Mastering Directed Writing

Email · Letter · Report · Speech · Article

A Complete Guide to Cambridge O Level English 1123
Paper 2, Section A — Directed Writing

Rules · Model Answers · Common Mistakes · Strategies · Daily Practice Habits · Question Bank
Contents

1. Understanding Directed Writing (Section A)

2. Email Writing
3. Formal Letter Writing
4. Report Writing
5. Speech Writing
6. Article Writing
7. Best Strategies for Section A
8. Common Word and Sentence-Level Mistakes
9. Daily Habits to Improve Your Written English
10. Practice Question Bank
11. Topic Vocabulary Bank
12. Frequently Asked Questions
13. Before-and-After: See the Improvement
14. Command Words Glossary
15. Final Exam-Day Checklist
1. Understanding Directed Writing (Section A)
Section A of Paper 2 is compulsory. You are given one or two stimulus texts, totalling roughly 400–450 words, and
asked to respond in ONE specific format — an email, letter, report, speech, or article. You must read, select, and
reshape the ideas in the source text(s) into your own words and your own structure, in the correct format and
register for the task.

This section carries 25 marks: 15 for writing skill (organisation, vocabulary, register, and accuracy) and 10 for
reading skill (how well you understand, select, and use the material you were given). Your target length is 250–350
words.

The Five Formats You May Be Asked For

• Email — a written message, usually semi-formal to formal, sent to a specific recipient for a clear purpose.
• Letter — a formal letter, typically addressed to an unnamed official ("Dear Sir/Madam") or a named
recipient in a professional capacity.
• Report — an objective, structured account of findings or a situation, usually written for a superior,
committee, or organisation.
• Speech — a piece written to be delivered aloud to a live audience, aiming to inform, persuade, or inspire.
• Article — a piece written for a magazine, newspaper, or website, aiming to inform or engage a general
readership.
Whichever format appears in your exam, the examiner is really testing three things: whether you can adopt the
correct voice for that format, whether you can use the stimulus material intelligently rather than copying it, and
whether your English is accurate. The chapters that follow break down each format in turn.

How Marks Are Actually Awarded

Understanding roughly how the 25 marks are distributed helps you decide where to spend your effort. The
breakdown below is a simplified guide to the assessment focus, not an official mark scheme.

Element Rule

Content & use of text (10 How relevantly and intelligently you select and develop ideas from the stimulus
marks) material, rather than copying or ignoring it.

Organisation (5 marks) Whether your response follows a logical structure with clear paragraphing appropriate
to the format.

Register & format (5 marks) Whether your tone, vocabulary, and layout genuinely match the task
(email/letter/report/speech/article).

Language accuracy (5 marks) Grammar, spelling, punctuation, and sentence control across the whole response.

A response that is beautifully written but ignores half the stimulus material, or uses the wrong format's
conventions, will always underperform relative to a simpler response that ticks every box the question actually
asks for. Always re-read the bullet points in the question before you finish writing.

A Reusable Planning Template

Before writing any directed-writing response, spend three to four minutes filling in a quick plan like the one below
on your rough paper.
Element Rule

Format & register e.g. Letter — fully formal / Article — semi-formal and engaging

Purpose What exactly am I trying to achieve? (persuade / inform / request / complain)

Key points from text (3–4) List the ideas you will reword and develop — not copy

My own added point One idea, example, or solution that goes beyond the stimulus

Paragraph order Opening → Point 1 → Point 2 → Point 3 → Closing

Format features to include e.g. subject line + sign-off / subheadings / greeting + thank-you
2. Email Writing
An email task asks you to write to a specific person — a school principal, a company, a local council, a club organiser
— for a clear purpose such as requesting, complaining, informing, or persuading. The register can be formal or
semi-formal depending on who you are addressing; the question will always make this clear.

Rules and Format

Element Rule

Subject line A short, precise line summarising your purpose (e.g. "Request to Extend Library
Opening Hours").

Salutation "Dear Sir/Madam" for an unknown/official recipient; "Dear Mr/Ms [Surname]" if a

name is given.

Opening line State clearly and immediately why you are writing — don't make the reader guess.

Body 2–3 paragraphs developing your points logically, each with one main idea.

Closing line A polite, purposeful final line (a call to action, a thank-you, or a next step).

Sign-off "Yours faithfully" (unnamed recipient) or "Yours sincerely" (named recipient), followed
by your name.

Length 250–350 words, in 4–5 paragraphs.

Register Formal or semi-formal — no contractions (don't → do not), no slang, no emojis.

Example Question

Directed Writing — Email

Your school is considering banning single-use plastic bottles on campus. You have read differing opinions from
students and teachers. Write an email to your school principal giving your views on this proposal and suggesting
how it could be implemented successfully. In your email you should: explain why you support or oppose the ban;
refer to points raised by others; suggest practical steps for implementation.

Model Answer

Subject: Views on the Proposed Ban on Single-Use Plastic Bottles

Dear Mr Patel,

I am writing to share my thoughts on the proposal to ban single-use plastic bottles on campus, a topic that has
clearly divided opinion among students and staff.

I strongly support the ban. Several students have pointed out that plastic waste from bottles has become a visible
problem near the canteen, and a number of teachers have noted that it undermines the environmental values the
school claims to promote. While some students worry that a ban would be inconvenient, especially during sports
practice, I believe this concern can be addressed rather than used as a reason to abandon the idea altogether.

