Paper 2

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YOUR NOTES
GCSE English Language AQA 
Paper 2
CONTENTS
Section A: Reading
Understanding 19th Century Writing
Writers’ Viewpoints & Perspectives
Section B: Writing
Persuasive Writing: Theory
Persuasive Writing: Structure
Form: Article
Form: Letter
Form: Speech
Page 1 of 20
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Section A: Reading YOUR NOTES


Understanding 19th Century Writing
19th Century Writing
19th century writing is usually quite formal, whereas modern writing is usually much
more conversational in comparison.c.19th language is usually much more verbose, too
– meaning that the text is usually very wordy and overly-complicated. Think how
elaborately they dressed back then – lots of fine lace, layers, hats, gloves etc. – so their
language was just as ornate and over the top at their clothes!The vocabulary tended to
be more complex too; used more polysyllabic words in their writing (as in words with
more than one syllable) and Latin Root Words, as in words based on latin.For instance
they might use “abbreviate” instead of “short” or “generate” instead of “start” or “elevate”
instead of “lift”.
 Exam Tip
One syllable words are called monosyllabic: mono as in ‘one’ and syllable
which means the beat of the word. So the words ‘short’ ‘start’ ‘lift’ – are all
monosyllabic. Whereas polysyllabic means any words with more than one
syllable.
Page 2 of 20
Effects of Syllables YOUR NOTES


In general, texts with more monosyllabic words tend to
be more simplistic, often so that they appeal to less educated or younger

audiences.Sometimes monosyllabic words are also used by a writer to create
a staccato effect which makes the writing sound harder. Or it can be for
an onomatopoeic effect as well; if the writer is writing about war, for instance, lots of
monosyllabic words one after another produces a rapid gun-fire sound for the
reader.But monosyllabic writing can just be a sign of more modern, informal writing,
because short, simple vocabulary tends to be a bit more conversational.In contrast,
here’s an example from a 19th century play:
“The whole theory of modern education is radically unsound. Fortunately in England, at
any rate, education produces no effect whatsoever.”
– Oscar Wilde
It’s actually the verbose, complex, polysyllabic language that gives it its comic edge
here. The language is far more playful; it takes longer to get to the punchline, plus the
rebellious message is much funnier when contrasted with that serious, formal writing
style.
Superlatives
19th century writers were also huge fans of
superlatives, i.e. “my dearest”, “fairest”, “It was the most divine dinner” etc. You’ll see
lots of superlatives written in letters. It was often a way to flatter the reader and for
the writer to appear more modest and generous – something very important by
19th century values.
Page 3 of 20
Cultural Differences YOUR NOTES


Typical social customs and values of the 19th century were quite
different to ours now, especially their attitudes towards women,

social class, age, education and religion. Look out for these social values in the
subject matter of the writing, and refer back to them when you’re discussing the
language techniques we’ve covered.
 Exam Tip
It’s well worth revising your 19th century History for this part of the exam!
Make sure you’re aware of the social, political and cultural context writers
were writing out of.
For example, a magazine in 1889 asked unmarried women to write in and explain why
they were still single (they were known as spinsters back then). Here are a couple of
responses they got:
“Because (like a piece of rare china) I am breakable, and mendable, but difficult to
match .”
That features a lot of the language characteristics, but it’s also worth
noting that she uses a piece of china – as in a tea set – to represent

how fragile and rare she is. It’s a great simile, and would’ve been even better at the
time when it was much more usual for people to have a china tea set at home; they
would’ve known exactly how delicate and fragile china it, and how highly prized it
was.
“Because matrimony is like an electric battery, when you once join hands you can’t let
go, however much it hurts; and, as when embarked on a toboggan slide, you must go
to the bitter end, however much it bumps.”
That image of someone being electrocuted is really powerful; it compares a marriage
to a painful shock that you can’t get away from. It’s a brilliant comparison, even more
so when you consider the historical context; that it was almost impossible to get a
divorce in the 19th century, especially for women. In fact, the only way a married couple
could divorce was if the wife had an affair – you couldn’t divorce just because a man
Page 4 of 20
YOUR NOTES

