AQA GCSE English Language Paper 2 Vocabulary

This AQA GCSE English Language Paper 2 vocabulary list helps you develop a viewpoint for Question 5. Each of the 200 words comes with a meaning and a usage example. Some words belong in the finished response, while terms such as salutation and antecedent are most useful when planning or editing.

AQA GCSE English Language 8700 Paper 2 lasts 1 hour 45 minutes. Its 40-mark writing question assesses content and organisation for 24 marks and technical accuracy for 16. Question 5 asks you to present a viewpoint in the form and situation given.

The 200-word list

1–20 Taking a position · 21–40 Using evidence and reasoning · 41–60 Connecting ideas · 61–80 Explaining cause and effect · 81–100 Writing for a real audience · 101–120 Techniques for persuasion · 121–140 Talking about local issues · 141–160 Proposing action · 161–180 Writing with a controlled tone · 181–200 Editing and technical accuracy

Exam requirements · Worked writing examples · Fencing Method · Practice and FAQs · Extended practice response

1–20 Taking a position

claim — a statement you want the reader to accept. make a claim.
stance — your position on a question. take a clear stance.
thesis — the central position or interpretation your response develops. support the thesis.
premise — an idea the argument starts from. question the premise.
assumption — something treated as true without being established. test the assumption.
assert — state a position firmly. assert that access matters.
argue — give reasons in support of a position. argue for a trial.
maintain — continue to hold or defend a view. maintain that the policy is fair.
contend — put forward a position that can be challenged. contend that the proposal is workable.
justify — give sufficient reasons for a decision or judgement. justify the expense.
advocate — publicly support an action or change. advocate for reform.
defend — answer criticism of a view or choice. defend a decision.
qualify — limit a statement so it applies only where warranted. qualify the conclusion.
concede — acknowledge a valid point made by the other side. concede that costs may rise.
rebut — answer an opposing claim with reasoning or evidence. rebut the objection.
counterargument — a reasoned objection to a position. address a counterargument.
reservation — a concern that makes agreement incomplete. express a reservation.
distinguish — show what makes two things different. distinguish cost from value.
criteria — standards used to judge something. agree on the criteria.
verdict — a final judgement reached after consideration. reach a verdict.

21–40 Using evidence and reasoning

evidence — information that helps establish a claim. draw on evidence.
example — a specific case that makes a general point clearer. give a concrete example.
illustrate — make an idea clearer through a case or detail. illustrate the difficulty.
demonstrate — show how or why something is true. demonstrate a connection.
substantiate — support a claim with convincing information. substantiate the allegation.
corroborate — provide independent support for an existing account. corroborate the witness’s account.
infer — draw a conclusion from available clues. infer a motive from the wording.
imply — suggest a meaning without saying it directly. imply that change is possible.
interpret — explain what something means in context. interpret a figure in context.
analyse — examine how parts work together. analyse the writer’s choices.
evaluate — judge the strength, quality or value of something. evaluate the proposal.
plausible — reasonable enough to believe given what is known. a plausible explanation.
credible — worthy of belief or trust. a credible source.
relevant — directly connected to the issue being considered. relevant to the question.
sufficient — enough for the purpose or conclusion at hand. sufficient for a limited trial.
representative — typical enough to reflect a larger group. a representative sample.
anecdote — a brief account of a particular incident. open with an anecdote.
limitation — something that restricts what a method or claim can establish. acknowledge a limitation.
contradict — state or show something incompatible with another claim. contradict the earlier finding.
synthesise — combine ideas from separate sources into a new account. synthesise competing accounts.

