english language paper 1 creative writing tips

Insider GCSE creative writing tips + 106 prompts from past papers

by Hayley | Mar 9, 2023 | Exams , Writing | 0 comments

Are you feeling a little bit twitchy about your child’s English GCSE writing task?

Sciences and humanities – although sometimes daunting in their content – seem a fair bet as ‘revisable’ topics. But the creative writing element of the English Language GCSE is less knowable and ultimately more of a frightening prospect for a student keen to do well.

Preparing for the GCSE writing task? You don’t need to do it alone.

We run a weekly online writing club which prepares students to write high-scoring content. Our “Higher” level club is designed to transform your writing so that you can ace the GCSE language paper.

What is the GCSE writing element of the GCSE Language Paper?

There are 5 key GCSE exam boards: AQA , OCR , Pearson Edexcel , WJEC Eduqas and CCEA . Each board sets their own papers which may appear much the same at first glance (bizarrely they all have a similar front cover layout and fonts). Certainly there is plenty of overlap between their mark schemes and the comments and tips they share in their Examiner Reports.

However, as with all your child’s other subjects, it is essential to know which exam board they are preparing for. You may be surprised to discover that schools pick and choose boards by subject, perhaps choosing AQA for chemistry and OCR for mathematics. Individual school departments have their own preferences. My brother teaches at a school where their English Literature and English Language exams have been split between two different boards. This is unusual though, not the norm!

What forms (question formats) can the test take?

It varies by board.

The AQA board has a writing task in their Question Paper 1 called Explorations in creative reading and writing . Students are given two prompts to choose between. The AQA board also has a second persuasive writing task in Paper 2 called Writers’ viewpoints and perspectives.

Jump ahead to AQA creative writing and persuasive writing prompts from past GCSE papers

The Pearson/Edexcel international iGCSE favoured by many UK private schools has two prompts to choose between for each section. The student is asked to complete a piece of transactional writing (perhaps a persuasive speech or an advertisement leaflet) and additionally a piece of imaginative writing.

Jump ahead to Pearson/Edexcel transactional writing and imaginative writing prompts from past GCSE papers

Interestingly, the WJEC Eduqas board favours non-fiction writing. Unit 2 Reading and Writing: Description, Narration and Exposition gives two prompts to choose between, for an account and an essay perhaps, and Unit 3: Reading and Writing: Argumentation, Persuasion and Instructional sets up a letter, or similar.

Jump ahead to WJEC Eduqas non-fiction writing prompts from past GCSE papers

The OCR board offers two prompts to choose between. One might be a talk for other students and the other might be a letter on a difficult subject .

Jump ahead to OCR creative writing prompts from past GCSE papers

The CCEA board has a writing task in called “ Writing for Purpose and Audience and Reading to Access Non-fiction and Media Texts” and a second writing task which offers a choice between personal writing and creative writing.

Jump ahead to CCEA persuasive writing, personal writing, and creative prompts from past GCSE papers

How long do students have to craft their piece of writing?

Creative writing tests are timed at either 45 minutes or 1 hour. The last thing your child will need is to prepare to write for an hour, only to find they have just three-quarters of an hour on the day. If in doubt, insist that they check with their teacher.

AQA students are given 45 minutes to produce their writing response. The introduction advises: ‘ You are reminded of the need to plan your answer. You should leave enough time to check your work at the end.’ What this means is that 30–35 minutes max is what’s really allowed there for the writing itself.

Pearson/Edexcel allows 45 minutes for each of the two writing tasks.

OCR students are given an hour to complete this section of their exam. The introduction states: ‘You are advised to plan and check your work carefully,’ so they will expect the writing itself to take 45–50 minutes.

How long should the completed GCSE writing task be?

Interestingly, although the mark schemes all refer to paragraphingthey don’t state how many paragraphs they expect to see.

‘A skilfully controlled overall structure, with paragraphs and grammatical features used to support cohesion and achieve a range of effects’ (OCR)

‘Fluently linked paragraphs with seamlessly integrated discourse markers’ (AQA)

Why? Because management of paragraph and sentence length is a structural technique available to the student as part of their writers’ toolkit. If the number of optimal paragraphs were to be spelled out by the board, it would have a negative impact on the freedom of the writer to use their paragraphs for impact or to manage the pace of the reader.

For a general guide I would expect to see 3 to 5 paragraphs in a creative piece and 5 paragraphs in a persuasive piece. Leaflets have a different structure entirely and need to be set out in a particular form to achieve the top notes of the mark scheme.

What are the examiners looking for when they are marking a student’s creative writing paper?

There are two assessment objectives for the writing itself:

• It has to be adapted to the form, tone and register of writing for specific purposes and audiences.
• It has to use a range of vocabulary and sentence structures, with appropriate paragraphing, spelling, punctuation and grammar.

As a GCSE English nerd, I really enjoy delving deeper into the Examiner Reports that each board brings out once the previous cohort’s papers have been marked. They are a fascinating read and never disappoint…

Within their pages, examiners spell out the differences they have spotted between the stronger and the weaker responses.

For example, a creative task set by the AQA board was to describe a photograph of a town at sunset. The examiners explained that some of the strongest responses imagined changes in the scene as darkness descended. They enjoyed reading responses that included personification of the city, and those that imagined the setting in the past, or the weariness of the city. Weaker candidates simply listed what was in the picture or referred directly to the fact it was an image. This chronological-list approach weakened the structure of their work.

No surprises that some weaker students relied heavily on conversation. (As an exam marker myself, I dreaded reading acres of uninspiring direct speech.)

Pearson/Edexcel explain that weaker persuasive pieces (in this case on the value of television) simply listed pros and cons rather than developed ideas fully to clarify their own opinions. The higher-level responses here were quirky and engaging, entertaining the reader with a range of appropriate techniques and making the argument their own.

What accommodations are possible for students who have specific learning difficulties?

The UK Government’s Guide for Schools and Colleges 2022: GCSE, AS and A Levels includes information about changes to assessments to support ‘disabled students.’ Their definition of disabled includes specific learning difficulties (dyslexia, dyspraxia, ADHD, ADD, ASD etc).

Exam boards can make a wide range of adjustments to their assessments. Some of the most common adjustments are:

• modified papers (for example, large print or braille exam papers)
• access to assistive software (for example, voice recognition systems or computer readers)
• help with specific tasks (for example, another person might read questions to the student or write their dictated answers)
• changes to how the assessment is done (for example, an oral rather than a written assessment, word-processing rather than hand-writing answers)
• extra time to complete assessments
• exemptions from an assessment

The exam board will expect paperwork to be in place where your child’s specific needs are formally reported by an appropriate professional (Educational Psychologist, Clinical Psychologist, Consultant). The report needs to be recent, but how recent is difficult to confirm.

