ST EDWARD’S, oxford

ENGLISH

BRILLIANT

LANGUAGE
2010
IGCSE
 an overview
The ONE English exam will count for 70% of your GCSE English grade.

You already have a certain amount of marks, as follows:

Creative Writing coursework: 10% of final grade

Poetry and Fiction anthology coursework: 10% of final grade
Individual Speaking and Listening activity: 5 % of final grade
Group Speaking and Listening activity: 5% of final grade

The Paper 2H exam will take place on Tuesday 8th June 2010 in the morning.

Paper 2H: 70% of final grade

This paper lasts TWO HOURS

Section A: Reading—40 minutes

• Questions totalling 8 marks will test your comprehension of an unseen passage
• A further question, totalling 12 marks will test your ability to explain how language has been
used to shape meaning in the same passage.

Section B: Reading andWriting—40 minutes

• One question testing your ability to explain how the writer of an article taken from the Edexcel
Non-Fiction Anthology has used various literary techniques to good effect.
• One questiontesting your ability to write to a specific purpose on a subject related to the subject
of the article taken from the Non-Fiction Anthology.

Section C: Writing—40 minutes

• One question testing your ability to write to a specific purpose on a given subject.

Wisdom from the Examiners’ Report

“Those who scored less than full marks did so because their answers lacked sufficient scope
and range. Candidates are strongly advised to look at the number of marks available for
each question, as this suggests the length, and the degree of detail expected.”

nota bene
You are being prepared for the Edexcel IGCSE English Language Specification, more details of which
can be found on the internet at www.edexcel.com. Here you will find some specimen and past papers
and details of what the examiners are looking for—if you look hard!
With thanks to Timothy P. Hipperson and Andrew Moore for their contributions to this guide
-2-
 Paper 2H Section A The first 8 marks

SECTION A first 8 marks

Reading task
Spend twenty-five minutes on these questions, including reading time. The questions require you to show that
you have understood precisely the content of what you have read.

select only relevant aspects

ten words
the task in

• answer questions precisely

• don’t waste words

Do you want an A or A*?

vice!
mi ners’ ad • Ensure you get all eight of these marks—they are the easiest in the paper,
Exa and you must (and easily can!) get them all right.
• Don’t include any analysis of the writer’s technique: you are only being
asked about the content of the passage.
• Be brisk—the first eight marks are less than half of the marks available
for this section, and you must leave yourself time to get on to the last
question which is worth 12 marks.
• Use full sentences, but be succinct: don’t include any excess material.
• Ensure you haven’t been vague: precision is crucial for full marks, so
don’t hedge your bets with vague assumptions—base your answers
entirely on what is said in the text, not what you think might be said.

TIMING & LENGTH

You will need to take some time to read the passage first, but it’s
crucial that you leave enough time of the 40 minutes available
for Section A for the final 12-mark question, so you should take
no longer than 25 minutes (around 30 for ET) to answer the first
eight marks’ questions.You must move on once this time is up.

DO...
• make your answers brief and to the point
• use your own words where required
• take care to identify exactly what the
question is asking—don’t lose marks
because you mis-read it
• read the questions first before you read
the passage
• read the passage once, but very
carefully—it’s quicker to do this than to
read the passage rapidly but twice
DO NOT...
• quote where quotations are not
required—especially in questions asking
you to answer in your own words
• be afraid of stating the obvious
• take too long over this section—it’s
essential you leave enough time from the
40 mins available for Section A to answer
the final question
• analyse technique—this is a
comprehension exercise

-3-
 Paper 2H Section A The first 8 marks
SECTION A first 8 marks
Reading task

Example of an A* Script
SECTION A: Reading
You should spend about 40 minutes on this section.
Read the following passage carefully and then answer the questions which follow.

Storm!
The writer and his crew are sailing across the Atlantic Ocean in a small boat made out of leather pieces sewn
together. In this passage the boat meets its first storm.

