Section B
This section assesses students’ writing. The skills which are assessed are defined in AO2.
AO2: Writing
W1: Communicate clearly, effectively and imaginatively; use and adapt forms and select vocabulary
appropriate to task and purpose in ways that engage the reader.
W2: Use a range of sentence structures for clarity, purpose and effect.
W3: Organise information and ideas into sentences, paragraphs and whole texts; use a variety of
linguistic and structural features to support cohesion and overall coherence.
W4: Demonstrate technical accuracy in grammar, punctuation and spelling.
W1, 2 and 3 are assessed in the first template (30 marks).
W4 is assessed in the final template (10 marks).
✳️AO2: Writing for a Story
🟩 W1: Communicate clearly, effectively and imaginatively
What it means for a story:
Write creatively and show imagination through your plot, setting, and characters.
Use vivid vocabulary and figurative language (metaphors, similes, personification) to
make your story engaging.
The tone and language must suit the purpose (to entertain) and audience
(examiner/reader).
Tips & examples:
Don’t just tell — show emotions and actions.
❌ He was scared.
✅ His hands trembled as the door creaked open.
Start with something interesting — a hook, mystery, or strong image.
Keep the story believable and focused (avoid overcomplicated plots).
🟩 W2: Use a range of sentence structures for clarity, purpose, and effect
What it means for a story:
Use sentence variety to build pace, emotion, and tension.
Short sentences = suspense or drama.
Longer, complex sentences = reflection, setting, or background.
Example:
The wind howled. (short = tension)
As the trees bent beneath the storm, she pressed the letter to her chest, praying he’d return. (long
= description and emotion)
Tips:
Begin sentences differently (avoid always starting with “He” or “She”).
Use punctuation creatively — dashes, ellipses, commas — to control rhythm.
🟩 W3: Organise ideas clearly into paragraphs and structure
What it means for a story:
Structure your story with a clear beginning, middle, and end.
Paragraphs should show time shifts, setting changes, or new actions.
Build tension towards a climax, then move to a satisfying resolution or twist.
Example Structure:
1. Opening: Introduce setting/character with a hint of conflict.
2. Build-up: Rising tension or challenge.
3. Climax: The turning point or key event.
4. Ending: Resolution or reflection — often short but powerful.
Cohesion tips:
Use time connectives: Later that night, Suddenly, The next morning…
Keep your story focused on one main event or theme (don’t rush through too many
scenes).
🟩 W4: Technical accuracy
What it means for a story:
Correct grammar, punctuation, and spelling throughout.
Use tenses consistently (usually past tense in narratives).
Use dialogue punctuation correctly if you include speech:
✅ Example:
“Where are you going?” she asked.
“Nowhere,” he replied.
❌ Incorrect:
“Where are you going”? She asked.
Extra tip: Read your story aloud (mentally) after writing — errors in flow or punctuation often
become obvious.
🧾 Mark distribution (for story writing tasks):
Criterion Description Marks
W1–W3 Creativity, sentence variety, structure & cohesion /30 marks
W4 Grammar, punctuation, and spelling accuracy /10 marks
Total /40 marks
✳️AO2: Writing for Descriptive Composition
🟩 W1: Communicate clearly, effectively and imaginatively
What it means for description:
Paint a picture with words — make the reader see, hear, and feel the scene.
Use imagery (simile, metaphor, personification) and precise vocabulary.
Match tone and mood to the setting (calm, tense, nostalgic, eerie, etc.).
Tips:
Focus on showing the scene, not telling.
Use sensory details — sight, sound, smell, taste, touch.
🟢 Example:
The scent of wet earth drifted through the cracked window as the first drops of rain began to fall.
🟩 W2: Use a range of sentence structures for clarity, purpose, and effect
What it means for description:
Vary your sentence lengths to control pace.
Short sentences add focus or impact; longer ones build flow and atmosphere.
Use punctuation (commas, semicolons, dashes) to shape rhythm.
