edexcel english creative writing past papers

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Edexcel GCSE English Language Past Papers

Welcome to our page dedicated to Edexcel GCSE English Language Past Papers. Our comprehensive collection of past papers includes everything you need to prepare for your exams, including specimen papers, mark schemes, and examiner reports. Whether you're a student or a teacher, our easy-to-use platform allows you to access all the resources you need to improve your skills and achieve academic success. So why wait? Start exploring our Edexcel GCSE English Language Past Papers page today!

November 2021 Pearson Edexcel GCSE (9-1) English Language Past Papers (1EN0)

• | Paper 1: 1EN0/01 English Language - Fiction and Imaginative Writing Question Paper Mark Scheme
• | Paper 2: 1EN0/02 English Language - Non-Fiction and Transactional Writing Question Paper Mark Scheme

November 2020 Pearson Edexcel GCSE (9-1) English Language Past Papers (1EN0)

June 2019 pearson edexcel gcse (9-1) english language past papers (1en0), november 2018 pearson edexcel gcse (9-1) english language past papers (1en0), june 2018 pearson edexcel gcse (9-1) english language past papers (1en0), november 2017 pearson edexcel gcse (9-1) english language past papers (1en0), june 2017 pearson edexcel gcse (9-1) english language past papers (1en0), english: june 2016 edexcel gcse past papers.

• | Unit 2: 5EH2F/01The Writer’s Craft – Foundation Question Paper Mark Scheme
• | Unit 2: 5EH2H/01The Writer’s Craft – Higher Question Paper Mark Scheme

English Language: June 2016 Edexcel GCSE Past Papers

• | Unit 2: 5EN2F/01The Writer’s Voice – Foundation Question Paper Mark Scheme
• | Unit 2: 5EN2H/01The Writer’s Voice – Higher Question Paper Mark Scheme

English: June 2015

English language: june 2015, 1-to-1 lessons tailored to edexcel gcse english language past papers, ➞what are edexcel gcse english language past papers.

Edexcel GCSE English Language Past Papers are previous exam papers for the Edexcel GCSE English Language qualification. These papers are used by students to practice and prepare for their exams.

➞Where can I find Edexcel GCSE English Language Past Papers?

Edexcel GCSE English Language Past Papers can be found on the Edexcel website or other educational websites that provide past papers for students to use for practice.

➞Why are Edexcel GCSE English Language Past Papers important?

Edexcel GCSE English Language Past Papers are important because they provide students with an opportunity to practice answering exam-style questions and to become familiar with the format and structure of the exam. This helps students to feel more confident and prepared for their actual exam.

➞How do I use Edexcel GCSE English Language Past Papers to prepare for my exam?

To use Edexcel GCSE English Language Past Papers to prepare for your exam, start by selecting a past paper from a reliable source. Set yourself a time limit to complete the paper, and then answer the questions to the best of your ability. Once you have finished, check your answers and identify areas where you need to improve. Use this feedback to guide your future study and revision.

➞Can Edexcel GCSE English Language Past Papers help me to achieve a higher grade in my exam?

Yes, Edexcel GCSE English Language Past Papers can help you to achieve a higher grade in your exam. By practicing exam-style questions, you can become more confident and familiar with the format and structure of the exam. This can help you to perform better on the day of your actual exam.

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Pearson Edexcel GCSE Fiction and Imaginative Writing: Writing practice papers

English language revision activities, exam-style questions and practice papers biology physics chemistry english literature english language maths pearson edexcel gcse fiction and imaginative writing: writing practice papers.

• AQA (English Language)
• Pearson Edexcel (English Language)
• OCR (English Language)
• Eduqas (English Language)
• GCSE Sample Practice Papers

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Our English Language Writing GCSE revision resources and practice papers are designed to help your child become their best future self by giving them the tools they need to succeed in their GCSEs. All exam-style questions and practice papers are tailored to exam boards and cover all topics in AQA, Edexcel, OCR, Eduqasspecifications; 

• Producing clear and coherent text: writing to describe
• Producing clear and coherent text: writing to narrate
• Producing clear and coherent text: writing to explain
• Producing clear and coherent text: writing to instruct
• Producing clear and coherent text: writing to give and respond to information
• Producing clear and coherent text: writing to argue
• Producing clear and coherent text: selecting vocabulary, grammar, form, and structural and organisational features to reflect audience, purpose and context
• Producing clear and coherent text: using language imaginatively and creatively
• Producing clear and coherent text: using information provided by others to write in different forms
• Producing clear and coherent text: maintaining a consistent point of view
• Producing clear and coherent text: maintaining coherence and consistency across a text
• Writing for impact: selecting, organising and emphasising facts, ideas and key points
• Writing for impact: citing evidence and quotation effectively and pertinently to support views
• Writing for impact: creating emotional impact
• Writing for impact: using language creatively, imaginatively and persuasively, including rhetorical devices (such as rhetorical questions, antithesis, parenthesis)