To implement the ban successfully, I would suggest installing several water refill stations around the school,
particularly near the sports fields, so that students with reusable bottles are never far from clean water. The school
could also consider a short trial period of one term, allowing students to adjust gradually rather than facing an
abrupt change. Finally, a brief assembly explaining the environmental reasoning behind the policy would help
students feel included in the decision rather than simply told what to do.

I hope these suggestions are useful as the school finalises its decision. I would be glad to discuss this further if it
would help.

Yours sincerely,

Aleena Rahim
(Approximate word count: 207 words — within the 250–350 word range.)

Common Mistakes in Email Writing

Mistake: Forgetting the subject line entirely, which loses an easy formatting mark.
Fix: Always write one before you start the salutation — even a simple, clear line is enough.
Mistake: Slipping into an informal tone ("Hey", "Thanks a lot!", contractions like "I'm" or "don't").
Fix: Read your draft back and replace every contraction and casual phrase with its formal equivalent.
Mistake: Copying long phrases directly from the stimulus text instead of using your own words.
Fix: Note down the key ideas from the text in your plan, then write them out fresh in your own sentences.
Mistake: Ending abruptly after the last point, with no closing line or sign-off.
Fix: Always finish with a short closing line and the correct sign-off matched to your salutation.

Useful Phrases for Email Writing

• Opening: "I am writing to..." / "I am writing in response to..." / "I am writing on behalf of..."
• Introducing a point: "One issue that requires attention is..." / "It is worth noting that..."
• Referring to the source material: "As mentioned in the recent notice..." / "Several students have pointed
out that..."
• Making a request: "I would be grateful if..." / "Could I therefore request that..."
• Closing: "I look forward to your response." / "Please do not hesitate to contact me if further information is
needed."

Self-Check: Email Checklist

• Subject line included and specific to the topic.
• Correct salutation for the named or unnamed recipient.
• Purpose stated clearly in the opening line.
• 3+ distinct points, each in its own paragraph.
• Ideas from the stimulus reworded, not copied.
• Formal/semi-formal register maintained throughout (no contractions or slang).
• Closing line + correctly matched sign-off included.
• 250–350 words.
3. Formal Letter Writing
A formal letter task is very similar to an email in tone and structure, but is typically used for more official or
traditional contexts — writing to a newspaper editor, a government office, or an organisation. The key difference
from an email is the absence of a subject line and, occasionally, the inclusion of a date.

Rules and Format

Element Rule

Date Optional but a nice professional touch if included, placed at the top.

Salutation "Dear Sir/Madam" for an unnamed recipient; "Dear Mr/Ms [Surname]" if named.

Opening paragraph State your purpose for writing clearly in the first one or two sentences.

Body 2–3 paragraphs, each developing one clear point, using evidence or reasoning drawn
from the stimulus.

Closing paragraph Summarise your position or request and end on a courteous, forward-looking note.

Sign-off "Yours faithfully" (unnamed recipient) or "Yours sincerely" (named recipient), then
your name.

Length 250–350 words, in 4–5 paragraphs.

Register Fully formal throughout — this format rarely permits any informality.

Example Question

Directed Writing — Letter

You have read an article about the increasing amount of litter left behind by visitors to a popular local park. Write
a letter to the editor of a local newspaper giving your opinion on this problem and suggesting what could be done
about it. In your letter you should: describe the impact of the litter problem; respond to views expressed in the
article; propose realistic solutions.

Model Answer

Dear Sir/Madam,

I am writing in response to the recent article describing the growing litter problem at Riverside Park, an issue I
believe deserves far more attention than it currently receives.

The article rightly points out that discarded food wrappers and plastic bottles have begun to spoil what was once
one of the cleanest green spaces in our town. Having visited the park myself last weekend, I can confirm this is no
exaggeration; entire sections of the riverbank were littered with rubbish, driving away the birdlife that used to
draw families there in the first place. One resident quoted in the article suggested that visitor numbers alone were
to blame, but I would argue the real issue is a lack of accessible bins and consequences for littering, not the number
of people enjoying the park.

To address this, the council could install additional bins at regular intervals along the main paths, rather than
clustering them only near the entrance. A modest fine for littering, clearly signposted, would also encourage more
responsible behaviour without discouraging visitors altogether. Finally, a termly clean-up event involving local
schools would not only reduce existing litter but help build a stronger sense of ownership over the space among
young residents.

I hope the council will treat this matter with the urgency it deserves before the park's condition worsens further.

Yours faithfully,

A Concerned Resident
(Approximate word count: 221 words — within the 250–350 word range.)

Common Mistakes in Letter Writing

Mistake: Mismatching salutation and sign-off (e.g. "Dear Sir/Madam" closed with "Yours sincerely").
Fix: Memorise the pairing: unnamed recipient → Yours faithfully; named recipient → Yours sincerely.
Mistake: Writing the letter as a simple summary of the stimulus text rather than an opinion piece that uses it.
Fix: Always state your own stance early, then use the text's ideas as evidence or counterpoints, not as your
entire content.
Mistake: Overly aggressive or emotional language when arguing a point.
Fix: Keep your tone assertive but measured — formal letters persuade through reasoning, not intensity.
Mistake: Vague solutions ("something should be done") instead of specific, realistic suggestions.
Fix: Always name a concrete action — who should do what, and how — to strengthen your argument.

