Understanding the speech writing task in Paper 2 Question 5

Paper 2 Question 5 tests your ability to write for a specific purpose and audience, often requiring you to express a clear viewpoint. One of the possible forms for this task is a speech. You will be given a statement or scenario to respond to, and your goal is to craft a persuasive and engaging piece that matches the tone, style, and register of a speech. This question is worth 40 marks, split between content and organisation (24 marks) and technical accuracy (16 marks), making it a significant part of the paper. You should aim to spend about 45 minutes on this task.

Quick reference overview

What the speech task looks like

In this question, you will be presented with a statement or scenario and asked to write a response in the form of a speech. The task will specify the audience and purpose, and you must adapt your writing to suit these requirements. Below is an example of how the question might appear on the exam paper.

'Young people today are too obsessed with technology and social media. This is having a negative impact on their lives.'

Write a speech for a school assembly in which you explain your point of view on this statement.

(24 marks for content and organisation; 16 marks for technical accuracy)

What is being assessed?

Assessment Objective 5 (AO5): Content and organisation

• Communicate a clear viewpoint or argument
• Match tone, style, and register to the purpose and audience of a speech
• Use a range of persuasive techniques effectively
• Structure your writing logically with varied and inventive features (e.g., direct address, rhetorical questions, powerful openings and closings)

Assessment Objective 6 (AO6): Technical accuracy

• Use a range of vocabulary and sentence structures for effect
• Maintain accurate spelling, punctuation, and grammar
• Demonstrate control over language to enhance clarity and purpose

Worked example: Speech writing task

Below is an exam-style prompt with two model responses at different levels. These examples will help you understand the standards expected and how to improve your own writing.

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Speech prompt and task

'Young people today are too obsessed with technology and social media. This is having a negative impact on their lives.'

Write a speech for a school assembly in which you explain your point of view on this statement.

(24 marks for content and organisation; 16 marks for technical accuracy)

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Level 2 response (approx. 9–12 marks for AO5, 5–8 marks for AO6)

Hello everyone, I'm here to talk about technology and social media. I think young people are too obsessed with it and it's not good for us. We spend too much time on our phones and not enough time talking to people in real life. For example, I know lots of people who are always on Instagram or Snapchat, even when they're with their friends. This means we don't have proper conversations and we miss out on stuff.

Also, social media can make us feel bad about ourselves. We see pictures of people who look perfect and it makes us think we're not good enough. I've felt like this sometimes when I see posts about people on holiday or with cool stuff. It's not fair because it's not always real, but it still gets to us.

Another thing is that it stops us from doing important things like homework. If you're always checking your phone, you don't get your work done and then you get in trouble. So I think we need to use technology less and focus on real life more. Thanks for listening.

Examiner commentary on Level 2 response

• Content and organisation (AO5, approx. 9–12 marks): This response shows some attempt to communicate a viewpoint, with a basic argument that technology and social media have negative impacts. There is some awareness of audience (e.g., addressing "everyone"), but the tone and style are not consistently matched to a school assembly speech. The points are relevant (e.g., social media affecting self-esteem and distracting from homework), but they lack development and persuasive impact. Structural features are basic, with little variation or inventiveness beyond simple paragraphs. Overall, this response demonstrates some sustained communication but lacks depth and engagement.

• Technical accuracy (AO6, approx. 5–8 marks): The writing shows some variety in sentence structures, though they are often simple or repetitive. Vocabulary choices are generally appropriate but lack ambition (e.g., "not good for us", "cool stuff"). Punctuation and spelling are mostly accurate, with occasional errors that do not impede communication. There is some control over grammar, but it is inconsistent. This response fits into Level 2 as it shows some accuracy with room for improvement in range and precision.

Why this is Level 2

• Strengths: A viewpoint is expressed with some relevant ideas; basic audience awareness is present; technical accuracy is generally acceptable.
• Weaknesses: Limited development of ideas; tone and style are not fully adapted to a speech; persuasive techniques are minimal; vocabulary and sentence structures lack variety and ambition.

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Level 4 response (approx. 19–24 marks for AO5, 13–16 marks for AO6)

Good morning, fellow students and teachers. Today, I stand before you to challenge a troubling assumption: that young people are too obsessed with technology and social media, and that this obsession is ruining our lives. I believe this view is not only outdated but dangerously oversimplified. Technology is not our enemy: it's our ally, and I'm here to show you why.