The seventh wave is said to be the worst, the one that does the damage in the turmoil of an ocean gale.
Clinging to the helm of a small open boat in the heaving waters of a bad Atlantic storm, one’s
temptation to count the waves is irresistible. The mind longs for anything that might impose a pattern
on the jumble of destruction unfolding each time the boat rises to the crest of a roller. A frightening
grey vista stretches endlessly to the horizon, rank upon rank of massive breaking waves, each one
capable of swamping, destroying or capsizing any boat. So always, at that brief moment before the boat
drops into the next trough, the eye seeks to pick out the seventh waves, real or imaginary, the
monsters lifting their heads in menace above their companions, before they too then sink down to hide
in ambush.
On that wind-torn evening in late May 1976, it seemed to my tired mind that the wave pattern
was changing. Instead of the seventh waves, the sea appeared to be collecting its strength in random
groups of three. The leading wave of each group would come rolling down on us, steeper and steeper
by the moment, until it could no longer support its own mass. Its crest toppled forward and then came
sliding down the wave front in a self-generated avalanche of foam and released energy. When it struck,
the boat shuddered and faltered. The helm twisted savagely in my hand, then went slack, and we were
picked up bodily and rushed forward in the grip of the white water. In that dangerous incident the gale
clawed at us, striving to slew the boat sideways so that she would be parallel to the advancing wave
crests. Should that happen, we were lost. Then the second or the third great wave would sweep over
the vulnerable length of the hull, and each time I feared it would be the last wave my crew and I would
ever face.
No one could tell us how to steer our boat through the gale. No boat quite like her had been
afloat for the last thousand years or so. To a casual observer our craft looked like a floating banana:
long and slim with her tapering bow and stern curved gently upward in an odd fashion. Yet her most
extraordinary feature was only apparent if one examined her closely: the boat was made of leather. Her
hull was nothing more than forty-nine ox hides stitched together to form a patchwork quilt stretched
over a wooden frame. It was this skin, only a quarter of an inch thick, flexing and shifting as the boat
moved – just like the skin over a man’s ribcage – that now stood between us and the fury of the
Atlantic. Watching the waves, I recalled the bleak warning of one of the world’s leading authorities on
leather science before we started our voyage: “Oxhide,” he explained in his precise university tone, “is
very high in protein. It resembles a piece of steak, if you like. It will decompose in the same way,
either quickly or slowly, depending on various factors such as the temperature, how well it has been
tanned to turn it into leather, and the amount of stress imposed upon it. In time it will turn into a
nasty, evil-smelling blob of jelly. Just like a rotting piece of oxhide.”
The hull’s turning to jelly was now the least of my problems. The gale was showing signs of
getting worse; the waves were increasing in size. They were smashing into us more violently; and if the
-4-
 Paper 2H Section A The first 8 marks

SECTION A first 8 marks

Reading task

Example of an A* Script
leather hull was not strong enough, the first result would be when the thread holding the oxhides
together simply ripped through the weakened hides like tearing the perforations on a cardboard packet.
Then the oxhides would peel away like petals and the wooden frame underneath would spring open
like a flower in a brief moment of disintegration. Privately, I doubted it would ever come to that.
Much more likely was the possibility of a capsize. Our boat had no keel beneath her to hold her steady.
If one of the tumbling wave crests caught her wrong-footed, she would be sent spinning upside down
and her crew tipped into the water, where there was no hope of rescue.

1. Look again at lines 25 to 33. What three comparisons does the writer use to help the reader
understand the boat’s appearance and construction? (3)
2. In your own words explain why a leather boat is more at risk than other boats. (5)

Examiner’s
comments:
She identifies all
three comparisons. It
is not necessary to
write long answers
and she is suitably
succinct.

