English · Unit Test 2
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Secondary 2 · English · Unit Test 2

English Unit Test 2
Viewpoints & Arguments

Parts of an Argument · Word Choices · Text Features
45 questions · self-marked · 59 marks
UNIT TEST 2 · THURSDAY 10 SEPTEMBER · WHAT TO REVISE
Level 2/3 — The World We Live In: Viewpoint and Argument in Persuasive Writing. Scope: the parts of an argument (claim, reason, evidence and explanation questions), word choices, and text features.
Level 1 — Past Continuous Tense.  English Support — Subject–Verb Agreement. Sections E and F below cover these two.
💬 A · Viewpoint & Argument 🧩 B · Parts of an Argument ✍ C · Word Choices 📄 D · Text Features ⏳ E · Past Continuous 🔧 F · Subject–Verb Agreement
💬
Section A · Level 2/3

Viewpoint & Argument

In everyday life an argument is a disagreement. In academic work it is something calmer: a clear claim supported by reasons and evidence — a structured exploration of an idea, not an attempt to “win”. A viewpoint is the writer’s overall belief about the topic; the argument is the case the writer builds to make that belief convincing. Always ask two more questions of any persuasive text: purpose (what is it trying to do?) and audience (who needs to be convinced?).
Q1
Which of these is an academic argument, rather than an everyday one?
1 mark
“You never listen to me — you always take her side!”
“A school uniform costs £45 on average. Sixty-two per cent of schools require one.”
“Schools should drop the uniform rule, because its cost falls hardest on low-income families — 62% of them report struggling to pay.”
“Many writers have discussed school uniform over the years.”
Q2
A writer opens: “Social media has done more harm than good to teenagers.” She goes on to argue that it wrecks their sleep, quoting a study that found under-16s lose 40 minutes a night. Which part is her viewpoint?
1 mark
That social media has done more harm than good to teenagers
That social media wrecks teenagers’ sleep
That under-16s lose 40 minutes of sleep a night
That she quotes a study at all
Q3
What is the difference between a viewpoint and an argument?
2 marks
A viewpoint belongs to the reader; an argument belongs to the writer
A viewpoint must be a fact, while an argument must be an opinion
They are two words for exactly the same thing
The viewpoint is the writer’s overall belief; the argument is the structured case — claim, reason, evidence, explanation — built to make that belief convincing
Extract 1 — read this before Q4–Q6 Schools should teach students how to use AI responsibly because students are likely to use it in their education and future careers. For example, students already use AI tools to explain unfamiliar vocabulary and check their writing. This shows that students need guidance so that they can benefit from AI without allowing it to replace their own thinking.
Q4
In Extract 1, what is the writer’s viewpoint?
1 mark
AI should be banned from every classroom
AI can be useful in education
Teachers do not understand how AI works
An AI program can write a whole essay in seconds
Q5
What is the purpose of Extract 1?
1 mark
To entertain the reader with a funny story
To explain, step by step, how an AI model is built
To describe what a typical school day looks like
To persuade schools to teach responsible AI use
Q6
Who is the most likely audience for Extract 1?
1 mark
Children in nursery school
People who have never heard of a school
Teachers and school leaders
The engineers who build AI models
VIEWPOINT & ARGUMENT — SECTION SCORE
0/7
🧩
Section B · Level 2/3

Parts of an Argument

The four core elements of a written argument, in the order they normally appear in a paragraph. Learn the question each one answers — that is how you identify them in a text.

1. Claim

What is the writer saying?

The specific statement the writer wants us to accept. It must be arguable, not just a statement of fact.

2. Reason

Why does the writer think this?

Logical support for the claim. It follows the word because: if the claim is challenged with “Why do you say that?”, the reason is your answer.

3. Evidence

What support can the writer provide?

A fact, example, statistic, research finding or expert opinion that proves the reason is valid.

4. Explanation

How does this evidence prove the point?

The logical bridge: it shows how the evidence supports the reason and the claim, and tells the reader why that information matters.