41–60 Connecting ideas

whereas — introduces a clause that contrasts with another. whereas the first option costs less.
although — introduces a fact that qualifies the main statement. although demand may rise.
however — signals a contrast or change in direction. however, costs remain uncertain.
nevertheless — signals that a point still holds despite a difficulty. nevertheless, the trial could go ahead.
conversely — introduces a contrasting relationship in the reverse direction. conversely, lower demand can free capacity.
similarly — points out a meaningful likeness. similarly, smaller groups need space.
likewise — shows that a similar point applies elsewhere. likewise, evening users need lighting.
consequently — introduces a result of what came before. consequently, the queue grew.
therefore — introduces a conclusion or result that follows. therefore, a trial is justified.
furthermore — adds a supporting point. furthermore, the existing room is free.
specifically — narrows the discussion to a precise detail. specifically, the plan would add two sessions.
instead — signals a replacement or different choice. instead, use the current building.
alternatively — introduces another option. alternatively, change the timetable.
otherwise — indicates what happens under different conditions. book early, otherwise places may fill.
provided — introduces a condition when used with a following clause. provided that staffing is adequate.
despite — introduces something that fails to prevent the main outcome. despite the delay.
unlike — marks a difference between two things. unlike the previous scheme.
respectively — matches items with values in the same stated order. costs were $5 and $8, respectively.
overall — signals a judgement about the whole picture. overall, the benefits are modest.
ultimately — identifies what matters after other factors are considered. ultimately, the decision depends on demand.

61–80 Explaining cause and effect

cause — produce or bring about an outcome. cause avoidable delays.
contribute — play a part in bringing about an outcome. contribute to overcrowding.
trigger — set a process or reaction in motion. trigger a review.
accelerate — make a process happen faster. accelerate the transition.
intensify — make something stronger or more severe. intensify competition.
exacerbate — make an existing problem worse. exacerbate existing inequalities.
mitigate — reduce the severity or harmful effect of something. mitigate the harm.
prevent — stop something from happening. prevent further damage.
deter — discourage someone from taking an action. deter people from taking risks.
enable — make an action possible. enable students to attend.
facilitate — make an action or process easier. facilitate access to training.
reinforce — strengthen an effect, belief or behaviour. reinforce an existing pattern.
undermine — weaken something, often gradually. undermine public trust.
sustain — keep something going over time. sustain the improvement.
displace — push something or someone out of an existing place or role. displace smaller operators.
redistribute — change how something is shared. redistribute public funds.
consequence — an outcome that follows an action or event. an unintended consequence.
mechanism — the process through which an effect occurs. identify the mechanism.
correlation — a pattern in which two things vary together. observe a correlation.
constraint — a condition that limits what can be done. work within a budget constraint.

81–100 Writing for a real audience

audience — the people expected to read or hear the piece. address a local audience.
purpose — what the writer is trying to achieve. write with a clear purpose.
register — the level and style of language suited to the situation. use a formal register.
formality — the degree to which language follows official or respectful conventions. adjust the level of formality.
tone — the attitude the writing conveys. establish a respectful tone.
viewpoint — the position from which someone considers an issue. state your viewpoint early.
address — speak or write directly to a person or group. address the councillors directly.
editorial — an article that expresses an informed viewpoint, often that of a publication. write an editorial on library access.
headline — a brief title that signals the main story or idea. choose a clear headline.
salutation — the greeting that opens a letter or similar message. start with an appropriate salutation.
sign-off — the closing phrase or identification at the end of a message. finish with a suitable sign-off.
opening — the beginning that gives the reader a reason to continue. use an opening that introduces the issue.
closing — the final passage that brings the writing to a purposeful end. write a closing that returns to the request.
engage — hold an audience’s interest or draw it into an issue. engage readers with a familiar situation.
persuade — lead an audience towards a view or decision. persuade the council to reconsider.
urge — strongly encourage an audience to take action. urge officials to act.
appeal — an earnest request or an attempt to win support. make an appeal for volunteers.
challenge — question an idea, practice or decision. challenge a familiar claim.
reassure — reduce someone’s uncertainty or worry. reassure residents about costs.
mobilise — bring people together to take action. mobilise residents to support a trial.