did the same thing. Also, to make matter worse for women,
until 1882, all the wife’s property and wealth passed to her husband when they got
married. So if they divorced, the husband could keep everything – including the
children – so she’s very unlikely to have an affair if that’s what was at stake. That’s
where the simile of a bumpy toboggan ride, having to “hold on to the bitter end” – as in
death – makes it even more poignant.
 Exam Tip
Try not to generalise when you’re talking about social issues. Avoid writing
something like: “All women were oppressed in the 19th century”. A lot of them
were, but not all of them – the two examples above show
how determined, independent–minded and well educated a lot of women
were.So try to be more nuanced, for example: “Gender roles were more rigid
in the 19th century and women had fewer legal rights than men.”
The Victorians had fun!
As the two examples above show, the Victorians had a sense
of humour! Perhaps because the main records we have of 19th century people
are black and white photos, serious paintings and formal writing, it’s easy to think
they were boring or miserable. But they weren’t! You just need to scratch beneath the
surface and get past some of the verbose, flowery language – try to enjoy it even – and
you’ll find plenty of humour in the writing.In the same way we should try to imagine
the Victorians living in technicolour, we should also imagine the voice of Victorian
writers as real people, with something to say – which is often quite funny. You just
need to learn the right techniques to strip back the text to find out what the writer is
saying about a subject, and how they feel about it.
Page 5 of 20
Writers’ Viewpoints & Perspectives YOUR NOTES


Viewpoints & Perspectives
Paper 2 is called Viewpoints and Perspectives because you’re expected to figure out
what a writer’s opinions are on a topic (that’s their VIEWPOINT) and why they might be
coming at it from that angle (that’s their PERSPECTIVE).Very generally speaking, a writer
usually writes from a conservative, liberal or neutral perspective on a topic – you have
to figure out which one by analysing their language and their writing techniques.
Sometimes the clues will be very subtle – and the writer might not even be aware of
their bias!
 Exam Tip
The clues about the writer’s perspective about a topic are often very subtle –
they’re hidden underneath the text. However, if a writer is writing for
a broadsheet newspaper or writing an informative article, their viewpoint
has to be neutral – meaning their perspective has to balance both sides of
an argument. In which case, you need to explain to the examiner how the
writer has balanced out the arguments to write with a neutral perspective.
Page 6 of 20
Politics and Identity YOUR NOTES

Whether the writer is neutral or opinionated about a topic, most non-fiction texts are 
about politics and identity: this how issues in larger society effect people as an
individual.The main identity groups are:
CLASS
RACE
AGE
GENDER
SEXUALITY
Or C.R.A.G.S. if that helps you to remember them all!
 Exam Tip
When you’re looking at a passage of text in the exam, ask yourself: “is this
topic about any identity group?”.If so, look for any clues in the text that
give away what the writer might think about them – especially if they use
any emotional language and if any words or phrases have
strong connotations.
For example, this is taken from a news article about whether private schools should be
abolished:
“If you are dim but have rich parents, a life of comfort, affluence and power is almost
inevitable – while the bright but poor are systematically robbed of their potential.”
Looking at our list of CRAGS topics, we can see a lot of the language used here points
towards class injustice. So the writer’s argument about private schools focuses on
the divide between rich/poor and uses emotive language to drastically contrast the
poor who are “robbed”, while the rich live a “life of comfort” . This clearly shows the
writer’s attitude towards the class system, which he views as binary and unjust. The
word “systematically” also has connotations of a conspiracy, where the rich and poor
are deliberately and methodically divided, which makes it much more sinister.Contrast
that with another side of the argument:
“This slab of red meat went down well with the class warriors…they want to close the
gap by chopping the tall poppies. In the name of equality, quality must be sacrificed.
This wanton destruction will not actually lead to equality.”
The writer uses some very powerful language and imagery here: “Slab of red meat”,
“warriors”, “chopping”, “sacrificed”. “destruction”. These create a semantic field of
savagery and violence, which suggests the writer views these “class warriors”
as uncivilised, with animalistic tendencies.So perhaps there’s a classist undertone to
his writing, that reveals a snobbery behind his argument?
Page 7 of 20
C.R.A.G.S. YOUR NOTES


