Understanding Question 5 on Paper 2

Quick reference overview

What Question 5 looks like

This question appears at the end of Paper 2 and tests your ability to write for a specific purpose and audience. You will be given a statement expressing a viewpoint on a topical issue, and you must respond by writing in one of the specified forms (often an article, speech, letter, or essay/leaflet/guide). The question requires you to present a clear argument or perspective, either agreeing or disagreeing with the statement, while maintaining an appropriate tone and style. Below is an example of how the question might appear on the exam paper.

Some people believe that social media has a negative impact on young people's mental health.

Write an article for a broadsheet newspaper in which you explain your point of view on this statement.

[40 marks]

Key things to understand about this question

• You must address the statement directly, stating whether you agree, disagree, or take a balanced view.
• The form (e.g., article) dictates the tone, style, and structure: articles for broadsheet newspapers require a formal, reasoned approach.
• You need to sustain a consistent viewpoint throughout while engaging your reader with persuasive techniques.
• Marks are split between content and organisation (24 marks) and technical accuracy (16 marks), so both ideas and writing skills matter.

What is being assessed?

Assessment Objective 5 (AO5): Content and organisation

This assesses your ability to:

• Communicate your viewpoint clearly and effectively.
• Adapt tone, style, and register to match the purpose (e.g., persuasive argument) and audience (e.g., newspaper readers).
• Organise your ideas logically using structural features like paragraphs, introductions, and conclusions.
• Use a range of vocabulary and sentence structures for impact.

Assessment Objective 6 (AO6): Technical accuracy

This assesses your ability to:

• Write with accurate spelling, punctuation, and grammar.
• Use varied sentence structures for clarity and effect.
• Choose vocabulary that enhances your message and suits the form.

Typical features in the mark scheme

Worked example: Article writing

Below is a practice question for an article, followed by sample responses at Level 2 and Level 4. Use these to understand the expectations at each level and how to improve your own writing.

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Question

Some people believe that social media has a negative impact on young people's mental health.

Write an article for a broadsheet newspaper in which you explain your point of view on this statement.

[40 marks]

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Level 2 response (Content and organisation: 10–12 marks; Technical accuracy: 7–8 marks)

Social Media: A Danger to Young Minds?

I think social media can be really bad for young people's mental health. Lots of teenagers spend hours on apps like Instagram and TikTok, and it can make them feel sad or anxious. For example, they see pictures of people with perfect lives and think their own life isn't good enough. This makes them feel bad about themselves.

Another problem is cyberbullying. People can say mean things online, and it's hard to get away from it because everyone has a phone now. I've heard stories of kids being bullied on social media, and it's made them really upset. Sometimes they don't tell anyone because they're embarrassed.

On the other hand, social media isn't always bad. It can help you stay connected with friends, especially if they live far away. But I still think the bad things outweigh the good. Parents should probably limit how much time their kids spend online to stop these problems.

In conclusion, social media has a negative impact on young people's mental health. We need to be more careful about how much we use it.

Examiner commentary on Level 2 response

• Content and organisation (AO5, 10–12 marks): This response shows some attempt to communicate a viewpoint, with a clear opinion that social media is harmful. There is some awareness of purpose and audience through the use of a headline and formal tone in places. However, the argument lacks development: points like comparison to "perfect lives" and cyberbullying are mentioned but not explored in depth. The counterargument is brief and feels tokenistic rather than balanced. Structural features (headline, paragraphs) are present but basic, with little variation or flair to engage the reader.
• Technical accuracy (AO6, 7–8 marks): There is some variety in sentence structures, though many are simple or repetitive ("I think", "it can"). Spelling and punctuation are generally accurate, with minor errors not hindering meaning. Vocabulary choices are functional but lack ambition or precision (e.g., "really bad", "sad or anxious").
• Overall: This response fits Level 2 as it shows some relevant ideas and attempts to match the form of an article, but it lacks the depth, sophistication, and sustained engagement needed for higher marks.

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Level 4 response (Content and organisation: 19–24 marks; Technical accuracy: 13–16 marks)

Digital Danger: The Hidden Cost of Social Media on Young Minds

In an era where smartphones are as ubiquitous as schoolbooks, the pervasive influence of social media on young people cannot be ignored. While platforms like Instagram and Twitter promise connection and creativity, they often deliver a far darker reality: a profound threat to mental well-being. As a society, we must confront the insidious ways in which these digital spaces erode self-esteem and amplify anxiety among the young.

