he Paper 2 exam (called Directed Writing and Composition) is 2 hours long and you will answer two questions:

Question 1 and
Question 2, 3, 4 or 5. The exam is worth 80 marks. These marks are divided into two skills - reading and writing - as follows:

 Total marks for writing = 65

 Total marks for reading = 15

As well as your question paper and answer booklet, you will also be given an insert containing one or two texts. Question 1 is
compulsory and based on the reading texts. Both questions are worth 40 marks, so you should divide your time equally between the
two questions. Although you are mainly assessed for writing on this paper, you should be aware that there are up to 15 marks available
for reading in Question 1.

Paper 2 breakdown
Question What you are asked to do
This question will be based on one or two texts
You will be asked to write 250-350 words in response to the task
Section A: Directed You will be required to evaluate and develop the information in the text(s) - using some of the same skills as in
Writing Paper 1 Question 3
You will be asked to create a discursive/argumentative/persuasive response, using your own words, in one of
the following formats: speech, letter or article
Section B offers a choice of four questions: two descriptive writing questions (Questions 2 and 3) and two
Section B: narrative writing questions (Questions 4 and 5)
Composition You should choose one title (either Question 2, 3, 4 or 5) and use the title to develop and write a composition
of 350-450 words
What skills are being assessed
There are only two assessment objectives for this IGCSE, each worth 50% of your overall grade. These are then divided into sub-
objectives. Because the majority of marks in this paper come from writing, the table below starts with AO2:

Sub-objective What this means

  Write convincingly to convey real and
W1: articulate experience and express
imagined experiences, thoughts and feelings
what is thought, felt and imagined
 Sequence and connect the ideas and opinions
W2: organise and structure ideas and effectively within your written response to
opinions for deliberate effect interest and influence your reader
AO2: write
 Use a range of appropriate vocabulary and
accurately and
W3: use a range of vocabulary and sentence structures deliberately within each
effectively, using
sentence structures appropriate to context written response to achieve certain effects
Standard English
appropriately
 Vary your writing to suit the purpose, audience
W4: use register appropriate to context and form of the task

 Write accurately, avoiding spelling,

W5: make accurate use of spelling,
punctuation and grammar errors
punctuation and grammar

AO1: read and Sub-objective What this means

respond in different  Show that you understand the obvious
ways to different R1: demonstrate understanding of explicit
meanings communicated in a text
types of text meanings
 Show that you can recognise hints and
R2: demonstrate understanding of implicit suggestions in a text to understand the more
meanings and attitudes hidden meanings and attitudes of the writer

R3: analyse, evaluate and develop facts,  Evaluate and analyse the facts, ideas and
ideas and opinions, using appropriate opinions you read by using, explaining and
support from the text developing them
 Refer to supporting evidence from the text
where appropriate, such as using quotations or
 references to the text

 Show that you understand how a writer has

influenced their reader through their use of
R4: demonstrate understanding of how
language
writers achieve effects and influence
 Consider the deliberate choices a writer has
readers
made and why they have made those choices

 Select and use relevant and appropriate

R5: select and use information for specific information from a text to answer the different
purposes questions

You can find detailed notes on how to answer each question on this paper in the following revision guides:

 Question 1: Directed Writing

 Section B: Composition

Although Question 1 is mainly an assessment of your writing skills, your piece of writing will be based on one or two reading texts.
This means that, of the total of 40 available marks, 25 are awarded for your writing skills, and 15 are based on your reading skills.

This means that you will have to use, evaluate and develop the information and ideas in the reading text or texts in order to craft your
response in the form of a letter, article or speech. Ideally, you will be using some of the same skills that you demonstrated in Paper 1,
Question 3, such as your written response being in your own words. You are not being assessed on your ability to quote directly from
the text or texts, or to repeat the exact words of the texts.

You should write between 250 and 350 words, which is 1½ to 2 sides of A4 in standard handwriting. In order to get the highest marks,
you need to demonstrate the following skills:

 The ability to write in a highly effective style, capable of conveying subtle meanings (W1)
 The ability to structure your writing carefully for the benefit of your reader (W2)
 The ability to use a wide range of sophisticated vocabulary, used precisely and accurately (W3)
 The ability to write in highly effective language and an appropriate tone for your audience and purpose (W4)
 The ability to write with virtually no errors in spelling, grammar and punctuation (W5)
  The ability to successfully evaluate ideas and opinions, both explicit and implicit (R1-R3)
 The ability to assimilate ideas from the text(s) to give a developed and sophisticated response (R3 and R5)

Breaking down the question

In Question 1, you will be given a scenario based on the themes of the reading text(s). You will be told the context, the format of your
writing and who you are writing for. You should always approach this question by reading the task carefully first, and highlighting
what is sometimes referred to as a GAP analysis, or the “3 Ws”:

G A P
Genre (format) Audience Purpose
What am I writing? Who am I writing for? Why am I writing?
For example:
You should spend 15-20 minutes reading and planning your response, and 40-45 minutes writing your response (allowing a few
minutes at the end for re-reading and checking).
 Language, audience and purpose
Your audience for this task will be the intended recipients or audience for your piece of writing. Part of what you are being assessed
on is your ability to adapt your language and tone to suit this intended audience.

For example:

 A parent will have different concerns and values to a student

 A local MP would need convincing using facts and evidence to be persuaded by your arguments
 Readers of a local newspaper would be more persuaded by emotive language
 A letter to a headteacher or someone in authority requires formal, respectful language which is not aggressive or inappropriate
 Teenagers would need something to relate to, so personal anecdotes would work well

Addressing your audience or reader specifically is a convincing technique to persuade people to agree with your point of view, or at
least to acknowledge its validity; you can also use inclusive language, such as “we” and “us”, or “fellow students” or “parents”. You
should always write using Standard English, but the level of formality you should employ will be dictated by the task itself.

For example:

Target audience Example of how to adapt language

I’m sure we’ve all had our parents or guardians moan at us for how long we spend on our
Teenagers gaming machines. However, gaming can help us develop important skills, such as teamwork, as
well as being an awesome way of connecting with friends from all over the world!
The use of inclusive pronouns and colloquial language, such as “awesome”, demonstrates that this example is aimed at
teenagers or younger people
Using animals for sports, such as fox-hunting, has been debated for many years, and it is an
Adults
issue which elicits strong emotions from both sides.
The use of more sophisticated vocabulary, such as “elicits”, as well as complex sentences, demonstrate that this is aimed
at adults reading about a serious topic
Older people The purpose of wearable technology, such as smart-watches and fitness trackers, is to make
staying connected as easy and hands-free as possible. In addition, wearable technology can have
 important health benefits, as they can monitor your blood sugars, heart rate, blood pressure and
quality of sleep.
The simple explanations and examples show that this is written for people who might not know much about wearable
technology
Question 1 will also ask you to write for a specific purpose. You will be asked to create a discursive, argumentative or persuasive
response, using your own words. This means that you will be rewarded for your ability to select relevant language techniques and
employ them in a sophisticated way. A useful acronym to remember some of the key language techniques for this type of writing is
DAN FOREST PIE:

