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GCSE English LanguageWriting

GCSE English Language writing, with model answers

Half the marks in GCSE English Language are for your own writing. This page shows how each board sets the writing questions, 8 moves that lift any piece, and 3 full model answers with a plan and a checklist.

Everything here is our own: the tasks are written the way each board sets them, and the model answers are written to the standard a strong pupil could reach by hand in the time. Nothing is copied from a past paper or a mark scheme.

01 / How it’s markedTwo things, on every board

What examiners reward

Every board marks your writing for two things. The first is worth more, but the second is where easy marks go missing.

  1. Content and organisation

    Does it suit the task, the reader and the purpose? Is it shaped on purpose, with paragraphs that move it on, a strong opening and a deliberate ending? Are the words chosen with care?

  2. Technical accuracy

    Sentences that are correctly punctuated and varied for a reason, a range of punctuation used well, accurate spelling and Standard English. Practise punctuation or spelling.

02 / Board by boardThe writing on each paper

The writing questions on each board

The marks, the time and the choice you get. For every reading question too, open your board’s page.

AQABoth papers

Paper 1, Question 5
40 marks: 24 for content and organisation, 16 for technical accuracy. About 45 minutes. In the exam you choose one of two tasks. The picture is a starting point, not a tour: use it to get going, then go beyond it. Our practice tasks: description or story opening.
Paper 2, Question 5
40 marks: 24 for content and organisation, 16 for technical accuracy. About 45 minutes. In the exam there is one writing task and no choice. The form, audience and purpose are set for you. Our practice tasks: article or letter.

EdexcelBoth papers

Paper 1, Question 5 or 6
40 marks: 24 for content and organisation, 16 for technical accuracy. About 45 minutes. In the exam you choose Question 5 or Question 6. One of them comes with two pictures; this one has none. Your answer can be real or imagined. Our practice tasks: recount or story.
Paper 2, Question 8 or 9
40 marks: 24 for content and organisation, 16 for technical accuracy. About 45 minutes. In the exam you choose Question 8 or Question 9. Both are non-fiction tasks, and they can be the same form. Our practice tasks: article or guide.

OCRBoth papers

Component 01, Question 5 or 6
40 marks: 24 for content and organisation, 16 for technical accuracy. About 60 minutes. In the exam you choose one of two tasks. About 1 hour, planning included. Our practice tasks: letter or speech.
Component 02, Question 5 or 6
40 marks: 24 for content and organisation, 16 for technical accuracy. About 60 minutes. In the exam you choose one of two tasks. About 1 hour, planning included. Our practice tasks: story or description.

WJEC EduqasBoth papers

Component 1, Section B
40 marks: 24 for content and organisation, 16 for technical accuracy. About 45 minutes. In the exam you choose one of four titles. It must be a story or a true account: purely descriptive writing cannot reach the top marks. Aim for about 450 to 600 words. Our practice tasks: recount or story.
Component 2, B1
20 marks: 12 for content and organisation, 8 for technical accuracy. About 30 minutes. In the exam there is no choice: you write both B1 and B2, about 30 minutes each (5 planning, 25 writing). Our practice tasks: letter or review.
Component 2, B2
20 marks: 12 for content and organisation, 8 for technical accuracy. About 30 minutes. In the exam there is no choice: you write both B1 and B2, about 30 minutes each (5 planning, 25 writing). Our practice tasks: article or report.

Show Working is independent and not affiliated with or endorsed by AQA, Pearson Edexcel, OCR or WJEC Eduqas. Always check the details of your own exam with your teacher.

03 / The toolkit8 moves, each with an example

Moves that lift any piece

Borrow one or two in your next practice piece. Every example is our own.

Openings that grab

An examiner meets your first sentence before anything else. A sharp start shows control from the first line.

Start in the middle of a moment
The lift stopped between the fourth and fifth floors, and the lights went with it.
One short, odd detail
Nobody had touched the piano in eleven years, but someone had dusted it.
For non-fiction: a picture the reader knows
Picture the school gates at ten to nine: forty cars, engines running, and not one of them moving.
For non-fiction: a bold claim, then the reason
Homework is not the problem. The way we set it is.
Avoid
Waking up, the weather report, “Hi, my name is”, or a dictionary definition.

Endings that land

A deliberate ending shows the whole piece was planned. Examiners reward writing that knows where it is going.