Examiner’s
comments:
This is not the
candidate’s best
answer—she does
not use the
material from the
passage to offer a
full explanation
and the final
paragraph is a
repetition of a
point she’s
already made.
The final sentence
adds nothing.
There is not
enough detail for
five marks.
-5-
 Paper 2H Section A The last 12 marks
SECTION A last 12 marks
Reading task
Spend fifteen minutes on this question. The question requires you to show that you understand how the writer of
the unseen passage has used language to influence the reader’s response to the content of the passage.

identify language techniques

ten words
the task in

• analyse brief quotations

• bullet points = paragraphs

Do you want an A or A*?

vice!
mi ners’ ad • Avoid a mechanistic approach
Exa • Regard the examiner as intelligent but ignorant
• “Embed” quotations in sentences
• Quote very often and usually only one or two words
• Develop points (make more than one observation about a quotation, or
cross-reference with something else in the passage)
• Do not summarise content
• Remember to comment on how the language contributes to the
overall concerns of the article
• Begin by distinguishing the tone of the article

TIMING & LENGTH

You must move onto this question leaving enough time for you to
cover points in response to each of the bullet points. Fifteen
minutes (just under 20 if you have ET) should give you enough
time if you write quickly and succinctly, but be sure to cover
points associated with language as well as content.

DO...
• make your points with ‘TEA’: technique,
evidence, achievement
• comment on how the author (use his/her
name) uses language to achieve his/her
aims
• quote lots and lots, but only two or three
words at a time: examiners say that
weaker candidates rely on long quotations
• show awareness that there is always more
than one way of responding
DO NOT...
• begin your analysis at the beginning of the
passage, and then work your way through
to the end
• simply identify techniques without
explaining how, why and to what effect
they are used
• summarise content
• try to write everything you said about the
passage in class—you don’t have much
time, so be discriminating

-6-
 The last question in Section A and first question in Section B

writing to analyse technique

Reading tasks
count of a
You should always try to avoid a mechanistic approach, especially if you want a NARRATIVE: An acetc., given in
, facts,
high grade, but it may help you to think about these aspects of a writer’s series of events e establishing of
wit th
h
technique in light of the focus of the question when you are planning your answer order andons between them; a
connecti count.
ory, an ac
narration, a st
Content
• Has the writer employed deliberately shocking, paradoxical or amusing anecdotes IRONY: a figure
of speech in
or observations? which the intended
meaning is the
• Has s/he given much evidence to support assertions? opposite of that ex
press
words used; usually ed by the
• Does the writing tell a story (narrative) or simply reflect on its subject matter? taking the
form of sarcasm or
• Is the writing aimed at a particular readership? ridicule

Structure : The
A T ION tween a
• Has the author made important decisions about the sequence in which s/he presents OCI n be t
ASS l connexio ideas tha
the various aspects of the article? m en ta an d
ge on to i t
/i m a i
• Consider also the beginning and the end of the article; how do these introduce or word ome relat
e s
conclude the topic? ha v
• Look closely for contrasts in tone or style. Are the changes sudden or shocking?

Tone
CONNOTATION:
inclusion
of something in the me
aning of a
word besides what it pri
• What mood or atmosphere is created in the writing? marily
denotes; implication.
• Is the writing formal or informal in register?
• Are you supposed to find it amusing, entertaining, sobering...?
• What is it about the way the article is written that helps you to make this decision?
• Does the writer evoke fear or collective prejudice? ASSONANCE: Resemblance
• Look closely for contrasts in tone or style. Are the changes sudden? or correspondence of sound
between two words or syllables.

Diction
• Look at the words the author has used; are they deliberately complex or descriptive?
• Do any of them surprise you?
• Consider the possible connotation of words that stand out. IMAGERY:
a. T
• Look at the choice of words (lexis): short, direct vocabulary? Words to arouse of mental images; imhe formation
fancy, groundle agination,
emotions? Powerful adjectives or verbs? ss belief. Obs.
The result of th b.
is; mental
Imagery
images collective
ly or generally.