Useful Phrases for Letter Writing

• Opening: "I am writing in response to your recent article on..." / "I am writing to express my concern
about..."
• Presenting an argument: "It seems to me that..." / "There is a strong case for..."
• Acknowledging another view: "While some may argue that... it is important to also consider..."
• Proposing a solution: "One practical solution would be to..." / "I would urge the council to consider..."
• Closing: "I trust this matter will be given due consideration." / "I hope the points raised here will be taken
into account."

Self-Check: Letter Checklist

• Correct salutation and matching sign-off (faithfully/sincerely).
• Purpose of the letter clear within the first two sentences.
• Own opinion stated, supported by reasoning — not just a summary of the text.
• At least one view from the stimulus acknowledged or responded to.
• Specific, realistic solution(s) proposed, not vague statements.
• Fully formal register maintained throughout.
• 250–350 words in 4–5 paragraphs.
4. Report Writing
A report presents information or findings in an organised, objective way, usually for a superior, committee, or
organisation to review and act on. Unlike a letter or email, a report is built around headings and a formal,
impersonal tone — it reads more like a structured document than a piece of personal correspondence.

Rules and Format

Element Rule

Title A clear heading stating the subject of the report (e.g. "Report on Recycling Facilities in
the School").

Introduction One short paragraph stating the purpose of the report and, briefly, how the
information was gathered.

Subheadings 2–3 subheadings dividing the findings into clear categories (e.g. "Current Situation",
"Issues Identified", "Recommendations").

Body Under each subheading, present findings in short, focused paragraphs or bullet points.

Recommendations A final section proposing clear, practical next steps.

Tone Objective and impersonal — avoid "I think"; prefer "It was found that" or "The
evidence suggests".

Length 250–350 words.

Register Fully formal; no sign-off is needed as with a letter or email.

Example Question

Directed Writing — Report

As a student council member, you have been asked to investigate concerns about the amount of food waste in
the school canteen. Write a report for the school management summarising the situation and recommending
improvements. In your report you should: outline the current situation; identify the causes of the problem;
recommend practical solutions.

Model Answer

Report on Food Waste in the School Canteen

Introduction

This report investigates the level of food waste in the school canteen following concerns raised by staff and
students. It is based on observations made over two weeks and informal discussions with canteen staff.

Current Situation

Observation of the canteen bins over a two-week period revealed a significant amount of untouched food being
discarded daily, particularly rice and vegetable portions. Canteen staff reported that roughly a third of prepared
food is regularly thrown away, representing both a financial cost to the school and an unnecessary environmental
impact.

Causes Identified

• Portion sizes are fixed and cannot be adjusted by students who want smaller servings.
 • The lunch period is short, meaning some students skip meals entirely and abandon their trays.
• There is currently no system for composting or redistributing surplus food.

Recommendations

• Introduce a choice of portion sizes to reduce waste from over-serving.

• Extend the lunch period by ten minutes to allow students adequate time to eat.
• Establish a composting bin for unavoidable food waste and explore donating unsold, unopened items to a
local charity.
Implementing these changes would reduce both the financial and environmental cost of food waste while
improving the overall canteen experience for students.
(Approximate word count: 203 words — within the 250–350 word range.)

Common Mistakes in Report Writing

Mistake: Writing in a personal, narrative voice ("I went to the canteen and saw...").
Fix: Keep the tone impersonal and evidence-based: "Observation revealed..." rather than "I saw...".
Mistake: Omitting subheadings and writing the report as continuous prose.
Fix: Always break the report into clearly labelled sections — this is one of the easiest structural marks to
secure.
Mistake: Blending findings and recommendations together under one heading.
Fix: Keep "what is happening" and "what should be done" in clearly separate sections.
Mistake: Vague or unmeasurable recommendations ("try to reduce waste more").
Fix: Make each recommendation specific and actionable, ideally tied to a cause you identified earlier in the
report.

Useful Phrases for Report Writing

• Introduction: "This report investigates..." / "This report was compiled following concerns about..."
• Presenting findings: "It was found that..." / "Evidence gathered indicates that..." / "Data collected over
[period] shows..."
• Identifying causes: "This appears to be a result of..." / "A contributing factor is..."
• Recommending action: "It is recommended that..." / "The school/council should consider..."
• Concluding: "In light of these findings, it is clear that..." / "Implementing the above measures would likely
result in..."

Self-Check: Report Checklist

• Clear title stating the subject of the report.
• Short introduction stating purpose and method.
• 2–3 clear subheadings dividing the content logically.
• Impersonal, objective tone throughout (no "I think").
• Findings and recommendations kept in separate sections.
• Recommendations are specific and tied to identified causes.
• 250–350 words.
5. Speech Writing
A speech is written to be delivered aloud to a live audience — classmates, parents, a community group — so it
needs a distinct, spoken quality that the other formats don't require. The examiner is listening (on the page) for
direct engagement with the audience, not simply well-organised information.

Rules and Format

Element Rule

Opening address Greet the audience directly ("Good morning, everyone") and, often, thank whoever
introduced you.

Hook Open with a question, a striking statistic, or a brief anecdote to capture attention
immediately.

Direct address Use "you" and "we" throughout to keep the audience personally involved.

Signposting Use clear verbal markers ("Firstly", "This brings me to my next point", "Finally") since
listeners can't re-read a paragraph.

Rhetorical devices Rhetorical questions, repetition, and the rule of three are especially effective in spoken
form.

Closing End with a memorable, energising final line and a thank-you to the audience.

Length 250–350 words.

Register Formal but warm and persuasive — more personal in tone than a report or letter.