Come back to the start (a circular ending)
The lift doors opened. I took the stairs.
End on an image, not an explanation
Behind us, the piano lid was open.
For non-fiction: one clear thing to do
So next Monday, leave the car at home. Walk. Your town will thank you.
Avoid
“It was all a dream”, “and then I woke up”, or tying up every thread in a rush.

Shape and paragraphs

Content and organisation is 60% of the writing mark. A clear shape is the easiest way to show it.

Zoom: wide view, then close-up, then wider again
The whole beach, then one child’s bucket, then the tide coming in over all of it.
A one-line paragraph for the turning point
Then the music stopped.
Shift in time
Three hours earlier, the same street had been full of noise.
Topic sentences that move the argument on
The cost is only half of it. The bigger problem is time.
Avoid
A whole plot squeezed into one answer. Write one episode, in detail.

Sentence variety

The top marks for technical accuracy need a full range of sentence forms, used for a reason.

A long sentence that builds, then a short one that stops
The crowd pushed forward, shoving, shouting, waving phones above their heads to catch a glimpse of the stage. Nothing.
Start with an adverb or an -ing verb
Slowly, she lifted the latch. Gripping the rail, he looked down.
A subordinate clause first, to delay the main point
Although the bus was empty, he stood the whole way.
A minor sentence for emphasis
Silence. Then footsteps.
Avoid
Starting every sentence the same way (“I… I… I…”, “The… The…”).

Vocabulary that fits

Examiners reward precise words, not long ones. The right word does the work of three weak ones.

A precise verb instead of verb plus adverb
“She crept” rather than “she walked quietly”.
Senses beyond sight
The kettle ticked as it cooled.
One fresh image instead of three tired ones
The motorway was a zip pulled slowly across the valley.
Avoid
Showing off with words you do not quite know. Examiners notice a word that does not fit.

Punctuation for effect

A wide range of punctuation, used accurately, is part of the top band for technical accuracy.

Semicolon: two linked sentences, one stronger thought
The house was silent; even the clock had stopped.
Colon: a reveal or an explanation
There was only one way out: the window.
Brackets for an aside
My brother (who had promised to help) was nowhere to be seen.
Apostrophes: who owns it, or what is missing
The girls’ changing room (more than one girl owns it); it’s late (it is); the dog wagged its tail (no apostrophe for “belonging to it”).
Avoid
Comma splices, the most common slip examiners name: “It was late, I went home” needs a full stop or a semicolon.

Persuading the reader

Viewpoint writing is marked on how well it fits its audience and purpose, not on how many devices it uses.

A short story from real life (an anecdote)
Last winter my nan waited forty minutes at a bus stop with no shelter.
Answer the other side, then turn it
Some say a ban is unfair. But what is fair about a pavement no one can walk on?
Talk to the reader directly
You have probably done it yourself: one quick look at your phone that turns into an hour.
A specific example instead of a general claim
“Our park lost its last bench in March” rather than “parks are getting worse”.
Avoid
Made-up statistics presented as fact, or a list of devices with nothing real behind them.

Form, audience and tone

Every board marks how well your tone and style match who you are writing for and why.

Letter: a suitable greeting and sign-off
Dear Councillor Patel, … Yours sincerely (a name). Dear Editor, … Yours faithfully (no name).
Speech: place the speaker in the room
Look around this hall for a moment.
Article: a headline and a line under it that hooks
Why our high street needs fewer cars, not more car parks
Formal does not mean stiff
“This plan will not work” is formal and clear. “It is evident that this proposal is somewhat flawed” is just stiff.
Avoid
Writing the same way for every task. A speech to Year 7s and a letter to a newspaper should not sound alike.

04 / Model answersPlan, answer, why it works

Full model answers, and why they work

Read the task, plan your own answer first, then open ours. The checklist at the end is the same one the app gives you after every writing task.

AQA / Paper 1, Question 545 minutes · 40 marks

Description: AQA Paper 1

In the exam you choose one of two tasks. The picture is a starting point, not a tour: use it to get going, then go beyond it.

The picture: A crowded railway platform at dusk. A train is pulling in, its lights on. People in coats and with umbrellas wait close to the edge, and the station lamps are just coming on.

Your school is putting together a collection of creative writing. Write a description of a busy station at the end of the day. You could use the picture to give you ideas.

