19th and 21st Century Non-Fiction Reading and Transactional/Persuasive Writing
Time
2 hours
Marks
80
Share
60% of the GCSE
Questions
8
In Section A you read two non-fiction texts you have not seen before, one from the 19th century and one from the 21st, and answer six questions. In Section B you write two compulsory pieces, such as a letter, article, review or speech.
Explain how the writer of the 21st-century text tries to do something, for example persuade you or show what a person or event is like. The question points you to what is said, the language, tone and structure, and other methods.
What earns marks
A range of details from all parts of the text, worked through in order.
An explanation of how each detail does what the question asks.
Analysis of language, tone and structure (for example facts and figures, quotations from experts, the order of ideas), with subject terms used accurately.
Quotations long enough to make sense, each followed by a comment.
What each level looks like
Top level first.
Level
Marks
What an answer at this level does
Band 5
9-10
Covers the whole text with sharp, well-explained points and picks apart in detail how the writer’s methods work on the reader.
Band 4
7-8
Plenty of well-chosen details, explained correctly, with analysis of how the writer influences the reader starting to come through and subject terms that help.
Band 3
5-6
Covers a fair spread of details and starts to explain how the writer’s words, tone and structure do their job.
Band 2
3-4
Finds some useful details and says a little about them, but misses parts of the text.
Band 1
1-2
Notices a detail or two, but the answer is short and drifts from the question.
What to avoid
Tiny fragments of quotation with no explanation, which earn little.
Covering only the opening paragraphs.
Listing techniques without linking them to the question.
Tip: Track the text paragraph by paragraph, and keep using the question’s key word in your explanations.
Give your judgement on the 19th-century text, often by saying how far you agree with a statement about it, thinking about both what is said and how it is said.
What earns marks
A clear judgement, kept up from start to finish.
A range of details from across the text, worked through in order, to support your view.
Comment on the writer’s language and how it shows their feelings or attitudes.
A sense of the whole text, not just one part.
What each level looks like
Top level first.
Level
Marks
What an answer at this level does
Band 5
9-10
A detailed argument that wins the reader over, takes in the whole text and makes sharp points about how it works, with every reference earning its place.
Band 4
7-8
A clear, well-argued judgement with well-chosen evidence, showing how the writer’s words and details reveal their feelings or views.
Band 3
5-6
Judges the statement properly, using details from across the text and noticing how the language helps.
Band 2
3-4
Begins to test the statement against the text, with some evidence, but leaves parts of the text out.
Band 1
1-2
A quick opinion or a detail or two, with little to back it up.
What to avoid
Summarising the text without judging it.
Writing about the 21st-century text.
Stopping halfway: a writer’s view can change or build through the text, so use all of it.
Tip: Decide your answer first, then track the text from beginning to end, noting how far each part supports the statement.
Using both texts, explain briefly what they tell you about one shared topic. This is synthesis: bringing together the relevant details from each text in one short answer.
What earns marks
Relevant details from both texts, with it clear which text each comes from.
Precise details that cover every part of what is asked.
Brevity: one or two sentences on each text can be enough.
What each level looks like
Top level first.
Level
Marks
What an answer at this level does
Band 4
4
A good spread of exactly the right details from both texts, pulled together clearly.
Band 3
3
Several relevant details from both texts, pulled together sensibly.
Band 2
2
A relevant detail or two from each text.
Band 1
1
Only a little relevant detail, or details from just one text.
What to avoid
Using only one text: an answer on one text stays in the lowest band.
Answering only half of what is asked.
Analysing language: this question wants the details, not how they are written.
Tip: Write two or three sentences, one for each text, each naming the text and giving the exact details.
Two compulsory transactional or persuasive writing tasks, worth 20 marks each.
Question 2.1
Transactional or persuasive writing
20 marksAO5 · 12AO6 · 8About 30 min
What it asks
Write the piece the task sets, for example a letter, article, report, review or speech, for the purpose and reader it names. Aim for about 300 to 400 words, as the paper suggests.
What earns marks
The form the task asks for, with its features (for example a letter’s greeting and sign-off, or an article’s headline).
A tone that suits the reader, such as formal for a council or an employer.
Ideas developed with reasons and relevant detail, in clear paragraphs that build an argument.
Accurate spelling, punctuation and grammar, with varied sentences and well-chosen words: 8 of the 20 marks are for this.