• Are the events/activities/scenes described in the article literally, or has the author used metaphors, similes,
personification or another form of imagery?
• Are the comparisons (if there are any) exaggerated (hyperbole) or understated
ALLITERATION: The
In all cases, you must explain how you have commencing of two or more
words in close connexion,
arrived at your answers to these questions; with the same letter, or
rather the same sound.
“show the working”, as you would in Maths

-7-
 escribe
Words to d
.
DICTION..
Writing to analyse technique
Answering the questions:
ice of
1. Read the questions carefully. Identify what the question is asking you
A writer’s cho mental
about the content of the extract in the first question.
w o rd s is of funda t
2.In the second question, you might be asked simply how the writer is
im p o rta nce. Is the tex
attempting to persuade or entertain you. On the other hand, you might
yo u a re lo o king at any
be asked how effective the writing is in
g?
Words to describe persuading or amusing you. of the followin
TONE... 4. As you read, make notes; use a highlighter or formal
underline words. slang
5. Organise your material logically, thinking about
The Tone of an article is
paragraphs. In the second question, it is often a good c
olloquial
ed
sometimes difficult to idea to base a paragraph around a particular over-simplifi
articulate. Here are technique. Avoid commenting on a range of personal
some words to help you: techniques in a manner dictated by their order in the complex
informative text. scientific
entertaining 6. Be clear and concise. Having demonstrated a ‘poetic’
t to give
authoritative technique and explained how and why it was used
but don’t forge
lain
mples and exp
and to what effect, move on.
official 7. Use short quotations often (often a single word is all exa
humorous you need). how!
dramatic
tragic Remember to make your points ‘with TEA’!
aggressive

T E A
provocative
argumentative
emotional
passionate TECHNIQUE EVIDENCE ACHIEVEMENT
colloquial i.e. a statement i.e. (usually) i.e. a clearly
formal about something quotations to explained analysis
you have observed illustrate precisely of how the writer’s
but don’t forget to that helps the how the writer has technique has
explain how! writer communicate employed the achieved a
his/her point technique particular effect

EXAMPLE: “The St Edward’s School website creates the impression of a Technique

passionate and dynamic educational environment through the selection of
superlatives and words with very positive connotations. Examples Evidence
can be seen on the homepage, where the quality of education is described as ‘the best’,
and words like ‘vibrant’, ‘happily’ and ‘inclusive’ are used. These words are chosen Achievement
to help allay prospective parents’ anxieties about sending their children to
boarding school, and the lively and positive tone, created by their repeated
use, seeks to reinforce all that is best about the school.”

nota bene
• You are being asked to analyse the ‘ways’ a writer has conveyed his/her Use the writer’s
views, or the ‘methods’ or ‘techniques’ s/he has employed, NOT to sum- name and talk about
marise what’s being said. the choices s/he
• You must show ‘how’, ‘why’ and ‘to what effect’ the author’s choices are has made.
successful.
• Quote and analyse—don’t just observe or assert!
-8-
 Paper 2H Section A The last 12 marks

SECTION A last 12 marks

Reading task

Example of an A* Script
Section A continued...
3. How does the writer convey the violence and power of the sea and the weather throughout this
passage? You should refer closely to the passage to support your answer. You may include brief
quotations. (12)
TOTAL FOR SECTION A: 20 MARKS

Examiner’s
comments:
This is a very
detailed answer
that gets almost
full marks and
covers a range of
features
including tense,
imagery, active
verbs, adverbs,
adjectives and
structure. A
strength of this
answer is the
manner in which
it considers the

Wisdom from the Examiners’ Report

“The key discriminator is the higher mark tariff question 3 and its focus on the
writer’s technique. Bullet points offer further support for structuring an answer by focusing
candidates’ responses.”

-9-
 Paper 2H Section A The last 12 marks
SECTION A last 12 marks
Reading task

Example of an A* Script

effect that
these techniques
are intended to
achieve and does
not stop at merely
identifying these
features (see
paragraph 2). It is
also able to
articulate its
understanding
through a
successful
integration of
quotations and the
clarity of its own
expression,
eg “revengeful
creatures”.
The answer could
have been
improved by
recognising the
manner in which
the boat is
personified.

