Exam Intelligence · 4 Official Documents Analysed

How to Score Higher in AQA GCSE English Language (8700)

Evidence-based English Language 8700 exam guide built from official AQA examiner reports and mark schemes. Specialised and comprehensive study tips — specific, cited insights so you can achieve top grades.

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Evidence-BasedBuilt from 4 official examiner reports & mark schemes (2022–2023)

What Are Assessment Objectives (AOs)?

Before we dive in, you need to understand how AQA actually marks your answers.

AO stands for Assessment Objective. Think of AOs as the different “skills” AQA tests you on in every single question. When an examiner marks your paper, they don't just give you a mark out of 12 based on how “good” your answer feels — they allocate specific marks to each AO separately.

For example, a 12-mark question might be split as: AO1 (2 marks) + AO2 (2 marks) + AO3 (2 marks) + AO4 (6 marks). If you write a perfect textbook answer but don't evaluate, you can only score 6 out of 12 — because the other 6 marks are specifically reserved for evaluation.

This is why understanding AOs matters: they tell you exactly what the examiner is looking for and how many marks each skill is worth. Here are the 6 AOs for this subject:

AO1

Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts.

10% (GCSE overall; AQA per-paper P1 2.5%, P2 7.5%)

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.

17.5% (GCSE overall; AQA per-paper P1 10%, P2 7.5%)

Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support views.

AO3

Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts.

10% (GCSE overall; AQA Paper 2 only — 10% P2)

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.

12.5% (GCSE overall; AQA Paper 1 only — 12.5% P1)

Evaluate texts critically and support this with appropriate textual references.

AO5

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.

30% (GCSE overall; AQA per-paper P1 15%, P2 15%)

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

Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.)

20% (GCSE overall; AQA per-paper P1 10%, P2 10%)

Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. This requirement constitutes 20% of the marks for the specification as a whole.

The key takeaway: Most students lose marks not because they lack knowledge (AO1), but because they skip the higher-order skills — applying to context (AO2), building chains of reasoning (AO3), and making supported judgements (AO4). Everything below shows you exactly how to hit each AO based on what AQA examiners have written in their reports.

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Top Mistakes in GCSE English Language 8700

The most common reasons students lose marks in GCSE English Language 8700, cited directly from official AQA examiner reports across multiple sessions.

Using long, unfocused quotations for language analysis (Q2)

June 2022 and June 2023, both papers · Affects: Paper 1, Paper 2

What examiners say

“Using long phrases or whole sentences for Question 2, negating the discussion of the effects of individual words”
— 8700/1 Paper 1, June 2023

“Using long and unfocused quotations which lead students to write about content not language analysis.”
— 8700/1 Paper 1, June 2022

How to fix this

Zoom in on a single word or short phrase, not whole sentences. Quote 1 to 5 words, then analyse the connotations of the chosen word. Saying 'the phrase' before a long quotation pushes you into content paraphrase. A single verb such as 'gliding' or adjective such as 'slashing' gives you something concrete to comment on.

Vague comments on the effect on the reader

June 2022 and June 2023, both papers · Affects: Paper 1, Paper 2

What examiners say

“Comments such as 'engages the reader,' 'makes the reader read on,' 'makes the reader feel like they are there,' are vague and therefore are simple comments.”
— 8700/1 Paper 1, June 2023

“Less successful answers continue to use simple comments such as 'makes the reader want to read on' or 'makes me interested'.”
— 8700/1 Paper 1, June 2022

How to fix this

Replace 'makes the reader want to read on' with a specific effect linked to the extract. Ask: what exact feeling, image or idea does this word create here? Tie the effect to the precise word chosen, not to a generic reader response. The reader is not 'left petrified' — examiners explicitly reject this template.