How the four parts fit together
The viewpoint is the belief underneath. The four parts are the case built on top of it.
Q7
Which of these sentences would work as a claim?
1 mark
The school day currently begins at 8 a.m.
The school day should begin an hour later.
Most students in Year 9 own a mobile phone.
This essay will discuss the school timetable.
Q8
A writer claims: Our school should open a homework club after lessons. Which sentence is the reason?
1 mark
Last term, 40 students said they had nowhere quiet to work at home.
This shows that a quiet space would help students finish their work.
Many students have no quiet place to study at home.
Homework clubs already run in schools across the country.
Q9
Which of these would count as evidence in an argument about screen time?
1 mark
A 2023 survey of 1,200 teenagers found that 68% used a screen within an hour of bedtime.
Screens are obviously bad for young people.
Everyone agrees that teenagers spend too long on their phones.
I think people should read more books instead.
Q10
A body paragraph gives a claim, a reason and a strong statistic — then stops. What is the problem?
1 mark
Nothing — a strong statistic speaks for itself, so anything after it would only repeat the point
The paragraph has too much evidence in it and should be shortened
The claim is in the wrong place and should be moved to the end
The explanation is missing, so nothing tells the reader what the statistic proves or links it back to the claim
Q11
In what order do the four parts usually appear in a body paragraph?
2 marks
Evidence → Claim → Explanation → Reason
Claim → Reason → Evidence → Explanation
Reason → Claim → Explanation → Evidence
Explanation → Evidence → Reason → Claim
Q12
Which single word usually comes straight after a claim to introduce the reason? (Type one word.)
1 mark
Extract 2 — read this before Q13–Q16 (i) Schools should establish clear rules for using AI. (ii) Students may otherwise submit work that does not show their own understanding. (iii) For example, an AI program can generate an entire essay in seconds. (iv) This demonstrates that clear rules can protect independent learning.
Q13
Which part of the argument is sentence (i) — Schools should establish clear rules for using AI?
1 mark
Reason
Evidence
Claim
Explanation
Q14
Which part is sentence (ii) — Students may otherwise submit work that does not show their own understanding?
1 mark
Reason
Claim
Explanation
Evidence
Q15
Which part is sentence (iii) — For example, an AI program can generate an entire essay in seconds?
1 mark
Explanation
Claim
Reason
Evidence
Q16
Which part is sentence (iv) — This demonstrates that clear rules can protect independent learning?
1 mark
Evidence
Explanation
Reason
Claim
Extract 3 — read this before Q17 The primary benefit of a shortened academic week is that it significantly improves student attendance. A 2021 study by the RAND Corporation, analysing schools in the western United States, found that districts operating on a four-day schedule saw a 15% decrease in chronic student absenteeism. Because the extra weekday provides families with dedicated time to schedule appointments and allows students to rest, teenagers are less likely to miss instructional time.
Q17
In Extract 3, which part of the argument is the sentence about the RAND Corporation study, and how can you tell?
2 marks
The claim — because it is the longest sentence in the paragraph
The reason — because it explains why the writer believes the claim
The evidence — because it is specific factual data (a named study and a percentage) that proves the reason is true
The explanation — because it tells the reader how to interpret the figures
Q18
Select all three things a good explanation does.
3 marks
Select 3 · all three must be right for the marks
Connects the evidence back to the reason and the claim
Tells the reader why that information matters
Copies the evidence out again word for word, adding nothing
Shows how the evidence proves the point
Removes the need for any evidence at all
Introduces a brand-new claim the reader has not seen before
PARTS OF AN ARGUMENT — SECTION SCORE
0/16
✍
Section C · Level 2/3

Word Choices

Persuasive writing lives or dies on word choice. A hook opens the introduction; a thesis statement states your opinion and what should be done; transition words connect one argument to the next; specific examples beat general ones every time. Avoid sweeping general statements — everybody knows…, nobody wants…, anyone can see… — because nothing about them can be proved.
Q19
Why should you avoid writing Everybody knows that… in a persuasive essay?
1 mark
It is a little informal, though the point it makes is still proved
It uses the wrong tense for an essay
It gives away the writer’s audience too early
It is a sweeping general statement — it cannot be proved, so it does not work as evidence
Q20
Select all three openings you should avoid in persuasive writing.
2 marks
Select 3 · all three must be right for the marks
“Everyone knows that…”
“According to a 2021 study by the RAND Corporation…”
“Nobody wants…”
“Research published last year found that…”
“Anyone can see that…”
Q21
What is a hook?
1 mark
The final memorable sentence of the conclusion
A word that joins two clauses together
An opening statement or question that captures the reader’s attention
A statistic placed in the middle of a body paragraph
Q22
What is a thesis statement?
1 mark
A quotation from an expert used to open the essay
A short, easy-to-read sentence stating your opinion and what should be done
A list of the sources the writer used
A question asked of the reader in the very last line
Q23
Why do persuasive writers use transition words?
1 mark
They connect arguments together, so the writing flows from one idea to the next
They make the essay longer without adding any ideas
They remove the need to write a conclusion
They tell the reader who the intended audience is
Q24
Which pair of transition words completes this sentence? ____ do uniforms bring a sense of belonging, they ____ allow for a sense of equality among students.
1 mark
Because … therefore
However … although
Firstly … firstly
Not only … also
Q25
Which of these is the strongest supporting detail for the claim that uniforms help students feel they belong?
2 marks
“Uniforms have always been popular.”
“Everybody knows that uniforms work.”
“Students wearing the same uniform will feel included because they look like others.”
“Uniforms are good for everyone in every school.”
Q26
What should a conclusion paragraph do?
1 mark
Restate the thesis in different words, then close with a memorable statement
Introduce a completely new argument the reader has not met before
Copy the introduction out word for word
List everything the writer could not fit into the essay
WORD CHOICES — SECTION SCORE
0/10
📄
Section D · Level 2/3