If your child is likely to need adjustments to their access arrangements you will need to discuss this with their school in plenty of time before the exam itself.

A close friend of mine realised in the final few weeks before her son’s GCSE exams that his tinnitus would have a negative impact on his performance. She approached the school to ask if he might take his exams in a separate room to minimise noise disturbance. Unfortunately, it was far too late by then to apply, and her son was denied the request.

Your child’s school will explain the process for applying for special arrangements and will be able to advise you on what your expectations should be. Never presume your child will be given what they need – but plenty of requests are successful, so stay positive and make sure your paperwork is in order beforehand.

Tips and strategies for writing a high scoring GCSE creative writing paper:

1.         learn the formats.

Know the different formats and conventions of the different GCSE writing tasks. There is a standard layout for a leaflet, for example, where including contact details and a series of bullet points is part of the mark scheme. Not knowing these conventions will knock back a student’s score.

2.         Plan ahead

Prepare a planning structure for each of the written forms you might encounter during the exam. It may need to be flexed on the day, but it will banish fear of the blank page and allow you to get started.

3.         Prepare sentence-openings

Familiarise yourself with appropriate sentence-openings for each type of GCSE writing task. Fronted adverbials of time and place will improve the quality of a creative piece, whereas access to varied and specific conjunctions might push up the mark of a transactional piece.

4.         Check your speaking

Ask your family to check your speech at home. Every now and then try to flip a sentence into formal language, using more interesting synonyms for your usual spoken vocabulary. This will help you to write formally on paper, avoiding colloquialisms.

5.         Forget finishing

Finishing is less important than you might imagine. Sloppy, hurried work is your enemy. GCSE examiners will follow your clear planning and mark you accordingly, even if you’ve not managed to complete that final paragraph.

6.         Note the details

The question often gives additional information the examiner would like to see included. Note it in your plan to make sure it doesn’t get forgotten.

7.         Start strong

Use your best sentence-opener at the start of each paragraph. It will set you up as someone to be taken seriously.

8.         Cut back dialogue

Keep dialogue contained in a single paragraph. Focus on description of the speaker and their actions before noting the second character’s reply.

9.         Revise

Do this by prepping work as above. Nothing beats it.

Would you like me to transform your child’s writing in my higher writing club?

Each week in my higher writing club , we spend 20 minutes on Zoom together. After the task has been introduced, the students write for 15 minutes. Next, they upload their work for 1:1 video marking.

There is no point prepping essays/creative pieces for the GCSE English Language exam if your child’s writing is poor. First, their scruffy presentation, attention to detail, punctuation, grammar and vocabulary need to be addressed.

After 2 months in the higher writing club your child’s written technique and fluency will be transformed by our 1–2-1 video marking system (consistent messaging is achieved by matching your child with their own teacher).

Each weekly activity is drawn directly from the GCSE English Language Subject Content and Assessment Objectives , published by the English Department of Education.

Here’s an example of a student’s writing, BEFORE they joined our club:

It is chaotic, poorly-presented and nonsensical. Letter-sizing is confused and the student is clearly anxious and repeatedly scribbling through small errors.

Below is the same student 2 months later:

Observe the rich vocabulary, authorial techniques (the jagged rocks are ‘like shards of broken glass’) and general fluency and sophistication.

Real and recent GCSE example questions/prompts from each of the 5 key exam boards

Aqa english language gcse questions, paper 2 writers’ viewpoints and perspectives:.

• ‘Our addiction to cheap clothes and fast fashion means young people in poorer countries have to work in terrible conditions to make them. We must change our attitude to buying clothes now.’ Write an article for a magazine or website in which you argue your point of view on this statement. ( Source )
• ‘People have become obsessed with travelling ever further and faster. However, travel is expensive, dangerous, damaging and a foolish waste of time!’ Write an article for a news website in which you argue your point of view on this statement. ( Source )
• ‘Cars are noisy, dirty, smelly and downright dangerous. They should be banned from all town and city centres, allowing people to walk and cycle in peace.’ Write a letter to the Minister for Transport arguing your point of view on this statement. ( Source )
• ‘All sport should be fun, fair and open to everyone. These days, sport seems to be more about money, corruption and winning at any cost.’ Write an article for a newspaper in which you explain your point of view on this statement. ( Source )

Paper 1 Explorations in creative reading and writing:

• A magazine has asked for contributions for their creative writing section. Either write a description of an old person as suggested by the picture below or write a story about a time when things turned out unexpectedly. ( Source )

• Your school or college is asking students to contribute some creative writing for its website. Either, describe a market place as suggested by the picture below or write a story with the title, ‘Abandoned’. ( Source )

• Your local library is running a creative writing competition. The best entries will be published in a booklet of creative writing. Either, write a description of a mysterious place, as suggested by the picture below or write a story about an event that cannot be explained. ( Source )

• A magazine has asked for contributions for their creative writing section. Either, describe a place at sunset as suggested by the picture below or write a story about a new beginning. ( Source )

OCR English Language GCSE questions

Paper: communicating information and ideas.

• Either, Write a post for an online forum for young people about ‘A moment that changed my life’.
• Or, You are giving a talk at a parents’ information evening about why all children should study science at school. Explain your views. ( Source )
• Either, Write a letter to a friend to describe a challenging and unpleasant task you once had to do.
• Or, Write a short guide for new workers about how to deal successfully with difficult customers. ( Source )
• Either, “Was it worth it?” Write an article for a magazine to describe a time when you had to do something difficult.
• Or, Write a speech for an event to congratulate young people who have achieved something remarkable. ( Source )
• Either, Write the words of a talk to advise pet owners how to make life more enjoyable for their pet and themselves.
• Or, Write an article for a travel magazine to describe your dramatic encounter with an animal. ( Source )
• Either, ‘How I prefer to spend my time.’ Write the words of a talk to young people about your favourite activity
• Or, Write a magazine article to persuade parents to allow their teenage children more freedom. You are not required to include any visual or presentational features. ( Source )
• Either, Write a talk for other students about a person you either admire strongly or dislike intensely
• Or, Write a letter to a friend to explain a difficult decision you had to make. ( Source )

Paper: Exploring effects and impact

• Either, Hunger satisfied. Use this as the title for a story.
• Or, Write about a time when you were waiting for something. ( Source )
• Either, The Taste of Fear Use this as the title for a story.
• Or, Write about a time when you were exploring a particular place. ( Source )
• Either, Alone. Use this as the title for a story.
• Or, Describe a time when you found yourself in a crowd or surrounded by people. ( Source )
• Either, Land at Last. Use this as the title for a story.
• Or, Imagine you have visited somewhere for the first time and are now reporting back on your experience. ( Source )
• Either, The Playground Use this as the title for a story
• Or, Write about a memory you have of playing a childhood game. ( Source )
• Either, It seemed to me like I had been magically transported. Use this as the title for a story.
• Or, Describe a place where you have felt comfortable. ( Source )

Pearson Edexcel English Language iGCSE questions

Paper 1: transactional writing.