101–120 Techniques for persuasion

anaphora — repetition at the start of successive clauses or sentences. anaphora in three successive clauses.
parallelism — the use of similar grammatical patterns in related clauses. parallelism across a list of requests.
repetition — deliberate reuse of a word, phrase or pattern. repetition of a key phrase.
imperative — a grammatical form that gives a direction or request. an imperative such as consider the cost.
anecdotal — based on personal cases or accounts. anecdotal evidence from one visitor.
analogy — a comparison used to explain a relationship. an analogy between a library and a bridge.
imagery — words that evoke a sensory impression. imagery of a deserted high street.
metaphor — a comparison that describes something as something else. a metaphor of a closed door.
contrast — a difference brought into focus by setting things side by side. contrast weekday and weekend access.
juxtaposition — close placement of details so their relation becomes noticeable. a juxtaposition of a crowded room and an empty one.
antithesis — a balanced expression of sharply opposing ideas. antithesis in a balanced sentence.
hyperbole — deliberate exaggeration for emphasis. hyperbole for comic emphasis.
irony — a gap between what is expected or stated and what happens or is meant. the irony of a welcome notice on a locked gate.
understatement — deliberately making something seem less serious or important. understatement to express quiet criticism.
allusion — an indirect reference the audience may recognise. an allusion to a familiar local story.
inclusive — making people feel that they belong or are being addressed. inclusive wording such as our neighbourhood.
emotive — likely or intended to arouse strong feelings. emotive language about a valued place.
emphasis — extra attention or force given to an idea. place emphasis on one clear request.
cadence — the rhythm or movement of phrasing. vary the cadence of a speech.
climax — the strongest or most important point in a sequence. build to a climax in the final paragraph.

121–140 Talking about local issues

amenity — a facility or feature that makes a place easier or more pleasant to use. a valued local amenity.
facility — a place, building or service designed for a particular activity. a public sports facility.
provision — the supply of an arrangement or service. provision for after-school study.
accessible — easy or possible for the intended people to reach or use. accessible entrances.
affordable — within the means of the people expected to pay. affordable bus fares.
affordability — the extent to which people can meet a cost. the affordability of childcare.
availability — whether a service or resource can be obtained or used. check the availability of study rooms.
congestion — overcrowding that makes movement slow. reduce congestion near the school.
pedestrian — a person travelling on foot. a pedestrian crossing.
commuter — a person who travels regularly between home and work or school. a commuter waiting for the last bus.
residential — relating to places where people live. a residential street.
recreation — activity done for enjoyment or relaxation. provide space for recreation.
maintenance — work that keeps a facility or system in usable condition. pay for regular maintenance.
restoration — work that brings something back to a former condition. the restoration of the old theatre.
redevelopment — rebuilding or adapting an existing area for new uses. the redevelopment of a shopping parade.
heritage — buildings, practices or traditions handed down from earlier generations. protect the town’s industrial heritage.
sustainability — ability to continue over time without exhausting essential resources. assess the sustainability of extended hours.
consultation — a process of seeking and considering people’s views. hold a public consultation.
petition — a formal request supported by signatures. deliver a petition to the council.
representation — the act of speaking or acting on behalf of others. improve youth representation on the committee.