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GCSE Edexcel English Language Past Papers

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All of the following past exam papers were produced by Edexcel for the latest English Language specification. The most recent past papers are always locked for teacher use only, so these will not be published when they are available to everyone. We also offer questions, notes and videos for this and many other subjects at our GCSE revision section.

November 2021

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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.

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Edexcel A-Level English Language Past Papers

This section includes recent A-Level English Language past papers from Pearson Edexcel and A-Level English Language and Literature past papers from Pearson Edexcel . You can download each of the Pearson Edexcel A-Level English Language past papers and marking schemes by clicking the links below.

June 2022 A-Level English Language Past Papers (Specification 8EN0 and 9EN0)

(9EN0/01) A-Level Paper 1: Language Variation Download Past Paper      -     Download Mark Scheme

(9EN0/02) A-Level Paper 2: Child Language Download Past Paper      -     Download Mark Scheme

(9EN0/03) A-Level Paper 3: Investigating Language Download Past Paper      -     Download Mark Scheme

June 2022 A-Level English Language and Literature Past Papers (Specification 8EL0 and 9EL0)

(9EL0/01) : A-Level Paper 1: Voices in Speech and Writing Download Past Paper      -     Download Mark Scheme

(9EL0/02) : A-Level Paper 2: Varieties in Language and Literature Download Past Paper      -     Download Mark Scheme

November 2021 A-Level English Language Past Papers (Specification 8EN0 and 9EN0)

November 2021 A-Level English Language and Literature Past Papers (Specification 8EL0 and 9EL0)

November 2020 A-Level English Language Past Papers (Specification 8EN0 and 9EN0)

(9EN0/01) A-Level Paper 1: Language Variation Download Past Paper    -   Download Mark Scheme

(9EN0/02) A-Level Paper 2: Child Language Download Past Paper    -   Download Mark Scheme

(9EN0/03) A-Level Paper 3: Investigating Language Download Past Paper    -   Download Mark Scheme  

(8EN0/01) AS Level Paper 1: Language: Context and Indentity Download Past Paper    -   Download Mark Scheme

(8EN0/02) : AS Level Paper 2: Child Language Download Past Paper    -   Download Mark Scheme

The above papers are labelled June 2020  

November 2020 A-Level English Language and Literature Past Papers (Specification 8EL0 and 9EL0)

(9EL0/01) : A-Level Paper 1: Voices in Speech and Writing Download Past Paper    -   Download Mark Scheme

(9EL0/02) : A-Level Paper 2: Varieties in Language and Literature Download Past Paper    -   Download Mark Scheme  

(8EL0/01) : AS Level Paper 1: Voices in Speech and Writing Download Past Paper    -   Download Mark Scheme

(8EL0/02) : AS Level Paper 2: Varieties in Language and Literature Download Past Paper    -   Download Mark Scheme

June 2019 A-Level English Language Past Papers (Specification 8EN0 and 9EN0)

June 2019 A-Level English Language and Literature Past Papers (Specification 8EL0 and 9EL0)

June 2018 A-Level English Language Past Papers (Specification 8EN0 and 9EN0)

June 2018 A-Level English Language and Literature Past Papers (Specification 8EL0 and 9EL0)

June 2017 A-Level English Language Past Papers (Specification 8EN0 and 9EN0)

(8EN0/01) AS Level Paper 1: Language: Context and Indentity Download Past Paper  -  Download Mark Scheme

(8EN0/02) : AS Level Paper 2: Child Language Download Past Paper  -  Download Mark Scheme

(9EN0/01) A-Level Paper 1: Language Variation Download Past Paper  -  Download Mark Scheme

(9EN0/02) A-Level Paper 2: Child Language Download Past Paper  -  Download Mark Scheme

(9EN0/03) A-Level Paper 3: Investigating Language Download Past Paper  -  Download Mark Scheme

June 2017 A-Level English Language and Literature Past Papers (Specification 8EL0 and 9EL0)