Device Definition Example

Addressing your audience directly to build When it comes to the issue of animal cruelty, you cannot stand
Direct address
rapport back and not take a stand. This is your fight as well.
Parents, you must surely agree that banning mobile phones in
Acknowledging the whole of your audience in
Audience classrooms will improve concentration and enable your children
your writing
to make better progress in their studies.
Used as part of your sentence to add to an Not only does this issue affect local communities, but it also has
Not only, but also
argument wider implications for the whole of the country.
Facts Something that can be proven to be true London Zoo is the oldest zoo in the UK.
What you believe or think, often presented as In my view, banning fox hunting with hounds is the best thing to
Opinions
fact have happened for a long time.
Rhetorical Is it right that reality TV stars are paid vast amounts of money
A question which does not require an answer
questions while not actually having any skills?
Language deliberately chosen to make the The horribly cruel, brutal and violent manner in which hunting
Emotive language audience or reader feel a particular emotion or hounds murder a fox when caught, ripping them apart, is
have an emotional response completely wrong.
80% of commuters agree that rail fares currently do not
Statistics Factual data used in a persuasive way
represent good value for money.
Nutritious, delicious and environmentally conscious, plant-
Three ideas or examples in a sentence used to
Triplets based eating is the only way to reduce our impact on the
emphasise a point
environment.
Personal and We must act now on climate change, as it matters not only to us,
“I”, “you”, “we”, “us”
inclusive pronouns but to our children and children’s children.
Imperatives Command verbs Act now, as further delay could be catastrophic.
Also known as hyperbole - exaggerated If we do nothing, we will regret our inaction for the rest of
Exaggeration
language or examples used for effect eternity.
You could also consider using:

As well-educated and intelligent people, I am sure you

Flattery Complimenting your readers or audience
will agree that this situation must not continue.
Two or more words that begin with the same
Alliteration consonant sounds - the words do not have to Is fast food making us fatter, or is this idea just a fad?
be consecutive
Opposing words or ideas presented together
Antithesis Just a small act of defiance could have a huge effect.
to show a contrast
Double Smart and exciting, new wearable technology is the
Starting your sentence with two adjectives
adjectives latest craze.
It is also important to carefully consider the purpose of the task. “Giving your views” about a subject can mean to explain what you
think, to argue your point or to persuade your audience to agree with you. Most importantly, your language and tone needs to match
your intended audience and purpose.

Purpose Devices and techniques to demonstrate you understand the purpose of the task
Write to explain:  Provide reasons for your ideas
 Offer examples and anecdotes:
 “Explain your point of view o Use imagery to describe experiences
about…”  Provide facts and statistics:
 “Explain your attitude to…” o In the exam you can use those provided in the reading texts
 “Explain your thoughts on…”  Use present-tense verbs:
o Usually you are explaining about something that is currently the case
 Use either first or third person consistently
 Use appropriate connectives:

 Words like “Moreover”, “Furthermore”, “However” and “On the other hand”
provide cohesion and fluency

 Write in the first person as you are putting forward your thoughts and opinions
Write to argue:  Use personal and inclusive pronouns:
o Using words like “we” and “us” builds rapport between you and your reader
 “Argue your point of view and makes them feel involved
about…”  Present your opinions as facts - as a truth that shouldn’t be challenged
 “Give your views on…”  Be persuasive and passionate about your argument, but not aggressive:
o Readers do not respond well to an aggressive tone
 Use emotive language and rhetorical questions to persuade your reader of the
validity of your argument
 You can present both sides of an argument, but decide on your position and
maintain it throughout:
o This means that you can start your counter-argument with phrases such as
“While I acknowledge that some people might think…”
o Then circle back to your original position

Write to persuade:  Write in the first person as you are putting forward your thoughts and opinions
 Use personal and inclusive pronouns:
 “Persuade the audience of your o Using words like “we” and “us” builds rapport between you and your reader
point of view about…” and makes them feel involved
 Present your opinions as facts - as a truth that shouldn’t be challenged
 Be persuasive and passionate about your argument, but not aggressive:
o Readers do not respond well to an aggressive tone
 Use emotive language and rhetorical questions to persuade your reader of the
validity of your argument
 Use imperatives to call your audience to action
 Use rhetorical techniques such as the rule of three to convince the reader of your
argument
  Decide on your position or opinion and stick to it throughout
 Avoid sounding like an advertisement

Above all, remember: your arguments and point of view must be based on the reading passages you are given. If you just write
without establishing a clear summary of the main points in the text(s), you will not score high marks.

Exam Tip

As part of your planning and preparation for this task, you should write a summary of your argument in response to the task in a single
sentence. This should be included in your introductory paragraph, establishing your position, and confirmed in the concluding
paragraph. The highest marks are achieved when you are able to establish a central argument and sustain this throughout your writing.
Steps to success
1. Read the task carefully:
o Identify and highlight what you are writing, who you are writing for and why you are writing
o Also highlight the main focus in each bullet point in the task
2. Read the text(s):
o Highlight evidence or information relevant to the focus of each bullet point
3. Plan your response:
o Turn what you have highlighted in the text(s) into bullet points, summarising the information or idea in your own
words
4. Make your point of view clear in your introduction:
o If you are writing a letter, state what you are writing about, why you are writing and what your point of view is
o If you are writing a speech, introduce your audience to the topic of your speech and your point of view
o If you are writing an article, consider an introduction that grabs your reader’s attention while also indicating your
viewpoint
5. Start each paragraph with an appropriate connective and topic sentence
6. Develop each paragraph in detail:
o Make your point using the information or ideas from the text:
 1. To do this, you need to read between the lines in the text(s)
2. Your ideas and opinions must be derived from the passage
o Explain what you mean
o Develop your point, assessing its implications with clear and persuasive arguments
o Make sure you have developed your point thoroughly before moving on to your next point (which should be a different
point or argument)
7. Try to leave five minutes at the end to re-read your writing carefully, correcting any obvious mistakes you have made

Exam tips:
 Make sure that you employ fluent, varied sentence styles and a wide range of vocabulary
 Structure your ideas and organise your responses effectively to persuade, discuss ideas and engage the reader
 Do not just copy from the reading texts:
o This will seriously limit both your reading and writing marks
 Likewise, do not quote from the text(s)
 Nor should you just repeat the ideas in the text(s):
o You need to select relevant points and evaluate them
o Remember, you are not producing a summary of the text(s)
o Make sure you do not just lift points from the text and discuss them generally
 It is important to plan your response and decide what your arguments are going to be:
o Recognise that there may be implicit meanings in the text, which you need to be aware of
 The careful use of rhetoric, such as questioning or exclamations, can help to convince and persuade your intended audience
 Remember, you are required to consider and evaluate the ideas in the text(s) and use them to develop your own argument
 Ensure you keep to the suggested word limit:
o Writing significantly under or over the suggested word count will affect your marks

Persuasive Plan
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You can download the specimen question paper mentioned in the video hereAnd the insert here
 THINK

 This question is split between PURPOSE and FORM.

 The purpose of the paper is to persuade/argue/discuss. So remember the Persuasive Writing Theory (ethos/pathos/logos).
 The form will be a letter, article or speech. So remember those techniques.
 Analyse the question and actively read the insert, just as you would for the Paper 1 Reading exam.

FEEL

 Write down three words that sum up how you feel about the arguments presented in the text.

DO

 Write a quick table like this:

  Find 5-6 arguments from the text (4 For, 1 Against / 4 Against, 1 For – depending which side you’re arguing).
o Sum them up into bullet-points and write them under the corresponding headers.
o Remember to be aware of the counter-arguments, as that’s what you should start with.

 Focusing only on your side of the argument, label your bullets with the following argument type:
o E (emotional)
o L (logical)
o A (authoritative)
o This will make sure you have a varied and multi-faceted argument.

