Lesson P1-Q5

P1-Q5 Question 5: extended writing question (40 marks) Quiz: AQA English Language, Unit 1

20 questions

Written by Revision Ninja · Last reviewed 11 October 2026

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Lesson P1-Q5, Question 5: extended writing question (40 marks): 20 multiple choice questions for the AQA GCSE English Language (8700), Unit 1: Paper 1: Explorations in Creative Reading and Writing, written with Revision Ninja.

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The 20 questions

  1. How many marks is the extended writing question on Paper 1 worth?

    • 60 marks
    • 20 marks
    • 24 marks
    • 40 marks

  2. How are the 40 marks for Question 5 divided?

    • 16 marks for content and 24 marks for technical accuracy
    • 30 marks for ideas and 10 marks for spelling
    • 20 marks for reading and 20 marks for writing
    • 24 marks for content and 16 marks for technical accuracy

  3. Which AO assesses content and organisation in Question 5?

    • AO3, comparing ideas across two texts with clear references to each of them
    • AO5, communicating clearly and selecting tone, style and structure
    • AO1, identifying explicit and implicit information from a text in an accurate way
    • AO4, evaluating a text critically and supporting the view with textual references

  4. Which AO assesses technical accuracy in Question 5?

    • AO2, analysing language and structure in a text to explain the effects it creates
    • AO4, evaluating a writer's views with references to the text and its evidence
    • AO6, using a range of vocabulary and sentence structures with accurate spelling and punctuation
    • AO3, comparing perspectives across two texts on the same theme and the ways they differ

  5. What does a 'designated' audience require in Question 5?

    • Writing to any reader the student finds interesting, without thinking about the task
    • Writing with no regard to the form or purpose that the task has set out clearly
    • Writing suited to the named reader, purpose and form stated in the task
    • Writing that always takes the form of a diary entry, whatever the task has asked for

  6. A student writes a formal letter asking a headteacher for a change. Which tone is appropriate?

    • Formal and respectful, with a clear and polite request
    • Slangy and casual, with abbreviations throughout
    • Playful and humorous, with exclamation marks throughout
    • Angry and abusive, to show strong feeling

  7. What does 'sentence variety' mean for AO6?

    • Using a capital letter at the start of every word in the piece to make it stand out
    • Using only one type of sentence throughout the whole piece for a steady and even rhythm
    • Writing every sentence in the passive voice so that the piece sounds formal and distant
    • Using a mix of short, long, simple and complex sentences for effect

  8. Which feature best supports organisation in a Question 5 response?

    • A clear opening, developed paragraphs with links, and a purposeful ending
    • A single paragraph that runs for the whole length of the response with no breaks at all
    • A conclusion that repeats the title word for word at the end of the response
    • A list of unconnected sentences with no clear order and no link between the ideas

  9. Which spelling error should a student avoid?

    • Using a full stop at the end of a sentence that is a complete and clear statement
    • Using a question mark after a direct question that a character asks another character
    • Using a comma to separate items in a list of things that a student has bought
    • Writing its raining when they mean it's raining

  10. Which punctuation mark joins two closely linked main clauses without a conjunction?

    • A hyphen joining two words together
    • A pair of brackets around a clause
    • A semicolon
    • An apostrophe marking possession

  11. Which device could a writer use to create emotional impact in Question 5?

    • A table of contents placed at the start of the piece to guide the reader through it
    • A footnote defining a technical term that appears in the middle of the response
    • A rhetorical question that invites the reader to reflect
    • A list of numbers with no explanation, set out down the page in a simple column

  12. Which narrative choice best shows control of a Question 5 story?

    • Repeating the same scene three times without any change in the events or the mood
    • Random jumps between unrelated events with no link between them in the story at all
    • Clear sequencing, with a turning point and a purposeful ending
    • Ending mid-sentence with no intention behind it and no sense of an ending at all

  13. What is a paragraph in extended writing?

    • A group of related sentences developing one idea or moment
    • A single sentence that stands alone on the page as its own separate unit of meaning
    • A title printed at the top of the page to introduce the piece to the reader clearly
    • A list of bullet points with no full sentences, set out in a short and simple layout

  14. A student writes 'Their going to the shop.' What error is this?

    • A correctly placed comma in a list of items that the character takes on the trip
    • A correct use of the possessive form, showing that the group owns the thing mentioned
    • Confusing their with they're, so it should read They're going
    • A standard capital letter at the start of the sentence, used correctly in the piece

  15. Which feature makes vocabulary effective in Question 5?

    • Long words used regardless of whether they fit the context or the reader they are for
    • Rare words borrowed from a list of unusual terms that the writer found in a book
    • The same adjective repeated in every paragraph to give the piece a consistent sound
    • Precise, varied word choices that suit the audience and purpose

  16. Harder: Which judgement about writing for a specified audience is the most developed?

    • The student writes the same way for every audience as a fixed rule for all of their work
    • The student writes only for their own private amusement, not for any reader at all
    • The student ignores the audience and focuses only on the length of the response instead
    • The student chooses register and content to fit the reader's needs and expectations

  17. Harder: A writer uses a short sentence straight after a long build-up. Which analysis is strongest?

    • It signals the piece should be read as a poem instead, with stanzas and a regular beat
    • It creates impact and a dramatic pause that shifts the reader's attention
    • It corrects an earlier error in the same paragraph by repeating the key point clearly
    • It shows the writer has run out of words for the ending and wants to finish the piece

  18. Which feature of an accurate Question 5 response matters most?

    • Consistent use of capital letters for every noun in the text, to show it is careful
    • Secure control of sentence boundaries, agreement and tense across the whole piece
    • Frequent use of exclamation marks for emphasis throughout the piece in every paragraph
    • Long sentences that never end with any punctuation, running on across the whole page

  19. Harder: Which evaluation of a student's own draft is most useful?

    • Changing only the title and leaving the rest of the response as it is in the first draft
    • Counting the words and stopping once the target is reached, without checking anything else
    • Checking the purpose, audience and form are met, then reviewing vocabulary and punctuation
    • Adding more exclamation marks to make the response sound exciting and more energetic

  20. Harder: Which claim about tone is most accurate for a speech to a school council?

    • It should be written entirely in the third person throughout, with no direct address at all
    • It should use slang to match the audience's age and make the speech feel relaxed
    • It should be persuasive and engaging, with direct address and controlled emotion
    • It should be a flat list of facts with no appeal to the audience of school council members

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