-10-
 Paper 2H Section B

section b
Reading task
Spend twenty minutes on this question. The question requires you to show that you understand how the writer of
a passage you have prepared from the Edexcel Non-Fiction Anthology has used language to influence the reader’s
response to the content of the passage.

identify language techniques

ten words
the task in

• analyse brief quotations

• bullet points = paragraphs

Do you want an A or A*?

e! •
advic
“Embed” quotations in sentences
i ner s’
Exam • Quote very often and usually only one or two words

reading task
• Develop points (make more than one observation about a quotation, or
cross-reference with something else in the article)
• Do not summarise content
• Remember to comment on how the language contributes to the
overall concerns of the article
• Organise your ideas into paragraphs (using the bullet points in the
question to help you structure these) and begin each with a clear ‘topic
sentence’ (i.e. a sentence explaining the focus of the paragraph).
You could also consider the features of technique
discussed on pages 7 & 8 of this booklet
TIMING & LENGTH
Spend around 2 minutes planning and preparing your answer
and aim to write as much as you can in the remaining 18
minutes. Organise your ideas in paragraphs following the plan,
but once your time is up, move on! If you get extra time, think
about why you get it and try to use it accordingly.

DO...
• make your points with ‘TEA’: technique,
evidence, achievement
• comment on how the author (use his/her
name) uses language to achieve his/her
aims
• quote lots and lots, but only two or three
words at a time: examiners say that
weaker candidates rely on long quotations
• show awareness that there is always more
than one way of responding
-11-
DO NOT...
• begin your analysis at the beginning of the
passage, and then work your way through
to the end
• simply identify techniques without
explaining how, why and to what effect
they are used
• summarise content
• try to write everything you said about the
passage in class—you don’t have much
time, so be discriminating
 Paper 2H Section B
reading task
Reading

Example of an A* Script
SECTION B: Reading and Writing
You should spend about 40 minutes on this section.
Remind yourself of the passage, Explorers, or boys messing about? Either way, taxpayer gets rescue
bill, from the Edexcel Non-Fiction Anthology, and then answer the following question:
4. How does the writer encourage us to take an unsympathetic view of the actions of the two men?
You should refer closely to the passage to support your answer. You may include brief quotations.
(10 Marks for Reading)

Examiner’s
comments:
SECTION B

This answer
allies a strong
personal
engagement
with the text
with an
insight into
the
writer’s
techniques
which is well
supported and

Wisdom from the Examiners’ Report

“Some of the ‘brief’ quotations were rather lengthy: examiners are looking for the
candidate’s own views, in this question, supported by brief and well chosen references to
the passage, rather than for extended extracts.”
-12-
 Paper 2H Section B

section b
Reading

Example of an A* Script

detailed.

reading task
There are
some subtle
readings,
such as the
comparison
between the
“boys
messing
about” and
the
seriousness
and
organised
nature of
such bodies
as the RAF.
There is no
wastage in
this answer
– it remains
focused
throughout.

-13-
 Paper 2H Section B
writing task
Writing task
Spend twenty minutes on this question. You are being asked to write something (the form may be specified—as a
letter, speech, article, etc.—or it may not) that is based on the topic of the passage used in the first task in Section
B. Be imaginative and interesting, and remember that accuracy is important, as is the use of paragraphs to organise
your ideas. If you are asked to write with a particular audience in mind, make sure you do!

write to task
ten words
the task in

• write for audience

• organise paragraphs and check

Do you want an A or A*?

ice!
i ner s’ adv • Try and include (where appropriate) some of the following:
Exam Short and vivid sentences, colloquial phrases, alliteration, extended
vocabulary, antithesis, discursive markers, complex sentences.
• Organise your response in clear paragraphs
• Open and conclude the writing in a rounded and effective way
• Leave time to check for spelling and punctuation errors
• Be imaginative and interesting
section b

• Don’t be straightforward—things are never completely simple

• Be prepared to edit and improve during your checking—there is always
a better way to express something

TIMING & LENGTH

Spend twenty minutes on this question.You should divide this
into about three minutes’ planning time and about fourteen
minutes’ writing time, then three minutes checking. Again,
bear in mind how you should best use extra time, if you have it; is
it because you need more time to plan or to check?