Example Question

Directed Writing — Speech

You have read differing opinions about whether your school should plant a community garden on unused land.
Write the text of a speech to be given to your fellow students at a school assembly, persuading them to support
the idea. In your speech you should: explain the benefits of the garden; respond to concerns others have raised;
encourage students to get involved.

Model Answer

Good morning, everyone.

How many of you have walked past that empty patch of land behind the sports hall and never given it a second
thought? I certainly hadn't, until I learned what it could become: a community garden, grown and cared for by us.

The benefits are hard to ignore. A garden would give us a hands-on way to learn about sustainability, something no
textbook can fully teach. It would provide fresh vegetables for the canteen, cutting down on the food we currently
import from elsewhere. And, perhaps most importantly, it would give students a genuine reason to spend time
outdoors together, away from screens, working towards something real.

I know some of you are wondering who would actually maintain it once the initial excitement fades, and that's a
fair concern — I've heard it raised by several of you already. But this needn't fall on any one group. If each class
takes responsibility for the garden for just one week a term, the workload becomes light, and the sense of
ownership becomes something we all share.
So I'm asking you: don't let this patch of land stay empty for another year. Sign up at the student council table this
week, bring a friend, and let's turn an unused corner of our school into something we can all be proud of.

Thank you.
(Approximate word count: 219 words — within the 250–350 word range.)

Common Mistakes in Speech Writing

Mistake: Writing in a flat, report-like tone with no direct address to the audience.
Fix: Sprinkle "you" and "we" throughout, and read your draft aloud — if it doesn't sound spoken, revise it.
Mistake: Forgetting the opening greeting or the closing thank-you.
Fix: Always frame the speech with a greeting at the start and a thank-you (or a strong closing line) at the end.
Mistake: Overusing rhetorical questions until they lose their impact.
Fix: Use them sparingly — one or two well-placed rhetorical questions are far more powerful than five in a
row.
Mistake: Ignoring counter-arguments raised in the stimulus material entirely.
Fix: Acknowledge the opposing view briefly before responding to it — this shows genuine engagement with
the source text.

Useful Phrases for Speech Writing

• Opening: "Good morning/afternoon, everyone." / "Thank you for having me here today."
• Engaging the audience: "Imagine, for a moment..." / "How many of you have ever...?"
• Signposting: "Firstly..." / "This brings me to my next point..." / "Finally, I want to leave you with this
thought..."
• Addressing concerns: "Now, some of you might be thinking..." / "I understand the concern that... but..."
• Closing: "So let's take this step together." / "Thank you for listening."

Self-Check: Speech Checklist

• Opens with a direct greeting to the audience.
• Hook in the first few lines (question, anecdote, or striking fact).
• Direct address ("you"/"we") used consistently throughout.
• Clear verbal signposting between points.
• At least one opposing view acknowledged and responded to.
• Strong, memorable closing line plus a thank-you.
• 250–350 words.
6. Article Writing
An article is written for a magazine, newspaper, or website, aimed at informing or engaging a general readership. It
sits between a report and a speech in tone: more personal and lively than a report, but not addressed to a live
audience the way a speech is.

Rules and Format

Element Rule

Title A short, catchy heading that captures the reader's interest and hints at the content.

Opening An engaging hook — a scene, a surprising fact, or a direct question — to draw the
reader in.

Body 2–3 paragraphs developing your ideas with examples, giving the piece a clear line of
thought.

Voice More personal and opinion-driven than a report; can use "I" and address the reader
directly.

Conclusion A reflective closing thought, a call to action, or a memorable final observation.

Length 250–350 words.

Register Semi-formal and engaging — livelier than a letter or report, but still standard English
throughout.

Example Question

Directed Writing — Article

You have read an account of how rising temperatures are affecting wildlife in your region. Write an article for a
school magazine explaining the issue to your fellow students and encouraging them to take small, practical
actions. In your article you should: explain the impact of rising temperatures on local wildlife; refer to points
raised in what you have read; suggest simple actions students can take.

Model Answer

The Heat Is On — And So Are We

Have you noticed the birds seem quieter this summer? It isn't your imagination. According to recent reports, rising
temperatures in our region are pushing several local species out of their usual habitats, and the change is
happening faster than most of us realise.

The article I read last week described how a nearby wetland, once home to dozens of migratory birds, has seen its
water levels drop so significantly that many species have simply stopped returning. Local beekeepers, too, have
reported smaller hives, as unpredictable heatwaves disrupt the flowering patterns bees depend on. It's easy to
read statistics like these and feel that the problem is too large for any one of us to matter — but that isn't quite
true.

Small, consistent actions genuinely add up. Something as simple as leaving a shallow dish of water in your garden
can support birds and insects struggling through hotter, drier months. Choosing to walk or cycle instead of asking
for a lift, even just twice a week, chips away at the emissions driving this warming trend. And if your family has
outdoor space, planting even one native shrub can offer shelter that a manicured lawn never could.
None of these actions will single-handedly cool the planet, and no one is asking you to. But if every student reading
this magazine made just one small change, the collective impact on our local wildlife could be far greater than we
imagine. The heat is rising — perhaps it's time our effort did too.
(Approximate word count: 250 words — within the 250–350 word range.)

