Edexcel GCSE English Language (1EN0) Past Papers 2026

Fiction and Imaginative Writing

Duration: 1h 45m

Non-Fiction and Transactional Writing

Duration: 2h 5m

AO2 — Structural analysis: candidates identify sentence types and repetition but cannot explain structural effects across the whole extract

All three ERs flagged generic structural comments as a persistent weak area. Paper 2 2023 noted: 'There were some very generic comments that did not explore how structure is used to engage, eg the writer has used paragraphs to make it easier to read.' The discriminating structural points in top responses involved the extract as a whole — narrative trajectory, shifts in tone, or the contrast between opening and closing — not just sentence-level features like 'short sentences create tension'.

Paper 1, Paper 2

AO4 — Distinguishing evaluation from explanation: most candidates explain techniques but do not judge how successfully they work

Every AO4 section in all three ERs flagged this. Paper 1 2023 noted that evaluative vocabulary was taught but 'it is only the strongest answers that are able to apply that vocabulary in a way that shows evaluation and produces writing that is genuinely critical and detached.' Paper 2 2023 observed: 'Weaker responses lacked judgements or evaluations. There was notable attention given to language and structure, although not always linked to evaluation.'

Paper 1, Paper 2

AO3 — Synthesising two texts in Q7a: candidates list points about individual texts rather than linking similarities across both

Paper 2 2023 reported that 'some candidates suffered from not reading the question properly. The question is not about similarities between the texts, but similarities between the two men.' The most common error was writing comparative statements about text features rather than about the subjects of the texts: 'both texts use colons' or 'they both use chronological order' received no credit because they were not answering the question.

Paper 2

AO5 Writing — Organisation and development: candidates express ideas but do not connect or develop them across paragraphs

Paper 2 2023 identified this as the primary AO5 discriminator: 'Whether candidates could meet both parts of the first part of bullet one — they often expressed ideas to achieve in level 2, but these ideas lacked the order for the second part of that bullet. In level 3, they may have connected ideas but not developed them.' Development means each idea is explored with examples, evidence, or analysis — not simply stated and then moved past.

Paper 1, Paper 2

AO6 — Technical accuracy: homophone errors, missing apostrophes, comma splicing, inconsistent tense control

Paper 2 2023 listed the most common AO6 errors explicitly: 'Missing capitals for names and even sentence openings. Lack of apostrophes. Basic spelling errors such as the wrong 'to', confusion of 'your/you're', 'were/where' and 'there/their'. Non-standard forms or inappropriate language for purpose and audience.' Paper 1 2023 noted a level 2 response showed 'some confusion of tense as the narrative slips between past and present'.

Paper 1, Paper 2

Imaginative writing — Assuming the reader shares background knowledge the writer has not provided on the page

Paper 1 2023 identified this as a recurring Level 2 characteristic: 'This is an example of a writer who assumes understanding of what they already know in that the mother is never described to us, and although she is present throughout the narrative she has no role.' Paper 1 2024 noted similarly: 'The opening sentences successfully set the scene, though there is no real development of the character of the friends — they are briefly mentioned in the final paragraph but have no real role and are not described at all.'

Paper 1

Transactional writing — Failing to establish and sustain the correct form (e.g. writing a speech when an article is required, or using an essay-like 'In conclusion' ending for a speech)

Paper 2 2023 noted: 'Some wrote their responses as a speech rather than an article so ensuring the form is met would help achieve the purpose bullet point in AO5.' The ER also flagged that 'a straightforward tone which is essay-like and ends with 'In conclusion' can be straightforward and unsuccessful' for a speech task. Form features (subheadings for articles, direct address for speeches, epistolary conventions for letters) signal audience awareness to examiners.

Paper 2

Time management — Underpreparing Q4 (Paper 1) by spending too long on Q3, leaving insufficient time for the highest-value question

Both Paper 1 ERs flagged this. The 2023 ER warned: 'Candidates should take care not to spend too long responding to question 3 at the expense of later questions on the paper.' The 2024 ER reinforced: 'Question 4 is worth more than the first three questions added together and twice as many marks as Question 3.' Incomplete Q4 answers that run out of time cannot access the upper levels regardless of quality.

Paper 1