🟢 Example:
The waves crashed. Relentless. Hungry. Then — silence, as if the sea itself was catching its
breath.
🟩 W3: Organise information and ideas clearly into paragraphs and structure
What it means for description:
Organise by focus shifts, not time — e.g.,
1. Foreground → midground → background
2. Senses → emotions → reflections
3. Calm → chaos → calm again
Each paragraph should develop one aspect of the scene.
Maintain cohesion with linking words and smooth transitions.
🟢 Example structure:
Paragraph 1: Overall atmosphere and weather
Paragraph 2: Objects or people in the scene
Paragraph 3: The narrator’s emotions or a shift in tone
🟩 W4: Demonstrate technical accuracy
What it means for description:
Grammar, punctuation, and spelling must be accurate.
Use correct tenses (usually past tense, but present works for immediacy).
Control sentence boundaries and commas carefully to maintain fluency.
🟢 Example:
The sky darkened; clouds gathered like soldiers preparing for war.
(Correct punctuation and imagery combined.)
✳️AO2: Writing for Discursive / Argumentative
Composition
In discursive writing, the focus is on reasoned argument, balanced discussion, and clear
expression, rather than storytelling or descriptive imagery.
🟩 W1: Communicate clearly, effectively and imaginatively
What it means:
Express ideas logically and clearly.
Maintain a formal and persuasive tone.
Use vocabulary appropriate to discussion — abstract nouns, linking words, and precise
language.
Ideas should be engaging and thought-provoking, showing reasoning rather than
emotion or narrative flair.
How to show it:
Present balanced arguments: consider both sides of the issue.
Use topic-specific vocabulary: e.g., resilience, growth, consequence, achievement.
Avoid storytelling tone — focus on explanation and reasoning.
🟢 Example:
“Failure tests our patience and determination, teaching lessons that victory alone cannot
provide.”
🟩 W2: Use a range of sentence structures for clarity, purpose, and effect
What it means:
Use varied sentence lengths to emphasise points or transitions.
Combine simple, compound, and complex sentences for clarity and persuasive effect.
Connective words help arguments flow logically.
How to show it:
Start sentences differently.
Use subordinate clauses to show reasoning:
“Although winning provides satisfaction, losing often teaches more profound
lessons.”
Use punctuation for effect: commas, semicolons, dashes to clarify ideas.
🟩 W3: Organise information and ideas into sentences, paragraphs, and whole
texts
What it means:
Logical structure is essential: introduction, arguments, counterarguments, conclusion.
Each paragraph focuses on one main idea.
Use cohesive devices for smooth transitions.
Typical structure:
1. Introduction: Paraphrase the statement, outline discussion.
2. Body Paragraph 1: Argument supporting one side (e.g., importance of success).
3. Body Paragraph 2: Argument supporting other side (e.g., importance of failure).
4. Body Paragraph 3 / Comparison: Show relationship or balance between sides.
5. Conclusion: Summarise discussion and present reasoned viewpoint.
Cohesion tools:
Linking words: however, in contrast, therefore, similarly, on the other hand.
Reference back to the topic: This shows that…, Hence, both outcomes are valuable.
🟩 W4: Demonstrate technical accuracy in grammar, punctuation, and spelling
What it means:
Maintain formal and correct language.
Use grammar accurately (tenses, subject–verb agreement).
Punctuation: full stops, commas, semicolons, and colons used properly.
Spelling: especially of formal vocabulary or abstract nouns.
🟢 Example:
“Although setbacks can be discouraging, they provide invaluable lessons that shape character.”
❌ Incorrect:
“Although setbacks can be discouraging, they provides invaluable lessons that shapes character.”
🧾 Marks Distribution for Discursive / Argumentative
Writing
Criteria Description Marks
W1–W3 Content, argument quality, structure, and style 30 marks
W4 Technical accuracy (grammar, punctuation, spelling) 10 marks
Total 40 marks