Paper 2 Question 5: Speech Model Answer (AQA GCSE English Language)
Revision Note
Written by: Deb Orrock
Reviewed by: Kate Lee
Paper 2 Question 5 Model Answer: Speech
In Question 5, you will be presented with a writing task based on a statement. The subject matter will be related to the reading topic in Section A. This means you can adapt some of the ideas in the texts you read and use them in your own writing.
The question asks you to write for a specific purpose and in a specific form. It is important you write in the correct format and use the conventions of this form, as the mark scheme mentions adapting your tone, style and register for different forms, purposes and audiences.
This means:
The tone (sound of the writer’s ‘voice’) is appropriate and convincing
The register (vocabulary and phrasing) is appropriately formal or informal, and suitable for the purpose
The style of the writing (sentence structure and overall structure) is dynamic and effective
Below you will find a detailed model speech in response to an example of Paper 2.
Writing a GCSE English Language speech
Remember, Paper 2 Question 5 is worth 40 marks, broken down into two Assessment Objectives:
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 |
If the Question 5 task is to write a speech or talk, then it is essential to keep the tone, style and register in mind, as well as the conventions of the form.
These are the basic features of a speech or talk the examiner would expect to see:
A clear introduction:
This needs to be engaging and motivating
It should introduce what the speech is about, address the audience directly and use a persuasive device to hook the audience
A well-structured argument:
Paragraphs begin with topic sentences and are effectively linked
Objection to the argument is handled in a paragraph
A dynamic and memorable conclusion
Overview |
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Although it is more common to be given an article or letter to write in Question 5, you may be asked to write a speech or talk. Here is an example taken from the AQA GCSE English Language November 2017 exam paper:
GAP analysis (what/who/why):
Genre (what) | A speech |
|---|---|
Audience (who) | School/college students (your classmates) |
Purpose (why) | To explain your point of view |
This task asks you to write a speech designed for your peers:
This means that your language can use some colloquialisms, but should still be written using Standard English
Avoid the use of slang or terms that an examiner would not understand
As the task asks you to explain your point of view on quite an emotive topic, you will need to sound convincing:
It will be necessary to use persuasive techniques, but also to ensure you maintain a calm and controlled tone and a balanced argument.
Structuring your speech
This is a longer writing question, and you should allocate 45 minutes to complete it. Spend about 5 minutes planning your answer, 35 minutes writing and 5 minutes at the end to re-read to check for any obvious errors.
Once you are sure of the form you should write in, and you have considered your audience and the tone you wish to adopt in your writing, you should plan the content of your response. It is up to you whether you choose to argue for or against the statement, as long as you plan your argument, develop it thoroughly and sustain it throughout.
To plan a range of points which will support your point of view, you can:
Mind-map or write a list of points and techniques to use:
It can also be helpful to number your ideas to structure your answer in a specific order
You can use the ideas you read in the texts in Section A, as well as your own experiences
The examiner is not grading you on how much you know about the given topic, as it is impossible to predict what subject matter will be on the paper. You are marked on your ability to construct a convincing argument
Your speech should be structured into 5 or 6 paragraphs:
Remember, each paragraph does not have to be the same length
Better answers vary the lengths of their paragraphs for effect
Develop separate ideas or points in each paragraph
But avoid repeating the same idea throughout your speech
Below is an example of how you might structure your speech:
Directly address the reader or audience:
Introduce the topic and your point of view
Use personal and inclusive pronouns to involve your audience, e.g., “you” or “we”
Offer a fact or some research to support your opinion:
This will gain you credibility and prove you are knowledgeable about the topic
Provide an anecdote to offer an example which proves your argument:
This builds rapport with your reader by engaging with them on a personal level
Engage the reader on a personal level using a counter-argument:
This suggests you understand your reader and have already considered their concerns
Offer more research or studies:
This can be in the form of statistics, a witness statement, poll, or quote from an expert
End your speech with an emotive plea:
Use emotive language to engage your reader
Ending your response on a single sentence, perhaps using a triplet, is an effective conclusion
Examiner Tips and Tricks
Always write with your intended audience in mind. Address them directly throughout your writing, mention their specific concerns and ensure you develop your points in a way which would convince your specific reader.
Rеmеmbеr that to produce an effective response, you should aim to develop your points carefully in each paragraph, using language features and techniques to highlight ideas and emphasise your points.