Exam Tip

 Don’t waste time on writing long narratives in your plan – save that for your answer!
 Stick to bullet-points, or a even just a single word to jog your memory. This plan is for YOUR benefit, not the examiner’s.
 Also, if you’re unable to sum up your arguments, the examiner won’t be able to either.

e language and tone of your speech will be determined by the task and subject, but the following are the basic features of a speech
which you could include in your response:
 Speech or talk
In a speech or talk you should:

 Address the audience directly throughout

 Engage the audience in your introduction:
o Outline the topic
o Use persuasive devices to hook the audience, such as rhetorical questions to get them
thinking
 Structure your speech logically, building your arguments persuasively:
o Speeches or talks will use persuasive language features
o Use the acronym DAN FOREST PIE to remember these
o To offer a balanced view, include an objection to the argument in a separate paragraph
 Include your audience using inclusive pronouns (“we”, “us”, “our”)
 To finish, circle back to your original argument, calling your audience to action if appropriate

You might wish to structure your speech in the following way:

1. Directly address the reader or audience:

o Introduce the topic and your point of view
o Use personal and inclusive pronouns to involve your audience, e.g., “you” or “we”
o Engage your audience using a rhetorical question
2. Your next paragraph should develop your argument:
o You will need to infer information, ideas and opinions from the reading texts to do this
3. Provide an anecdote to offer an example which proves your argument:
o This builds rapport with your reader by engaging with them on a personal level
o Again, this should be based on what you have read
4. Engage the reader on a personal level using a counter-argument:
o Again, this should be based on and developed from the ideas in the reading texts
5. Offer more research or studies:
o This can be in the form of statistics, a witness statement, poll, or quote from an expert, based on the reading texts
6. End your speech with an emotive plea:
o Use emotive language to engage your reader
 o Ending your response on a single sentence, perhaps using a triplet, is an effective conclusion

Exam Tip

Rhetorical questions are commonly used as a persuasive device, but avoid over-using any one technique, as this will make your
writing sound much less sophisticated. Always consider the reason why you are using a technique and what the effect is that you want
to achieve. Do not just use techniques for the sake of using them.
Persuasive writing
A speech is often more persuasive than other forms of writing. You are trying to persuade your audience that your point of view is
valid, and sometimes encourage them to join you.

Here are some tips for how to make your speech persuasive:

 Write in the first person (write from your own perspective)

 Use personal and inclusive pronouns:
o Using words such as “we” and “us” builds rapport between you and your audience and makes them feel involved
 Present your opinions as facts; as a truth that should not be challenged
 Be passionate but not aggressive:
o Use emotive language and imperatives to call your audience to action
 Decide on your position and stick to it
 Make sure you do not sound like an advertisement

As an example, let’s consider the following introduction to a speech about GCSEs:

An informal letter will be written to someone you know well, such as a friend or a relative. You may be asked to offer your ideas and
opinions as advice, or to weigh up the pros and cons of something. It is important to remember that, although you are writing to a
relative or friend, this is an exam and you are not actually writing a letter to that person. Therefore, do not use abbreviations or slang,
such as “OMG!”.

Informal letter
In an informal letter you should:
  Start with “Dear” and use the first name of the person you are writing to
 Include a warm and friendly opening, such as:
o “It was good to hear from you,” or “Sorry I have not replied sooner; I have been so busy revising for my
exams.”
 Tell them why you are writing the letter:
o The reason will be given to you in the task instructions
 Paragraphs should be clear and well sequenced, using appropriate connectives
 Use topic sentences to begin each paragraph, and then develop that point appropriately and in detail
 Do not try to include multiple, different arguments in one paragraph
 Use the bullet points in the task to structure your letter
 You can sign off your letter more informally:
o Try “Best wishes,” or “Hope to see you soon.”

The level of informality in this style of letter comes from keeping your tone light and adding personal details. However, you still need
to use accurate spelling, with a variety of sentences and punctuation used for effect.

Exam Tip

Always write with your intended audience in mind. Address them directly throughout your writing, mention their specific concerns
and ensure you develop your points in a way which would convince your specific reader.
Formal letter
A formal letter will be written to somebody in authority, such as a headteacher, a manager or the editor of a newspaper. You will still
be asked to put forward your point of view, ideas and opinions, based on what you have read in the text(s), but your tone and language
should be adapted to suit the intended audience and purpose of writing. There are some typical conventions of a formal letter that you
can use, but be careful not to spend too much time on irrelevant formatting details.
 Formal letter
A formal letter should:

 Include a date
 Use the correct salutation:
o If you do not know the name of the person you are writing to, then use “Dear Sir/Madam”
o You can use “Dear Editor” if writing in response to an article or letter seen in a newspaper or
magazine
 If you do not know the name of the person you are writing to, use “Yours faithfully,” at the end
 If you are given the name of the person, then start with “Dear [name]” and end with “Yours sincerely,”
 Your introduction should state what you are writing about, why you are writing and what your opinion is:
o Make this relevant to the purpose of the task
o Instead of using “I am writing because…”, use the wording of the task instructions
o For example: “I am writing to give my opinion about…”
 Paragraphs should be clear and well sequenced, using appropriate connectives
 Use topic sentences to begin each paragraph, and then develop that point appropriately and in detail
 Do not try to include multiple, different arguments in one paragraph

A formal letter layout should look something like this:

 Key features of an article
The language and tone of your article will be determined by the task and subject, but the following are the basic features
of an article which you could include in your response:

Magazine or newspaper article

In an article you should:

 Use a snappy heading:

o Consider using alliteration, a rhetorical question or a pun (a play on words) for this
o Use capital letters for all but filler words in your heading
o For example: “The Cruelty of Captivity”
 A strapline underneath the heading can summarise your point of view:
o For example: “Why keeping animals in captivity has fallen out of favour”
 Use sub-headings to help structure your article (if appropriate)
 Address your audience directly, with consideration to the fact that an article is intended to be read by a wide
audience
 Be light-hearted and entertaining, formal and serious, or provide advice and tips, depending on the task set
 Use topic sentences to begin each paragraph, and then develop that point appropriately and in detail
 Do not try to include multiple different arguments in one paragraph
 Avoid beginning your article with “I’m writing this because..” or “In this article I shall be discussing…”

The ideas and opinions you put forward in your article will be based on what you have read in the text(s). However, your
opinion can either be in favour of something, or against it, as long as you are able to sustain a convincing argument and a
consistent point of view.

 Your article should be structured into five or six paragraphs:

o Remember, each paragraph does not have to be the same length
o Better answers vary the lengths of their paragraphs for effect
o Develop separate ideas or points in each paragraph
 o But avoid repeating the same idea throughout your article

Rеmеmbеr that to produce an effective response, you should aim to develop your points carefully in each paragraph,
using language features and techniques to highlight ideas and emphasise your points.

Sentence demarcation

Sentence demarcation means that you have started your sentences with a capital letter and ended them correctly, using either a full stop,
question mark or exclamation mark. This sounds simple enough, but comma-splicing and run-on sentences are some of the most common errors
made in terms of technical accuracy in the exam, so it is important to review that you know exactly when a sentence finishes and how to
indicate that it has finished.

Sentences end with three types of punctuation:

 A full stop (for a statement)

 A question mark (for a direct question)

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

All sentences must begin with a capital letter.

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:

Whether or not you think smartphones are a good thing, the fact of life in today’s society is that the mobile phone is no longer just a phone in
fact they are our lives we network, socialise, gossip and get information from them, we have our bus passes, train tickets, bank cards, timetables
and reminders on them we can even do our college work on them what we use them for is constantly changing and expanding.

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

Whether or not you think smartphones are a good thing, the fact of life in today’s society is that the mobile phone is no longer just a phone. In
fact, they are our lives. We network, socialise, gossip and get information from them. We have our bus passes, train tickets, bank cards,
timetables and reminders on them. We can even do our college work on them. What we use them for is constantly changing and expanding.