Consider the curated perfection that floods every feed. Teenagers are bombarded with images of flawless beauty, unattainable lifestyles, and relentless positivity, creating a toxic benchmark against which they measure their own worth. A 2022 study by the Mental Health Foundation revealed that 38% of young people felt inadequate after scrolling through social media. This isn't mere disappointment: it's a silent, creeping despair that whispers to vulnerable minds that they will never be enough. The result? A generation grappling with self-doubt before they've even had the chance to define themselves.

Equally alarming is the shadow of cyberbullying, a menace that lurks behind every screen. Unlike the playground taunts of yesteryear, online abuse is relentless, anonymous, and inescapable. A hurtful comment or viral meme can haunt a young person 24/7, chipping away at their resilience. Take the tragic case of countless teens driven to despair by digital harassment (stories that remind us how a single post can wound deeper than any fist). When home no longer offers sanctuary, where can they turn?

Of course, defenders of social media argue it fosters connection, bridging distances and building communities. For some, a supportive hashtag or virtual friend can be a lifeline. Yet this benefit pales against the overwhelming evidence of harm. Connection means little when it comes laced with comparison and cruelty. Surely, genuine relationships (face-to-face, unfiltered) offer far greater solace than any 'like' or 'follow' ever could.

It is time to act. Schools must educate students on digital literacy, teaching them to navigate these platforms with critical awareness. Parents, too, have a role in setting boundaries, ensuring screen time doesn't eclipse real-world interaction. Social media may be inevitable, but its damage is not. Let us protect our young people from a virtual world that too often preys on their fragility, and help them build a future grounded in confidence, not clicks.

Examiner commentary on Level 4 response

• Content and organisation (AO5, 19–24 marks): This response is compelling and convincing, demonstrating a sophisticated grasp of the article form. The viewpoint (that social media harms mental health) is communicated with clarity and passion, sustained through a formal, authoritative tone perfectly suited to a broadsheet audience. The argument is developed with depth, using specific evidence (e.g., "a 2022 study") and vivid imagery ("creeping despair", "wound deeper than any fist") to engage and persuade. Structural features like the rhetorical question and direct address ("let us protect") enhance reader involvement. The counterargument is addressed thoughtfully, integrated into the overall stance, showing nuanced reasoning. Vocabulary is ambitious and precise, enhancing the impact.
• Technical accuracy (AO6, 13–16 marks): Sentence structures are varied and used for effect, with short, sharp sentences for emphasis ("Connection means little") alongside complex, multi-clause constructions for detailed argument. Punctuation, including dashes and colons, is deployed accurately to control pace and tone. Spelling is consistently correct, even with sophisticated vocabulary ("ubiquitous", "insidious"). The writing demonstrates full control over language for clarity and purpose.
• Overall: This response achieves Level 4 due to its perceptive engagement with the issue, seamless adaptation to form and audience, and technical precision. It stands as a model of compelling communication.

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Comparison: What separates the levels?

Applying these standards to your own work

Steps to improve from Level 2 to Level 4

Use the following practical steps to strengthen your article writing and move towards Level 4 performance.

Step 1: Develop a clear, nuanced viewpoint

• Move beyond stating the obvious ("social media is bad") to a more sophisticated stance ("social media erodes self-esteem through curated perfection").
• Decide early if you'll fully agree, disagree, or balance both sides, and sustain this throughout.

Step 2: Match tone and register to the form

• For a broadsheet article, avoid personal anecdotes or casual language ("I think"); instead, use formal, reasoned arguments.
• Imagine writing for educated adults: use a confident, authoritative voice.

Step 3: Build detailed arguments

• Support each point with evidence (statistics, examples, or hypothetical scenarios) and explain why it matters.
• Explore emotional or societal impacts to add depth (e.g., "a generation grappling with self-doubt").

Step 4: Engage your reader

• Use persuasive techniques like rhetorical questions, powerful imagery, and direct address to make your writing compelling.
• Craft a striking headline and a strong opening to hook the audience immediately.

Step 5: Vary structure and language

• Organise your article with a clear introduction, developed paragraphs, and a call-to-action conclusion.
• Mix short sentences for impact with longer, complex ones for detail; choose ambitious vocabulary that fits the tone.

Step 6: Prioritise technical accuracy

• Proofread to eliminate spelling or punctuation errors, as these can cap your marks even with strong content.
• Experiment with advanced punctuation (colons, dashes) to control pace and emphasis.

Self-assessment checklist

By using this checklist and comparing your work to the model responses, you can identify specific areas for improvement and aim for the compelling communication seen in a Level 4 response.