What each level looks like
Top level first.
Level
Marks
What an answer at this level does
Band 5
AO5 11-12, AO6 8
Ambitious, polished writing: the tone is exactly right for the reader, the ideas are developed in depth and persuade, and accuracy is close to faultless, with a wide, precise vocabulary.
Band 4
AO5 8-10, AO6 6-7
Right for the task and the reader all the way through, with detailed, carefully chosen content and a clear structure; sentences are varied for effect and errors are rare.
Band 3
AO5 5-7, AO6 4-5
Fits the task and the reader, with reasons that are developed and paragraphs that build a sensible case; mostly accurate, with a mix of sentences and punctuation.
Band 2
AO5 3-4, AO6 2-3
Aware of the purpose and reader, with a few reasons and paragraphs, though points are not developed; sentences vary a little and most spelling is right.
Band 1
AO5 1-2, AO6 1
Some idea of the form and the reader, but little to say and ideas in a simple order; sentences are mostly alike and errors are frequent.
What to avoid
Forgetting the form and the reader: the marks reward writing that fits both.
Writing far below the word guidance: brief answers rarely develop their points.
Everyday slips such as your and you’re, its and it’s, were and where.
Tip: Plan for 5 minutes: three or four main points in a sensible order, an opening that suits the form and an ending that rounds it off.
The second compulsory task: write the piece the paper sets, for its own purpose and reader, again in about 300 to 400 words. Across the two tasks the paper covers a range of forms, purposes and readers.
What earns marks
The conventions of the form set, for example a review’s verdict or a speech’s direct address to its audience.
A tone and register that suit this task’s reader, which may differ from the first task’s.
A clear viewpoint, developed with reasons, examples and detail.
Accurate spelling, punctuation and grammar, with varied sentences and well-chosen words: 8 of the 20 marks are for this.
What each level looks like
Top level first.
Level
Marks
What an answer at this level does
Band 5
AO5 11-12, AO6 8
Ambitious, polished writing: the tone is exactly right for the reader, the ideas are developed in depth and persuade, and accuracy is close to faultless, with a wide, precise vocabulary.
Band 4
AO5 8-10, AO6 6-7
Right for the task and the reader all the way through, with detailed, carefully chosen content and a clear structure; sentences are varied for effect and errors are rare.
Band 3
AO5 5-7, AO6 4-5
Fits the task and the reader, with reasons that are developed and paragraphs that build a sensible case; mostly accurate, with a mix of sentences and punctuation.
Band 2
AO5 3-4, AO6 2-3
Aware of the purpose and reader, with a few reasons and paragraphs, though points are not developed; sentences vary a little and most spelling is right.
Band 1
AO5 1-2, AO6 1
Some idea of the form and the reader, but little to say and ideas in a simple order; sentences are mostly alike and errors are frequent.
What to avoid
Running short of time: the two tasks carry equal marks.
Writing in the same style as the first task when the form or reader is different.
Paragraphs that list points without developing them.
Tip: Keep a full 30 minutes for this task, and check it with the same care as the first.
The paper is 2 hours. The section times below are the board’s own advice, printed on the front of the paper.
Section A: about 10 minutes reading both texts, then about 50 minutes answering the six questions.
Within those 50 minutes, a suggestion worked out from the marks (not the board’s): about 4 minutes each on Questions 1.1 and 1.3, 12 each on 1.2 and 1.4, 5 on 1.5 and 13 on 1.6.
Section B: 30 minutes on each task, about 5 minutes planning and about 25 minutes writing.
Before you hand in
Each answer uses the text its question names; Questions 1.5 and 1.6 use both, and say which text each point comes from.
Question 1.6 covers how the writers get their ideas across, not only what they say.
Both writing tasks are finished, in the form each one asks for.
Each piece has clear paragraphs and an opening and ending that suit its form.
Common errors are fixed: your and you’re, its and it’s, there and their, and full stops between sentences.
About this guide
This guide explains the mark scheme in plain English, in our own words. It is not the board's mark scheme, and it is not a prediction of any mark. The questions, marks and levels were checked against Eduqas GCSE English Language Component 2 (C700U20-1) marking scheme and question paper, Summer 2025, checked with the specification (Version 3, January 2019) and the Summer 2026 examiners’ report on 24 October 2026.