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 use a wide range of punctuation accurately and purposefully 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. However, it is worth remembering
that 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; if you are not sure of the rules
of punctuating direct speech, then avoid it!

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

Below you will find a brief explanation of colons and semi-colons and their uses:

Colons:
Colons can introduce lists, quotes or long explanations. They can be used in an article, for example, to introduce a list of tips if you are giving
advice. They can also be used before a direct quote (one you may have made up from an “expert”).

For example:

The media officer for London Zoo advised: “We take the protection and welfare of our animals extremely seriously. Any reported concerns
regarding the health of our animals would be acted upon immediately.”

Semi-colons:

Semi-colons can be used to connect two related sentences instead of a full stop or a conjunction. They are therefore a good way of adding
variety to your writing.

For example:

Most celebrities in today’s culture do very little except promote themselves tirelessly; they do no actual work and rely on social media to do the
work for them.

They can also be used instead of commas when separating items in a very long or wordy list.

Range of sentence forms

Using a range of sentence forms means that you deliberately consider how your sentences create a tone of voice. For example, short sentences
can indicate tension or urgency, especially if they are written in the imperative form. Long, complex sentences can sound quite formal, but too
many of them can be monotonous and difficult to read.

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., “Having had many years of experience in this field, I…”

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

 A connective, e.g., “Furthermore”, “Additionally”

Try to vary the length of your sentences, as too many long sentences can overshadow your arguments,
whereas using too many short sentences sounds simple and can make your arguments stunted

In general, if your paragraph consists of only one or two long sentences, you need to revisit it to
consider how easy it is for your reader to identify your main points and the purpose of the paragraph

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

For example:

The oil company reported that their profits had risen by more than 10% over the period of half a year.
This information shocked the public. How, in a period of financial difficulty for the entire nation, could a
single company justify raising prices and lining their pockets while ordinary people suffered?

Sentence type There are four main types of sentences:

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”, “so”)

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
 Understanding sentence types will help you avoid repetition and monotony in your writing

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. 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, especially in an article or speech, but this will be determined by the task and topic.

It is worth noting that mistakes with sentence agreement (subject-verb agreement) and the inconsistent use of tense 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:

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

o 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

Up to 15 marks are available in this task for your ability to evaluate both the explicit and implied ideas, opinions and attitudes
expressed in one or two texts, and assimilate them to write a developed and sophisticated response.

Let’s take a look at how you do this, using the following Question 1 example:
Your response here has to be based on the ideas, opinions and attitudes contained in the following two texts:
After carefully reading the task, you should read the texts and highlight the ideas and opinions that could inform your writing. Your
response might use the following ideas from these texts:

Text A:

 Student representation was “once fashionable”, but it may just be a passing fad
 School councils take up too much time and energy from schools and teachers when they have more important things to be
getting on with
 If student representation is fake or just to tick a box, then it has no substance, especially if views and ideas are not acted upon
 Teachers are accountable to parents and should put education first
 Even some students are disillusioned with the idea of student representation when nothing is acted upon, especially given the
time and effort involved
 Experienced teachers should make decisions, not children - trust should be placed in the people appointed to run the school and
deliver the education

Text B:

 An “enlightened” approach is needed to make school councils work and it takes real commitment
 Student participation is very popular and well regarded
 Student participation works when children are involved in “real” issues
 Students can take responsibility for difficult problems such as behaviour or bullying
 Participation can make a difference to students’ attitudes to school
 Attendance and results are improved by participation
 Students can learn important skills such as negotiation, communication and decision-making
 Students can have a fresh eye on issues
 Decisions made may have a major impact on them, so students are motivated to participate

Planning your response

Once you have read the text(s), identified relevant opinions, ideas and attitudes and bullet-pointed these in your own words, you
should then spend five minutes planning your written response. In your plan:

 Decide on your “voice” and point of view

  Write a statement that summarises your point of view, based on your reading
 Note down which points you can develop that support your point of view in your first paragraph
 Decide whether you are going to make a counter-argument, and note down which points you can develop to support this
 Return to your main argument, ensuring that you have included ideas and opinions from both texts (if more than one)
 Note down the points you can make to address the second bullet point in the task
 Note down how you are going to start and finish your response, ensuring that it establishes the correct style and tone

Speech model answer

The following model answer demonstrates a top-mark response to the above task:
 Addressing the reading assessment objectives
Up to 15 marks are available in this task for your ability to evaluate both the explicit and implied ideas, opinions and attitudes
expressed in one or two texts, and assimilate them to write a developed and sophisticated response.

Let’s take a look at how you do this, using the following Question 1 example:

Your response here has to be based on the ideas, opinions and attitudes contained in the following two texts:
After carefully reading the task, you should read the texts and highlight the ideas and opinions that could inform your writing. Your
response might use the following ideas from these texts:

Text A:

 “Pre-teens” pick up a new language quickly

 New languages can change young people’s personalities
 Picking up on nuance and being able to express humour in a new language is hard
 Arguably, true bilingualism is not possible
 Accents are always obvious
 Attitudes to bilingualism have changed with research
 Bilingualism can help with empathy and help people to see different perspectives
 There is some evidence that bilingualism could protect against dementia and makes our minds more flexible
 But it can make people less articulate/developed in both languages
 Bilingualism can be very enriching and help you to become more eloquent

Text B:

 Gaining a second language is not always a choice

 It can make you a more interesting person
 Bilingual people are rarely equally proficient in both languages and it is easy to make mistakes
 Languages can be lost without effort
 Being able to speak an extra language can make you more employable
 It is not always possible to be fluent in more than one context
 Retaining your first language helps you keep your link to your culture
 Switching from one language to another can lead to personality changes

Planning your response

Once you have read the text(s), identified relevant opinions, ideas and attitudes and bullet-pointed these in your own words, you
should then spend five minutes planning your written response. When planning:

 Decide on your “voice” and point of view

  Write a statement that summarises your point of view, based on your reading
 Note down which points you can develop that support your point of view in your first paragraph
 Decide if you are going to make a counter-argument, and note down which points you can develop to support this
 Return to your main argument, ensuring that you have included ideas and opinions from both texts (if more than one)
 Note down the points you can make to address the second bullet point in the task
 Note down how you are going to start and finish your response, ensuring that it establishes the correct style and tone

Letter model answer

The following model answer demonstrates a top-mark response to the above task:
 Unannotated model answer
Dear Auntie Ruth,

It was good to hear from you, and thank you for asking for my advice about your possible move to France! Although I’ll miss Luke
and Harry, it will be an exciting adventure for them if you decide to go. I’m sure that it will definitely have challenges for them
though, as well as for you and Uncle Ali.

I’ve done a bit of research on this, especially about the impact of having to learn a new language and integrate into a new culture. I
think becoming fluent in a new language is harder the older you are, and given that Luke and Harry are now both teenagers, they
might struggle with integrating into their new school, especially if they stand out because of their accents. I would hate for them to
feel isolated, and they might feel as though they cannot properly express themselves while they are learning French. This also applies
to you, especially if you both also have new jobs to become used to. Things like tone and humour can be really difficult to master,
and this might lead to confusion and misunderstandings. It also might be that they learn faster than you, so this could lead to distance
between you all.

I think there is no doubt that being able to communicate in more than one language definitely has its benefits. I would imagine that it
can help us see the world from different perspectives, and being able to speak a second language well would be a really great
employability skill, especially for Luke and Harry, if they are able to switch the contexts in which they are able to communicate
fluently. Flexing your brains to learn a second language would also be good for you in the future; in fact, I think I read that being
bilingual can help prevent dementia later in life.