Common Mistakes in Article Writing

Mistake: A dull, generic title ("My Article", "Climate Change") that doesn't hook the reader.
Fix: Spend thirty seconds crafting a specific, punchy title — it's often the first thing an examiner notices.
Mistake: Turning the article into a dry list of facts copied from the stimulus text.
Fix: Blend facts with your own voice and reflection — an article should feel like it has a person behind it.
Mistake: No clear conclusion; the piece just trails off after the last fact.
Fix: Always end with a reflective line, a call to action, or a callback to your opening hook.
Mistake: Register drifting too casual (text-speak, excessive exclamation marks) or too stiff (report-like
objectivity).
Fix: Aim for the middle ground: engaging and personal, but still standard, well-punctuated English.

Useful Phrases for Article Writing

• Opening hook: "Picture this..." / "Have you ever wondered...?" / "It's a scene playing out across..."
• Developing an idea: "What's particularly striking is..." / "Dig a little deeper, and..."
• Referring to a source: "According to a recent report..." / "Experts have observed that..."
• Suggesting action: "The good news is that small changes can help..." / "So what can we actually do?"
• Closing: "Perhaps it's time we..." / "The choice, in the end, is ours to make."

Self-Check: Article Checklist

• Title is specific, catchy, and relevant to the content.
• Opens with an engaging hook, not a flat statement of fact.
• Personal, semi-formal voice used throughout (not report-like).
• Ideas from the stimulus blended with your own reflection, not just listed.
• Practical, reader-relevant suggestions included.
• Clear, reflective conclusion — not an abrupt stop.
• 250–350 words.
7. Best Strategies for Section A
Before You Write
1. Read the question twice before touching the stimulus text — know exactly what format, audience, and
purpose you're aiming for.
2. Underline or annotate 4–6 key points in the stimulus material that you can develop, rather than trying to
use everything.
3. Spend 3–4 minutes planning: list your points in the order you'll use them, and decide which format-specific
features (subheadings, greeting, sign-off) you need.
4. Identify the register required — formal, semi-formal, or persuasive-personal — before you write your first
sentence.

While You Write

5. Never copy phrases directly from the stimulus text — always reword ideas in your own language, even
when the underlying fact stays the same.
6. Use the material as evidence for your own points, not as the entire content of your response.
7. Vary your sentence openings and lengths; avoid starting three sentences in a row with "I think" or "This
shows".
8. Keep every paragraph focused on one idea — this makes your structure obvious to the examiner at a
glance.
9. Match your vocabulary to your register: swap casual words ("a lot of", "stuff", "kids") for precise formal
alternatives ("a considerable amount of", "resources", "students").

After You Write

10. Check that you've included every format-specific feature required (subject line, subheadings, greeting, sign-
off, title).
11. Count your paragraphs — 4–5 is the target; too few suggests underdevelopment, too many can suggest a
lack of planning.
12. Read your closing line aloud — does it sound deliberate and complete, or does the piece just stop?
13. In your final read-through, check tense consistency first, since it's the single most common accuracy error
under time pressure.
8. Common Word and Sentence-Level Mistakes
Even strong ideas lose marks when accuracy slips. The errors below are some of the most frequent seen in O Level
scripts, along with how to catch them.

Frequently Confused Words

Often confused With How to tell them apart

their / there / they're possession / place / "they "Their" owns something; "there" is a place; "they're" always
are" expands to "they are".

your / you're possession / "you are" If you can replace it with "you are" and it still makes sense, use
"you're".

affect / effect verb / noun (usually) "Affect" is almost always the verb (to influence); "effect" is
almost always the noun (a result).

its / it's possession / "it is" "It's" always expands to "it is" or "it has"; there is no apostrophe
in the possessive "its".

then / than time / comparison "Then" relates to time or sequence; "than" is used only in
comparisons.

lose / loose to misplace / not tight "Lose" rhymes with "choose"; "loose" rhymes with "goose" and
describes something not tight.

advice / advise noun / verb "Advice" is the noun you receive; "advise" is the verb someone
does to you.

fewer / less countable / uncountable "Fewer" for things you can count (fewer students); "less" for
amounts you can't (less time).

accept / except to agree to / excluding "Accept" means to agree to receive something; "except" means
excluding something.

compliment / complement praise / to go well with A "compliment" is praise; something that "complements"
another thing completes or enhances it.

principal / principle head of school / a rule "Principal" (with -al) is a person in charge or the main thing;
"principle" is a rule or belief.

stationary / stationery not moving / paper goods "Stationary" (with an a) means not moving; "stationery" (with
an e) refers to paper and pens.

whose / who's possession / "who is" "Who's" always expands to "who is" or "who has"; "whose"
shows possession.

quiet / quite silent / to a degree "Quiet" describes low noise; "quite" means "fairly" or
"completely", depending on context.

breath / breathe noun / verb "Breath" is the noun (a breath of air); "breathe" is the verb (to
breathe deeply).

desert / dessert arid land or to abandon / a "Dessert" has the extra "s" — easy to remember because you'd
sweet course want "seconds" of dessert.