141–160 Proposing action

proposal — a plan put forward for consideration. submit a practical proposal.
recommendation — a suggested course of action based on reasons. make a clear recommendation.
feasible — possible with the time, money or skills available. a feasible timetable.
viable — able to work successfully enough to continue. a viable alternative to closure.
implement — put a plan or decision into practice. implement a new timetable.
prioritise — give something attention ahead of other needs. prioritise the busiest hours.
allocate — assign resources to a specific use. allocate money to repairs.
fund — provide money for something. fund an evening session.
subsidise — use financial support to reduce a cost. subsidise travel for pupils.
restrict — place a limit on an action or use. restrict vehicle access.
permit — allow something under a rule or decision. permit evening bookings.
enforce — make sure a rule is followed in practice. enforce parking restrictions.
exempt — free someone or something from a rule. exempt emergency vehicles.
safeguard — a measure designed to protect against harm. a safeguard for younger users.
monitor — observe progress or results over time. monitor attendance.
consult — seek views or advice before making a decision. consult library staff.
compromise — an agreement in which different parties accept some limits. reach a compromise on opening hours.
pilot — try an arrangement on a small scale before deciding whether to expand it. pilot a revised timetable.
phase — introduce or remove something in successive stages. phase in the changes.
review — look again at results or decisions and decide what should follow. review the results after six weeks.

161–180 Writing with a controlled tone

measured — careful and restrained in expression. a measured response to objections.
tactful — sensitive to how wording may affect others. a tactful request for changes.
courteous — showing respect and consideration. a courteous reply.
resolute — firmly determined. remain resolute under pressure.
sceptical — inclined to question whether a claim is true. sceptical about the estimate.
candid — open and direct about what one thinks. a candid account of the problem.
urgent — requiring quick attention. an urgent request.
conciliatory — aimed at reducing disagreement or hostility. a conciliatory reply to criticism.
reflective — showing careful thought about experience or an issue. a reflective account of a visit.
constructive — intended to improve a situation. offer a constructive suggestion.
dismissive — treating a person or idea as unworthy of serious attention. a dismissive comment about users.
patronising — speaking as if other people are less capable or informed. a patronising way of addressing pupils.
accusatory — expressing or implying blame. avoid an accusatory tone.
indignant — showing anger at something regarded as unfair. an indignant response to an unfair decision.
dispassionate — showing judgement with little visible emotion. a dispassionate review of the figures.
tentative — provisional or cautious because some details are uncertain. a tentative conclusion.
assertive — confident and direct in expressing a position. an assertive request for a reply.
empathetic — showing understanding of another person’s feelings. an empathetic response to neighbours’ concerns.
defensive — ready to protect oneself or one’s view against criticism. a defensive reply to criticism.
sarcastic — using mock praise or other wording to express scorn. a sarcastic remark about service.

181–200 Editing and technical accuracy

sentence — a grammatical unit that expresses a complete statement, question, command or exclamation. check the sentence boundary.
clause — a grammatical group typically built around a verb and its subject. write a main clause.
phrase — a group of words that functions as one part of a clause. revise an unclear phrase.
fragment — an incomplete grammatical unit written as if it were a sentence. repair a sentence fragment.
subject — the person, thing or idea the clause says something about. find the subject of the verb.
predicate — the part of a clause that says what the subject does or is. identify the predicate.
agreement — grammatical matching, such as a singular subject with its correct verb form. check subject–verb agreement.
tense — a verb form that helps locate an event in time. keep the tense consistent.
pronoun — a word such as they or it that stands in for a noun phrase. replace an unclear pronoun.
antecedent — the word or phrase a pronoun refers back to. find the pronoun’s antecedent.
apostrophe — a mark used in common cases of possession or omitted letters. check the apostrophe in students’ work.
modifier — a word or phrase that adds information to another element. place the modifier next to the intended word.
ambiguity — a point at which wording allows more than one interpretation. remove ambiguity about the date.
collocation — a combination of words regularly used together. check a collocation such as raise a concern.
cohesion — the grammatical and lexical links between parts of a text. improve cohesion between sentences.
coherence — the overall sense and logical flow of a text. check the coherence of the argument.
transition — wording or structure that helps a reader move between ideas. create a transition to the next reason.
paragraph — a group of sentences organised around a distinct step in the writing. give each paragraph a purpose.
concise — using only the words needed to express a point clearly. write a concise request.
redundant — repeating information or adding words that serve no purpose. remove a redundant qualifier.