• Either, ‘In our busy twenty-first century lives, hobbies and interests are more important than ever.’ Write an article for a newspaper expressing your views on this statement.
• Or, ‘We are harming the planet we live on and need to do more to improve the situation.’ You have been asked to deliver a speech to your peers in which you explain your views on this statement. ( Source )
• ‘ Zoos protect endangered species from around the world.’ ‘No wild animal should lose its freedom and be kept in captivity. Write an article for a magazine in which you express your views on zoos.
• Write a review of an exciting or interesting event that you have seen. ( Source )
• Your local newspaper has published an article with the headline ‘Young people today lack any desire for adventure’. Write a letter to the editor of the newspaper expressing your views on this topic.
• ‘The key to success in anything is being prepared.’ Write a section for a guide giving advice on the importance of preparation. ( Source )
• You and your family have just returned from a holiday that did not turn out as you expected. Write a letter to the travel agent with whom you booked your holiday, explaining what happened.
• A magazine is publishing articles with the title ‘Friendship is one of the greatest gifts in life’. Write your article on this topic. ( Source )
• ‘Important lessons I have learned in my life.’ You have been asked to deliver a speech to your peers on this topic.
• Your local/school library wants to encourage young people to read more. Write the text of a leaflet explaining the benefits of reading. ( Source )
• ‘Most memorable journeys.’ A website is running a competition to reward the best articles on this subject. Write an article for the competition about a memorable journey.
• ‘Cycling is one form of exercise that can lead to a healthier lifestyle.’ Write a guide for young people on the benefits of exercise. ( Source )
• ‘Television educates, entertains and helps global understanding.’ ‘Television is to blame for society’s violence and greed and delivers one-sided news.’ You have been asked to deliver a speech in which you express your views and opinions on television.
• ‘Choosing a career is one of the most important decisions we ever make.’ Write the text of a leaflet that gives advice to young people on how to choose a career. ( Source )
• Write the text for a leaflet aimed at school students which offers advice on how to deal with bullying.
• A museum is planning to open a new exhibition called ‘Life in the Twenty-First Century’. ( Source )

Paper 2: Imaginative writing

• Write about a time when you, or someone you know, enjoyed success
• Write a story with the title ‘A Surprise Visitor’.
• Look at the two images below. Choose one and write a story that begins ‘I did not have time for this’ ( Source )

• Write about a time when you, or someone you know, challenged an unfair situation.
• Write a story with the title ‘Bitter, Twisted Lies’.
• Look at the two images below. Choose one and write a story that begins ‘It was a new day …’ You may wish to base your response on one of these images. ( Source )

• Write about a time when you, or someone you know, visited a new place.
• Write a story with the title ‘The Storm’
• Look at the two images below. Choose one and write a story that ends ‘I decided to get on with it.’ ( Source )

• Write about a time when you, or someone you know, saw something surprising.
• Write a story with the title ‘The Meeting’.
• Look at the two images below. Choose one and write a story that starts ‘Suddenly, without warning, there was a power cut.’ ( Source )

• Write about a time when you, or someone you know, went on a long journey.
• Write a story with the title ‘A New Start’
• Look at the two images below. Choose one and write a story that begins ‘I tried to see what he was reading. ( Source )

• Write about a time when you, or someone you know, felt proud.
• Write a story with the title ‘The Hidden Book’.
• Look at the two images below. Choose one and write a story that begins ‘It was like a dream’ ( Source )

• Write about a time when you, or someone you know, had to be brave
• Write a story with the title ‘Everything Had Changed’
• Look at the two images below. Choose one and write a story that begins ‘It was an unusual gift’. ( Source )

WJEC Eduqas English Language GCSE questions

Unit 2 reading and writing: description, narration and exposition.

• Write an account of a time when you enjoyed or hated taking part in an outdoor activity.
• “It’s essential that more people are more active, more often.” (Professor Laura McAllister, Chair of Sport Wales) Write an essay to explain how far you agree with this view, giving clear reasons and examples. ( Source )
• Describe an occasion when you did something you found rewarding.
• Famous chefs such as Jamie Oliver and Mary Berry have spoken of the need for better food and better education about food in schools. Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Write an account of a visit to a dentist or a doctor’s surgery.
• NHS staff, such as doctors and nurses, provide excellent service in difficult circumstances. Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Write an article for a travel magazine describing somewhere interesting that you have visited.
• You see the following in your local newspaper: ‘Young people are selfish. They should all be made to volunteer to help others.’ Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Describe an occasion when technology made a difference to your life.
• Write an account of a time you were unwilling to do something. ( Source )
• Describe a time when you faced a challenge
• Write an essay explaining why charity is important, giving clear reasons and examples. ( Source )
• Write an account of a time when you did something for the first time.
• “It’s time for us to start making some changes. Let’s change the way we eat, let’s change the way we live, and let’s change the way we treat each other.” Tupac Shakur Write an essay on the subject of change, giving clear reasons and examples. ( Source )
• “School uniform is vitally important in all schools.” Write an essay explaining your views on this, giving clear reasons and examples.
• Describe a time when you had to create a good impression. ( Source )

Unit 3: Reading and writing: Argumentation, persuasion and instructional

• Your school/college is considering using more Fairtrade items in its canteen. Although this will help to support Fairtrade farmers, it will mean an increase in the price of meals. You feel strongly about this proposal and decide to write a letter to your Headteacher/Principal giving your views. ( Source )
• Increasing litter levels suggest we have lost all pride in our beautiful country. Prepare a talk for your classmates in which you give your opinions on this view. ( Source )
• Write a guide for other students persuading them to stay safe when using social media and the internet. ( Source )
• According to your PE teacher, ‘Swimming is the very best form of exercise.’ You have been asked to prepare a talk for your classmates in which you give your views about swimming. ( Source )
• You read the following in a newspaper: ‘Plastic is one of the biggest problems faced by our planet. Why would we use something for a few minutes that has been made from a material that’s going to last forever?’ Write a letter to the newspaper giving your views on the use of plastic. ( Source )
• “People today never show enough kindness to one another. We must make more effort to be kind.” Write a talk to give on BBC Wales’ new programme Youth Views persuading young people to be kind to others. ( Source )
• ‘We have enough problems in the world without worrying about animals.’ Write an article for the school or college magazine giving your views on this statement.
• You would like to raise some money for an animal charity. Write a talk for your classmates persuading them to donate to your chosen charity. ( Source )

CCEA English Language GCSE questions

Unit 1: writing for purpose and audience and reading to access non-fiction and media texts.