Sentence-Level Mistakes
Mistake: Comma splices — joining two full sentences with only a comma ("The rain stopped, we went outside.").
Fix: Use a full stop, a semicolon, or a conjunction: "The rain stopped, so we went outside."
Mistake: Tense-switching mid-paragraph, especially drifting from past to present in narratives.
Fix: Decide your tense before you write, and check it specifically in your final proofreading pass.
Mistake: Subject–verb agreement errors ("The list of items were long" instead of "was long").
 Fix: Identify the true subject of the sentence — here it's "list" (singular), not "items" — and match the verb to
it.
Mistake: Run-on sentences that pile several ideas together without clear punctuation.
Fix: If a sentence needs more than one "and", consider splitting it into two clearer sentences.
Mistake: Dangling modifiers ("Walking to school, the rain started falling" — implying the rain was walking).
Fix: Make sure the subject right after the introductory phrase is the one actually performing that action.
Mistake: Repetition of the same linking word ("Also... Also... Also...") throughout an essay.
Fix: Build a small personal bank of alternatives — furthermore, in addition, similarly, on the other hand —
and rotate them.
Mistake: Register slips — using contractions ("don't", "can't") or casual phrases in formal writing.
Fix: Write contractions in full in any formal or semi-formal task: "do not", "cannot".

Sentence Variety Toolkit

Reusing the same sentence pattern throughout an essay makes even accurate writing feel monotonous. The table
below shows simple transformations you can apply to add variety without changing your meaning.

Often confused With How to tell them apart

Simple statement "The forest was destroyed Try an -ing opener: "Spreading rapidly through the dry
by the fire." undergrowth, the fire destroyed the forest."

Repeated "I think" "I think the plan is Vary with: "To my mind, the plan is unrealistic" or "The plan, in
unrealistic." my view, is unrealistic."

Short, flat sentences "It rained. We stayed inside. Combine with a connective: "As the rain kept us inside,
We were bored." boredom quickly set in."

Overused "and" "He ran and he shouted and Use a semicolon or restructure: "He ran, shouting and waving as
he waved." he went."

Always starting with the "The council rejected the Front a phrase instead: "Despite months of campaigning, the
subject proposal." council rejected the proposal."

Flat cause-effect "Deforestation happened. Link explicitly: "As deforestation accelerated, wildlife
Wildlife declined." populations declined in tandem."

Informal to Formal: Quick Conversion Table

Directed writing almost always calls for formal or semi-formal English. Use this table to catch the most common
informal habits before they cost you marks.

Often confused With How to tell them apart

don't / can't / won't do not / cannot / will not Always expand contractions in formal and semi-formal writing.

a lot of / lots of a considerable amount of / "A lot of" reads as casual; formal writing prefers a more precise
numerous quantifier.

kids children / students "Kids" is conversational; use the more formal noun appropriate
to context.

get / got receive / obtain / became "Get" is an overused informal verb — replace it with a more
precise alternative.

really / very significantly / considerably Formal writing favours precise intensifiers over "really" and
"very".

stuff / things issues / matters / items Replace vague nouns with a specific term suited to the context.
Often confused With How to tell them apart

I reckon / I feel like I believe / In my view Casual openers for opinion should be replaced with formal
equivalents.

okay / fine acceptable / satisfactory Informal approval words have more precise formal substitutes.
9. Daily Habits to Improve Your Written English
Exam technique can only take you so far — the biggest, most lasting gains come from small habits practised
consistently over weeks and months. None of the habits below need more than 15–20 minutes a day.

Read for 15 minutes daily

Read one newspaper article, magazine piece, or a few pages of a novel every day. Notice how professional writers
open paragraphs, vary sentence length, and use vocabulary precisely — this builds an instinct for good writing that
grammar rules alone can't teach.

Keep a vocabulary notebook

Whenever you meet an unfamiliar or impressive word while reading, write it down with its meaning and a
sentence of your own using it. Review the list once a week rather than trying to memorise it all at once.

Write one paragraph a day

Pick any topic — a news story, an opinion, a memory — and write a single well-structured paragraph. Consistency
matters far more than length; a daily 100-word habit compounds faster than a rushed weekly essay.

Practise timed writing weekly

Once a week, answer a past-paper-style question under real exam time limits. This builds the pacing instinct you'll
need on exam day far better than untimed practice.

Read your own writing aloud

After finishing any piece, read it back aloud. Awkward phrasing, missing words, and tense inconsistencies are far
easier to catch by ear than by eye.

Keep a 'mistakes log'

Every time a teacher or this guide flags an error in your writing, note it in a running list. Revisit the list before each
practice session so the same mistakes stop repeating.

Learn one new linking phrase a week

Formal writing leans on connectives ("consequently", "nevertheless", "in light of this"). Learning and deliberately
using one new one each week steadily broadens your range.

Rewrite one sentence three ways

Take any sentence you've written and rewrite it twice more with different structures or vocabulary. This trains
flexibility, so you're not stuck reusing the same sentence pattern throughout an essay.

A Simple Weekly Practice Planner

If daily practice feels difficult to sustain, a light weekly structure can help build the habit gradually. This is only a
suggested rhythm — adapt it to fit your own schedule.

Element Rule

Monday Read one article or a few pages of a book (15 min); note 2–3 new words.

Tuesday Write one paragraph on any topic of your choice (15–20 min).

Wednesday Review your vocabulary notebook and mistakes log (10 min).

Thursday Practise one directed-writing format from the question bank, untimed.
Element Rule

Friday Read your Thursday response aloud and correct it against the relevant checklist.

Saturday Attempt one timed question (30–35 minutes) from a different format.

Sunday Rest, or read something purely for enjoyment — reading widely still builds your
instinct for language.
10. Practice Question Bank
Use these questions for independent practice. Time yourself where possible (aim for 30–35 minutes per response
including planning), and refer back to the rules and mistake-lists above as you write and check your work.