Q2/Q4 focus drift — writing about the writer's feelings instead of the concrete focus

June 2022 and June 2023, Paper 2 · Affects: Paper 2

What examiners say

“Many students were tempted into writing about the writers' feelings about the trains rather than the design, the length, the facilities, the performance or the number of carriages of each train.”
— 8700/2 Paper 2, June 2023

“Writers' perspectives are central to the focus of the Question 4 task, and no reference to these will be rewarded at Level 3 or Level 4 in Question 2 because the Assessment Objectives are very different.”
— 8700/2 Paper 2, June 2022

How to fix this

Q2 = the concrete object (campsite, train, surfboard). Q4 = the writers' perspectives. Keep them apart. Use the focus noun (train, campsite) as the subject of every Q2 sentence. Save 'the writer feels' for Q4. Mixing the two caps Q2 at Level 2.

Contrived, shoe-horned vocabulary — 'lackadaisical', 'plethora', 'discombobulated'

June 2022 and June 2023, Q5 both papers · Affects: Paper 1, Paper 2

What examiners say

“Using contrived vocabulary: 'lackadaisical', 'plethora', 'discombobulated'.”
— 8700/1 Paper 1, June 2022

“Words such as 'obsidian,' 'lackadaisical,' and phrases from poetry drawn from the English Literature specification continued to creep in.”
— 8700/1 Paper 1, June 2023

How to fix this

Choose vocabulary that fits tone, audience and context — not the longest word you memorised. Examiners flag the same words every series ('lackadaisical', 'plethora', 'euphoric', 'heinous', 'jubilant') as evidence of pre-prepared lists shoe-horned in. A subtler, well-fitting word always beats a contrived one.

Q3 structure — comments restricted to beginning/middle/end with no internal shifts

June 2022 and June 2023, Paper 1 · Affects: Paper 1

What examiners say

“Many students tended to restrict their comments to just the beginning, middle and end, without much comment on the effects of any other section.”
— 8700/1 Paper 1, June 2022

“Many students focused on the beginning of the extract only. This meant that it was difficult to show any structural shifts or understanding.”
— 8700/1 Paper 1, June 2023

How to fix this

Track at least three internal shifts in focus, perspective or pace, not just opening/middle/closing. Ask 'why this event, why now in the text?' Comment on changes in viewpoint (e.g. focus zooms from character to wider scene), not just position. Vague labels like 'beginning' and 'end' aren't anchored to evidence and stall at Level 2.

Q4 — losing both sides or staying generalised ('positive' / 'negative')

June 2022 and June 2023, Paper 2 · Affects: Paper 2

What examiners say

“Some students working at a lower level compare the writers' perspectives as being 'positive' and 'negative'.”
— 8700/2 Paper 2, June 2022

“Comparisons must compare the same aspect in both texts to be rewarded in Level 3.”
— 8700/2 Paper 2, June 2023

How to fix this

Avoid 'positive vs negative' or 'one likes it, one doesn't' — these are Level 1. Use precise vocabulary: 'cynical', 'sceptical', 'enthralled', 'transcendent', 'contemptuous'. Compare like-for-like aspects (e.g. both writers' attitudes to nature, not Source A's weather vs Source B's shelter).

Q5 narrative — losing pace control, including murder/tsunami/whole-life events

June 2022 and June 2023, Paper 1 · Affects: Paper 1

What examiners say

“Students might be advised to focus on a small aspect of a larger event in order to gain more control of the narrative.”
— 8700/1 Paper 1, June 2022

“Students who did not aim to complete the whole narrative, but rather took the response as a chapter or a dramatic moment in a story were also able to manage the time more successfully.”
— 8700/1 Paper 1, June 2023

How to fix this

Narrate a single moment, not a whole life. Start in the action — skip waking up, breakfast and travel. End before tidy resolution; allow ambiguity. Tsunamis, mass tragedies and full rescue arcs are examiner-flagged as overambitious for 45 minutes. A single chapter beats a swift, superficial epic.

Q5 transactional writing — subheadings, columns, captions and pre-prepared scaffolds

June 2022 and June 2023, Paper 2 · Affects: Paper 2

What examiners say

“Subheadings can replace the need for any meaningful link between one paragraph and the next.”
— 8700/2 Paper 2, June 2022

“Examiners reported the ubiquity of the phrase: 'Picture this…' or 'Imagine this…' which seems to feature in a large number of students' responses.”
— 8700/2 Paper 2, June 2023

How to fix this

Skip headings, columns, subheadings, fake captions and 'Picture this…' / 'It is an incontrovertible truth that…' openings — examiners are sick of them and they fragment your argument. Build cohesive paragraphs that link explicitly. The form (article, speech, letter) shows in tone and register, not in faux-graphic layout.

