guides the kind of answers expected for each question and states that responses are not exhaustive or prescriptive. Examiners should credit all appropriate responses.

How do examiners apply the level of response marking?

They begin at the lowest level and use the level descriptor as a ladder, moving upward until the student’s answer matches the descriptor. Then they read back to decide the mark within that level.

Which assessment objectives are used for Section A and Section B?

Section A: Reading uses AO1, AO2, AO3, and AO4. Section B: Writing uses AO5 and AO6, including requirements for vocabulary, sentence structures, spelling, and punctuation.

Sep 5, 2026

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