Email Questions
14. Your school is debating whether to introduce a compulsory school uniform for all year groups. Write an
email to your class teacher giving your views and suggesting how any change should be introduced.
15. You have read differing opinions on extending school hours to include an extra academic period. Write an
email to your school principal expressing your opinion and proposing an alternative if you disagree.
16. Your local council is considering closing a public library to save costs. Write an email to a council
representative explaining why the library should remain open and suggesting ways to reduce costs instead.
17. You have read about plans to introduce a new cafeteria menu with more processed food. Write an email to
the school catering manager raising concerns and suggesting healthier alternatives.
18. Your school library committee is deciding whether to reduce printed books in favour of digital devices.
Write an email giving your opinion and recommending a balanced approach.
19. Your school is considering charging students for parking bicycles on campus. Write an email to the school
administration giving your views on this proposal.
20. You have read about a proposal to shorten the summer holidays and lengthen the winter break instead.
Write an email to your principal expressing your opinion.
21. Your class has been asked to choose a destination for the annual school trip. Write an email to your teacher
proposing a destination and justifying your choice.

Letter Questions
22. You have read an article about increasing traffic congestion near your school gates at pick-up time. Write a
letter to the local newspaper suggesting solutions.
23. A local company is planning to build a new factory near a residential area. Write a letter to the town council
expressing your views on the potential impact.
24. You have read differing opinions about whether tourists should be charged an entry fee to visit a popular
natural landmark in your region. Write a letter to a travel magazine giving your opinion.
25. Your local sports centre is considering removing its swimming pool to make space for a gym. Write a letter
to the centre's management expressing your views.
26. You have read an article about the decline of a local historic building due to a lack of funding. Write a letter
to the local heritage society suggesting how it could be preserved.
27. You have read differing views on whether junk food advertising aimed at children should be banned. Write
a letter to a newspaper editor giving your opinion.
28. Your neighbourhood is affected by irregular waste collection. Write a letter to the local municipal office
describing the problem and proposing solutions.
29. You have read an article discussing whether homework should be reduced for students in your age group.
Write a letter to an education magazine giving your opinion.

Report Questions
30. As a member of the student council, write a report investigating the level of noise pollution around your
school and recommending solutions.
 31. Your school has asked you to investigate the popularity and effectiveness of its extracurricular clubs. Write
a report summarising your findings and recommendations.
32. Write a report for your local youth centre investigating why attendance has dropped over the past year,
and recommend improvements.
33. As a member of an environmental club, write a report on littering in a local park and recommend practical
solutions.
34. Your school has asked you to investigate students' access to and use of the school library. Write a report
summarising the situation and suggesting improvements.
35. Write a report for your school management on the condition of the sports facilities and recommend
necessary improvements.
36. As a prefect, write a report investigating the causes of late arrivals among students and recommend
solutions.
37. Write a report for a local wildlife organisation on the impact of a nearby construction project on a local
habitat.

Speech Questions
38. Write the text of a speech to be given to your fellow students, persuading them to take part in a fundraising
event for a local charity.
39. Write a speech to be delivered at a school assembly, encouraging students to reduce their use of plastic in
daily life.
40. Write a speech for a school debate arguing for or against the use of mobile phones during school hours.
41. Write a speech to be delivered to parents at a school open day, explaining the benefits of a new
extracurricular programme.
42. Write a speech encouraging your fellow students to get involved in protecting a local natural habitat.
43. Write a speech to be given to your classmates persuading them to volunteer for a local river clean-up
initiative.
44. Write a speech for a school assembly on the importance of mental well-being among students.
45. Write a speech encouraging your fellow students to reduce food waste in the school canteen.

Article Questions
46. Write an article for a school magazine about the benefits and challenges of learning a second language.
47. Write an article for a local newspaper about the impact of social media on teenagers in your community.
48. Write an article for a travel website describing an environmental issue affecting a popular local destination
and what visitors can do to help.
49. Write an article for a school magazine encouraging students to spend more time outdoors and less time on
screens.
50. Write an article for a community newsletter about a local initiative that has successfully improved the
neighbourhood.
51. Write an article for a school magazine about the effects of rising urban heat on daily life in your city.
52. Write an article for a youth website exploring the pressures students face around academic performance.
53. Write an article for a local newspaper about efforts in your community to protect an endangered local
species.
11. Topic Vocabulary Bank
Directed writing questions tend to cluster around a handful of recurring themes. Having a small bank of precise
vocabulary ready for each theme saves time and lifts the quality of your language under pressure.

Environment & Nature

biodiversity · sustainable / sustainability · conservation · habitat destruction · carbon footprint · renewable
resources · ecosystem · pollution levels · climate resilience · environmental degradation

Technology & Social Media

digital literacy · screen time · online engagement · misinformation · connectivity · digital divide · artificial
intelligence · data privacy · virtual interaction · technological dependence

Education & School Life

curriculum · extracurricular activities · academic pressure · peer support · holistic development · student
welfare · learning outcomes · school community · resource allocation · well-being

Community & Local Issues

local council · civic responsibility · public amenities · neighbourhood initiative · infrastructure · residents'
concerns · community engagement · urban planning · accessibility · public consultation

Health & Well-being

mental well-being · physical activity · balanced lifestyle · stress management · nutrition · preventive care ·
support systems · work-life balance · resilience · healthy habits

Culture & Identity

cultural heritage · diversity · tradition versus modernity · sense of belonging · intergenerational · cultural
preservation · globalisation · shared values · community identity · cultural exchange
12. Frequently Asked Questions
Can I use the exact same word from the stimulus text?
Occasionally, if it's a precise technical term with no easy synonym (e.g. "recycling"). But rephrase the surrounding
sentence and avoid copying whole phrases — examiners specifically reward independent use of language.