However, for most people, becoming bilingual is not necessarily a choice, and that can make it harder. I think bilingual people are not
often completely proficient in both languages, and therefore it is easy to make mistakes. Again, this might make you all feel more
isolated or that you don’t completely fit in. More importantly for you, though, is that you might lose your links with your culture and
way of life here. Even our first language can be lost if we are not speaking it regularly, so while you may think that being able to
speak more than one language might make you more interesting, this might be at the expense of what makes you, you!

If you do decide to go, I hope the move will be successful for you all, but I am concerned that there will be more implications than
just the actual process of learning a second language. It is amazing to go on a new adventure and experience life in another country,
but this may lead to arguments and frustrations between you all. I know you will all give it 100 percent, but trying to learn to
communicate fluently in French may result in you all being actually less articulate in both languages. If Luke and Harry had been
younger, then they might have been able to adapt more quickly, but given their ages and the fact that learning new languages can
change people’s personalities, I do not think this will be a good move for you all.

Whatever you decide, however, I wish you all the best!

Hope to speak to you soon,

Nadia
Commentary:

 The greeting and tone are appropriate for a letter to a relative

 The introduction demonstrates an understanding of the purpose of the task
 The second paragraph develops ideas and opinions mainly from Text A, and establishes a point of view
 Although the letter is informal, the vocabulary is sophisticated
 The third paragraph acknowledges a counter-argument, using ideas from both texts
 The fourth paragraph returns to the main argument, using ideas mainly from Text B
 Punctuation is used deliberately to emphasise the more friendly tone
 The final paragraph explicitly addresses the second bullet point in the task
 Persuasive devices are used to add weight to the argument
 Style and tone are maintained throughout, with an appropriate sign off
 Spelling, grammar and punctuation are accurate throughout

Up to 15 marks are available in this task for your ability to evaluate both the explicit and implied ideas, opinions and attitudes
expressed in one or two texts, and assimilate them to write a developed and sophisticated response.

Let’s take a look at how you do this, using the following Question 1 example:
Your response here has to be based on the ideas, opinions and attitudes contained in the following two texts:
After carefully reading the task, you should then read the texts and highlight the ideas and opinions that could inform your writing.
Your response might use the following ideas from these texts:

Text A:

 The internet is blamed for everything without reason

 Loneliness, low self-confidence and social isolation are linked to social media, but it is not really known in what way
 The internet can make people less lonely, not more
 People can build meaningful connections over the internet
 Social media can help people find friends and develop a social life
 You can be yourself on the internet as well as in person - our online and real-life personas are being merged
 Online friendships can be made across vast distances
 Talking and friendships online can be just as rich and as valid as in-person ones
 Befriending apps are now increasingly available
 Some people will find it easier to make friends online

Text B:

 Research shows how important real friendship is to people

 We are genetically wired to make a small number of close friends even in larger social groups
 Even though we now have the internet to help us maintain friendships across expanding distances, we don’t actually have more
friends with social media
 The nature of friendship is changing
  Shared experience in real life is essential for strong friendships
 Deeper connections take more effort than being online

Planning your response

Once you have read the text(s), identified relevant opinions, ideas and attitudes and bullet-pointed these in your own words, you
should then spend five minutes planning your written response. In your plan:

 Decide on your “voice” and point of view

 Write a statement that summarises your point of view, based on your reading
 Note down which points you can develop that support your point of view in your first paragraph
 Decide if you are going to make a counter-argument, and note down which points you can develop to support this
 Return to your main argument, ensuring that you have included ideas and opinions from both texts (if more than one)
 Note down the points you can make to address the second bullet point in the task
 Note down how you are going to start and finish your response, ensuring that it establishes the correct style and tone

Article model answer

The following model answer demonstrates a top mark response to the above task:
 Descriptive Writing: How to Get Full Marks
Section B requires you to write for a specific purpose and in a specific form. It is important that you write in the correct format and
use the conventions of this form, as the mark scheme states that you should adapt your tone, style and register for different forms,
purposes and audiences.
This means:

 The tone (the sound of the narrator’s “voice”) is appropriate and convincing
 The register (your vocabulary and phrasing) is suitable for the purpose
 The style of the writing (the sentence structure and the overall structure of your writing) is dynamic and engaging

When planning your response, it is a good idea to keep the tone, style and register in mind, as well as the conventions of the form. As
with any extended piece of writing, planning is vital. You should spend 10 minutes mind-mapping your ideas before you start writing.
Here, we will consider how you can produce an effective piece of descriptive writing in the following sections:

 How to structure your descriptive writing

 Descriptive writing techniques
 Steps to success

How to structure your descriptive writing

Descriptive writing is observational writing. This means that the narrator does not interact with their surroundings, or other characters.
In fact, no characters are crafted. Descriptive writing is like imagining you are behind the lens of a camera, describing a “snap-shot” of
a moment. However, this does not mean the scene you are describing is static; it is important to note the movements and action you
“witness”.

Below is a suggested step-by-step structure for a piece of descriptive writing, including the techniques to use during each of the six
steps:

Stage Details of descriptive writing structure

 Broadly describe the scene
Step 1 Panoramic  Introduce the time and atmosphere

 Focus your lens on one segment of the “image”

Step 2 Zoom  Choose smaller, less obvious details
  Emphasise the key feeling of your description in one line
Step 3 Single line

 Focus your lens on another segment of the “image”

Step 4 Shift  If you started in the foreground, then move to something in the background

 Now move your lens to a final segment of the “image”, or suggest something
Step 5 Shift that is just “off camera”

 Zoom out again to look at the scene from a new perspective

Step 6 Panoramic  How has it changed? Time? Atmosphere? Mood?

Remember, you can include action or movement in your description, but this should not involve any story progression or interaction.
Any action should only cover a short period of “real time”, such as the wind blowing a basket over. Something seemingly
inconsequential could move in the background, which is especially effective if you contrast this with things that remain still.

Your paragraphs should be appropriately linked, but should vary in terms of size and structure. Variety and accuracy are key; you are
bringing a scene to life for your reader, so they should be able to picture it, hear it, even smell it!

Exam Tip

Remember, this is an extended written response. Therefore, the most effective answers will demonstrate a well-planned answer which
has considered what details are the most interesting to the reader and the most effective way to order the writing.

Descriptive writing techniques

Tone

Descriptive writing should craft a tone of voice in keeping with the mood of the scene. This means your sentences should reflect the
atmosphere. For example, if the scene is mysterious and frightening, your sentences should reflect this suspenseful mood.

In order to craft a tone in keeping with the mood of your description, consider how you can use sentence lengths and types:
  Short sentences reflect tension and unease, e.g. “No sound could be heard.”
 Longer sentences and listing can create a sense of being overwhelmed, or of abundance, e.g. “The market was laden with
apples, grapes, oranges, loaves of bread, chunks of cheese and every type of vegetable one could imagine.”

Style and register

The style of your descriptive writing is closely related to the language you use. For example, the best descriptive writing responses
show evidence of careful word choices and the deliberate but judicious use of linguistic techniques.

Descriptive writing helps the reader to visualise the person, place, or situation being described. Your word choice and linguistic
techniques should conjure a vivid, sensory impression in the reader’s mind.