(8EL0/01) : AS Level Paper 1: Voices in Speech and Writing Download Past Paper  -  Download Mark Scheme

(8EL0/02) : AS Level Paper 2: Varieties in Language and Literature Download Past Paper  -  Download Mark Scheme

(9EL0/01) : A-Level Paper 1: Voices in Speech and Writing Download Past Paper  -  Download Mark Scheme

(9EL0/02) : A-Level Paper 2: Varieties in Language and Literature Download Past Paper  -  Download Mark Scheme

June 2016 New A-Level English Language Past Papers (Specification 8EN0 and 9EN0)

(8EN0/02): AS Level Paper 2: Child Language Download Past Paper  -  Download Mark Scheme

June 2016 New A-Level English Language and Literature Past Papers (Specification 8EL0 and 9EL0)

(8EL0/01): AS Level Paper 1: Voices in Speech and Writing Download Past Paper  -  Download Mark Scheme

(8EL0/02): AS Level Paper 2: Varieties in Language and Literature Download Past Paper  -  Download Mark Scheme

June 2016 A-Level English Language Past Papers

Unit 1 (6EN01/01): Language Today -  Download Past Paper  -  Download Mark Scheme

Unit 3 (6EN03/01): Language Diversity and Children's Language Development Download Past Paper  -  Download Mark Scheme

June 2016 A-Level English Language and Literature Past Papers

Unit 1 (6EL01/01): Exploring Voices in Speech and Writing Download Past Paper  -  Download Mark Scheme

Unit 3 (6EL03/01): Varieties in Language and Literature Download Past Paper  -  Download Mark Scheme

English Language June 2015

English Language and Literature June 2015

English Language June 2014

For more A-Level English Language past papers from other exam boards  click here .

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EDEXCEL Imaginative writing questions

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

30 May 2017

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Section B Skills: Imaginative Writing ( Edexcel IGCSE English Language A )

Revision note.

Section B Skills: Imaginative Writing

Imaginative writing needs to engage and entertain your reader. You will be rewarded for your ability to write creatively and your attempts to vary vocabulary, punctuation and sentence structure for effect. The following guide will explore how to produce an effective piece of imaginative writing:

What is imaginative writing?

How to structure your imaginative writing, imaginative writing techniques.

Imaginative writing could be a story, a descriptive piece, a monologue or a descriptive account of a real event. Whichever style you choose, you should make sure that you have carefully considered the tone and atmosphere you wish to create, and the style and register most appropriate for the piece you are writing.

Story writing should develop a sense of character as well as mood. This means you should consider how your narrator or characters would behave and sound.  

In order to craft a tone which builds characterisation and mood, consider: 

The perspective from which your story will be told: 

First-person characterisation can include monologues which express the narrator’s thoughts and feelings 

Third-person characterisation will generally include a description of the characters’ appearance and movements

Choose verbs and adverbs carefully to “show” the characters’ reactions

If you use a third-person omniscient narrator , you can reveal to the reader the characters’ thoughts and feelings

Consider how you can use sentence lengths and types in monologue and dialogue, as well as description of setting:

Short sentences reflect tension and unease, e.g.: “No sound could be heard”

Longer sentences and listing can create a sense of being overwhelmed, or of abundance, e.g.: “The table was laden with apples, grapes, oranges, loaves of bread, chunks of cheese and an array of colourful vegetables”

Rhetorical questions can suggest confusion, e.g.: “Would I ever get it right?”

Descriptive writing should craft a tone of voice in keeping with the mood of the scene. This means your sentences should reflect the atmosphere. For example, if the scene is mysterious and frightening, your sentences should reflect this suspenseful mood. 

Style and register

The style of your story writing is closely related to the language you use. For example, in a creative writing response, the best answers show evidence of careful word choice and linguistic techniques.

Imaginative writing helps the reader to visualise the person, place, or situation being described via word choice and linguistic techniques.

The best way to do this is to: 

Use vocabulary which is useful to the reader:

For example, describing something as “great” or “amazing” is telling rather than showing 

Use sensory language to bring the scene to life:

For example, a deserted park at night requires a completely different description from a busy park during the daytime

Emphasise key ideas or impressions using language techniques and imagery:

For example, you could use a simile to create associations about size or colour

Personification is a useful technique when describing weather or objects 

Ensure you describe the important details:

For example, you do not need to describe every inch of a person or scene bit by bit, but instead focus on key, interesting features that develops the story or the sense of character

Creative writing develops an idea to a conclusion. This means your writing should have cohesion by planning an ending with a resolution (you should plan whether your story will end happily or not). In the exam, it is best not to plan a complex story which takes place over a long period of time, employs multiple characters or that has more than one setting or plot twist.  