It’s much easier to work out the writer’s attitude if you
look see the writer’s perspective through each CRAGS lens.So when you have a piece of
non-fiction writing in front of you, imagine putting on a different pair of glasses –
one pair for class, one for race, one for age, one for gender and one for sexuality. Each
lens helps you see the writer’s perspective.Obviously the writer won’t be writing about
all those issues at once! But they their writing might betray their attitudes towards
women and class in the same text, for instance.
Tone
Sometimes you’ll read a piece of writing and feel annoyed or
offended – outraged even – but you can’t quite put your finger on why. You might say
to yourself “that sounds a bit sexist or racist or ageist” but you can’t quite pin-point
exactly why you get that impression. That’s why it’s really useful to put on your CRAGS
goggles and zoom out on the text: what mood and semantic fields is there? Why has
the writer chosen them? I.e. is it confident or friendly or patronising?There’s a
saying “you know it when you see it” – but that’s not quite good enough in the exam! If
you sense there’s an attitude or prejudice or opinion underneath the text, use your
CRAGS lenses and critical reading tools to look for specific examples.
Page 8 of 20
Section B: Writing YOUR NOTES


Form: Article
Goal
You need to Argue and debate so the audience is convinced you’re right.Discuss and
weigh-up the conflicting argument so you educate your audience about the issue.
To get what you want,

MAKE THEM THINK
Order of Persuasive Modes

1. Logical 2. Authoritative 3. Emotional
Page 9 of 20
Layout YOUR NOTES

This template shows how to lay out an article: 
 Exam Tip
If the purpose is to discuss/inform, then remember you’re trying
to educate the reader about the issue in the question. There are, generally,
two ways of doing this:DIDACTIC: Comes from the Greek ‘to teach’ – it
means giving instructing, particularly a moral one, in a lecturing-type of
way. This style has its place (like when someone of great authority is
speaking), otherwise, it can be quite ‘preachy’ and sometimes a bit
patronising and arrogant.PEDAGOGICAL: This is a more interactive way of
educating people. It lets people figure it out for themselves by asking them
questions and inviting to them think. You can interact and engage with your
reader from the other side of the page: ask rhetorical questions, present the
arguments objectively and invite them to draw their own conclusion, rather
than spoon-feeding them yours!Think about how you prefer to learn. Yes, it
can sometimes be helpful to have someone bombard you with information…
BUT you probably learn better when it’s more of a two-way process and
you’re engaged with the person teaching you.
“Be yourself; everyone else is already taken.”Oscar Wilde

Page 10 of 20
Form: Letter YOUR NOTES


Goal
You need to Persuade and appeal to the reader for them to give you what you want

MAKE THEM BELIEVE

1. Logical 2. Authoritative 3. Emotional
Page 11 of 20
Layout YOUR NOTES

This template shows how to lay out a letter.*IMPORTANT* if the question tells you to 
start your letter “Dear [name]…” then you DON’T need to write out the addresses and
dates.
You should always start your letter with Dear, followed by their name, e.g. “Dear
George” or “Dear Mrs Bennett”. If you don’t know their name, you can either write “Dear
Sir/Madam” or you can address it to their job title, e.g. “Dear Headmistress”.When you
sign off your letter, you can end with “yours sincerely” if you do know their name, and
“yours faithfully” when you don’t know their name.—One way to remember this rule
is:Be FAITHFUL to people you DON’T knowSin AGAINST people you DO know—If it’s an
informal letter – to a family member or friend – you can sign off with simply “Yours” or
“Best wishes” or “Love”, if you’re very close.
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Dos and Don’ts YOUR NOTES