Apply what you've learned

Practice identifying these mistakes in real papers. Try a recent paper and mark yourself — you'll spot these patterns immediately.

Try June 2024 All 8700 Papers

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What GCSE English Language 8700 Examiners Reward

Patterns that consistently earn high marks in GCSE English Language 8700, based on AQA examiner report commentary on top-scoring answers.

Choosing single words and short phrases for language analysis

Successful Q2 answers selected accessible features in the latter half of the passage — adverbs such as 'noiselessly' and verbs such as 'gliding' — instead of struggling with complex metaphors they didn't understand.

Source: 8700/1 Paper 1, June 2022

Tracking structural shifts and explaining 'why now in the text'

Top Q3 answers commented on Pi's attention shifting between the hyena, the horizon and back, explaining the effect of each shift on threat and escape — not just labelling beginning, middle, end.

Source: 8700/1 Paper 1, June 2023

Setting Q4 within a conceptual framework

Level 4 answers set the two perspectives within a contrast of optimism vs pessimism, or joy vs contempt, and tracked structural shifts in viewpoint as the extracts progressed, comparing like-for-like aspects.

Source: 8700/2 Paper 2, June 2022

Linking accumulated language effects across the whole passage

The very best Q3 (P2) answers built a linguistic trail — connecting the cannonading suitcase to the defiant, naughty train — to argue the writer's personification suggested a deliberate vendetta...

Source: 8700/2 Paper 2, June 2023

Q5 — focusing on a moment in time, not a whole story

Stronger narrative responses started in the action and treated their piece as a chapter or dramatic moment, controlling pace and ending before tidy resolution; this avoided the swift, superficial endings examiners flagged.

Source: 8700/1 Paper 1, June 2023

Q5 transactional — coherent argument with one clear perspective followed through

The best speech/article responses took one perspective and followed it through, adopting a lively tone and original style matched to a live audience, rather than flip-flopping or relying on subheadings to skip topics.

Source: 8700/2 Paper 2, June 2023

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GCSE English Language 8700 Answer Frameworks

Structured approaches for each GCSE English Language 8700 question type, derived from AQA mark scheme requirements.

Q3 Paper 1 — Structure (8 marks)

10 minutes

Structure

Identify 3 shifts in focus or perspective → for each, name the structural feature → explain why the writer placed it there and what effect it creates

•Track at least three internal shifts, not just beginning/middle/end
•Use specific structural vocabulary: 'shift in focus', 'narrowing perspective', 'change in pace', 'climax', 'anti-climax'
•Always answer 'why this event, why now?' — not just 'this happens here'
•Avoid vague comments like 'engages the reader' or 'makes you read on'
•Don't slip into language analysis — that's Q2 territory

Q4 Paper 1 — Evaluation (20 marks)

20–25 minutes

Structure

Agree/disagree with the statement → support with textual evidence using language AND/OR structural methods → reach across the whole extract including the ending

•Discussing language and/or structure earns extra credit — don't ignore methods
•Reach the end of the extract — short answers stuck in early lines cap your level
•Engage themes (instinct, prejudice, maternal duty) for Level 4 perceptive comment
•Stay with the passage — don't drift into context (gender roles, era, author biography)
•Balanced agree/disagree is fine; keep the two sides separate paragraphically for clarity

Q5 Paper 1 — Creative Writing (40 marks: 24 AO5 + 16 AO6)

45 minutes (5 plan / 35 write / 5 check)

Structure

Plan first → start in the action → focus on a single moment or chapter → end with deliberate ambiguity or pause, not tidy resolution