In order to adhere to the conventions of story writing, it is best to: 

Plan your writing in an order which takes your character (and reader) on a clear journey:

The best way to do this is to plan one main event

Consider employing structural techniques such as a flashback:

This can give background information to the reader and provide context

Ensure you use past-tense verbs for this

Develop your characters:

Consider essential narrative characterisations, such as villain, victim, hero, etc.

Decide on how your characters fit these descriptions 

When describing people, focus on relevant details only:

You could focus on their body language or movements

If using dialogue, how your characters speak can reveal more about them than what they say, e.g., “shrieked”, “mumbled”, “whispered”

It is effective to repeat ideas related to colour

When considering the detail you should include in descriptive writing, it is useful to consider the types of things that bring a scene to life. These things are normally rooted in contrast . For example:

Imaginative writing responses should be structured into five or six paragraphs. You should plan your response carefully as you have limited time to create a cohesive plot. Writing a response that has not been planned is likely to have an abrupt ending, or no ending at all, which will not get you high marks.

There are lots of different narrative structures or arcs that you could use to plan your story. Your story needs to be controlled and concise. One of the easiest ways to achieve this is to consider a five-part narrative structure, such as Freytag’s Pyramid: 

Remember, each paragraph does not have to be the same length. In fact, better answers vary the lengths of their paragraphs for effect. What is important is to develop separate ideas or points in each paragraph, and to avoid repeating the same descriptions throughout your response. 

Once you have planned out the structure of your narrative, it’s a good idea to consider how to incorporate methods and techniques into your response. Below we have included some guides to help you when thinking about setting, characterisation and other linguistic techniques to make your narrative as engrossing as possible.

As this task assesses the ability to communicate clearly, effectively and imaginatively, it is important to consider how to use language constructively in a short story to convey an atmosphere or mood. Building an effective setting is key as it contributes to atmosphere and mood.

Your setting should reflect your main character’s mood:

You may know this as pathetic fallacy , which reflects the character’s mood in the environment, e.g., “the lonely road”

As your setting reflects your character’s mood, your setting may change as the story progresses:

Contrasting scenes is an effective way to convey ideas and to engage your reader:

For example, your story may have started on a sunny afternoon, but may end as the sun sets or as a storm approaches 

Whatever way you decide to contrast the scenes, ensure it reflects your character’s mood

The best answers build a clear setting before introducing other information, such as introducing character:

Describing setting is best done with sensory language as we experience places with all of our five senses

This means you could describe the dark, light, colours, sounds, smells and weather

The best way to clearly create setting is to allow an entire paragraph to describe the scene without confusing readers with other information like who is there

Ensure all of your descriptive language builds the same mood and avoid mixing ideas. For example: “The graveyard was dark, cold and smelled like fragrant flowers” is confusing for your reader

However, do not give too much away all at once!

Keep your reader guessing and asking questions

Think of establishing a setting a bit like the game “Taboo”, in which you have to describe something without stating explicitly what it is

Characterisation

This question asks you to create a short story and therefore you will need to build some elements of detailed characterisation. This means you need to consider what your character(s) represent. They may represent an idea, such as hope or strength or abandonment, or you could include a villain to represent injustice or evil. It is best to limit yourself to two characters in the time you have.

Well-rounded characters are taken on a journey: a character should undergo some form of development or change. The mark scheme rewards answers which clearly and effectively convey ideas, meaning that you need to consider the most effective ways of building a character in a short piece of writing. Ideally, you should focus more on indirect characterisation than direct characterisation:

Here, we will consider how to plan your character(s) effectively to engage your reader. This is what the examiner is looking for in your answer:

Linguistic devices

When considering your choice of language and the techniques you wish to employ, you must always remember that you are making deliberate choices for effect. It is important to consider the connotations of words and phrases, and how these may add depth to your writing. For example, do your word choices evoke certain emotions or feelings in the reader, or do they reveal aspects of a character’s personality, background or emotions? You should employ the principle of “show, not tell” in order to bring your writing to life in the reader’s mind.

Below you will find a brief explanation of some of the key techniques you could employ in your narrative (or descriptive) writing:

Please see our model answer pages for further guidance:

Descriptive Writing Model Answer

Narrative Writing Model Answer

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Author: Deb Orrock

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.

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