AQA GCSE English Language · 3.1.2

Writing for impact

50 exam-style questions with answers for 3.1.2 Writing for impact in AQA GCSE English Language (spec 8700). Practise with flashcards, a topic quiz, a random quiz across the course, 5 crosswords, or read every question and answer below.

All 50 questions and answers

Question 1 · Spec 3.1.2
State the four skills of writing for impact in the specification. [4 marks]
Answer:
Selecting, organising and emphasising facts, ideas and key points (1); citing evidence and quotation effectively (1); creating emotional impact (1); using language creatively, imaginatively and persuasively, including rhetorical devices (1).
Question 2 · Spec 3.1.2
Explain what is meant by selecting facts and ideas for impact. [2 marks]
Answer:
Choosing the strongest, most relevant points for the purpose and audience (1); and leaving out weaker ones (1).
Question 3 · Spec 3.1.2
Explain how the organisation of points can increase impact. [2 marks]
Answer:
Placing a hook first grabs attention (1); building to the strongest point leaves a lasting impression (1).
Question 4 · Spec 3.1.2
State three ways to emphasise a key point. [3 marks]
Answer:
Any three from: a short sentence (1); repetition (1); placing it at the start or end of a paragraph (1); a one-line paragraph (1); strong vocabulary (1).
Question 5 · Spec 3.1.2
Explain what ‘citing evidence pertinently’ means. [1 mark]
Answer:
Using evidence that is directly relevant to the point being made.
Question 6 · Spec 3.1.2
Explain how to embed a quotation effectively. [2 marks]
Answer:
Build a short quotation into your own sentence (1); so it flows naturally and supports the point (1).
Question 7 · Spec 3.1.2
State three ways to create emotional impact. [3 marks]
Answer:
Any three from: emotive language (1); vivid imagery (1); a personal anecdote (1); sensory detail (1); direct address (1).
Question 8 · Spec 3.1.2
Name the three rhetorical devices the specification gives as examples. [3 marks]
Answer:
Rhetorical questions (1); antithesis (1); parenthesis (1).
Question 9 · Spec 3.1.2
Define the term ‘rhetorical question’. [1 mark]
Answer:
A question asked for effect, not to get an answer.
Question 10 · Spec 3.1.2
‘How many more lives must be lost before we act?’ Explain the effect. [2 marks]
Answer:
The rhetorical question makes the reader reflect on the cost of delay (1); and implies the answer is obvious, pressuring them to agree action is needed (1).
Question 11 · Spec 3.1.2
Define the term ‘antithesis’. [1 mark]
Answer:
Placing contrasting ideas side by side in a balanced structure.
Question 12 · Spec 3.1.2
‘It was the cheapest option, but the most costly mistake.’ Identify the device and explain its effect. [2 marks]
Answer:
Antithesis (1); the balanced contrast of ‘cheapest’ and ‘most costly’ makes the point memorable and sharp (1).
Question 13 · Spec 3.1.2
Define the term ‘parenthesis’. [1 mark]
Answer:
Extra information inserted into a sentence using brackets, dashes or commas.
Question 14 · Spec 3.1.2
‘The minister – who promised change – did nothing.’ Explain the effect of the parenthesis. [2 marks]
Answer:
It adds an aside that reminds the reader of the broken promise (1); creating a critical, ironic tone (1).
Question 15 · Spec 3.1.2
Define the term ‘direct address’. [1 mark]
Answer:
Speaking directly to the reader using ‘you’.
Question 16 · Spec 3.1.2
Define the term ‘anecdote’. [1 mark]
Answer:
A short personal story used to illustrate a point.
Question 17 · Spec 3.1.2
Explain why anecdotes are persuasive. [2 marks]
Answer:
They make an issue personal and relatable (1); so the reader responds emotionally as well as logically (1).
Question 18 · Spec 3.1.2
Define the term ‘tricolon’ (rule of three). [1 mark]
Answer:
A list of three words, phrases or ideas.
Question 19 · Spec 3.1.2
Explain the effect of a tricolon. [1 mark]
Answer:
It creates rhythm and makes the point sound complete and memorable.
Question 20 · Spec 3.1.2
Define the term ‘imperative’. [1 mark]
Answer:
A command verb, such as ‘imagine’, ‘act’ or ‘stop’.
Question 21 · Spec 3.1.2
Explain the effect of an imperative at the end of a persuasive text. [2 marks]
Answer:
It tells the reader exactly what to do (1); creating urgency and a call to action (1).
Question 22 · Spec 3.1.2
Define the term ‘counter-argument’. [1 mark]
Answer:
An opposing view that the writer acknowledges and then argues against.
Question 23 · Spec 3.1.2
Explain why including a counter-argument can strengthen a viewpoint. [2 marks]
Answer:
It shows the writer has considered other views, so they seem fair and reasonable (1); rebutting it weakens the opposition (1).
Question 24 · Spec 3.1.2
Define the term ‘rebuttal’. [1 mark]
Answer:
A response that argues against a counter-argument.
Question 25 · Spec 3.1.2
Explain how statistics add impact to an argument. [2 marks]
Answer:
They make claims seem factual and authoritative (1); and can shock the reader with the scale of a problem (1).
Question 26 · Spec 3.1.2
Define the term ‘expert opinion’ in persuasive writing. [1 mark]
Answer:
A view from someone with specialist knowledge, used to support an argument.
Question 27 · Spec 3.1.2
Define the term ‘anaphora’. [1 mark]
Answer:
Repeating the same word or phrase at the start of successive sentences or clauses.
Question 28 · Spec 3.1.2
‘We will rebuild. We will recover. We will return.’ Identify the device and explain its effect. [2 marks]
Answer:
Anaphora (and a tricolon) (1); the repeated ‘We will’ builds rhythm and determination, uniting the audience (1).
Question 29 · Spec 3.1.2
Define the term ‘hook’. [1 mark]
Answer:
An opening designed to grab the reader’s attention.
Question 30 · Spec 3.1.2
State three ways to open a persuasive text with impact. [3 marks]
Answer:
Any three from: a rhetorical question (1); a shocking fact or statistic (1); an anecdote (1); a bold statement (1); a vivid image (1).
Question 31 · Spec 3.1.2
Define the term ‘call to action’. [1 mark]
Answer:
An ending that urges the reader to do something.
Question 32 · Spec 3.1.2
Explain what ‘show, don’t tell’ means. [2 marks]
Answer:
Instead of stating an emotion directly (1); show it through actions, details and images, eg ‘her hands trembled’ (1).
Question 33 · Spec 3.1.2
Rewrite to show rather than tell: ‘He was angry.’ [1 mark]
Answer:
Eg ‘He slammed the door so hard the windows rattled.’ (any action that shows anger)
Question 34 · Spec 3.1.2
Explain how sensory detail creates impact in descriptive writing. [2 marks]
Answer:
It helps the reader see, hear, smell, taste or feel the scene (1); making it vivid and immersive (1).
Question 35 · Spec 3.1.2
Explain why clichés reduce impact. [2 marks]
Answer:
They are overused and predictable (1); so they fail to create a fresh image or surprise the reader (1).
Question 36 · Spec 3.1.2
Define the term ‘cliché’. [1 mark]
Answer:
An overused phrase that has lost its impact, such as ‘as cold as ice’.
Question 37 · Spec 3.1.2
Explain how vocabulary choice can create impact. [2 marks]
Answer:
Precise, ambitious words create a vivid picture (1); and carry connotations that shape the reader’s feelings (1).
Question 38 · Spec 3.1.2
Explain the effect of a one-word sentence for emphasis. [1 mark]
Answer:
It stops the reader and focuses all attention on that word.
Question 39 · Spec 3.1.2
Explain how humour can be used persuasively. [2 marks]
Answer:
It engages and entertains the reader (1); and can mock an opposing view to make it seem foolish (1).
Question 40 · Spec 3.1.2
Define the term ‘sarcasm’. [1 mark]
Answer:
Saying the opposite of what you mean in order to mock or criticise.
Question 41 · Spec 3.1.2
Explain the effect of hyperbole in persuasive writing. [2 marks]
Answer:
Exaggeration makes an issue seem more serious or urgent (1); and grabs the reader’s attention (1).
Question 42 · Spec 3.1.2
Explain why tone must suit the audience to have impact. [2 marks]
Answer:
A tone that suits the reader engages and convinces them (1); an inappropriate tone, such as too aggressive, can alienate them (1).
Question 43 · Spec 3.1.2
Explain how a writer can use contrast for impact. [2 marks]
Answer:
Placing opposite ideas or images together makes each more striking (1); highlighting the difference the writer wants to stress (1).
Question 44 · Spec 3.1.2
Explain the effect of personal pronouns ‘you’ and ‘we’ together in a speech. [2 marks]
Answer:
‘You’ makes each listener feel addressed personally (1); ‘we’ unites speaker and audience in a shared cause (1).
Question 45 · Spec 3.1.2
Explain why evidence should be explained, not just stated. [1 mark]
Answer:
Explaining shows how the evidence supports the point, making the argument convincing.
Question 46 · Spec 3.1.2
Define the term ‘persuasive language’. [1 mark]
Answer:
Language designed to convince the reader to agree with a view or take action.
Question 47 · Spec 3.1.2
Explain how a writer can create imaginative impact in narrative writing. [2 marks]
Answer:
Using original imagery and figurative language (1); and unexpected details or viewpoints that surprise the reader (1).
Question 48 · Spec 3.1.2
Explain the effect of a fronted adverbial such as ‘Without warning,’. [2 marks]
Answer:
It places emphasis on how or when the action happens (1); and can build suspense before the main clause (1).
Question 49 · Spec 3.1.2
Explain why a writer might vary sentence openings. [1 mark]
Answer:
To keep the writing lively and avoid a repetitive pattern.
Question 50 · Spec 3.1.2
Explain the effect of ending a description with a short, striking image. [2 marks]
Answer:
It leaves a vivid final picture in the reader’s mind (1); giving the writing a memorable close (1).

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