• Write a speech for your classmates persuading them to agree with your views on the following issue: “Young people today are too worried about their body image.” ( Source )
• Write an article for your school magazine persuading the readers to agree with your views on the following question: “Should school uniform have a place in 21st century schools?” ( Source )
• Write a speech for your classmates persuading them to agree with your views on the following question: “Are celebrities the best role models for teenagers?” ( Source )
• Write an article for your school magazine persuading the readers to agree with your views on the following statement: “Advertising is just another source of pressure that teenagers don’t need!” ( Source )

Unit 4: Personal or creative writing and reading literacy and non-fiction texts

• Either, Personal writing: Write a personal essay for the examiner about what you consider to be one of the proudest moments in your life.
• Or, Creative writing: Write your entry for a creative essay writing competition. The audience is teenagers. You may provide your own title. ( Source )
• Write a personal essay for the examiner about an experience that resulted in a positive change in your life.
• Write a creative essay for the examiner. The picture below is to be the basis for your writing. You may provide your own title. ( Source )

• Personal writing: Write a speech for your classmates about the most interesting person you have ever met.
• Creative writing: Write a creative essay for your school magazine. The picture below is to be the basis for your writing. You may provide your own title. ( Source )

• Personal writing: Write a personal essay for the examiner describing your dream destination.
• Creative writing: Write a creative essay for publication in your school magazine. The picture below is to be the basis for your creative writing. You may provide your own title. (Source)

Get 1:1 support and personalized feedback on your GCSE creative writing practice

For 1–2-1 writing support for your pre-GCSE child, join the Griffin Teaching Higher Writing Club—online weekly writing classes specifically tailored to English GCSE creative writing preparation.

In just 20 minutes per week and their writing will be transformed.

• Student Hacks
• Studying & Revision
• Work & Jobs

GCSE English language: 10+ tips for creative writing

On paper creative writing should be one of the easiest parts of the English language GCSE but you're not alone if you're finding it tricky.

Creative Writing in GCSE exams can take various forms: You may have to tell an entire short story or you could be asked to write a description of a picture.

Here's some top tips when it comes to dealing with your creative writing headaches...

Understanding the Exam Format

First and foremost, it's essential to familiarise yourself with the GCSE English Language exam format. Creative writing usually forms a significant part of the assessment, often as part of a coursework component or in a specific section of the exam. Knowing what is expected in terms of length, format, and content can significantly boost your confidence and performance.

Reading Widely

One of the best ways to enhance your creative writing skills is to read a diverse range of literature. This exposure helps you understand different writing styles, narrative techniques, and genres. By reading extensively, you can develop a sense of what makes a story engaging and learn how to incorporate these elements into your own writing.

Practising Writing Regularly

Consistent practice is key in improving your writing skills. Try to write something every day, whether it's a short story, a descriptive piece, or even just a diary entry. This not only helps improve your writing style and vocabulary but also keeps your creative juices flowing.

Answer The Question

Read it VERY carefully because your answer will only be marked in the context of what was actually asked in the first place, regardless of how well written your piece may have been. Pay special attention to the type of creative writing you're asked to come up with and it's audience (see more below).

Developing Strong Characters and Settings

In creative writing, characters and settings are the heart of your story. Spend time developing characters who are believable and relatable. Similarly, create settings that are vivid and contribute to the mood of the story. Using descriptive language and sensory details can bring your characters and settings to life.

READ MORE: > 10+ GCSE creative writing ideas, prompts and plot lines

Mastering Narrative Structure

A good story has a clear structure - a beginning, middle, and end. The beginning should hook the reader, the middle should build the story, and the end should provide a satisfying conclusion. Think about the plot and how you can weave tension, conflict, and resolution into your narrative.

Showing, Not Telling

'Show, don’t tell' is a golden rule in creative writing. Instead of simply telling the reader what is happening, show them through actions, thoughts, senses, and feelings. For example, rather than simply telling the reader a character is tall, show them that in your writing: "He towered above me like a skyscraper." This approach makes your writing more engaging and immersive.

Take Inspiration From Real Life

Write more convincingly by taking inspiration from your real life experiences and feelings, embellishing where necessary.

Go Out of This World

If you're given a prompt to write the opening of a story involving a storm, it doesn't need to be a storm on earth. Going out of this world allows you to be really descriptive in your language and paint a picture of a completely unique world or species.

Varying Sentence Structure and Vocabulary

Using a range of sentence structures and a rich vocabulary can make your writing more interesting and dynamic. Avoid repetition of words and phrases, and try to use descriptive language that paints a picture for the reader. Consider the senses such as what you might hear, smell, feel or taste.

Don't Leave The Ending To The, Well, End

Some pieces will lend themselves to a nice, easy ending - and in some questions, the ending may even be provided for you - but other times it's not so simple to stop. When it comes to fictional stories, it may well be easier to plan your ending first and work backwards, you don't want to end on a whimper, in a rush or with leftover loose ends from the plot.

Editing and Proofreading

A vital part of writing is reviewing and refining your work. Always leave time to edit and proofread your writing. Look out for common errors like spelling mistakes, grammatical errors, and punctuation issues. Also, consider whether your writing flows logically and whether there's anything you can improve in terms of language and style.

Seeking Feedback

Don’t be afraid to ask teachers, friends, or family members for feedback on your writing. Constructive criticism can provide new perspectives and ideas that can help you improve your writing significantly.

Staying Calm and Confident

Lastly, it's important to stay calm and confident during your exam. Stress and anxiety can hinder your creativity and writing ability. Practice relaxation techniques and believe in your preparation to help you stay focused and composed during the exam.

Remember, creative writing is an opportunity to express yourself and let your imagination run wild. With these tips and consistent practice, you can excel in your GCSE English Language creative writing exam look forward to results day and enjoy the process of crafting your own unique stories.

Thomas Brella is the founder of Student Hacks, starting the website in 2013 while studying at the University of Brighton to share tips and tricks on life as a cash-strapped student. He's now spent over 10 years scoping out the best ways to live on a budget

Follow on Twitter

Like on facebook.

AQA GCSE English Language Paper 1 – Revision Guide

Welcome to the ultimate revision guide for the AQA GCSE English Language paper 1. In this guide we’ve collected all of the best advice from our experienced English tutors. We tell you what to expect from each question, how to get top marks and how to revise. We’ve also linked to some practice papers. Follow the advice in this guide and you will have everything you need to ace the exams. 

To begin with, let’s address and popular myth. We hear many students saying things like: “you don’t need to revise for English language because you’re given the extract on the day”; or even that “you can’t revise for English language”. Believe me – nothing could be further from the truth. You absolutely need to revise for GCSE English language and following a few simple steps can make all of the difference. Overall you need to: 

• understand what each of the papers will be like;
• know what the examiner wants from you on each question; and
• do lots of practice questions – marking your own work to improve further. 