A quick plan

  1. Wide: the platform at ten to six, board says Delayed, the crowd
  2. Zoom in: an old man with daffodils, waiting (the heart of it)
  3. Turn: the rails tick, the train arrives (one-line paragraph)
  4. The crowds swap; he watches every face, nobody comes
  5. Wide again: platform empties, cleaner, the board flickers
  6. End on him sitting down to wait for the next one
Read the model answer (504 words)

At ten to six, Platform 4 is full and getting fuller. The departure board flickers and settles on one word: Delayed. Nobody groans. They have been waiting too long to waste the breath.

Above the tracks, the sky is fading from grey to a thin, dirty gold, and the station lamps are coming on one by one, humming as they warm. Under them, the crowd edges towards the yellow line: commuters in damp coats, students with headphones clamped over their ears, a man in a fluorescent jacket whose boots are still white with plaster dust. Umbrellas drip onto other people’s shoes. Somewhere a phone plays the same three bright notes, over and over, until at last somebody answers it.

Away from the push, at the far end where the roof gives out, an old man stands beside an empty bench. He is holding a bunch of daffodils wrapped in newspaper, and he holds them upright and very still, the way you might shelter a candle in a draught. Every few seconds he looks at the clock. Then at the flowers. Then at the clock again. The newspaper has gone soft at the corners, and one stem has bent over; he straightens it with his thumb, and slowly, stubbornly, it bends again.

Then the rails begin to tick, a dry metallic sound that runs along the platform faster than any announcement. Heads turn. Bags are hitched onto shoulders. The crowd, which a moment ago was a hundred separate people, becomes a single thing leaning forward.

The train arrives.

It slides in more slowly than seems possible, a long wall of lit windows, each one a small picture: a woman asleep against the glass, a child pressing a toy dinosaur to it, a man eating crisps one at a time as if he is counting them. The doors open. For a moment the two crowds meet in the doorways, the ones getting off and the ones getting on, and there is a polite, furious shuffle of elbows and apologies. A glove drops. No one stops for it.

Through all of it, the old man does not move. He studies every face that steps down: a nurse in a navy tunic, two boys sharing a paper cone of chips, a businessman already talking into his phone. None of them is the one. I realise I am watching too, searching the faces for someone I have never met.

The whistle goes. The doors close. The train pulls away, its red tail lights shrinking into the dark until they are two full stops at the end of a long sentence. The platform empties almost as quickly as it filled, and the noise goes with it, leaving only the hum of the lamps and the swish of a cleaner’s broom as she gathers paper cups and one forgotten glove.

The board flickers again: 18:40, on time. The old man sits down at last. He lays the daffodils across his knees, smooths the newspaper flat, and waits for the next one.

Why it works

  • It goes beyond the picture: the old man with the daffodils is invented, and he gives the description a heart and a quiet mystery.
  • The shape is wide, close, wide again, with the departure board at the start and the end, so it feels finished without a plot.
  • One-line paragraph (“The train arrives.”) marks the turning point, and short sentences (“Then at the flowers.”) slow the waiting down.
  • Details are specific and ordinary (plaster dust, crisps counted one at a time) rather than piled-up adjectives, with one image per moment.
  • Punctuation does a job: colons introduce lists and the board’s message, a semicolon links the bent stem to his thumb.
Tick-yourself checklist

Content and organisation

  • I described one place or moment closely instead of telling a story.
  • I used senses beyond sight, and one or two fresh images rather than many tired ones.
  • I moved the focus on purpose (wide view, close-up, a change in time or light).
  • I went beyond the picture instead of describing it from left to right.
  • I wrote in one tense all the way through (here, the present).

Technical accuracy

  • Every sentence ends with a full stop, question or exclamation mark: no comma splices.
  • I used a range of sentence types (short, long, starting different ways) for a reason.
  • I used at least three kinds of punctuation accurately, such as a semicolon, a colon and brackets.
  • I checked spelling, including their, there and they’re, and any ambitious words.
  • I wrote in paragraphs and started each one differently.

Edexcel / Paper 1, Question 5 or 645 minutes · 40 marks

Recount: Edexcel Paper 1

In the exam you choose Question 5 or Question 6. One of them comes with two pictures; this one has none. Your answer can be real or imagined.

Write about a time when you were caught out by the weather. Your response could be real or imagined.