The best way to do this is to:

 Use vocabulary which is useful to the reader:

o For example, describing something as “brilliant” or “amazing” is not descriptive
o Be specific and ambitious in your choice of adjectives
 Use sensory language to bring the scene to life:
o Focus not just on what can be seen, but also what can be heard, smelled or felt
 Emphasise key ideas or impressions using language techniques and imagery:
o For example, you could use a simile to create associations about size or colour
o Personification is a useful technique when describing weather or objects
 Ensure you describe the important details:
o For example, you do not need to describe every inch of a person or scene bit by bi; instead, focus on key features

When considering the detail you should include in your description, it is useful to consider the types of things that bring a scene to life.
These things are normally rooted in contrast. For example:

 Noise contributes to the reality of a scene:

o Chatter, background noise, the weather or nearby wildlife all bring the scene to life
Sound and silence  Using moments of silence can also be effective:
o A momentary lull, or a really purposeful moment of quiet
  Some things may move:
o This could be the main focus of your writing, or something in the background
o It could be human, animal or object - use personification
o Powerful verbs and adverbs can create dynamic movement in a piece of writing
Movement and o For example: “The swarming, struggling crowd.”
stillness  Other things will remain still:
o Try to focus on things that resist being moved, or whose stillness is in contrast with the
movement of something
o Avoid cliches such as “still as a statue”

 There will be sources of light, so describe them:

o But also describe the way the light hits other things in your description
 Where there’s light, there’s also darkness:
Light and dark
o Consider what shadows are cast or where the light does not reach
o Who, or what, is left in the darkness?

Exam Tip

Keep using sensory language throughout, but adjust the focus and perspective as your paragraphs develop. Make sure that you include
description of movement and description of sound to effectively craft a mood.
Let’s consider the following example of an opening paragraph of a piece of descriptive writing:
 Steps to success
1. Read the two task options carefully:
o Decide which one you can best picture in your mind
2. Spend 10 minutes planning your writing:
o Use a mind-map or a table
o Use the “panoramic, zoom, single line, shift, shift, panoramic” six-step structure
 3. Write down some reminders of figurative language or literary techniques to include to add interest and detail:
o It might be helpful to jot down “sound and silence”, “movement and stillness” and “light and dark” to prompt you
4. Write your description, sticking to your plan
5. Try to leave five minutes at the end to re-read your writing carefully, correcting any obvious mistakes you have made

Planning your descriptive writing

Once you have decided on your choice of title from the options, you should spend 10 minutes planning your writing.

Let’s take this descriptive writing task as an example:

“Describe trying to sleep before an important day.”

We can use “panoramic, zoom, single line, shift, shift, panoramic” six-step structure to plan our response:

Stage Suggested techniques and details

 Introduce motif of clock
 Dark outside, contrasting with light and stillness
Step 1 Panoramic
 Describe what I can hear and feel

 Focus on a fly - add movement and sound

Step 2 Zoom
 Turn over/re-adjust bedding
Step 3 Single line
 Focus on what is going on in my mind
Step 4 Shift  Use imagery to convey inner thoughts

 Describe what can be heard outside in the street

Step 5 Shift
Step 6 Panoramic  Wake up - must have fallen asleep
 Describe changes in light and atmosphere
  Return to motif of clock - late

Descriptive writing model answer

The following model answer demonstrates a top-mark response to the above task:
 Unannotated model answer
The soft glow from the digital display flickered as the minutes sluggishly passed. The pale green cast an eerie shadow across my bed,
while outside was as dark as a raven’s pupil. The streetlight outside of the window had blown its bulb and towered, redundantly, over
the pavement. Nothing moved, apart from me, anxiously turning and fidgeting my blankets into a tangle. I heard a faint hum from
downstairs; the sound of the dishwasher automatically starting, churning and rumbling the plates from dinner until they sparkled. My
mind churned like the machine, impossible to turn off now it had started. I checked the clock again. The night felt endless.

I shuffled over to turn on the light. Silhouetted against the inside of a shade, a fly lazily crept to the top, balancing on the rim like a
tiny tightrope walker. I watched as it fluttered its wings slightly, before it took off in a frenzy of buzzing around the top of my bed,
going nowhere in particular. I wondered what its purpose was. Why was it here? It hummed close to my face and I swatted it away
gruffly. It landed back on the rim, satisfied with its little flurry of activity, as I reached over to turn off the light again.

I straightened out my blankets and turned again.

The clock’s mechanical glow informed me that only a few minutes had passed. I sighed and attempted to still my mind. I had
numbers, facts and figures spiralling down a rabbit hole in my mind, becoming jumbled and muddled. I could see the dim outlines of
my post-it notes, meticulously written and ordered, with all of the information I could ever need neatly written in my careful
handwriting. But now all of that order had turned to chaos, as I struggled to remember even the simplest of equations. I needed to get
some sleep, but my brain point-blank refused to let me.

Outside, I heard the sudden honking of a horn and a dog’s incessant barking. Voices muffled by wall and curtain were just about
audible, sounding like they were being spoken through a thick soup of fog. A car door slammed; the dog’s barking became
increasingly urgent. Voices raised again, before another slam and the roar of an engine increased and then faded out as the car
disappeared down the street. The dog stopped barking and all was still once again. I stared at my curtains, considering whether to go
downstairs to make myself a drink.

The light now was different. The glow from the clock was less lurid, more muted, and the darkness of the room less extreme. I lazily
looked up at my curtains once again, and my mind registered that the soft light of day had altered the atmosphere in the room from
one of suspended animation to action. I turned over and saw the time. Like a jack-in-the-box, I jumped wildly out of bed. What was,
just a few seconds ago, stillness and peace, was now urgency and panic. I was late.
Commentary

 The first paragraph employs contrast and literary techniques to establish an eerie atmosphere of the middle of the night
 The second paragraph zooms in on detail and incorporates movement
 A single sentence is used for contrast and effect
 The motif of the clock is woven throughout the response
 The focus shifts to something “off camera”, using sensory language
 The final paragraph indicates a shift in time and mood
 It contrasts stillness with activity

Summary
 Remember, you are not writing a story, so think of describing a scene as though from behind the lens of a camera
  Spend 10 minutes planning your writing, using the suggested six-step structure above
 Allow five minutes to re-read and check your writing for any obvious mistakes with spelling, grammar or punctuation
 Employ sensory language, shifts in perspective, figurative language and contrasts to add interest and detail to your writing
 Do not include dialogue
 Vary your sentence and paragraph lengths
 Make sure you add movement to your description

Narrative Writing: How to Get Full Marks

Section B requires you to write for a specific purpose and in a specific form. It is important that you write in the correct format and
use the conventions of this form, as to get the highest mark you will need to adapt your tone, style and register for different forms,
purposes and audiences.

This means:

 The tone (the sound of the narrator’s “voice”) is appropriate and convincing
 The register (your vocabulary and phrasing) is suitable for the purpose
 The style of the writing (the sentence structure and the overall structure of your writing) is dynamic and engaging

When planning your response, it is a good idea to keep the tone, style and register in mind, as well as the conventions of the form. As
with any extended piece of writing, planning is vital. You should spend 10 minutes mind-mapping your ideas before you start writing.
Here, we will consider how you can produce an effective piece of narrative writing in the following sections:

 How to structure your narrative writing

 Narrative writing techniques
 Steps to success

How to structure your narrative writing

Narrative story writing develops an idea to a conclusion. The way to achieve this in an exam is by planning an ending with a
resolution (you should plan whether your story will end happily or not). In the exam, it is best not to plan a complex story which takes
place over a long period of time, employs multiple characters or that has more than one setting or plot twist.

