Paper 1 Question 5: SPaG (AQA GCSE English Language) : Revision Note

Sam Evans

Written by: Sam Evans

Reviewed by: Kate Lee

Updated on

Question 5 awards up to 16 marks for accurate spelling, punctuation and grammar or, as it is called in the mark scheme, technical accuracy. To gain the most marks in this question, you are also required to use punctuation and grammar deliberately for effect

There are five strands which make up the 16 marks for technical accuracy. Below we will explore each of these strands below:

  • Sentence demarcation

  • Range of punctuation

  • Range of sentence forms

  • Standard English and secure grammar

  • Accurate spelling and ambitious vocabulary

Sentence demarcation

This means that you have started your sentences with a capital letter and ended them correctly, using either:

  • A full-stop (for a statement)

  • A question mark (for a direct question)

  • An exclamation mark (to indicate surprise, shock, anger or happiness)

This sounds simple enough, but comma-splicing and run-on sentences are some of the most common errors made in the exam, so it is important that you know exactly when a sentence finishes and how to indicate that it has finished. For more details on these errors and how to fix them, check out our exam skills page on mastering sentences.

Have a look at the example below. Sentence demarcation is absent, so consider how much harder it is to make sense of what has been written:

The afternoon baked the market an exhaustion and breathlessness silently encroached on the first-time visitors, but the everyday buyers proudly held on against the torture of the market’s heat and kept shopping the deafening chaos made ears split as though standing under a giant speaker vendors yelled prices and frustrated housewives angrily argued with the annoyed shopkeepers.

Now compare the example above with the example below, which uses the correct sentence demarcations:

The afternoon baked the market. An exhaustion and breathlessness silently encroached on the first-time visitors, but the everyday buyers proudly held on against the torture of the market’s heat and kept shopping. The deafening chaos made ears split as though standing under a giant speaker. Vendors yelled prices and frustrated housewives angrily argued with the annoyed shopkeepers.

Examiner Tips and Tricks

The more sophisticated and complex your sentences, the more important accurate sentence demarcation is

Varying the length of your sentences will create a more dynamic rhythm to your writing.

Range of punctuation

For the highest marks, you need to accurately and purposefully use a wide range of punctuation to achieve specific effects. This means that you make conscious choices about the type of punctuation you are using in your writing, and why you are using it. 

The bottom tier of the punctuation pyramid below shows the range of punctuation you should be aiming to use:

GCSE Punctuation Pyramid showing punctuation marks in increasing complexity from top to bottom, divided into four levels.
Punctuation pyramid

Punctuation shapes meaning. The meaning of a sentence can completely change depending on how it is punctuated. For example:

A woman, without her man, is nothing.

In the example above, the underlying meaning of the sentence is that women need men in order to be something. However, by changing only the punctuation, we can completely change the meaning of the sentence:

A woman: without her, man is nothing.

Now, the emphasis becomes that a man is nothing without a woman. Punctuation is powerful!

Examiner Tips and Tricks

Using apostrophes, semi-colons and colons accurately just a few times is preferable to using them indiscriminately and incorrectly

It is also very important to know how to punctuate dialogue accurately if you choose to use it in a piece of creative writing. For a detailed guide on how to punctuate dialogue, check out our exam skills page on how to write dialogue in creative writing.

Range of sentence forms

Here, the mark scheme states “for effect”, which means that you have to deliberately consider how your sentence structure and form create a tone of voice.

Below you will find some of the ways you can vary your sentences:

Type of sentence

Explanation

Sentence openers

This means varying how you start your sentences, avoiding starting each one with personal pronouns (“I”) or with the same word

Instead, you could start your sentences with:

  • An adverb, e.g., “Suddenly”, “Quietly”

  • A preposition, e.g., “In the distance”, “Over the hill”

  • A verb, e.g., “Running breathlessly, I…”

  • A double adjective, e.g., “Strong and powerful,...”

  • A connective, e.g., “While”, “Although”

Sentence length

Try to vary the length of your sentences, as too many long sentences can overshadow the sense of your writing, whereas too many short sentences sounds simple

Alternating between sentence lengths allows writers to use sentences strategically, emphasising important points through short sentences and providing detail with longer ones

For example:

Sunlight filtered in through the tented stall roofs, while specks of dust danced in the shafts of brightness. All was still. Slowly I turned, expecting to see the stranger at any moment, but I saw nothing but shadows in the corners of my eyes.

