Understanding the letter writing task in Paper 2 Question 5

Paper 2 Question 5 requires you to write a non-fiction piece in response to a statement, expressing your viewpoint. One of the possible forms is a letter, which tests your ability to communicate ideas clearly and persuasively while matching the tone, style, and register to the purpose and audience. The task is worth 40 marks, split between content and organisation (24 marks, assessed under AO5) and technical accuracy (16 marks, assessed under AO6).

Quick reference overview

What the letter writing task looks like

You will be given a statement or issue to respond to and asked to write in a specific form, such as a letter. The question will specify the audience (e.g., a local newspaper editor, a school headteacher) and purpose (e.g., to persuade, inform, or argue). Below is an example of how the task appears on the exam paper.

Some people believe that schools should focus more on practical life skills, such as budgeting and cooking, rather than traditional academic subjects.

Write a letter to your local newspaper expressing your views on this issue.

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

Key skills being assessed

• AO5 (Content and Organisation) - Communicate your viewpoint clearly and convincingly; adapt tone, style, and register to suit the form (letter), purpose, and audience; organise ideas logically with varied structural features.
• AO6 (Technical Accuracy) - Use a wide range of vocabulary and sentence structures for effect; ensure spelling, punctuation, and grammar are accurate, even with ambitious language choices.

Worked example: Letter writing task

Below is an exam-style prompt with two model responses at different levels (Level 2 and Level 4). These examples demonstrate the standards expected and help you understand how to improve your own writing.

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Exam-style prompt

Many people think that young people today spend too much time on social media, and that this is harmful to their mental health and relationships.

Write a letter to the editor of your local newspaper expressing your views on this issue.

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

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Level 2 response (Marks: 9–12 for AO5, 7–9 for AO6)

Dear Editor,

I am writing to say that I think young people spend too much time on social media and it is bad for them. I know a lot of teenagers who are always on their phones, scrolling through Instagram or TikTok, and they don't talk to their friends or family as much as they should. This can make them feel lonely even if they have lots of followers online.

Social media also makes people compare themselves to others. They see perfect pictures and think they aren't good enough. I've felt like this sometimes when I see my friends posting stuff about their amazing lives. It's not good for mental health because it makes you sad or stressed.

I think schools should teach kids about the dangers of social media and parents should limit how much time their children spend online. Maybe there could be a rule about no phones after 9pm. This would help young people to focus on real life instead of their screens. I hope you agree with me.

Yours sincerely,

Alex Johnson

Examiner commentary on Level 2 response

• Content and Organisation (AO5, 9–12 marks) - This response shows some attempt to communicate a viewpoint about the negative effects of social media. There is a basic structure with an opening, development of ideas, and a conclusion. Some attempt is made to match tone and register to a letter format (e.g., "Dear Editor", "Yours sincerely"), but the style is often conversational and lacks consistent formality. Ideas about loneliness and comparison are relevant but underdeveloped, with limited detail or depth. Typical features of Level 2 include some sustained communication and occasional conscious vocabulary choices (e.g., "lonely", "sad"), but structural features are basic with little variation.
• Technical Accuracy (AO6, 7–9 marks) - There is some variety in sentence structures, though mostly simple or compound. Punctuation is generally accurate (commas, full stops), but there are no ambitious choices like colons or semi-colons. Spelling is mostly correct, though the vocabulary range is limited and lacks ambition. Typical Level 2 features include general control over technical elements with occasional errors if present.
• Why it's Level 2 - The response addresses the task but lacks depth in argument and sophistication in style or language. It achieves some communication of ideas but does not fully engage the reader or sustain a convincing tone.

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Level 4 response (Marks: 19–24 for AO5, 13–16 for AO6)

Dear Editor,

I am writing to express my deep concern about the pervasive influence of social media on young people today. While digital platforms offer undeniable benefits, such as connectivity and access to information, their overuse poses a significant threat to mental health and interpersonal relationships. As a teenager myself, I have witnessed firsthand the insidious ways in which these platforms can erode well-being, and I urge our community to address this pressing issue.

