Question 4 — Compare perspectives · GCSE English Language Paper 2: Writers' viewpoints and perspectives | ReMarkAble AI

Question 4 — Compare perspectives

Response A · published Level 4

Published exemplification — the same live marking as the product, on government or exam-board material, not a pupil’s book. AQA 8700 Paper 2 answers and commentaries. Handwritten responses and published levels are from AQA GCSE English Language (8700) Paper 2 Answers and commentaries (from 2026, v1.1 June 2025). ReMarkAble AI is not affiliated with or endorsed by AQA. Shown so departments can compare live marks with published exemplification, not a pupil’s book.

Live marked report

AQA English Language · Paper 2 — Writers' Viewpoints and Perspectives · Section A

Indicative grade

15/ 16

Marks

94%

Score

Question 4·8700

This grade is indicative only — it comes from a single 16-mark question, not a full paper. Use the marks and feedback below as the real signal.

What to do next

Practise AO3 Level 4 comparison by writing one paragraph that embeds evidence from both sources in every sentence and explains both perspective and method.

Key strengths

You compare both sources directly and repeatedly, rather than writing about them separately.

You analyse methods with relevant terminology, such as 'semantic field', 'personifies', and 'direct address'.

To improve

Develop the comparison even further by linking the two writers more explicitly within each paragraph, e.g. 'whereas', 'similarly', 'in contrast' at sentence level.

Push some comments beyond identifying the method to explaining the wider viewpoint it creates, especially in Source B.

AO3

Assessment objective

15/16

94%

Perceptive, detailed comparison is sustained throughout, with clear reference to both sources in each main point. The response compares perspectives and methods, not just content, and uses accurate terminology to explain effects.

Response A The writer of Source A feels unimpressed and even bored as well as smugly pleased when the train crashes, while the writer of Source B is excited and fascinated by the experience of her train journey. In Source A, the writer expresses feelings of confinement and frustration. He describes how and of being controlled by the train during the journey. The writer personifies the train in these descriptions, perhaps making the irritation he feels with the vehicle easier for the reader to comprehend, as we can all connect with the concept of a controlling person, or a schoolground bully. Coupled with these descriptions of the train being a bully, the reader also finds the contrasting images of the train being ‘sprawled foolishly’ after the crash, and also having a ‘defiant and naughty look’. The adverb ‘foolishly’ and the adverbs ‘defiant and naughty’ reduce the train to that of a naughty or ridiculous child. The phrase ‘she was down and out’ after the crash further conveys his contempt, reducing the powerful train to something weak and insignificant. This highlights the writer’s dissatisfaction with the experience and the rigid nature of modern train travel. In contrast, the writer of Source B conveys a sense of wonder and admiration. in a way that makes it seem friendly and endearing. Her description of the train’s speed as ‘swifter than a bird flies’ highlights her excitement and sense of freedom, in stark contrast to the controlled and monotonous experience of the writer in Source A. The writer also connects with the reader directly in this part of the source, when she states ‘you cannot conceive what that sensation of cutting the air was’. , as if the experience is so thrilling and unique that it is beyond their imagination. This creates a sense of excitement by emphasizing the writer’s awe and wonder, making the train ride feel even more extraordinary.

AI-Generated Assessment

This feedback was generated by AI aligned to the UK National Curriculum. While highly accurate, it is intended to assist rather than replace professional judgment. Final grades and feedback should always be verified by a qualified teacher.

Published script

Live marked report

What to do next

Assessment objective