In order to adhere to the conventions of story writing, it is best to:

 Plan your writing in an order which takes your character (and reader) on a clear journey:
o The best way to do this is to plan one main event
o Ensure your plot is simple enough to be coherent and cohesive
 Consider employing structural techniques, such as a flashback:
o This can give background information to the reader and provide context
o Ensure you use past-tense verbs for this
 Develop your characters:
o Consider essential narrative character archetypes, such as “villain”, “victim”, “hero”, etc.
o Decide on how your characters fit these descriptions
 When describing people, focus on relevant details only:
o For example, black and grey or green and blue
o You could focus on their body language or movements
o If using dialogue, the verbs you use to describe how your characters speak can reveal more about them than what they
say, e.g. “shrieked”, “mumbled”, “whispered”
o It is effective to repeat ideas related to colour
o You can repeat ideas for emphasis:

Narrative writing responses should be structured into five or six paragraphs. You should plan your response carefully as you have
limited time to create a cohesive plot. Writing a response which has not been planned is likely to have an abrupt ending, or no ending
at all, which will not get you high marks.

There are lots of different narrative structures or arcs that you could use to plan your story. Bearing in mind you only have 15 minutes
to plan, your story needs to be controlled and concise. One of the easiest ways to achieve this is to consider a five-part narrative
structure, such as Freytag’s Pyramid:
Stage Description of narrative structure
Step 1 Exposition (setting the Stick to one main setting and start at the location:
scene)
 Do not include a lengthy 'journey' before the main action of
your story starts

Hook your reader:

 Give them clues as to what will happen later, but do not give
everything away all at once
 Decide which narrative perspective and tense you are going to
write your story in:

 First person 'I' and the past tense are easier to control
 Stick to no more than two characters and introduce them

Employ the five senses to create an atmosphere:

 The scene's mood should reflect your main character's mood

This paragraph could end with an 'inciting incident', which prompts

the rising action and moves the story forward
This paragraph should build tension, drama or interest:

 It should directly lead to the turning point of the story (the

'climax')
Step 2 Rising action
This paragraph should also develop your character(s):

 You could use dialogue, monologue, direct or indirect

characterisation to create well-rounded, 3D characters

Step 3 Climax This is the turning point of your story:

 It is the moment everything changes and your character(s)

cannot go back

Your protagonist could face an external problem, or an internal

choice or dilemma:

 Their choice is made in this paragraph

 You should vary your sentence structure, length and language here
for dramatic effect
What happens in this paragraph should be as a direct result of the
climax paragraph:

 It shows the consequences

Step 4 Falling action
 It should also focus on your characters' thoughts and feelings
as a result of the climax of the story
 This further develops a sense of characterisation

You can choose to resolve your story, or end on a cliff-hanger:

 However, a cliff-hanger is not a sudden ending; it is a

suspenseful ending
 It is also important to avoid cliches, such as 'I woke up and it
was all a dream.'
Resolution or
Step 5
denouement
Your setting and atmosphere could reflect a change from the setting
or atmosphere you established in your opening paragraph:

 Or it could refer back to imagery you used in your opening

paragraph to create a cyclical structure

Remember, each paragraph does not have to be the same length. In fact, better answers vary the lengths of their paragraphs for effect.
What is important is to develop separate ideas or points in each paragraph, and to avoid repeating the same descriptions throughout
your response.

Narrative writing techniques

Once you have planned out the structure of your narrative, it’s a good idea to consider how to incorporate methods and techniques into
your response. Below we have included some guides to help you when thinking about setting, characterisation and other linguistic
techniques to make your narrative as engrossing as possible.

Setting

As this task assesses the ability to communicate clearly, effectively and imaginatively, it is important to consider how to use language
constructively in a short story to convey an atmosphere or mood. Building an effective setting is key as it contributes to atmosphere
and mood.

 Your setting should reflect your main character’s mood:

o You may know this as pathetic fallacy, which reflects the character’s mood in the environment, e.g., “the lonely road”
 As your setting reflects your character’s mood, your setting may change as the story progresses:
o Contrasting scenes is an effective way to convey ideas and to engage your reader:
 For example, your story may have started on a sunny afternoon, but may end as the sun sets or as a storm
approaches
o Whatever way you decide to contrast the scenes, ensure it reflects your character’s mood
 The best answers build a clear setting before introducing other information, such as introducing character:
o Describing setting is best done with sensory language as we experience places with all of our five senses
o This means you could describe the dark, light, colours, sounds, smells and weather
o The best way to clearly create setting is to allow an entire paragraph to describe the scene without confusing readers
with other information like who is there
o Ensure all of your descriptive language builds the same mood and avoid mixing ideas. For example: “The graveyard
was dark, cold and smelled like fragrant flowers” is confusing for your reader
 However, do not give too much away all at once!
o Keep your reader guessing and asking questions, such as “What is going on?”, “Why is this like this?” and “Who is
this?”
o Think of establishing a setting a bit like the game “Taboo”, in which you have to describe something without stating
explicitly what it is

Characterisation
This question asks you to create a short story and therefore you will need to build some elements of detailed characterisation. This
means you need to consider what your character(s) represent. They may represent an idea, such as hope or strength or abandonment,
or you could include a villain to represent injustice or evil. It is best to limit yourself to two characters in the time you have.

Well-rounded characters are taken on a journey: a character should undergo some form of development or change. The mark scheme
rewards answers which clearly and effectively convey ideas, meaning that you need to consider the most effective ways of building a
character in a short piece of writing. Ideally, you should focus more on indirect characterisation than direct characterisation:

Direct characterisation Indirect characterisation

 The writer describes the character through narration  The writer hints to the reader what the character is
 The writer describes the character’s physical like
appearance, personality and the things that motivate  An impression is formed of the character through
them their speech, thoughts and feelings, interactions with
 It is useful for giving broad details in a sentence or other characters and what other characters say or
two, but if used too much direct characterisation will think about them
result in superficial characters that a reader is not  It is useful for developing more complex, well-
able to relate to or engage with rounded characters that engage the reader
 This is “telling”  This is “showing”

Here, we will consider how to plan your character(s) effectively to engage your reader. This is what the examiner is looking for in
your answer:

Characterisation

Appearance (direct characterisation) Your character’s appearance may not always be relevant:

 It is worth considering if it is necessary to describe the colour of your characters’

hair, for example
 Usually appearance is important if your character represents something, for
example, a king, a soldier or someone in trouble
 Facial expressions or descriptions can convey character effectively. For example,
 “her tear-stained face” or “he frowned”
 If you choose to write in first-person, remember that it is rare that we describe our
own appearance
 Third-person perspective can describe appearance more effectively

One of the most effective ways to describe a character is through their movements:

 This is the way we judge people most accurately

 Consider how you can describe your characters’ emotions or circumstances using
Movements and body language (indirect
movements, e.g., “His head dropped”
characterisation)
 Verbs and adverbs can be used to effectively build characterisation
 If you are including dialogue, think about alternative verbs to “said”, such as
“whispered” or “bellowed”

If you use the first-person perspective, a monologue helps readers engage with the
character:

 This creates a personal tone and engagement with the character

Monologue (indirect characterisation)  You can create a character’s “voice” using punctuation, such as short sentences or
questions:
o A short sentence indicates your character may be nervous, for example
 Using emotive language will help your reader understand your character better

Dialogue (direct and indirect Dialogue can convey the relationships between your characters and provide insights into
characterisation) what other characters think about each other:

 It is best to limit dialogue in your story, especially if you are not absolutely certain
how to punctuate it correctly
 Use speech marks and punctuation accurately
 Carefully consider how the dialogue conveys an idea:
 o Do not include dialogue which does not progress the characterisation or
plot

Linguistic devices

When considering your choice of language and the techniques you wish to employ, you must always remember that you are making
deliberate choices for effect. It is important to consider the connotations of words and phrases, and how these may add depth to your
writing. For example, do your word choices evoke certain emotions or feelings in the reader, or do they reveal aspects of a character’s
personality, background or emotions? You should employ the principle of “show, not tell” in order to bring your writing to life in the
reader’s mind.