DO...
• plan and sequence your material
• write about one and a half to two sides
• check your work: you may save valuable
marks by correcting a few silly errors
• express yourself as precisely as you can
• develop ideas—be subtle and detailed
• include a strong opening and ending
• avoid depending on cliché
-14-
DO NOT...
• be satisfied with vague or imprecise
expression
• forget to organise your ideas into
paragraphs (this makes a whole grade’s
difference)
• flit about from idea to idea in a chaotic and
disorganised way or simply scribble down
the first thing that comes into your head
 Paper 2H Section B

section b
Writing task

Example of an A* Script
Section B continues...
5. ‘Explorers and adventurers should be forced to pay for the cost of their own rescues, however
expensive.’ Write a letter to a newspaper arguing for or against this statement.
(10 Marks for Writing)

Examiner’s

writing task
comments:
This answer
develops into
one of
maturity that
articulates a
strong
personal view.
However, it
starts clumsily
with poor
spelling in the
second
sentence.
Vocabulary
and

Wisdom from the Examiners’ Report

“Candidates would do well to remember the constituent parts of the writing mark scheme:
effectiveness of communication, organisation and spelling, punctuation and grammar. Some
writers ensured that they demonstrated key skills in these areas.”
 Paper 2H Section B
writing task
Writing task

Example of an A* Script
Wisdom from the Examiners’ Report
“Stronger answers communicated effectively and recognised the need to
explain rather than just narrate events. Less successful responses were
sometimes brief and sometimes lacking in organisation and coherence.”

spelling are not

sufficiently
secure and for
this aspect
section b

would merit a
mark in the
band 3
area. It reaches
a clearly
argued
conclusion that
is well
expressed and
communicates
clearly. It
could have been
improved by a
greater level of
accuracy and a
sophistication
in
expression.
 Paper 2H Section C

section C
Writing task
In this question you will be asked to write a piece to inform, explain or describe something. The topic of the
question will be one that you can relate to on a personal level. This question carries the most marks on the paper, so
you must plan and check your work. Remember that you are being marked on the quality of your writing: it
doesn’t matter so much what you say (though you will be expected to explain and justify an opinion).

organise ideas, vary sentence structures

the task in

• inform, explain, describe

ten

• check work

Do you want an A or A*?

vice!
mi ners’ ad • Give some thought to what you’re going to say and brainstorm some
Exa interesting ways to express it before you begin writing—if your essay

writing task
reads like a stream-of-consciousness you will not get many of the marks!
• Show that the essay is planned and organised by arranging it sensibly in
paragraphs (you cannot get an A without doing this)
• Ensure you know where your essay is going before you embark upon it,
so that it builds up to a strong finish
• Use personal anecdotes and examples, but describe them dramatically or
add interesting ‘colour’; don’t be bland
• Be balanced—acknowledge that nothing is ever 100% straightforward

TIMING & LENGTH

Spend forty minutes on this question (if you have extra time, make
sure you use it purposefully). Divide this into five minutes’ planning
time and thirty minutes’ writing time, taking care to leave five
minutes to edit it. Lots of people don’t leave enough time for this
task, but it is worth a lot of marks: don’t be one of them!

DO... DO NOT...