A quick plan

  1. Open in the storm with “sunny spells”, then go back
  2. The set-up: Lake District, Joe (17, expert in everything), no map, white trainers
  3. Perfect morning, then “Then the light changed.”
  4. Cloud swallows the valley; rain; Joe stops narrating
  5. Behind the boulder: he gives me both cereal bars
  6. End: the trainers, the lesson, “sunny spells” as our joke
Read the model answer (517 words)

The forecast said “sunny spells”. I remember that because, later that morning, as the cloud finally lifted off the ridge and water was still running down the inside of my sleeves, I said it out loud to my brother, and he laughed so hard he had to sit down in a puddle.

It was the August I was thirteen. Our family had rented a cottage in the Lake District, and Joe, who was seventeen and had recently decided he was an expert in everything, announced that he and I would climb the fell behind it before breakfast. No map. Two cereal bars. My trainers, which were white and which I loved.

For the first hour the morning was perfect. The grass was silver with dew, the sheep watched us with polite boredom, and the lake below turned from grey to a clear, hard blue as the sun rose over the hills. Joe walked ahead with his hands in his pockets, describing our route as though he had invented it. I was too out of breath to argue.

Then the light changed.

It happened so quickly that I noticed the silence before I noticed the sky. The birds had stopped. When I turned round, the valley we had climbed was disappearing, swallowed from the bottom by a wall of cloud that moved faster than seemed fair. The lake went first, then the cottage, then the dry-stone wall we had scrambled over twenty minutes before. Joe stopped talking.

The rain, when it came, was not like rain at home. It did not fall; it arrived sideways, in sheets, and it was so cold that it made my teeth ache. Within a minute my white trainers were brown. Within five, I could not see the path, or Joe, who was three metres in front of me and had become a dark shape with a voice.

“Stay close!” he shouted, and for the first time that summer he did not sound like an expert. He sounded seventeen.

We did the only sensible thing either of us could think of: we crouched behind a boulder, pressed together, and waited. I remember the smell of wet wool from his jumper and the way the cloud tore past us in ragged pieces, so that for a second at a time we could see a sheep, a gate, a patch of hillside, before it closed again. Joe gave me both cereal bars. Neither of us mentioned the map.

It lasted perhaps forty minutes. Then, as suddenly as it had come, the cloud lifted, and there was the lake, blue again, and the cottage with smoke rising from its chimney. When we reached the gate, our mother was standing there with her arms folded.

My trainers never recovered. I threw them away at the end of the holiday, still faintly brown. But I kept something else from that morning: the memory of my brother, soaked and silent, handing me his breakfast behind a rock. These days, whenever he tells me he knows exactly what he is doing, I just say “sunny spells”, and he goes quiet.

Why it works

  • It starts at the most vivid moment, then steps back in time, and the phrase “sunny spells” ties the opening to the ending.
  • The weather changes for a reason in the story (the cloud really does roll in), not as a sudden mood swing.
  • The real subject is the brother: the storm reveals something about him, which gives the recount depth.
  • Two one-line moments (“Then the light changed.” and the shout) mark the turning points.
  • Varied sentences: a list of fragments for the set-up (“No map. Two cereal bars.”), long sentences for the cloud, short ones for the panic.
Tick-yourself checklist

Content and organisation

  • I told it in the first person, as one real moment rather than a whole day.
  • I slowed down at the most important point.
  • My ending says what the moment meant, without preaching.
  • I wrote in the first person and kept to one main time and place.
  • My ending looks back and shows what the experience meant.

Technical accuracy

  • Every sentence ends with a full stop, question or exclamation mark: no comma splices.
  • I used a range of sentence types (short, long, starting different ways) for a reason.
  • I used at least three kinds of punctuation accurately, such as a semicolon, a colon and brackets.
  • I checked spelling, including their, there and they’re, and any ambitious words.
  • I wrote in paragraphs and started each one differently.

OCR / Component 01, Question 5 or 660 minutes · 40 marks

Letter: OCR Component 01

In the exam you choose one of two tasks. About 1 hour, planning included.

Your local council is planning to close the community centre where a choir, a brass band and a singing group for parents and babies all meet. Write a letter to your local councillor arguing that the centre should stay open.