•Plan before writing — examiners explicitly note planning produces tighter, more authorial responses
•Use the image as a prompt, not a literal subject — invent your own atmosphere or setting
•Avoid contrived vocabulary lists — choose words that fit tone, audience, register
•Narrative: don't try to finish — a controlled chapter beats a rushed full-life story
•Descriptive: avoid the 'tour' approach — pick one moment in time and develop it
•Use varied sentence forms and accurate punctuation — 16 AO6 marks reward technical accuracy

Q5 Paper 2 — Transactional Writing (40 marks: 24 AO5 + 16 AO6)

45 minutes (5 plan / 35 write / 5 check)

Structure

Take ONE perspective on the statement → develop a coherent argument with linked paragraphs → match tone/register to the form (letter/article/speech/essay) and audience

•Pick one side and follow it through — flip-flopping kills clarity
•Skip headings, subheadings, columns, captions and 'Dear Editor' boilerplate
•Avoid 'Picture this…', 'It is an incontrovertible truth that…', and pre-prepared Gandhi/Greta quotes — examiners flag these
•Set the topic in an ethical, environmental, social or economic framework for Level 4
•Write in linked paragraphs with discourse markers — subheadings replace cohesion you should be demonstrating
•Use varied sentence forms and a wide range of punctuation for AO6

Practice by topic

Use topical past papers to practice specific question types. Each topic collects questions from multiple years — perfect for drilling the frameworks above.

Topical Past Papers

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GCSE English Language 8700 Command Words Decoded

Each command word in GCSE English Language 8700 is a scoring instruction. Understanding what AQA examiners expect is critical to earning full marks.

list4 marks (Paper 1)

Q1 Paper 1 — write 4 separate things found in the given lines, each clear enough to make sense on its own.

Common mistake

Selecting from outside the given lines or copying incomplete fragments that change meaning ('hardly attackers' instead of 'hardy attackers').

true or false4 marks (Paper 2)

Q1 Paper 2 — shade 4 lozenges true from 8 statements presented in chronological order.

Common mistake

Failing to colour the lozenges as instructed — ticking, circling, scribbling. Statements are chronological; cross-check against the extract in order.

how does the writer use language8 marks (P1) / 8 marks (P2 synthesis variant)

Q2 — analyse single words, phrases and language features (verbs, adjectives, similes, metaphors) and explain their effects with subject terminology.

Common mistake

Quoting whole sentences, then writing about content rather than the chosen word's effect.

how is the text structured8 marks (Paper 1)

Q3 Paper 1 — analyse structural features: shifts in focus, perspective, time, narrowing/widening, and explain why the writer placed each event where they did.

Common mistake

Restricting comments to 'beginning, middle, end' or writing about language features instead of structure.

to what extent do you agree20 marks (Paper 1)

Q4 Paper 1 — evaluate the statement, agreeing/disagreeing using language and/or structural methods, with thorough textual references reaching the end of the extract.

Common mistake

Drifting into context (gender roles, history) instead of staying with the passage; or short answers that don't reach the ending.

compare16 marks (Paper 2)

Q4 Paper 2 — compare both writers' perspectives AND the methods they use to convey them, across both texts.

Common mistake

Mismatched comparisons (Source A's weather vs Source B's shelter) or 'positive vs negative' shorthand without development.

describe40 marks (24 AO5 + 16 AO6, Paper 1)

Q5 Paper 1 descriptive option — describe a scene/place prompted by an image; you may invent details and atmosphere beyond the image.

Common mistake

Staying inside the image like a tour ('walking around the zoo'), or relying on contrived atmosphere shifts without rationale.

write a story / write40 marks each (24 AO5 + 16 AO6)

Q5 Paper 1 narrative OR Paper 2 transactional (letter/article/speech/essay) — produce form-appropriate writing matched to audience and purpose.

Common mistake

Paper 1: completing whole narratives in 45 minutes. Paper 2: using pre-prepared 'Picture this…' / 'It is an incontrovertible truth…' templates and Gandhi/Greta quotations.

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Topics Students Struggle With Most In GCSE English Language 8700

These GCSE English Language 8700 topics consistently produce the lowest scores. Prioritise these in your revision.