Below you will find a brief explanation of some of the key techniques you could employ in your narrative (or descriptive) writing:

Device or
Explanation Example
technique
Repeating a word, phrase, image or idea. This is
Throughout life, I have learnt never to give up:
much more effective if you think of repetition as
Repetition never give up on my dreams; never give up on my
a motif that you use throughout your piece of
hopes and never give up on myself.
writing
Remember, the words starting with the same
consonant sound do not have to be consecutive. The swirling mist silently settled on the sleeping
Alliteration
Consider the effect you are trying to achieve town.
through the use of alliteration
Metaphors can be as simple as figures of speech, She was the chief lioness among us, fierce,
Metaphor but are especially effective where they are extended determined and strong. It was she who brought
and developed us all together.
A great way to create atmosphere at the start of The weary old tree, its gnarled branches
Personification your writing is by personifying the setting to your outstretched like weathered arms, whispered
story or description ancient wisdom to the breeze.
Onomatopoeia The representation of sound on paper should be The crackling fire whispered its secrets along
more sophisticated than comic-book terms such as with the gentle pop and sizzle of the logs as they
“boom”. It is also not helpful to put onomatopoeic surrendered to the flames.
 words all in capital letters. Consider sound as a way
of evoking the senses in order to create atmosphere
A simple comparison using “like” or “as” should be Her smile was as radiant as the early morning
Simile
used sparingly, as this creates more impact sun on a summer’s day.
Engages the reader’s senses by using vivid and The sun-kissed waves crashed against the golden
Imagery detailed language to create an image in the reader’s shore, their frothy white caps glistening in the
mind morning light.
Places two contrasting ideas, images or concepts Thе еlеgant ballroom was adornеd with еxquisitе
Juxtaposition side by side to highlight their differences or to chandеliеrs and finе artwork, whilе thе servants'
create a striking effect quartеrs bеlow hеld nothing but barе walls.
Words or phrases that are intentionally used to The devastating aftermath left a trail of
Emotive language
evoke a strong emotional response in the reader destruction, sorrow and misery.
Verbs are doing, action or being words. Power
verbs are the deliberate, interesting choice of verb The man stooped, bumbling slowly towards the
Power verbs
to help the reader picture what you are writing. entrance.
They can be especially useful for characterisation
The ability to evoke a specific mood or feeling that The lonely road beckoned him onwards with no
Pathetic fallacy
reflects a character’s internal or emotional state end in sight.
Steps to success
1. Read the two task options carefully:
o Highlight which one you have a strong idea for
2. Spend five minutes planning your writing:
o Use a mind-map or a representation of Freytag’s Pyramid to plot out your story
o Plan your characters - who they are, what they represent and how you will convey this
o Decide on your narrative perspective - first or third person
3. Write down some reminders of figurative language or literary techniques to include to add interest and detail to your writing
4. Write your story, sticking to your plan
5. Try to leave five minutes at the end to re-read your writing carefully, correcting any obvious mistakes you have made
 Planning your narrative writing
Once you have decided on your choice of title from the options, you should spend 10 minutes planning your writing.

Let’s take this narrative writing task as an example:

“Write a story which involves an injustice”

We can use a five-part narrative structure to plan our response:

 A house that nobody has lived in for a long time

Step 1 Exposition/setting  Atmosphere is silent and uncared for

 Background information - grandparents’ house

 Light, laughter and joy
Step 2 Rising action
 Narrator and sister playing in a treehouse

 Accident involving the narrator’s sister

Step 3 Climax  Narrator gets the blame

 Aftermath - leave the house and return to the city

Step 4 Falling action  Family crumbles

 Present day - narrator returns to the house

Step 5 Resolution

Narrative writing model answer

The following model answer demonstrates a top-mark response to the above task:
Unannotated model answer
The house had been the epitome of life and joy, and yet it was now dead. It was merely a shadow of its former glory, for the house
was no longer alive, and never would be again.

Sunlight no longer danced through the windows and sounds of laughter were no longer heard; all that was left were the remains of a
long since dead house. Cobwebs littered the wooden slats and broken walls. Dusty light-fittings stared down miserably at a table that
would never again be laden with food and fun, and chairs that had not been warm for years stood redundantly, forgetful of their
original purpose. As I stood in the hallway, the quiet crept through the empty rooms towards me, mocking me with its oppressive
silence.

The house was not always dead. I can wistfully recall all of my visits to this once beautiful place. Every summer holiday, my parents
brought me to this house, where my grandparents lived, and their parents before them. Living in the city, I urged for this escape: my
summers spent in nature were filled with joy and laughter. The bright sunshine, the gentle winds and the peace that had been
introduced to me in this wonderful place were the things I now treasured. My sister and I would spend hours climbing the trees
surrounding the house, building dens and having endless adventures, before returning, wild and weary, for our family meal and the
analysis of the day. Our favourite spot was our treehouse, lovingly made by my grandfather and decked out by my grandmother with
cushions, toys and books. There was a ladder for climbing up and a rope to swing down. My sister, not as confident at climbing as
me, was only allowed to climb up and swing down under my supervision.

But one summer I had grown weary of supervising her. I wanted some time alone, to listen to music, mope about and generally be a
teenager. My sister became a pest; a fly to be regularly swatted away with an irritated flick of my hand. I resented having to be the
responsible older brother. That was why I was slouched on the sofa with my headphones on when my mother rushed past me, swiftly
followed by my grandparents. The sun was still bright; the wind still gently grazed the trees, but now it was different. One moment,
without supervision, and a slip of a foot meant that our favourite tree would never be scaled again.

In his grief, my grandfather cut the tree down, the treehouse collapsing into a pile of firewood at its base. My parents could not watch,
nor could they bear to look at me. The blame was placed squarely on my shoulders. The injustice of it, mixed with my own guilt and
grief, was too much for us all to bear. I was just fourteen. Hardly capable of being responsible for my own life, let alone someone
else’s. But that did not seem to matter.

It was twenty years before I returned. At first, I thought I had arrived at the wrong house. I could not match the ruin standing before
me with the bright, happy place I had known. Flowers of all colours had filled the elegant front garden, but now there were just
weeds. In that one simple house, birthdays had been celebrated, fireworks were launched and laughs were shared. Now, it was a mere
shadow. It was no longer alive, and never would be again. And the blame and sense of unfairness - well, that will stay with me
forever.
Commentary

 The first paragraph uses personification to set the scene

 The story then shifts to the past, with ambitious word choices
 The climax of the story indicates a shift in tone, with indirect characterisation used to make it believable
 Nature imagery is repeated throughout the story
 The falling action describes the aftermath and links to the focus of the story’s title: “injustice”
 The story finishes by returning to nature imagery and personification

Summary
 Remember, plan the order and “flow” of your story
 Stick to one setting and no more than two main characters
 Vary your sentence and paragraph lengths
 Employ imagery and literary devices to bring your story to life
 Use indirect characterisation to make your characters realistic and believable
 Consider your story as a “scene” in a film:
o It is not necessary to know everything about your characters
o It is better to immerse the reader with vivid “showing” techniques, such as sensory imagery and interesting vocabulary
 Write with technical accuracy