✓ DO 
Address the recipience by name wherever possible
Use different paragraph lengths to keep the layout and rhythm of your letter
interesting,
Charm your examiner; get them to like you. The best way to do this is with some
humour, so add the occasional joke or mild hyperbole for effect. Compliments are also
very welcome, something like “p.s. I loved the shoes you were wearing last time we met!”
– that added detail will make the examiner smile, which will always work in your
favour!
✘ DON’T
Start with “I’m writing because” – teachers and examiners really hate it (it’s a bit
lazy, and it’s what lower-grade students do). Instead, open your letter gently: e.g.
“It was lovely seeing you last week…”
Use colloquial (casual) language or words you’d normally use with friends (like
“fleak”)
Use short-form, e.g. write out “do not” instead of don’t (to make it more formal)
Use a vocabulary you’re not comfortable; being formal doesn’t always mean old
fashioned. You can still use contemporary language.
“Switching from talking to writing is like getting ready for a night out. You’re not
putting on fancy dress, or trying to look like someone else; you’re going as yourself,
but making more effort, being a bit smarter, getting closer to your best.”– Tim de Lisle,
Writer and Journalist
Page 13 of 20
Form: Speech YOUR NOTES


Goal
You need to argue and debate so the audience are convinced you’re right

MAKE THEM FEEL

1. Emotional 2. Logical 3. Authoritative
Page 14 of 20
Layout YOUR NOTES

A speech is much more about content than style. It is meant to be spoken rather than 
written, so it’s more of a script. There’s no special layout like an article or letter; the
focus here is more on your language techniques. You should try and include all the
persuasive writing language techniques:
A FOREST:
A Alliteration
F Facts
O Opinions
R Repetition
E Emotive Language
S Statistics
T Three (rule of)
 Exam Tip
Write like you talk. Your speech should read like a transcript, rather
than an essay.
When you practice, try using a text-to-speech dictation App and speak
out your answer once you have a written plan.
Then look at how the text looks on paper and literally see what your
speech looks like.
“People will forget what you said , people will forget what you did, but people will
never forget how you made them feel.”Maya Angelou
Page 15 of 20
Persuasive Writing: Structure YOUR NOTES


Persuasive Structure
Write Coherently
Your answer needs to be a coherent piece of writing, not just chunks of good ideas; so
you need to sew your paragraphs together so it reads like one complete piece.
The topic is usually about a CRISIS so a good way to
make sure there’s a common thread is to use language that reflects that.Use words like
“urgent” and “imperative” throughout your answer to get across that sense of
importance.Another way to make sure your writing is coherent is to have a
central motif. Look at the plan you’ve drafted and think about what motif might
represent your argument.For example, if you’re writing about an injustice, you could
use a prison motif to convey a sense of power imbalance. So you’d use words like
“locked”, “punishing”, “imprisoned” etc.Or if your answer is about some sort of
uncertainty you could use a sailing motif. For that, you’d use nautical language like
“navigate” and “turbulent” . You can also use metaphors like “being at sea” or “in
choppy waters”.
Introduction
Think of your introduction as an umbrella; it should cover the
whole of your argument and all of your separate paragraphs. Make sure it’s engaging
and gets to the point.Tip: Don’t start your answer with a vague sentence like “This is a
very important issue with lots of perspectives to consider.” It might be safe and it puts
words on the page, but it doesn’t say anything about your argument.
Page 16 of 20
A Good Structure YOUR NOTES


1. Start with a bang. Immediately show what side of the argument you’re on. Don’t
be too safe. You can even say that you’re outraged about the topic. You’ll
immediately get the attention of the examiner doing this. If the topic is about a
crisis, you can use that word in your introduction, or even in your first sentence.
2. Now zoom out and set the scene. Give some wider context about the topic. Explain
why it’s an issue in the first place, using information you’ve gleaned from the
extract to give additional detail.
3. Give a personal anecdote. Mention how this issue relates to a personal memory or
an experience; perhaps a holiday or a hobby you have. That way, your passion for
the argument is sincere. It will really help to give your answer some character and
individuality.
Linking Your Paragraphs

Lots of students struggle to get each of their paragraphs started after their
introduction. Avoid using ‘furthermore’ for each paragraph, and try not to ‘list’ your
arguments by “Firstly…Secondly…Thirdly” etc.Instead, vary the start of your
paragraphs:
Similarly…
Conversely…
However…
Additionally…
Tone of Voice
Write with enthusiasmEnsure the examiner can hear your
voice.Write with a bit of passion, like you really care about the topic; even if you don’t,
you DO care about getting a good grade.So harness that passion and inject it into your
answer so your writing has some spark.End with confidenceFinish your answer with
a powerful sentence related to your argument.This will ‘wrap up’ your answer and
make it look finished, which will tell the examiner you’re in control of your writing.
Page 17 of 20
Persuasive Writing: Theory YOUR NOTES


