The language issues essay (Component 1 Section B): how to answer the discursive essay from a choice of three across the four topics, building a critical argument (AO2) that deploys concepts and theories and grounds them in examples (AO1 and AO3) under time.

What this dot point is asking

The language issues essay is Component 1 Section B: a discursive essay chosen from three questions set across the four topics (standard and non-standard English, language and power, language and situation, language acquisition), marked out of 40 for AO2 with AO1 and AO3. It is where topic knowledge becomes argument. This dot point covers how to write the essay: how to argue a critical position, deploy concepts and theories, ground them in examples, and structure the response under time, rather than surveying everything you know.

The answer

The language issues essay succeeds when it argues a critical position on the specific question (AO2), deploying concepts and theories grounded in examples (AO1 and AO3), in a controlled discursive structure. The unifying idea is the difference between arguing and surveying: a strong essay takes a line and builds it, weighing evidence and counter-views, while a weak essay empties out everything known about the topic. Your task is to turn what you know into an answer to this question.

Argue a case, do not survey a topic

The single most important move is to argue. Every language issues question invites a position (Is Standard English superior? Does advertising exercise power by relationship rather than command? Do children learn by imitation?), and the essay must take and defend one. Arguing a case means: a clear thesis, a sequence of points that build it, engagement with the counter-position, and a judgement. Surveying means listing facts and theories with no line. The mark scheme rewards the former.

Deploy concepts and ground them in examples

The essay rewards conceptual range used precisely (AO2) and grounded in evidence (AO1, AO3). Know the concepts and theories for each topic (prestige and standardisation; instrumental and influential power and synthetic personalisation; field, tenor and mode; the four acquisition theories and virtuous errors), and apply each to real examples of language. A concept without an example is unsupported; an example without a concept is undeveloped. Fuse them.

Structure the discursive essay

A clear discursive structure carries the argument and supplies AO1 expression marks: an introduction that states the position and signposts the argument, body paragraphs that each make a point, support it with a concept and example, and develop it, a paragraph or two engaging the counter-view, and a conclusion that reaches an evidenced judgement. Plan this shape briefly before writing so the argument has a direction.

Examples in context

The essay is on a set question, so the moves below are illustrative.

A model argued opening. "The claim that Standard English is 'better' than other varieties confuses prestige with quality. This essay argues, from a descriptivist position, that Standard English is a socially dominant dialect rather than a linguistically superior one, that non-standard varieties are equally rule-governed, and that attitudes to variation are social, not linguistic, while acknowledging the real social consequences of those attitudes." This states a position and signposts the argument, rather than opening with a definition dump.

A model critical use of a concept. "Fairclough's synthetic personalisation does not merely describe friendly advertising; it explains how an anonymous, mass message manufactures a personal relationship through direct address and assumed shared values, so that influential power operates by rapport rather than command. Applied to the advert's inclusive 'we' and presupposing phrasing, the concept shows the power is real but relational." This argues with a concept and an example, rather than naming it.

Try this

Q1. What is the difference between arguing a case and surveying a topic? [2 marks]

• Cue. Arguing takes a position and builds it with evidence and counter-view towards a judgement; surveying lists facts and theories with no line of argument.

Q2. Which assessment objective dominates the language issues essay, and what does it reward? [2 marks]

• Cue. AO2, critical understanding of concepts and issues, rewarding concepts and theories deployed critically and applied, not just named.

Q3. Write a discursive essay arguing a critical position on a language issue of your choice, with concepts and examples. [18 marks]

• What the marker wants. A focused argument on the specific question (AO2), deploying concepts and theories grounded in real examples (AO1, AO3), engaging the counter-view, in a controlled discursive structure with an evidenced conclusion.

A note on the paper

This guide is AI-written and not individually human-reviewed. The essay format, the choice of questions and the mark scheme are set by Eduqas; confirm them against the current A700 specification and sample materials, and practise writing timed essays on each of the four topics, because the discursive argument is a skill built by drafting.