  • what happens at the centre and who uses it
  • why singing together matters to families and to the town
  • what the council could do instead of closing it

A quick plan

  1. Open: I see why savings are needed, but this one costs more than it saves.
  2. One week at the centre: choir (14 to 91), band, baby group. Mum’s story.
  3. Why it matters: singing together means belonging, not a hobby.
  4. Counter: “move somewhere else”. Church hall three times the price; school locked at six.
  5. What it gives back: hospital carols, Remembrance service. Then two ideas instead.
  6. End: picture the circle of parents. Is the saving worth the silence?
Read the model answer (572 words)

Dear Councillor Okafor,

I am writing about the council’s plan to close the Riverside Community Centre in April. I understand why you are looking for savings, and I do not pretend the money will be easy to find. However, I believe that closing the centre would cost this town far more than it saves, and I am asking you to think again before the vote next month.

Let me tell you what happens there in a single week. On Monday evenings, forty members of the Riverside Choir rehearse in the main hall; the youngest is fourteen and the oldest, Mrs Lewis, is ninety-one. On Wednesdays the brass band takes over, filling the car park with the sound of tuning trombones. On Thursday mornings, a group of parents sit on the floor with their babies and sing nursery rhymes in a circle. My mum went to that group when my little brother was born. She has told me more than once that, for months, it was the only hour of the week when she spoke to another adult.

That is the point I most want you to hear. Singing together is not a hobby for a few enthusiasts. It is one of the oldest ways people have of belonging to each other. When forty voices hold the same note, nobody is clever or slow, rich or struggling: they are simply part of the sound. Families who have just moved here, people who live alone, teenagers who would never otherwise talk to a pensioner, all of them meet in that hall. Close it, and those meetings will not move somewhere else. They will stop. Ask Mrs Lewis, who joined the choir the year her husband died, and she will tell you the same.

Some people will say that the groups could easily rent a church hall or a classroom. I have asked. The nearest church hall charges three times what the choir pays now, and the school is locked at six o’clock. The baby group, which charges nothing at all, would simply end, because no landlord lets a room for free. A building can be replaced; a habit of turning up every week, once broken, is very hard to rebuild.

I would also ask you to look at what the centre gives back. Every December the choir sings carols outside the hospital and raises money for the children’s ward. The band plays at the Remembrance service without charging a penny, and last year its members taught free lessons to twelve children whose families could not afford them. These groups are not a cost to the council. They are a gift to the town, and they depend on a warm room with a piano in it.

There are other ways forward, and I would like to suggest two. First, the hall stands empty on most Saturdays and Sundays; it could be hired out for parties and classes, bringing in money without taking anything away. Second, local businesses might sponsor the heating bill in return for their name above the door. Several choir members, including a retired accountant, would gladly help draw up such a plan, and I would be happy to bring them to meet you.

When you vote, please picture that circle of parents on the floor, singing to babies who cannot yet sing back. Then ask yourself whether the money saved is really worth the silence that would follow.

Yours sincerely,

Amira Hussain

Why it works

  • A polite, formal tone that respects the reader (“I understand why…”) before disagreeing, which suits a councillor.
  • All three bullets are covered, each in its own paragraph, and the order builds from facts to feeling to solutions.
  • Specific details (Mrs Lewis, ninety-one; locked at six) persuade more than general claims ever could.
  • The counter-argument is answered with evidence, not dismissed.
  • The ending returns to the baby group from the opening paragraphs, so the letter closes on a picture, not a summary.
Tick-yourself checklist

Content and organisation

  • I used a suitable greeting and sign-off (and no home address).
  • My tone fits the person I am writing to.
  • I made clear points with specific examples, and said what I want to happen.
  • I used a suitable greeting and sign-off, and no home address.
  • I answered all three bullet points.

Technical accuracy

  • Every sentence ends with a full stop, question or exclamation mark: no comma splices.
  • I used a range of sentence types (short, long, starting different ways) for a reason.
  • I used at least three kinds of punctuation accurately, such as a semicolon, a colon and brackets.
  • I checked spelling, including their, there and they’re, and any ambitious words.
  • I wrote in paragraphs and started each one differently.

05 / In the appComing to Show Working

18 writing tasks in Show Working

English Language is built for the app, but it isn’t on phones yet: it will arrive in an update, and we won’t give a date until it’s ready. When it comes, every task has a timer, an answer box, a model plan and answer, and a tick-yourself checklist. The first writing task of each board’s first paper is free.

There’s no mark or grade, ever, and nothing you write is marked by an AI. You compare your answer with ours and tick what you did.

Coming soon to the App Store

More English Language

Show WorkingComing soon to the App Store