Text Features

Text features are the structural signposts a persuasive text uses to guide its reader: the introduction with its hook and thesis, subheadings, topic sentences opening each body paragraph, supporting details and statistics, an acknowledged counter-argument, and a conclusion that paraphrases the thesis. Each one has a job — in the test you may be asked what that job is.
Q27
What is a topic sentence?
1 mark
The last sentence of a body paragraph, summing it up
The sentence at the beginning of a body paragraph that clearly states its idea
The title printed at the top of the page
Any sentence in the text that contains a statistic
Q28
What job does a subheading do in a persuasive text?
1 mark
It supplies the evidence for the claim
It takes the place of the conclusion
It tells the reader who wrote the text
It signals what the next section is about, so the reader can follow the argument
Q29
A writer adds: While not wearing uniforms allows for self-expression, it can also divide students based on socio-economic status. Why include the other side of the argument at all?
2 marks
It shows the writer has considered the opposing view and can answer it, which makes their own argument more convincing
It shows the writer has changed their mind halfway through
It is only there to help the essay reach the required length
It replaces the need for a topic sentence in that paragraph
Q30
Why does a persuasive text so often include statistics?
1 mark
Because numbers make a page look longer
Because a statistic can stand in for the claim itself
Because specific data is strong evidence that a reason deserves to be believed
Because statistics are quicker to write than full sentences
Q31
A text opens: Do you hate having to figure out what to wear each day to school? What is this feature doing?
1 mark
Giving evidence for the claim
Hooking the reader and making them think about the topic
Asking a question the writer expects the reader to answer in writing
Stating the thesis of the essay
Q32
Select all four features you would expect to find in a well-structured persuasive essay.
3 marks
Select 4 · all four must be right for the marks
A list of every book in the school library
A hook in the introduction
A thesis statement
A topic sentence at the start of each body paragraph
The writer’s home address
A conclusion that paraphrases the introduction
TEXT FEATURES — SECTION SCORE
0/9
⏳
Section E · Level 1

Past Continuous Tense

The past continuous is formed with was / were + the -ing form of the verb. Use was with I, he, she, it and were with you, we, they. It describes an action that was already in progress at a moment in the past — often one that a shorter past-simple action interrupted (when), or two longer actions running side by side (while). The negative is wasn’t / weren’t + -ing.
Past continuous vs past simple — the interruption
The long bar is the past continuous. The single point on it is the past simple.
Q33
How is the past continuous formed?
1 mark
did + base verb
have / has + past participle
was / were + verb + -ing
will + be + verb + -ing
Q34
Which sentence is correct?
1 mark
They were writing their essays when the bell rang.
They was writing their essays when the bell rang.
They were wrote their essays when the bell rang.
They is writing their essays when the bell rang.
Q35
Complete with the past continuous of explain: While the teacher ________ the four parts of an argument, I took notes. (Type two words.)
1 mark
Q36
In I was reading the article when my sister called me, what does the past continuous show?
2 marks
A habit that happened every day in the past
A short, sudden action that interrupted a longer one
An action that has not started yet
A longer action already in progress, which the shorter past-simple action interrupted
Q37
Which sentence correctly shows two actions happening at the same time in the past?
1 mark
While Dad was cook dinner, Mum reading the news.
While Dad was cooking dinner, Mum was reading the news.
While Dad cooks dinner, Mum is reading the news.
While Dad has cooked dinner, Mum has read the news.
Q38
Which is the correct negative past continuous?
1 mark
We didn’t listening to the debate.
We wasn’t listening to the debate.
We weren’t listening to the debate.
We not were listening to the debate.
Q39
Select both sentences that use the past continuous correctly.
2 marks
Select 2 · both must be right for the marks
The students was building their arguments all lesson.
The students were building their arguments all lesson.
It was raining while we were walking to school.
It were raining while we was walking to school.
PAST CONTINUOUS — SECTION SCORE
0/9
🔧
Section F · English Support

Subject–Verb Agreement

A singular subject takes a singular verb; a plural subject takes a plural verb. Four traps to watch for: (1) a phrase between the subject and the verb (the list of reasons is…) — ignore it and find the real subject; (2) words like everyone, each, nobody, somebody are always singular; (3) with there is / there are, the verb agrees with what comes after it; (4) with either… or and neither… nor, the verb agrees with the subject nearest to it.
Q40
Which sentence is correct?
1 mark
The evidence support the writer’s reason.
The evidences supports the writer’s reason.
The evidence are supporting the writer’s reason.
The evidence supports the writer’s reason.
Q41
The list of reasons ______ on the second page. Which verb is correct, and why?
2 marks
is — the subject is list (singular); of reasons is only a phrase sitting in between
are — because reasons is plural and sits closest to the verb
were — because the reasons were written earlier
be — because the subject is uncountable
Q42
Choose the correct verb: Everyone in the two classes ______ written a claim.
1 mark
have
has
are
were
Q43
Which sentence is correct?
1 mark
There is four parts to an argument.
There was four parts to an argument.
There are four parts to an argument.
There be four parts to an argument.
Q44
Choose the correct verb: Neither the writer nor the readers ______ convinced.
1 mark
is
was
has been
were
Q45
Type the correct present-tense form of to be: The claim and the reason ______ the foundation of a strong paragraph. (One word.)
2 marks
SUBJECT–VERB AGREEMENT — SECTION SCORE
0/8
0%
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