Q3 structural features beyond beginning/middle/end

Examiners noted weaker Q3 responses restricted comments to opening/middle/closing without discussing internal shifts in focus, perspective or pace, or explaining why the writer placed events at specific points.

Affects: Paper 1

Q2 language analysis at the level of single words

Many candidates rely on excessively long quotations preceded by 'the phrase', which forces them into content paraphrase instead of analysing the connotations of individual words.

Affects: Paper 1, Paper 2

Comparing writers' methods at AO2/AO3 (Q4 P2)

Weaker Q4 responses compared what the writers said but not how — methods like personification or structural shift were named without explaining the trigger or contrast they create across both texts.

Affects: Paper 2

Tone, style and register matched to form, purpose and audience

Q5 Paper 2 weaker responses were too informal for the audience or used pre-prepared templates that ignored the specific topic, indicating limited control of register for transactional forms.

Affects: Paper 2

Varied sentence forms and a range of punctuation (AO6)

Weaker responses showed a lack of variety in sentence structures attempted and a subsequent absence of a range of punctuation; agreement errors and erratic demarcation were common.

Affects: Paper 1, Paper 2

Section B writing — planning and pace control

Less successful Q5 narratives lost control of pace and detail, with rapid endings; more successful answers showed evidence of planning that produced authorial control.

Affects: Paper 1

Q2 Paper 2 — synthesis and like-for-like comparison

Weaker Q2 responses drifted into the writers' feelings instead of comparing the concrete focus (campsites, trains) like-for-like; same-aspect synthesis is required for Level 3.

Affects: Paper 2

Conceptual framing for Level 4

Few candidates set Q4 or Q5 within a conceptual framework (ethical, environmental, social, cultural) — examiners note this is what separates Level 3 'clear' from Level 4 'perceptive'.

Affects: Paper 1, Paper 2

Target your weak areas

The topics above are where most marks are lost. Use past papers and mark schemes to practice these specific areas until they become second nature.

Past Papers & Mark Schemes Topical Papers

Frequently Asked Questions

What papers make up AQA GCSE English Language 8700?

Paper 1 (8700/1) Explorations in Creative Reading and Writing — 80 marks in 1h 45m, one literary fiction extract, Q1–Q4 reading (40 marks) plus Q5 descriptive or narrative writing (40 marks). Paper 2 (8700/2) Writers' Viewpoints and Perspectives — 80 marks in 1h 45m, two non-fiction sources from different centuries, Q1–Q4 reading (40 marks) plus Q5 transactional writing (40 marks).

How are the SPaG (AO6) marks distributed across the two papers?

AO6 (technical accuracy — vocabulary, sentence structures, spelling, punctuation) constitutes 20% of the marks for the specification as a whole. Concretely, AO6 is worth 16 marks within Q5 on each paper (16 of the 40 marks per Q5), so 32 of the 160 total marks across both papers come from technical accuracy.

How should I split my time between Section A and Section B?

Each paper is 1h 45m, split roughly 1 hour for Section A reading (4 questions, 40 marks) and 45 minutes for Section B writing (1 question, 40 marks). Within Section A, allocate by marks: Q1 (4 marks) about 5 minutes, Q2 (8) about 10 minutes, Q3 (8 P1 / 12 P2) 10–15 minutes, Q4 (20 P1 / 16 P2) 20–25 minutes. In Section B leave 5 minutes to plan and 5 to check.

On Paper 1 Q5, should I choose narrative or descriptive writing?

You choose one of two options. Examiner reports show narrative is the more popular choice in both 2022 and 2023, but the descriptive option is equally rewarded. Pick whichever you can plan and pace better. Both are marked the same: 24 marks AO5 (content/organisation) + 16 marks AO6 (technical accuracy). Don't decide on the day — practise both forms in advance and go in knowing your stronger option.

Put It All Into Practice

You now know exactly what AQA examiners reward and penalise. The next step is deliberate practice with real papers. We have 13 exam sessions available for GCSE English Language 8700 — question papers, mark schemes, and examiner reports.

View All Past Papers Latest Session: June 2024 Topical Past Papers