Check out our revision guide for AQA English language paper 2 as well to make sure you’re confident with both papers.

For focused help and support with your GCSE English Language revision, why not try a lesson with one of our expert online tutors? They’ll deliver personalised lessons for you to help you achieve your potential in the exams. Contact us today to book your trial lesson.

Overview of the paper

Language paper 1 is all about exploring creative reading and writing. You’ll be looking at an example of a fiction text and doing some creative writing. You will need to answer five questions, separated into two sections. In section A you are asked four questions about a fiction extract from the 20th or 21st centuries. In section B you answer one question form a choice of two, where you demonstrate your own creative writing skills.  

You will have 1 hour and 45 minutes to complete the paper. There are 80 marks at stake, which contributes towards 50% of your GCSE English Language grade.

AQA English Language Paper 1 Section A

Read the text carefully – spend 15 mins here.

It’s really important to take some time at the beginning to carefully read the extract in full. You should:

• spend 15 minutes reading the text in detail;
• read it carefully, do not skim read the text; and
• annotate the text to highlight any important parts.

Question 1 – list 4 things – spend 5 mins here

Question 1 should hopefully be quite straightforward for you. You will be asked to find four specific bits of information (such as a description of something) from a specific part of the text. It’s likely there will be more than four pieces of information available, so you’ll have plenty to choose from. You can either put your answers in your own words, or quote directly from the text.

The key things to remember are:

• read the question carefully;
• only refer to the specific section of the text in the question;
• don’t spend too long on the question. Get your four points down, get the four marks in the bag and then move on.

Question 2 – language analysis – spend 10 mins here

Question 2 is worth 8 marks and is all about language analysis. There is quite a lot to do in a short space of time. You will be asked to analyse how the writer has used language to achieve something. Consider how the following things help to create the specific effect set out in the question:

• any uses of interesting words and phrases;
• language techniques; and
• sentence forms

Make sure you use well selected quotations directly from the text and explain how these quotes show your points. Aim to make four clear points across two paragraphs. Each time, make your point, provide a good quotation and explain how the techniques or use of language creates the effect set out in the question. Ensure you only refer to language in your answer (you won’t get any marks for commenting on structure here). Use plenty of the technical vocabulary you have learnt at school.

Question 3 – structural analysis – spend 10 mins here

This is a tough one as students tend to spend more time at school looking at language features than structure. Again, there’s a lot to do in this question in a short space of time. You will be asked to identify and analyse how the writer uses structural features to achieve a specific effect. 

Your analysis of structure here should focus on shifts – or continuity – in focus across a whole text. Look, for example, at what the writer focuses on at the beginning, how that focus changes during the main body of the text and then how they end the piece. Look for shifts in focus, changes in perspective or elements of continuity. Use quotations directly from the text to demonstrate the structure point and then explain how the quote proves your point.

You need to identify the structural feature and analyse how it is effective. Again, look to make four clear points across two paragraphs. Make the point on structure, prove it with a quotation and then explain how your quote proves your point.

Do not analyse language in this question – you won’t get any marks for talking about language in question 3. 

Question 4 – evaluate texts critically – spend 20 mins here

This is the big one in section A – there are 20 marks available. Everything is in scope here. They expect you to analyse both language and structure. You need to evaluate how successfully language and structural points build a particular effect. 

You’ll be given a statement from a student about the extract and asked about the extent to which you agree with it. In your answer you need to evaluate how successful the writer has been in achieving the points raised in the question. This will include your own interpretation. 

The key points to remember are:

• identify language and structural features;
• use quotations from the text to demonstrate these features;
• analyse how the quotation proves your point;
• evaluate how successfully this achieves the effect from the question;
• focus on the specifics of the question; and
• provide your own clear opinion of how far you agree with the statement in the question. 

Top tip – remember to refer to the effects on the reader. What do they think about what they’re reading. Think about what your opinion is, explain it and back it up with evidence.  

You can find even more great revision guides, advice and practice questions on our free resources page.

AQA English Language GCSE Paper 1 Section B

Question 5 – creative writing task – spend 45 mins here.

Question 5 is an extended creative writing task. There are a lot of marks available here, so you should spend around 45 minutes answering the question. You will get a choice of two questions – either writing a descriptive piece based on a picture, or writing part of a story on a given topic. 

There are 40 marks at stake. 24 marks are available for the content (so how effectively and imaginatively you write using a range of language and structural techniques). 16 marks are available for good old SPAG (spelling punctuation and grammar), so make sure you use a range of vocabulary and sentence structures with accurate spelling and punctuation.

Put simply you need to write a quality, engaging, imaginative piece of fiction. You could use an experience as inspiration, or completely make everything up. Make sure your writing is appropriate to the specific purpose and audience set out in the question. Make sure you really show the examiner what you can do. Use plenty of different language techniques and a variety of vocabulary and sentence forms.

Top tip – spend 5 minutes planning your answer. Write a simple bullet point list planning each of your paragraphs. Make a note of any interesting language technique ideas that spring to mind. This will really help make he most of your writing time. 

How to revise for your AQA GCSE English Language Paper 1 exam

Once you’ve read this revision guide you should have a pretty good idea of what to expect from the paper and what the examiner wants to see from you. Now you need to practice the skills we’ve discussed in this guide. The best way to do that is by doing as many past and specimen exam questions as possible. You can find all of the available past AQA exam papers here .

We also offer expert online tuition to provide personalised support with learning and revision. We’ll help you to achieve your full potential with your exams. Simply contact us and we’ll provide some free advice and set up a lesson with the perfect tutor for you.

7 thoughts on “AQA GCSE English Language Paper 1 – Revision Guide”

Thank you so much hopefully this will help me with my exam

Thank you so much this will help me get a 3 tomorrow

Super useful! My exam is tomorrow, hopefully I will do well.

very helpfull i got a 7 thanks

Thanks you so much i got a grade 4!

Thank you so much, this is a life saver. Hopefully it helps with my exam

So useful. Hopefully it helps for tomorrow.

Comments are closed.

Excel in GCSE English Language Paper 1 : Top 5 Tips

GCSE English Language paper 1 is all about exploring creative reading and writing. You’ll be looking at an example of a fiction text and doing some creative writing. You will need to answer five questions, separated into two sections. In section A you are asked four questions about a fiction extract from the 20th or 21st centuries. In section B you answer one question from a choice of two, where you demonstrate your own creative writing skills.  

You will have 1 hour and 45 minutes to complete the paper. There are 80 marks at stake, which contributes towards 50% of your GCSE English Language grade.

GCSE English Language Paper 1

There are typically two primary areas of study for GCSE English: language and literature. GCSE English language courses emphasize the development of students’ ability to read, write, and speak effectively. The English Literature GCSE is geared more toward strengthening students’ literacy skills.

