Introduction

Question 5 of GCSE English Language Paper 2 asks you to write a piece of persuasive writing. Generally there are three options: an article, a letter or a speech. It is worth noting that regardless of which option you are given, the foundational principles of good persuasive writing apply to each one. You will need to include a variety of appropriate approaches as well as interesting personal opinions and ideas.

Paper 2 Question 5 is an extended writing question. It is your opportunity to write at length in an interesting and persuasive way. The question is always linked in some way to the reading in both Section A and Section B. You can use similar techniques in your own writing as inspiration.

AO5 focuses on your ideas, the content, the organisation of these and the style of your writing. AO6 focuses on  your spelling, punctuation and grammar, as well as your use of ambitious vocabulary. This question is worth 50% of the total marks available on this paper. Make sure you leave enough time to answer it in full. 45 minutes is a good benchmark for time on this question.

The Assessment Objectives for Question 5 are AO5 and AO6

AO5 (24 marks)

• 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 (16 marks)

• Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation

Question 5 is your opportunity to show your understanding of persuasive writing, as well as your awareness of specific differences in style and tone depending on the given topic and the assumed audience. This means utilising your understanding of what makes persuasive effective; you must interest your reader by producing a cohesive and fluent piece of persuasive writing.

Remember, all writers plan their writing in order to ensure that the reader thinks and feels certain emotions whilst they read. By the time you answer Question 5, you will have read a good example of persuasive writing in the reading section of the paper. You can use the ideas and structure to influence your writing. 

To achieve success on Question 5:

• Plan what you will write about and the order you will write it in
• Aim to write between two and three pages of A4 – it’s about both quality and quantity.
• Consider how you will make your argument clear and effective
• Consider what key approaches and methods you will use
• Develop a personal response and personal ideas 

Here is an example of the kind of question you might be asked:

‘It doesn’t matter which school you go to, or your exam results at the end; the most important lessons you learn occur outside of school’.
Write a letter to your headteacher where you argue your point of view on this statement.

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

GASP

When you first see the question, a good way to begin is by using the acronym GASP to help you understand what the question is asking you to do.

GASP stands for the following:

Genre – what is the format of the question? What am I writing?

Audience – who am I writing for?

Subject – what is the topic I’m writing about?

Purpose – why am I writing?

In the following question:

‘It doesn’t matter which school you go to, or your exam results at the end; the most important lessons you learn occur outside of school’.

Write a letter to your headteacher where you argue your point of view on this statement.

Genre: letter

Audience: your headteacher

Subject: education

Purpose: to argue

Here are some specific things to consider:

A formal letter should:

• Begin with the date.

• Use an appropriate salutation: 

• If the recipient’s name is unknown, address them as “Dear Sir/Madam.”

• If responding to a newspaper or magazine article, use “Dear Editor.”

• When using either of these salutations, close the letter with “Yours faithfully.”

• Start with an introduction that clearly states the purpose of the letter, the reason for writing, and your opinion.

• Structure paragraphs logically, ensuring they are clear, well-organized, and linked with suitable connectives.

• Begin each paragraph with a topic sentence, followed by relevant elaboration and detail.

• Avoid combining multiple, unrelated arguments within a single paragraph.

An article should: 

• Have an eye-catching headline – you could consider using alliteration, a rhetorical question, or a pun to engage the reader.

• Use subheadings to organize your content and guide the reader – but add these at the end.

• Engage your audience directly

• Remember that an article is meant for a broad readership, so adapt your tone accordingly.

• Choose an appropriate style based on the purpose of the article:

• Structure paragraphs effectively

• Start each paragraph with a clear topic sentence and develop the idea with relevant details.

• Avoid cramming multiple, unrelated arguments into a single paragraph.

A speech should:

• Speak directly to your audience to create a connection.

• Capture attention from the start by: 

• Clearly outlining the topic.

• Using rhetorical questions to provoke thought and engagement.

• Structure your speech logically, ensuring your arguments build persuasively.

• Incorporate persuasive language techniques to strengthen your message and influence your audience.

When writing, it is essential to consider your audience in terms of ideas, language, and tone while maintaining a formal style using Standard English. Your ability to adapt your language and tone to suit the intended audience is a key assessment factor.

Tailoring Your Writing to Different Audiences:

• Parents may prioritize concerns about safety, well-being, and education.

• A local MP would respond best to facts, evidence, and logical reasoning.

• Readers of a local newspaper may be more influenced by emotive language and community impact.

• A headteacher or authority figure requires a formal, respectful tone—avoiding aggression or inappropriate language.

• Teenagers are more engaged by relatable content, such as personal anecdotes.

Engaging Your Audience Effectively:

• Direct address (e.g., “Fellow students” or “Parents”) makes the audience feel involved.

• Inclusive language (e.g., “we” and “us”) fosters a sense of unity and shared perspective.