What if I disagree with every view in the stimulus text?

That's perfectly fine. Directed writing rewards a well-reasoned personal stance; you are not required to agree with
the text, only to engage with it — acknowledge the views given, then explain clearly why you see it differently.

How strict is the word count really?

There's no hard penalty for being 20–30 words outside the range, but responses that are far too short usually lack
development, and responses that are far too long often run out of time for the composition in Section B. Treat 250–
350 as a genuine target.

Do I need a real address for a letter or email?

No — modern mark schemes focus on register, structure, and content rather than address blocks. A salutation and
sign-off are what matter most.

What if I can't think of a good title for an article?

Come back to it. Write the article first, then skim your opening paragraph for a striking phrase or idea you can turn
into a title — it's often easier to title a piece once it exists.

Is it okay to invent statistics or details not in the stimulus?

Plausible, realistic supporting detail (an example, a personal observation, a reasonable estimate) is expected and
rewarded. Avoid inventing named studies or specific implausible statistics, since these can read as unconvincing
rather than persuasive.

How do I know which register a question wants?

Look at the recipient and purpose. Writing to an unnamed official, a newspaper, or a report reader signals fully
formal. Writing a speech to classmates or an article for a youth magazine allows a warmer, semi-formal voice —
but never casual or slang-heavy.

What's the single biggest mark-losing habit to fix first?

Copying phrases directly from the stimulus text. It's the easiest habit to fall into under time pressure, and one of
the most consistently penalised, so it's worth making it your very first priority.

Should I write a title for every format, not just articles?

No — only articles typically need a title. Emails use a subject line instead; letters and speeches need neither;
reports benefit from a clear heading rather than a creative title.

How do I avoid running out of ideas mid-answer?

Your plan should already list 3–4 points before you start writing, so you're never inventing content on the spot. If
you still run dry, return to the stimulus text for an angle you haven't used yet, or add a brief personal example.
13. Before-and-After: See the Improvement
Sometimes the clearest way to understand a fix is to see it applied. Each pair below shows a common weak first
draft next to an improved version, with a short note on what changed.

Email Opening
Before: "Hi, I'm writing because I don't think the new rule is fair and lots of kids agree with me."

After: "I am writing to express my concern about the new rule, a view shared by a considerable number of my
classmates."

What changed: the greeting-style opener was removed, contractions were expanded, and "lots of kids" became a
more formal, precise phrase.

Letter Argument
Before: "I think the council is wrong and they should just fix the park because it's really bad now."

After: "In my view, the council has underestimated the scale of the problem, and prompt action is needed to
restore the park to an acceptable standard."

What changed: the blunt, personal accusation was reframed as a reasoned position, and vague intensifiers ("really
bad") were replaced with a more precise description.

Article Conclusion
Before: "So yeah, that's basically why we should all care about this and do something about it."

After: "Perhaps, then, the real question is not whether this issue matters, but how soon we are willing to act on it."

What changed: casual filler ("so yeah", "basically") was removed, and the flat statement was rebuilt into a more
reflective, memorable closing line.
14. Command Words Glossary
Directed writing questions often use specific command words to signal what kind of response is expected.
Misreading these can lead to a well-written answer that misses what was actually asked.

Element Rule

Explain Give clear reasons or causes, showing understanding of why or how something
happens.

Describe Give a detailed account of a situation, place, or set of features so the reader can
picture it clearly.

Suggest Propose an idea or solution — this does not need to be drawn directly from the
stimulus text.

Discuss Consider more than one side of an issue before arriving at a reasoned position.

Evaluate Judge the importance, value, or effectiveness of something, usually leading to a

conclusion.

Summarise Present the main points concisely, without unnecessary detail or repetition.

Persuade Use reasoning, evidence, and rhetorical technique to convince the reader or listener of
a position.

Give your views State a clear, personal opinion, supported by reasoning or evidence.
15. Final Exam-Day Checklist
A short checklist to run through mentally before you begin Section A, and again before you move on to Section B.

Before You Start Writing

• Have I identified the exact format required (email, letter, report, speech, or article)?
• Have I identified the recipient/audience and the correct register for them?
• Have I underlined the bullet points in the question so I know exactly what must be covered?
• Have I noted 3–4 key ideas from the stimulus text to develop in my own words?

Before You Move On

• Does my response include every format-specific feature (greeting, sign-off, subheadings, title, etc.)?
• Have I addressed every bullet point listed in the question?
• Is my word count within, or close to, the 250–350 word range?
• Have I checked tense consistency and register in a final read-through?
• Have I left enough time remaining for Section B?

Time Management Suggestion

Element Rule

Reading & planning 5–6 minutes — read the stimulus text(s) and the question carefully, then jot a quick
plan.

Writing 18–20 minutes — write your response, keeping an eye on paragraph structure as you
go.

Checking 3–4 minutes — proofread for tense, register, and any missing format features.

Total for Section A Approximately 28–30 minutes, leaving the remainder of the two hours for Paper 2's
Section B composition.
Use this guide as a working reference, not a script to memorise — examiners consistently reward responses that
are clearly tailored to the specific question asked, using the stimulus material thoughtfully rather than copying it.
Revisit the mistake-lists regularly, and track your own recurring errors in the habit suggested in Chapter 9.