How to Write a Review for GCSE (AQA GCSE English Language) : Revision Note

Nick Redgrove

Written by: Nick Redgrove

Reviewed by: Deb Orrock

Updated on

Writing a review is one of the possible tasks in Paper 2, Section B of your AQA GCSE English Language exam. In a review, you are expected to share your opinion on a topic, event or experience.

The following guide to writing a review in your AQA English Language GCSE exam includes:

  • Key features of a review

  • Structure of a review

  • Review sample questions

Key features of a review 

  • A review is a type of writing where you reflect on an event, experience or something you have watched or read

  • It means you are expected to share your opinions and judgements about the topic

  • Reviews can have different purposes, for example:

    • To inform your audience about the subject

    • To describe the subject

    • To entertain the reader

    • To analyse the positives and negatives

    • To advise the audience in order for them to come to a conclusion

See the table below for what to include in a review:

Review

In a review you should:

  • Begin with a clear heading:

    • This could simply be the name of what you are reviewing, such as a book or a film

  • Use a short introduction:

    • Give a quick summary of what the review is about, including a brief description of your topic

  • Share your opinions and support them with examples:

    • Explain whether you thought it was great or terrible and, most importantly, explain why

    • You could use subheadings to help organise your thoughts and make your review easier to follow

    • Refer to the bullet points in the task for extra guidance

  • Speak directly to your audience:

    • Make it clear to the examiner who your review is aimed at

    • You could also indicate whether or not you think your audience would enjoy it

  • Keep your tone light-hearted:

    • Aim to entertain while you inform

Examiner Tips and Tricks

Avoid making your review a summary. Make sure it remains focused on evaluation rather than explanation. Strong reviews go beyond simply informing the audience about what happened; they analyse how well it was done.

Focus on specific elements such as characters, themes or techniques and explain why they were or were not effective.

Structure of a review

Before you begin writing, you should spend about 10 minutes planning your key points. Writing a numbered list can help you stay organised and ensure that you present your ideas in a logical order.

Here are some tips for writing a strong review in your exam:

  • Mention the title and the name of the author or director:

    • This is important, especially if you are reviewing a book or a film

  • Introduce the main idea:

    • Your introduction should give the reader a clear sense of what the review is about from the beginning

  • Adopt a wide perspective:

    • Think beyond the obvious (for example, the plot) and consider aspects such as the cast, the soundtrack, or how it compares to other, similar works

  • Support your opinions with examples or quotes

    • You can invent these, although ensure they are realistic as they will support your views

  • Justify your perspective:

    • Explain why you think this way

  • Use clear paragraphs to organise your ideas

  • Write an effective conclusion:

    • End by stating whether or not you would recommend this to your audience and why

As an example, let’s consider the following introduction to a review about a film:

Step Into the Wizarding World of Harry Potter and the Philosopher’s Stone

If you’ve ever wished for a letter from Hogwarts or dreamed of casting spells with a wand, Harry Potter and the Philosopher’s Stone is the film that brings that fantasy to life. Directed by Chris Columbus and based on the beloved novel by J.K. Rowling, this magical adventure follows an ordinary boy who discovers he’s actually a wizard. Here I’ll explore what makes the film so enchanting — from its memorable characters and dazzling special effects to the way it sets the stage for an epic series.

This example uses a range of persuasive techniques effectively to establish the purpose of the review. It engages the audience through direct address, presents a clear purpose and creates an engaging tone.

Review examples

Here are some examples of the type of question you might be asked:

Diagram titled "Review sample questions" at centre, surrounded by four review prompts about school canteens, trips, reading books, and watching films.
Review sample questions

Key Features the Examiner Is Looking For

  • A bold heading:

    • Subheadings can help organise your points

  • A clear introduction:

    • Provide a brief overview

    • Include details such as names, titles, locations etc.

  • A well structured argument:

    • Use paragraphs with clear topic sentences

    • Share your opinions and support with examples

  • An engaging and direct conclusion:

    • Address your audience and give a clear summary 

You can find a full model answer on our AQA GCSE Review: Model Answer page.

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Nick Redgrove

Author: Nick Redgrove

Expertise: English Senior Content Creator

Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.

Deb Orrock

Reviewer: Deb Orrock

Expertise: English Content Creator

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.