Sentence type

There are four main types of sentences. Try to use of range of each:

Simple: a simple sentence is a single clause with no conjunction or dependent clause

Compound: a compound sentence is two independent clauses joined by a conjunction (and, because, but, although)

Complex: a complex sentence contains one main clause and at least one dependent clause (which relies on the main clause for meaning)

Compound-complex: a compound-complex sentence contains multiple independent clauses and at least one dependent clause

Need more help telling the difference between sentence types, or what the difference is between an adjective and an adverb? For more detailed guides, check out our exam skills pages of mastering sentences, and mastering word classes

Examiner Tips and Tricks

One of the key things the examiners are looking for is a range of different sentence forms in your writing, which will naturally lead to a greater range of punctuation which the examiners can reward. 

However, getting the basics right and consistency are key. Leaving 5 minutes to proof-read your work when you have finished writing is therefore really important, as it is easy to make silly mistakes under the pressure of an exam.

Standard English and secure grammar

Standard English is accepted as the “correct” form of English, used in formal writing. It follows grammatical rules such as subject-verb agreement and the correct use of verb tenses. In fact, these two mistakes are frequently flagged by examiners as being an issue in exams. Therefore, it is important that you:

  • Use plurals correctly

  • Maintain a consistent use of tense:

    • If you are writing in the past tense, ensure that this is consistent throughout your writing

    • If you do change from past to present tense, it should be done purposefully and for effect

  • Ensure you are using apostrophes correctly, especially to show possession

For more help on fixing issues with apostrophes, and other common mistakes, check out our mastering punctuation exam skills page

Examiner Tips and Tricks

Non-standard English often contains slang and is used in more informal situations. 

This does not mean that you cannot use colloquial language in your writing, but this will be determined by the task and topic.

Accurate spelling and ambitious vocabulary

This strand awards marks across two skills:

Skill

Top tips from examiners

Use of ambitious vocabulary

  • This should be appropriate and precise:

    • Don’t use advanced vocabulary if you don’t know what it means

  • The overuse of “wow” words, such as “plethora”, “incandescent” and “azure” can actually hinder your response, as your writing can sound contrived

Ability to spell words  accurately 

  • You are rewarded for your ability to spell complex words correctly:

    • This should not dissuade you from attempting to use more sophisticated vocabulary even if you are unsure of the spelling, as you will still be rewarded for attempting them

To achieve Level 4 for AO6 (13–16 marks), you need to demonstrate:

  • An extensive and ambitious use of vocabulary AND

  • A high level of accuracy in spelling, including ambitious vocabulary

Examiner Tips and Tricks

Question 5 rewards you for using punctuation and grammar deliberately for effect. The best answers use a variety of sentence structures and technical accuracy features, which have been skilfully used to construct a tone of voice relevant to the task. 

Learn more and test yourself

For more great tips and tricks, check out our fully annotated narrative writing model answer and descriptive writing model answer

You can also test yourself on Paper 1 Question 5 by building your spelling, punctuation and grammar skills with our Paper 1 Question 5 multiple-choice SPaG questions and by writing your own descriptive or narrative writing and getting it marked by Smart Mark, our AI model created by English Language experts.

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Sam Evans

Author: Sam Evans

Expertise: English Content Creator

Sam is a graduate in English Language and Literature, specialising in journalism and the history and varieties of English. Before teaching, Sam had a career in tourism in South Africa and Europe. After training to become a teacher, Sam taught English Language and Literature and Communication and Culture in three outstanding secondary schools across England. Her teaching experience began in nursery schools, where she achieved a qualification in Early Years Foundation education. Sam went on to train in the SEN department of a secondary school, working closely with visually impaired students. From there, she went on to manage KS3 and GCSE English language and literature, as well as leading the Sixth Form curriculum. During this time, Sam trained as an examiner in AQA and iGCSE and has marked GCSE English examinations across a range of specifications. She went on to tutor Business English, English as a Second Language and international GCSE English to students around the world, as well as tutoring A level, GCSE and KS3 students for educational provisions in England. Sam freelances as a ghostwriter on novels, business articles and reports, academic resources and non-fiction books.

Kate Lee

Reviewer: Kate Lee

Expertise: English Content Creator

Kate has over 12 years of teaching experience as a Head of English and as a private tutor. Having also worked at the exam board AQA and in educational publishing, she's been writing educational resources to support learners in their exams throughout her career. She's passionate about helping students achieve their potential by developing their literacy and exam skills.