There have been several adjustments to the GCSE English exams throughout the years. Course content, test design, and student evaluation all play a role in this. 

We have enlisted below the top tips on how to achieve the best grades i.e, ‘a 9’ in the English Language GCSE . These tips work for all GCSE exam boards and although following them is not a guarantee of grade 9, they could help to raise your grade and improve your performance in the exam.

GCSE English Language Top Tips

Students will be tested on their knowledge of grammar and structure, all the way to vocabulary, spelling, and punctuation. However, it’s not only about passing the test. It’s about the all-around development of the student.

Following are the top 10 tips to get you further toward the top grade in your GCSE English language test.

1. Understand the text

Each paper has a reading section and a writing section . Look at the reading section – these texts are there in the paper because they are great examples of a writer’s achievement so use them as inspiration. In fiction, the paper looks at the literary techniques used in the extract and tries to use similar techniques, see how the writer has built an atmosphere in the extract and borrows these ideas to do the same. Do not copy phrases but borrow ideas and techniques in order to craft your writing piece like a master craftsman!

2. Don’t rush to the writing section

Try not to dismiss the more technical reading section and jump on to the writing section which is just one part. Nearly in all exam boards, writing forms 50% of the overall grade. You should leave yourself equal time in the GCSE English language exam for the one writing question as you did for all the reading questions and, if this isn’t possible (as some exam boards have more reading questions than writing) then you should still ensure you commit at least 45 minutes to the writing task. Plan it, write it, and proofread it. Spelling, grammar, and punctuation all count here, and careless mistakes could cost you marks. A five-minute check at the end could be the difference between an 8 or a 9 grade.

3. Practice with a wide range of texts

You don’t have to read a novel a week, but you do have to be familiar with a range of texts to be confident in tackling what you might come across in the GCSE English language exam itself. Primarily, the nineteenth-century text. Vast amounts of these are available online or free to download on devices such as Kindle. Reading extracts from these on a regular basis will help you to become familiar with the common vocabulary used in the period as well as the more complex sentence structures and grammatical forms. 

Also, you will be required to analyze non-fiction and write in a variety of non-fiction styles so seek out magazine and newspaper articles, famous speeches, letters diaries, and autobiographies to get a feel for how these different texts are structured and their individual styles and tones of voice.

4. Churn out all the cream of a quote!

When analyzing language don’t just think of quotes as a single image in themselves but consider individual words within them. A good technique, once you have analyzed a quote as a single image is then to ‘zoom’ on specific keywords within that same quote to add further layers of analysis. Talking about the effect of a simile such as “the sky glowed like gold” by saying it shows how beautiful the sky was is just one layer, you should also ‘zoom’ in on those keywords and explore their connotations. For example: “The noun ‘gold’ makes the sky seem precious as gold has connotations of wealth and rarity and the verb ‘glowed’ has connotations of softness and warmth which further add to the effect of the sky as mystical and sublime.” Just thinking about the effect of individual words can add so much more to your answer.

5. Perceive and plan your answer for GCSE English Language Paper 1

Typically, the key descriptors you find in the top bands of every mark scheme for the Reading section of the exam will include words such as ‘perceptive’ or ‘insightful’ – but how do you ensure that you are being perceptive? What makes an answer insightful? This is a difficult quality to pin down and some say it can’t be taught: you are either perceptive or you are not. However, there is a simple tip to help nudge your answer towards one that could be seen as perceptive and it is to explore other interpretations. Whenever you are analyzing a linguistic or structural technique that doesn’t just give one possible meaning, add a sentence: “This could also mean…” and give an alternate interpretation. By adding a different, alternate view of what the writer might be trying to say, you are really exploring the text to the fullest and are more likely to reach the top bands of the mark scheme.

PiAcademy caters to a range of aqa GCSE English language past papers for you to practice and sharpen your skills. PiAcademy also provides online GCSE tuition by expert tutors for personalized support with learning and GCSE revision . We are here to help you harness your skills and excel in the  AQA GCSE English Language Paper 1.

GCSE English Language Paper 1 is an examination that assesses reading and comprehension skills, requiring students to analyze and respond to a provided text.

To enhance your reading skills, practice active reading techniques, like highlighting key points and annotating the text.

For the summary question, focus on the main ideas, use your own words, and ensure you cover all the important details.

To improve your writing skills, work on clear and concise expression, and practice structuring your responses logically.

Timing is crucial; allocate time wisely to ensure you can complete all sections. Don't spend too long on any one question.

Practice with a variety of texts to become more comfortable with analyzing unfamiliar content. Focus on key elements like tone, purpose, and language techniques.

Dear Parent, Before You Leave...

Subscribe to Newsletter

** Get 10% off coupon code on your first order, valid sitewide.

PiAcademy Partners

Follow us on

More than 20,000 registered members!

Exam papers.

© 2014 - 2024 PiAcademy Limited, All Rights Reserved

How To Answer… AQA GCSE English Language Paper 1

By Andrew Atherton

One of the most important things we can do in our classrooms is to ensure our students experience a feeling of success. However, for the English Language GCSE this, perhaps, is often trickier than it might at first seem.

English Language can be hard and frustratingly so, whether we’re tackling the notoriously difficult-to-grasp “structure” question on Paper 1 or, on Paper 2, the question that requires “inference” (which, somewhat ironically, expects students to infer this).

This article takes us through each of the questions on Paper 1 (Fiction and Creative Writing), offering tips and strategies in the hope that our students might find the paper just that little bit easier.

Ignoring Question 1 (hopefully, for obvious reasons) the first question we arrive at is the 8 mark language-analysis task. This question presents students with a short paragraph of text from the given extract and asks them to analyse how the writer shapes meaning through their use of language. For this question, I teach my students to read the passage, highlighter or pen in hand, and look for three “diveable” images. (A diveable image, by the way, is what I call the kinds of images that are rich and replete with meaning, the kinds we can really get to grips with, ‘diving’ into their many layers of meaning.)

When teaching this question, I go to great lengths to stress that, as ever, what matters is quality and depth of analysis. Exploring three images in detail is always better than exploring five briefly. Less is more.

Imagine, then, that students have read the passage and highlighted their three diveable images. What next? How do they take this raw material and produce a cogent and streamlined “8 mark” response? To help students to do this, I use   “ What, How, Why”, a strategy with which they are already familiar. In the case of question 2, it looks like this:

What is the overall idea that the writer is communicating, in relation to the question?

How does the writer achieve this, using an analysis of the three diveable images already identified.

Why does the writer seek to convey this overall idea in this specific way? What are they hoping the reader thinks or feels?

Working their way through these prompts helps to create a really coherent and streamlined response, with your students cued to grapple with both the language and the meaning of the passage. However, I’ve found that students struggle with how to move between points, often reducing their answers to a series of bullet points.