What Question 5 expects

This is AQA’s GCSE English Language qualification, used in England. Paper 2 Section B asks you to present a viewpoint. Read the exact brief for the text form, situation and audience. A speech can address people in the room directly. A letter needs a clear reason for writing and an appropriate relationship with the recipient. An article can invite a wider group of readers into the issue.

For AO5, make your communication clear and effective and organise ideas for the audience and purpose. For AO6, control vocabulary, sentences, spelling and punctuation. A strong response makes a point, develops it through a consequence or example and moves towards an appropriate conclusion.

AQA’s updated Paper 2 commentary for first examination in 2026 illustrates a speech to a local council. Use the latest materials for your cohort. Other UK exam boards and GCSE qualifications publish their own instructions. Check the board and specification code on your course.

AQA 8700 specification at a glance · AQA updated Paper 2 answers and commentaries

Word list · Worked writing examples

The same argument in three forms

Practice issue. Should the local library stay open later one evening a week? In a speech to councillors, try Think of a student who leaves school at four and spends an hour on the bus. What use is a study space that closes before they arrive? The direct invitation makes the timing problem concrete for listeners.

In a formal letter, try I am writing to request a six-week trial of later opening on Wednesdays. One extra evening would give students with long journeys a predictable opportunity to use the library after school. The request, timeframe and affected group make it easier for a recipient to consider the proposal.

In a local article, try Our library is open to everyone. Yet for students who arrive home after five, that promise can feel theoretical. One later evening each week would give them a fair chance to use the study rooms. The change from a shared principle to a concrete limitation creates a reason to read on.

Word list · Exam requirements · Fencing Method

How to fence a GCSE persuasive word

1. Base sentence. We need accessible study spaces. 2. Add detail. We need accessible study spaces after school. 3. Choose the tone for the audience. Councillors, I ask you to make study spaces accessible after school. 4. Add a reason. Later opening would make the library accessible to students who spend an hour travelling home. 5. Transfer. A level entrance would make the hall accessible to visitors who use wheelchairs.

The word accessible does different work in the two examples. One concerns hours. The other concerns physical access. Naming the barrier sharpens the point. For practice, try making a website accessible to a reader who uses a screen reader. Explain the barrier in a new sentence.

Check a technical-accuracy example. Because the library closes early. leaves the thought unfinished in this context. Because the library closes early, many students miss the opportunity to use it after school. completes the sentence. If you already use longer sentences confidently, follow one with a short sentence that directs attention to a key point.

The eduKate Fencing Method for Vocabulary

Word list · Worked writing examples · Practice and FAQs

Practice and frequently asked questions

Write a speech paragraph urging the council to improve a pedestrian crossing. Give one concrete scenario involving the crossing. Then turn your opening into a formal letter. Keep the same recommendation and change the way you address the reader and the way you request action.

Can Question 5 ask for a speech? Yes, AQA’s official updated commentary includes a speech. Always follow the form specified on your paper. How many marks are available? Forty, split 24 for content and organisation and 16 for technical accuracy. Do I need a fixed number of techniques? Choose techniques that move your argument forward and fit the audience.

Read your response aloud. Put a line through repeated lead-ins that add no meaning. Check that your strongest claim is supported and that a reader can tell exactly what you want them to think or do. Then edit a separate pass for sentence boundaries, apostrophes and verb agreement.

Word list · Fencing Method

Three short practice drills

Build a paragraph around an objection

Imagine the council rejects later library opening because it expects staffing costs to rise. Write the strongest version of that objection before answering it. You might propose one evening for six weeks using a shift that begins later on that day. Explain what would happen to daytime users and how the council could compare attendance before and after the trial.

Change the audience and keep the position

Start with a sentence addressed to local residents. Many of us rely on a library that closes before we get home. Change it to a formal request to the head of the library service. Name the service, the affected group and the proposed change. Then read both aloud. Check whether the level of formality and the relationship with the reader have shifted.