• Colloquial language can be used carefully when appropriate, but slang and non-standard English should be avoided.

There is no ‘one’ way to structure your response – the important thing is that you are providing your opinion and linking back to the question. Focus on the topic at hand is vital. However, a rough structure that works well regardless of the question is as follows:

P1: Experience – open your piece with an anecdote in order to build trust between yourself and the audience. This is a short personal story linked to the topic – you can make this up or it can be real.

P2: Issues – this is where you outline the issues highlighted in the question. This is a good opportunity to provide evidence to back up the reasons you think there is an issue.

P3: Solutions – Once you have identified issues, it is important to provide solutions. This is where you give an overview of the types of changes you would like to see.

P4: Inspiration – this is the final send off for the audience – usually writers here rely upon pathos (appeal to emotion) in order to encourage their readers to behave differently, or act in a more positive manner.

You can use this structure whether it’s a letter, a speech or an article.

Tips

Avoid repetition

• Each paragraph should introduce a new point or idea rather than restating previous arguments.
• However, repeating key words for emphasis in the introduction, conclusion, or within a paragraph can be effective.

Stay focused and objective

• Do not allow personal emotions to dominate—avoid rants or overly emotional responses.
• Your tone should remain measured, rather than irate or aggrieved.

Balance facts and opinions

• A strong argument combines factual evidence with reasoned opinion to avoid bias.

Use the correct format and structure

• Ensure you follow the conventions of the form you are writing in (e.g., letter, article, or speech).
• Common mistakes include forgetting a heading for an article or failing to sign off a letter correctly—both of which weaken the credibility of your writing.

Select and develop key points

• You are not required to address every aspect of the statement—focusing on one or two key ideas often leads to a more effective argument.

Aim for sophisticated vocabulary and style

• The highest marks are awarded for writing that demonstrates complex, precise, and varied vocabulary.

Opportunities don’t just happen by accident. In order to succeed in life, you have to have a good education and take every opportunity that is presented to you. You make your own luck.

Write a speech for an audience of young people in which you argue for or against this statement.

I’d like to start by thanking Gerald for inviting me here today to speak to you all. In many ways, his request, and my acceptance, is exactly the kind of opportunity it is important to take. By the end of today, I hope you will all see that life is just a golden collection of chance moments, small fragments of chance that can, if left, pass us by. To be stood in front of an audience of young people, staring down the tunnel of life, is a real privilege. I hope my words strike a chord amongst you all.

In my younger years, before the beard and the tiredness in my bones, I wanted to be a musician. It was a dream of mine, to be stood on stage, with the lights bright and the music loud. Each and every day, when I came home from school, I’d strum away at the guitar, in a pale imitation of all my heroes: Tom Delonge, Angus Young, Jimi Hendrix. My days would be spent daydreaming about headline sets at Glastonbury. My nights would be spent listening, far too loud, to their live sets. I had a vision, and that vision was stardom.

At school, I was less focused. In fact, you could say I was entirely distracted. The parents evening conversations were always the same: bright boy, poor attitude. Some mornings I could barely get myself out of bed. Detention was a constant – I just took it for gospel that my day began at nine and my afternoon ended at four. No amount of cajoling, from parents or teachers, could get me to focus. My grades started to slip. But at least I had that guitar, that ever reliable chunk of wood.

Why am I telling you all of this? Well, it is only in my later years I realise these two situations were connected. My lack of respect towards school was actually part of a wider issue I had with, as I call it: taking things seriously. Whilst I thought the stage was an inevitability, it was in fact a slowly-fading myth. You see, on one of those mornings that I just couldn’t be bothered to get out of the house on time, I missed what could have been a very important meeting. That morning, as I saw later online, a few talent scouts had decided to pitch up outside the school, looking for young musicians. As you could probably imagine, they were swamped. Row after row of student queued up for a quick chat. A few names were taken. One girl went on to have a number one single; another boy is currently a star in the West End. Me? I’m doing okay, but am I doing what I could have done, had my attitude to school been better? Possibly not, but my chances would definitely have been better.

You see, in life, you make your own luck. What I want to impress upon you all today is this: say Yes. Say Yes to every opportunity that comes your way. Say Yes to getting out of bed on time and into school. Say Yes to that request from a friend, or a friend of a friend. You never know who they know or who you will meet. If you keep living in the stars, you’ll never make it on the ground. A good education and saying Yes will ensure you’re always in the right place at the right time. You can’t rely on luck, or on anybody else, you just have to make it by yourself.

So the next time your alarm goes off – ignore that snooze. Get yourself up and out and meet the talent scout of the rest of your life.

I thank you all kindly for listening and hope you enjoy the rest of your day.

How To Approach Paper 2 Question 5

Model Answer -  Paper 2 Question 5