The Three Types of Persuasion
Emotional (Pathos) Authoritative (Ethos) Logical(Logos)

Argument based Argument based Argument based
on emotions and on trust and on facts and reason
beliefs authority
Emotional
“Without your support, these pandas have little hope of survival. Would you like to ensure
these majestic creatures survive for your children and grandchildren to see? If so, please
give £50 today. It’s not too late to help save pandas from extinction.”
See how the language is very emotive: “majestic creatures” implies something special
that needs to be looked after, which makes us feel responsible. The use of second
person makes this very personal –and forces the reader to feel something.
Page 18 of 20
Authoritative YOUR NOTES


“The Royal Society of Panda Preservation urges you to act fast. The RSPP has recorded a
sharp decline in numbers and believes the species could die out within a generation. The
RSPP asks for just £50 to help fund its important work.”
The whole basis of this argument is that the PSPP know what they’re talking about; you
can trust what they’re saying because they’re the experts and should be believed.
Notice there are no figures to back up their argument; they don’t really need to as
they’re the authority.
Page 19 of 20
Logical YOUR NOTES


“Recent figures show the panda population has declined by 90% in the last 15 years. It is
forecasted that there will be fewer than 100 pandas living in the wild by 2025. A donation
of £50 will pay for further research into ways of conserving the panda population.”
This is a very effective argument because facts don’t lie! The cold, hard figures here
speak for themselves. Obviously you will want to ask who provided these figures, and
whether they be trusted.
A good argument blends these three techniques
For instance, you can mix authority and logic:
“The RSPP report a 90% decline…”Or emotional and logical:
“There’ll be fewer than 100 pandas in 10 years; what will you tell your children then..?”
 Exam Tip
Make sure you have a mix of all three modes of persuasive. A purely
emotional argument will seem overly sentimental, a purely logical
argument can be quite boring (and therefore lose its persuasive effect),
and an authoritative argument can seem a bit arrogant and too
subjective.
Adjust the ratio for your audience. E.g. if you’re told to write to a family
member, you may want to focus on more of the emotional argument.
Page 20 of 20

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Section A: Reading YOUR NOTES

Effects of Syllables YOUR NOTES

In general, texts with more monosyllabic words tend to

be more simplistic, often so that they appeal to less educated or younger

19th century writers were also huge fans of

Cultural Differences YOUR NOTES

different to ours now, especially their attitudes towards women,

noting that she uses a piece of china – as in a tea set – to represent

The Victorians had fun!

As the two examples above show, the Victorians had a sense

Writers’ Viewpoints & Perspectives YOUR NOTES

Politics and Identity YOUR NOTES

C.R.A.G.S. YOUR NOTES

It’s much easier to work out the writer’s attitude if you

Sometimes you’ll read a piece of writing and feel annoyed or

Section B: Writing YOUR NOTES

To get what you want,

Order of Persuasive Modes

Layout YOUR NOTES

“Be yourself; everyone else is already taken.”Oscar Wilde

Form: Letter YOUR NOTES

To get what you want,

Order of Persuasive Modes

Layout YOUR NOTES

Dos and Don’ts YOUR NOTES

Form: Speech YOUR NOTES

To get what you want,

Order of Persuasive Modes

Layout YOUR NOTES

Persuasive Writing: Structure YOUR NOTES

The topic is usually about a CRISIS so a good way to

Think of your introduction as an umbrella; it should cover the

A Good Structure YOUR NOTES

Linking Your Paragraphs

Write with enthusiasmEnsure the examiner can hear your

Persuasive Writing: Theory YOUR NOTES

Emotional (Pathos) Authoritative (Ethos) Logical(Logos)

Authoritative YOUR NOTES

Logical YOUR NOTES

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