One way to help with this is by explicitly teaching sentence stems, for example:

• This sense of X is further reinforced by…
• The writer continues this sense of X by…
• This is further explored when…
• The writer’s developing motif is continued when…

A final strategy to help students with this question is to embed the following routine into questioning and short bursts of analysis. If, when looking at a specific image your students are unsure what to say about it, then a really easy and effective way into thinking about it is for them to ask ‘what other words could have been used’ and then ‘what is the exact difference between that chosen word and its alternatives’? By offering a point of comparison, as opposed to thinking about an image in the abstract, the task of unpicking its specific effect becomes a lot easier.

This question tends to be really tricky for students, mostly because the kind of structural analysis called for will likely be unfamiliar to them. It doesn’t tend to be the kind of analysis that we teach or students engage in. due to this, the slight difficulty it presents is not altogether surprising. However, it’s crucial to remember it is worth just 8 marks.

When teaching this question, I try to keep it as simple as possible using the following prompts:

• What is our attention directed to at the start of the passage and why?
• How does the passage develop and then shift our perspective and why?
• What is our attention directed to at the end of the passage and why?

In this way, we focus on three structural moments just like, in Question 2, where we focus on three diveable images. I’ve found that this helps to focus students’ attention and makes this question a lot more manageable. When they are discussing what their attention is directed towards and the subsequent shifts, I encourage students to focus on physical objects within the world of the text, which helps to avoid them slipping into language analysis. Why begin, for instance, by focusing on a crowd of people and then, as the passage develops, zoom into one specific individual?

A further aspect of this question that can cause some difficulty is why the chosen structural moments or perspective shifts cause interest. How do we talk about the effect at the level of structure? One strategy that I’ve found really helpful is to think about this in terms of questions that the passage causes us to ask through the manner in which it structurally develops. Here are a couple of sentence stems that help to cue this kind of thinking:

• This [perspective shift] causes the reader to wonder/question…
• As the passage develops we begin to consider…
• By shifting our attention to X, the reader perhaps begins to ask…

The most helpful strategy I have used for question 4 is use of the table below:

At a single glance, this table helps students to transpose all they will need to answer the question. Firstly, it’s divided into two columns labelled (A) and (B) and this is to help capture the fact that the given statement will always include two aspects to it and that students need to engage with both of them.

Your students can express a different point of view to either statement: they need not agree to both or disagree to both. What is important though, and what this question is really all about, is expressing a clear and analytical point of view and then justifying this position through a detailed discussion of the text.

This is where the next section of the table becomes most useful: for each aspect of the statement, students identify three diveable images, with a total of six across the whole response. This could also include a discussion of structure, too. The really great thing, here, is that this question now effectively becomes two 8-mark responses, with the table guiding what your students will discuss.

But, the table also has another clever benefit. The cells in the first row in the table, where the student identifies their point of view, are taken together to produce the introduction and the columns, filled with images, become the main body of the response. As such, once students have filled this table in, everything they need in order to answer the question thoroughly is right there in front of them. This is why I encourage my students to spend five minutes of their allotted time for this question drawing and completing this table.

One further aspect of this question I think it’s important to address is how to approach the evaluative element. The temptation is to think about this in terms of language, but I think it’s a lot more productive to think about it in terms of the statement. We are not evaluating the writing, but evaluating the statement and our view of it. For this reason, students want to keep the statement “alive” throughout their response by connecting their points of analysis to whatever point of view they have adopted.

It’s easy to forget that the creative writing question is worth half of this entire paper and so a quarter of the English Language GCSE! For this reason, it is crucial students don’t mismanage their time on the Reading section, ensuring that they leave enough time for this question. Yet, it’s also crucial students don’t assume the route to success is via length of response. This question all depends upon a short, well-crafted and thoughtful response, displaying clear and consistent evidence of manipulating language and structure for effect.

In order to help students to achieve this, I teach them the following overall shape:

1. Drop : begin with a sense of movement, with something happening to the point of view or with the point of view doing something

2. Zoom : zoom into and describe a specific object or detail that was mentioned in passing in the drop section

3. Flash : a flashback that includes some kind of tonal shift to the overall piece

4. End : conclude with either a cyclical structure by returning to the start (perhaps by repeating a certain image), or with a cliffhanger

This overall shape allows a great deal of creative flexibility, but also a scaffold onto which students can hook their ideas. I also suggest they include some kind of motif or recurring phrase, typically sandwiched between these four main sections.

In order to further help scaffold their response to question 5, I teach the planning structure below. It allows a certain degree of automaticity and puts more focus on crafting their use of language. Here is a useful series of prompts that your students can work through, in order to generate their initial ideas:

• What is the point of view you will adopt?
• Is this point of view feeling happy or sad and why?
• What might happen in the drop?
• What might happen in the zoom?
• What might happen in the flash?
• What might happen at the end?
• What motif might you use?
• What is the big idea you hope your writing will express?

I hope the strategies in this article help your students with AQA GCSE English Language Paper 1. With a little planning, these strategies should enable them to experience the success we all work so hard for.

Andy Atherton is a Teacher of English as well as Director of Research in a secondary school in Berkshire. He regularly publishes blogs about English and English teaching at ‘Codexterous’ and you can follow him on Twitter @__codexterous

Related Posts

Making shakespeare relevant for all, encouraging participation in sport for all, how to interpret the writing moderation criteria for the end of key stage 2, write a comment cancel reply.

Save my name, email, and website in this browser for the next time I comment.

• News and Analysis
• Download Latest Edition
• Charity Partners
• Subscribe to HWRK Magazine
• Write For Us
• Mission Statement
• Terms and Conditions
• Our Company Privacy & Cookie Policy

Type above and press Enter to search. Press Esc to cancel.

How to get top marks in English Language Paper 1: Section A

Below, you’ll find an approach for each question in Section A of the English Language Paper 1, including tips that help you to get full marks.

The name of this paper is ‘Explorations In Creative Reading + Writing’.

This exam is focused on ‘fiction’ – this means story writing. You will have to analyse a creative writing extract in Section A, then write your own creative piece for Section B.

Thanks for reading! If you find this page useful, you can take a look at our full AQA English Language Paper 1 course.

SKILLS NEEDED: 

• Reading comprehension – how well can you understand the story, both on the surface level and the deeper meanings or messages?
• Read accurately – practise reading longer words, keep a vocabulary list, practice reading a range of extracts from different stories in different time periods; if you can manage it, start reading short stories and whole books regularly – read based around your own interests so that you’re always keeping engaged with the writing!  
• Understand part to whole – each individual word or quote should reflect the overall deeper purpose or messages of the story – try to go deep into what the ideas are behind the text before you start writing your analysis.

2. Information Selection – choose the right quotations and references

• Pick out the right parts that relate to your question and task.
• Don’t use really long quotations – be short and specific, make sure you synthesise and zoom in on quotations too!