Find the two jobs in your editing pass

First, check content and organisation. Underline the main request and mark the explanation of who would benefit. Move any repeated paragraph into the one where its evidence belongs. Next, check technical accuracy. Correct a sentence boundary, check possessive apostrophes and make sure every pronoun has a clear reference. Keep one useful long sentence and one short sentence that earns its emphasis.

An extended Question 5 speech practice

Practice task. Your council is considering a trial of later opening at the local library. Write a speech to give at a council meeting arguing your point of view.

Councillors, imagine getting off the bus after a long journey from school and seeing the lights go out in the only public study room near your home. You can use the library in theory. In practice, its timetable decides whether you ever get through the door.

I am asking the council to trial one later evening a week. For students who share a room or look after younger siblings, an extra hour in a quiet place can make a difference. The same hour could help adults who finish work after the current closing time and need a computer to complete an application. A regular evening would allow both groups to plan a visit.

I understand why staff might worry about the cost. A permanent extension before we know the demand would be a difficult commitment. A six-week trial would give us a way to find out. Ask library staff which evening could work and record how many people use the study spaces. Collect a short response from visitors about when they could otherwise attend. Together, those checks would tell us how many people came and whether the new hours reached people who previously had little access.

Some residents may ask why the council should spend money on opening hours while the building needs maintenance. We should look at both costs before making a decision. If an evening trial can fit within the staffing budget, it would help us learn how to use a building we already maintain. If it cannot, the council could consider changing the hours on one day while protecting the times that daytime visitors rely on.

Please agree to a short trial and set a date to review it. People should be able to see what the council learns and how it reaches its next decision.

What makes it a speech

The address to councillors establishes who is in the room and who can act. The opening puts a practical problem in front of them. The next paragraph turns that problem into a proposal with a clear scale. The argument acknowledges money and maintenance because councillors have to weigh those concerns alongside the interests of library users.

A line such as Please agree to a short trial and set a date to review it fits this audience because the council can make both decisions. If you are writing to local readers in a newspaper, you might ask them to attend a meeting or share evidence of how current hours affect them. Give the reader an action they can actually take.

Read the first paragraph aloud. The short sentences give listeners time to picture the setting before the argument moves on. In the longer paragraphs, examples explain why the change matters. Mark one sentence that could be split for clarity. Keep the longer sentence if its parts remain easy to follow.

Two repairs for content and accuracy

Content repair. The library opening hours are unfair and must be changed immediately. This sentence gives a stance. Add the person affected, the barrier and a feasible change. Try Students who return after five cannot use the study room on school days. A later Wednesday session would give them a regular opportunity to work there. The detail lets a reader judge why the proposed time matters.

Accuracy repair. The council should extend it’s hours, the students needs somewhere to study. First decide who owns the hours. In this context the library’s hours are being changed. Then separate the clauses and check the plural subject. Try The council should extend the library’s hours. Students need somewhere to study after school. Read the repaired version aloud before experimenting with a more elaborate sentence structure.

A repeatable timed rehearsal

Pick a practice question that gives a form and an audience. Underline both before you plan. Write the desired action in one sentence, then list two reasons and one concern the audience is likely to raise. Decide what example would help the reader understand each reason. Draft the opening and the final request before you check the order of the middle paragraphs.

When time is up, use two passes. In the first, look at content and organisation. Ask whether the audience can tell why the issue matters, what you are asking for and how you have answered an objection. In the second, look at technical accuracy. Check sentence boundaries, spelling, apostrophes and agreement. A useful final note identifies one thing to carry into the next attempt, such as making the request more precise or using a full stop where two complete sentences meet.

For transfer, write about a pedestrian crossing in a letter to a councillor. Choose words from the local-issues and proposing-action clusters. Then adapt the same argument to an article aimed at parents. Change which detail comes first. The letter may lead with the location and request. The article may begin with a familiar journey and then explain why the crossing matters.

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