One of the most alarming consequences of excessive social media use is the isolation it breeds, ironically under the guise of connection. I see peers glued to their screens, amassing virtual 'friends' while genuine conversations with family or friends dwindle. This substitution of meaningful interaction with shallow likes and comments fosters a profound sense of loneliness, a silent epidemic that statistics confirm: recent studies suggest over 60% of teenagers report feeling isolated due to online habits. If we continue to ignore this, we risk nurturing a generation disconnected from real-world bonds.

Equally troubling is the relentless pressure to conform to unattainable ideals. Platforms like Instagram bombard young users with curated images of perfection, distorting self-perception and fuelling insecurity. A friend recently confided that she feels inadequate after scrolling through flawless posts, a sentiment I know is shared by countless others. This toxic comparison culture chips away at self-esteem, often leading to anxiety or depression - a price too steep for the fleeting thrill of a double-tap.

I propose that schools integrate education on digital well-being into their curricula, equipping students with strategies to manage screen time and recognise harmful patterns. Furthermore, parents must model balanced behaviour by setting boundaries, such as tech-free family hours. As a community, we could advocate for local initiatives, like workshops or campaigns, to raise awareness of social media's pitfalls. Only through collective action can we safeguard our youth from this modern malaise.

I trust that your newspaper will champion this cause and spark vital dialogue. Thank you for considering my perspective.

Yours sincerely,

Alex Johnson

Examiner commentary on Level 4 response

• Content and Organisation (AO5, 19–24 marks) - This response demonstrates compelling and convincing communication of a viewpoint. The tone, style, and register are consistently matched to the form of a letter and the audience (newspaper editor), with a formal yet engaging approach (e.g., "I urge our community", "this pressing issue"). Ideas are well-developed with personal anecdotes, statistics, and solutions, showing depth and perceptiveness. Typical Level 4 features are evident: sophisticated vocabulary (e.g., "pervasive", "insidious", "malaise"), varied structural features (paragraphing, rhetorical questions implied in tone), and a clear, logical progression of argument that captivates the reader.
• Technical Accuracy (AO6, 13–16 marks) - An extensive range of sentence structures is used for effect, including complex sentences with multiple clauses and punctuation like dashes and colons for emphasis. Spelling is consistently accurate, even with ambitious vocabulary. Punctuation is precise, enhancing clarity (e.g., parenthetical dashes in "anxiety or depression - a price too steep"). Typical Level 4 features include full control over technical elements, with language choices amplifying the impact of the writing.
• Why it's Level 4 - The response excels in presenting a nuanced argument with a sophisticated tone. It engages the reader through varied language and structure, while maintaining flawless accuracy, fulfilling the highest expectations of the mark scheme.

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Comparison: What separates the levels?

Key differences in letter writing standards

• Depth and persuasiveness - Level 4 responses offer nuanced arguments with evidence (statistics, anecdotes), while Level 2 responses state opinions without much support.
• Tone adaptation - Level 4 maintains a formal, persuasive tone suited to a newspaper editor; Level 2 slips into informality or lacks consistency.
• Language sophistication - Level 4 uses ambitious vocabulary and varied sentences to enhance impact; Level 2 relies on basic language with little flair.
• Structural control - Level 4 organises ideas logically with subtle rhetorical techniques; Level 2 has a simpler structure with minimal progression.
• Technical precision - Level 4 demonstrates full control over grammar, punctuation, and spelling, even with complex choices; Level 2 shows control but lacks ambition.

Applying these standards to your own writing

To improve your letter writing for Question 5, focus on the following strategies based on the model responses and mark scheme levels.

Tips for reaching higher levels

• Match tone to audience - Consider who you're writing to (e.g., an editor expects formality) and maintain a consistent register throughout.
• Develop your argument - Don't just state your view; support it with examples, personal experiences, or imagined evidence to add depth.
• Use ambitious language - Incorporate sophisticated vocabulary and varied sentence structures (e.g., start with a subordinate clause or use a dash for emphasis).
• Structure for impact - Organise your letter with a clear opening (state purpose), middle (develop points), and closing (call to action or polite sign-off).
• Check technical accuracy - Proofread for spelling, punctuation, and grammar errors, especially when using complex language or structures.

Common pitfalls and how to avoid them

By studying the differences between the Level 2 and Level 4 responses, you can identify areas to target in your own writing. Aim to incorporate the typical features of Level 4, such as compelling communication and technical precision, to achieve higher marks in this task.