Here are some examples of how you might begin to employ the structural and language techniques assessed in the mark scheme to develop your ideas.
AO5: Content and organisation
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 |
Level 4 Response (19-24 marks) |
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Education, education, education. The importance of this word has been drilled into us since the age of four. We spend at least 12 of our childhood years going to school and working towards qualifications which, we are told, are essential if we want to get good jobs and be useful members of society. But how many employers actually care what grades we achieve in our GCSEs? Fellow students, I am here today to explain what I think really makes a good education. |
Key point | AO5: Convincing and compelling communication, incorporating a range of complex ideas that are assuredly matched to purpose and audience | |
|---|---|---|
Language features and techniques | Triplet | Immediately draws attention to the main topic of the speech |
Rhetorical question | Poses a question for the audience to consider, therefore engaging them | |
Direct address and inclusive pronouns | Involves the audience and gets them on side | |
Demonstrates that this response understands who the intended audience is | ||
AO6: Technical accuracy
AO6 (16 marks) Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation |
Level 4 Response (13-16 marks) |
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Firstly, there is lots of evidence to suggest that today’s employers value experience and expertise over qualifications; in a recent survey, 81% of top employers stated that they would look more favourably on young candidates who have sought out experience relevant to their chosen field. |
Key point | AO6: Full range of appropriate sentence forms with demarcation consistently secure and consistently accurate | |
|---|---|---|
Structural features and techniques | Comma used after an adverbial opening | Indicates a secure grasp of accurate punctuation use |
Semi-colon | A semi-colon adds information to the initial declaration | |
Question 5 Level 4 model speech
Below is an example of a full-mark Level 4 model answer:
Level 4 Response (AO5 - 22-24 marks/AO6 - 13-16 marks) |
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Education, education, education. The importance of this word has been drilled into us since the age of four. We spend at least 12 of our childhood years going to school and working towards qualifications which, we are told, are essential if we want to get good jobs and be useful members of society. But how many employers actually care what grades we achieve in our GCSEs? Fellow students, I am here today to explain what I think really makes a good education. Firstly, there is lots of evidence to suggest that today’s employers value experience and expertise over qualifications; in a recent survey, 81% of top employers stated that they would look more favourably on young candidates who have sought out experience relevant to their chosen field. Volunteering, work experience and part-time employment can all be valuable in learning more about the sector we wish to work in, as well as giving us further important life and social skills. It is important that we are able to communicate with lots of different types of people, problem-solve and think creatively. I would argue that these are not skills currently promoted in schools, as the focus is so much on passing exams. Speaking of exams, how relevant are they anyway? Do we really need to know what time a train will arrive at a certain station if it is travelling at 60mph? How is this going to help us? Surely we can just check what time the train will arrive on an app! And I’m not sure about you, but I don’t think being able to write in Roman numerals is an essential skill for my choice of career. But we could do with knowing what mortgages are and how they work, or how to manage our finances, or work out how much a weekly shop for a family of four is. I am just not sure that the curriculum we have to follow, especially for our GCSEs, is the best way of preparing us for adulthood, as I am sure you would agree. While I realise that there are going to be some of you who are sitting there thinking, "well, I haven’t done all of this work for nothing", let me be clear: I am not arguing against all qualifications. It is just that they need to be more relevant to today’s world and to the careers we wish to pursue. If we only had to study for qualifications directly relevant to what we want to do in the future, I am sure that many more students would work harder and revise more. For example, I am intending to study law at university, so I knew that working hard in English was important because I specifically need to be good at those skills. Although I still worked hard in all subjects, I know I didn’t put quite the same amount of effort into chemistry! But what has helped me more than any of my GCSEs so far is doing regular work experience in a solicitor’s office. I have learned to type faster, speak to lots of different people and manage my time effectively. This is the type of education that should sit alongside what we study at school, and it is my belief that more regular opportunities for work or volunteering experience should be as compulsory as school itself. So, my fellow students, if you have not yet gone out to get that experience for yourselves, what are you waiting for? Education is about so much more than what we experience in the classroom! Thank you for listening. |
Why would this speech achieve top marks?
Convincing and compelling communication
A range of complex ideas assuredly matched to purpose and audience
Sustained crafting and ambitious vocabulary
Full range of appropriate sentence forms with demarcation consistently secure and consistently accurate
Varied and inventive use of structural features
Writing is compelling and paragraphs are fluently linked
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