3. Understanding the effects of language features

• Understand a wide range of features – including poetic devices, rhetorical devices, and grammatical devices.
• Be able to pick out these features from the text, but also understand HOW and WHY they are used.
• Talk in as much detail as you can about the SPECIFIC effects of the feature, finding more than one effect if you can.

QUESTION BREAKDOWN: WHAT DO I HAVE TO DO? 

Q1: 4 marks, pick out 4 things.

• Double-check your answers. 
• Underline the focus of the question.

Example Question:

List four things about Rosabel from this part of the source. 

Q2: Language Analysis: Gives you a chunk of the extract to focus on, 8 marks

• Language features skills.
• Multiple pieces of evidence (quotes/references) for each feature.
• PEE paragraph.
• 2-3 paragraphs (PEE).
• For top marks: Don’t just do one feature per paragraph, find a way to analyse several features within each paragraph by setting your topic sentence as quite a broad idea .

How does the writer use language here to convey Mr Fisher’s views on books and stories of the past?

Q3: Structure Analysis: read the whole extract, 8 marks

• Structural features (narrative features / narrative techniques).
• PEE paragraphs, all using structural features.
• Effects of the features are really important – make sure you understand in detail HOW and WHY writers use these devices.

This text is from the beginning of a short story. How has the writer structured the text to interest you as a reader?

Q4: Argumentative essay, needs Intro + thesis, 3 middle paragraphs, conclusion

• Plan + write – 25 mins, 20 marks 
• Have a clear argumentative starter to your essay – state why you agree as a thesis (be clear on how to write argumentative essays before starting this question).

Focus this part of your answer on the second part of the source, from line 19 to the end. 

A student said, ‘This part of the story, set in the hat shop, shows that the red-haired girl has many advantages in life, and I think Rosabel is right to be angry.’ 

To what extent do you agree? In your response, you could: 

• Evaluate how the writer conveys Rosabel’s reactions to the girl.
• Support your response with references to the text. [20 marks].
• Consider your own impressions of the red-haired girl.
• Intro + conclusion.
• Proofreading / Editing at the end to check your spelling and grammar.
• PEE paragraphs in the centre, with a detailed analysis that argues your point clearly.
• Essay style writing – use complex vocabulary and essay words.

HOW DO I ANSWER THE QUESTIONS? 

• Find the focus and keywords of the question.
• Understand the skills needed for each question.
• Make sure you’re comfortable with language features / structural features / PEE paragraphs. 
• Understand how to write an argumentative essay.
• Know the difference between types of questions: Information Selection (Q1), PEE analysis (Q2 + Q3), full argumentative essay (Q4) , and creative/narrative writing (Q5) .
• For top marks: Learn to structure your answers properly and make sure your analysis is detailed, sensitive, and thoughtful, considering alternative interpretations and deeper themes and ideas rather than staying on the surface level of meaning .

To see our full list of English courses available, click here .

Related Posts

The Theme of Morality in To Kill A Mockingbird

Unseen Poetry Exam Practice – Spring

To Kill A Mockingbird Essay Writing – PEE Breakdown

Unseen Poetry Exam Practice: The Man He Killed

An Inspector Calls – Official AQA Exam Questions

How to Get Started with Narrative Writing

What do I need to do for AQA Language Paper 2?

How to do well in the AQA GCSE Paper 2 Exam!

How to Write a Perfect Essay on The Crucible by Arthur Miller

AQA Power and Conflict: Example A* / L9 Grade Paragraph

© Copyright Scrbbly 2022

• International
• Schools directory
• Resources Jobs Schools directory News Search

GCSE English Language Paper 1 - Creative Writing Revision

Subject: English

Age range: 14-16

Resource type: Other

Last updated

22 February 2018

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

Creative Commons "Sharealike"

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

Great resources - thanks for sharing!

Empty reply does not make any sense for the end user

mrunalapatil1

__naila_shafiq, jopieteacher.

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

Lang Paper 1

Q1: Comprehension

Q2: Language Analysis

Q3: Structure

Q4: Personal Response

Creative Writing - Description

Creative Writing - Short Story

Join the Class

The best way to prepare for paper 1 is to practice your reading, and make sure you know how to use the basics of spelling, grammar and vocab that will secure your success., simply click on the link here and you'll get access to a range of google classrooms that can offer you just that....

AQA GCSE English Language Past Papers

This section includes recent GCSE English Language past papers (9-1) (8700) from AQA. You can download each of the AQA GCSE English Language past papers and marking schemes by clicking the links below.

November 2022 AQA GCSE (9-1) English Language (8700) Past Exam Papers

November 2022: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -     Download Past Paper     -     Download Mark Scheme

November 2022: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert    -    Download Past Paper    -    Download Mark Scheme

June 2022 AQA GCSE (9-1) English Language (8700) Past Exam Papers

June 2022: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -     Download Past Paper     -     Download Mark Scheme

June 2022: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -    Download Past Paper    -    Download Mark Scheme

November 2021 AQA GCSE (9-1) English Language (8700) Past Exam Papers (Labelled as June 2021)

November 2021: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -     Download Past Paper     -     Download Mark Scheme

November 2021: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -    Download Past Paper    -    Download Mark Scheme

November 2020 AQA GCSE (9-1) English Language (8700) Past Exam Papers (Labelled as June 2020)

November 2020: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -     Download Past Paper     -     Download Mark Scheme

November 2020: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -    Download Past Paper    -    Download Mark Scheme

June 2019 AQA GCSE (9-1) English Language (8700) Past Exam Papers

June 2019: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -     Download Past Paper     -     Download Mark Scheme

June 2019: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -    Download Past Paper    -    Download Mark Scheme

November 2018 AQA GCSE (9-1) English Language (8700) Past Exam Papers

November 2018: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert   -    Download Past Paper    -    Download Mark Scheme

November 2018: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert     -    Download Past Paper    -  D  ownload Mark Scheme

June 2018 AQA GCSE (9-1) English Language (8700) Past Exam Papers

June 2018: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert   -     Download Past Paper     -     Download Mark Scheme

June 2018: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -     Download Past Paper     -     Download Mark Scheme

November 2017 AQA GCSE English Language (8700) Past Exam Papers

November 2017: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -     Download Past Paper    -    Download Mark Scheme

November 2017: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -     Download Past Paper     -    Download Mark Scheme

June 2017 AQA GCSE English Language (8700) Past Exam Papers

June 2017: Paper 1: Explorations in Creative Reading and Writing (8700/1) Download Insert    -    Download Past Paper    -    Download Mark Scheme

June 2017: Paper 2: Writer's Viewpoints and Perspectives (8700/2) Download Insert      -     Download Past Paper     -    Download Mark Scheme

For more GCSE English Language past papers from other exam boards  click here .