Let's start with connection. In a world where families and friends are often scattered across cities or even countries, social media bridges those gaps. Platforms like WhatsApp and Instagram let us share moments instantly: whether it's a birthday celebration or just a funny meme that brightens someone's day. I've stayed close to my cousins in Manchester through video calls and messages, despite the miles between us. Isn't this a powerful, positive force? How can we call this obsession when it's really about belonging?

Of course, I hear the critics. They say we're glued to screens, losing ourselves in filtered photos and endless scrolling. And yes, I've felt the sting of comparison when I see flawless influencers online. But let's not blame technology for human emotions. Social media doesn't create insecurity: it reflects it. The real issue is teaching young people to navigate these spaces with confidence, not shutting them out. Schools like ours should lead with digital literacy, not outdated warnings. Why punish the tool when we can shape the user?

Finally, consider opportunity. Technology equips us with skills for the future: coding, design, online collaboration. I've learned more about global issues through Twitter debates than I ever did from a textbook. We're not wasting time; we're preparing for a world that's already digital. So, let's stop this blame game. Let's embrace technology as a partner in our growth, not a thief of our time. Together, we can master it: will you join me in proving the critics wrong? Thank you.

Examiner commentary on Level 4 response

• Content and organisation (AO5, approx. 19–24 marks): This response demonstrates compelling and convincing communication of a clear viewpoint. The tone, style, and register are expertly matched to a school assembly, with direct address ("Good morning, fellow students and teachers") and rhetorical questions ("Isn't this a powerful, positive force?") engaging the audience throughout. The argument is sophisticated, countering opposing views while presenting a nuanced defence of technology. Structural features are varied and inventive, with a strong opening, balanced paragraphs, and a powerful closing call to action. Persuasive techniques (e.g., personal anecdote, emotive language, rule of three) are used effectively. This fits Level 4 due to its sustained impact and audience awareness.

• Technical accuracy (AO6, approx. 13–16 marks): The response showcases an extensive and ambitious range of sentence structures, used for deliberate effect (e.g., short, punchy questions alongside complex sentences). Vocabulary is sophisticated and precise ("dangerously oversimplified", "bridges those gaps"), enhancing the persuasive tone. Punctuation, including dashes and question marks, is used accurately to shape meaning. Spelling is consistently correct, even with ambitious word choices. This response achieves Level 4 for its control and flair in technical accuracy.

Why this is Level 4

• Strengths: Perceptive viewpoint with detailed arguments; tone and style perfectly suited to a speech; wide range of persuasive and structural techniques; ambitious vocabulary and varied sentence structures; flawless technical accuracy.
• Weaknesses: None significant at this level; the response meets or exceeds expectations for top marks.

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Comparison: What separates the levels?

Key differences between stronger and weaker speech writing

Understanding what elevates a response from Level 2 to Level 4 will help you improve your own writing. Here are the main factors that separate stronger from weaker performances in speech writing for Paper 2 Question 5.

Content and organisation (AO5)

• Viewpoint and argument: Stronger responses present a clear, nuanced viewpoint with well-developed arguments that anticipate and address counterpoints. Weaker responses state a basic opinion with limited reasoning or depth.
• Audience engagement: Stronger speeches consistently match tone and style to the audience, using direct address and persuasive techniques to maintain interest. Weaker speeches show inconsistent or minimal audience awareness.
• Persuasive techniques: Stronger responses employ a range of methods like rhetorical questions, emotive language, and personal anecdotes to convince the audience. Weaker responses rely on basic statements or examples without much impact.
• Structure and progression: Stronger speeches are logically organised with varied structural features (e.g., powerful openings, transitions, impactful closings). Weaker speeches lack coherence or rely on simple, repetitive structures.

Technical accuracy (AO6)

• Vocabulary choices: Stronger responses use ambitious, precise vocabulary to enhance meaning and tone. Weaker responses stick to simple, everyday language with little variation.
• Sentence structures: Stronger speeches feature a wide range of sentence types (short for impact, complex for detail) used deliberately for effect. Weaker speeches use repetitive or basic structures with limited control.
• Accuracy and control: Stronger responses demonstrate consistent accuracy in spelling, punctuation, and grammar, with choices shaping the writing's impact. Weaker responses have more errors or lack precision, even if generally accurate.

By focusing on these differences, you can target specific areas for improvement in your own speech writing, aiming for the compelling communication and technical precision of a Level 4 response.