• use interesting examples and anecdotes to
give variety to your essay
• plan what you’re going to say and in what
order before you begin writing
• leave five or so minutes to edit your work
at the end: be self-critical—what you
could have expressed better or more
precisely?
• use clear, formal, standard English
• use ‘connectives’ to link paragraphs
• forget that all the marks in this part of the
exam are available for the way you express
yourself and organise your ideas; if you
don’t plan or edit your work, you will
simply be throwing marks away
• worry about content—the task will be one
you can relate to, so don’t be shy about
giving an honest, personal response
• lose sight of the task: it’s vital you stick to
your plan and don’t drift off-topic

-17-
 Paper 2H Section C
writing task
Writing task

Example of an A* Script
SECTION C: Writing
You should spend about 40 minutes on this section.
6. ‘I remember the first day I went to school as if it were yesterday.’ Describe your first day at school
in a way that will help others to understand your experiences.
TOTAL FOR SECTION C: 20 MARKS

Examiner’s
comments:
The piece has
an arresting
single
sentence,
single
paragraph
opening that
appeals to the
senses of the
section C

reader. It
hooks the
reader in by
indicating
that something
may have
occurred to
change the
views of the
writer. The
viewpoint of
the adult
recollecting
the childhood
experience is
strongly
established.
Paragraph two

Wisdom from the Examiners’ Report

“The best candidates were able to control paragraphing and text structure and to
communicate clearly and accurately. Less successful responses were often brief and tended
to list items with little explanation or justification.”
 Paper 2H Section C

section C
Writing task

Example of an A* Script
begins with a
complex
sentence that
plunges the
reader into
the action.
The references
to the new
bag chime
with the
experiences of

writing task
many readers.
Paragraph 3
also begins
with a
complex
sentence that
moves the
action along.
The
cumulative
nature of the
sentence and
what it
describes helps
to define the
persona of the
writer. The
writer uses a
wide variety
of sentences
and a range
of vocabulary
that enhance
the under-
standing of
the reader.
The use of
ellipsis at the
end of a
number of
paragraphs
may be a
 Paper 2H Section C
writing task
Writing task

Example of an A* Script
simple device,
but used in
context it is
effective. The
piece is not
perfect, and
neither does it
have to be to
be awarded
top marks.
The “best fit”
principle
is being
applied in
section C

which greater
control and
sophistication
in some areas
make up for
slight
shortfalls in
other areas.

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 Paper 2H Sections B and C

sections b and C
Writing tasks—common advice
The two writing tasks in the examination may require many of the same skills. They also seem much
easier than they are, because they don’t depend on any specific subject knowledge. However, this
means that the examiners are looking for you to demonstrate some very impressive communication
skills at a very high level, so don’t be fooled into thinking that you can tackle these tasks without taking
lots of care. The next few pages will give you some ideas about how you can make your writing more
effective and more likely to prompt the examiner into being generous!

Use ‘connectives’ to link and develop ideas:

moreover... in the case of...

furthermore...
nevertheless...
although...
in particular... alternatively...

however...
nota bene
• You should spend five minutes planning and sequencing your material
• Length is not important—you don’t need to fill all the pages available
• You should spend five minutes checking your punctuation, paragraphing and your spelling
THIS WORK IS MARKED ON THE QUALITY OF YOUR WRITING

writing tasks
REGISTER
You are being judged, at least in part, on your ability to write in an appropriate register (definition: A variety of
a language or a level of usage, spec. one regarded in terms of degree of formality and choice of vocabulary,
pronunciation, and (when written) punctuation, and related to or determined by the social role of the user and
appropriate to a particular need or context)

Writing to advise
You might be asked to write a piece that advises the It is crucial to
reader. Make sure you keep the reader and remember that the paper is
the type of text (magazine, letter etc) in arranged with the easiest
mind.
questions first—which means the
With this in mind you should follow the following
guidelines: examiners consider the (apparently
• Make your language and register appropriate. easier) ‘writing’ tasks to be the most
• Ensure a clear sense of purpose throughout. difficult. You must not make the mistake
• Make your piece personal and reassuring by of assuming these two tasks don’t
using “I” and “you” require considerable planning and effort,
• Be sympathetic and reassuring: I know it might therefore—a high standard of
be hard but… writing, expression and organ-
• Use imperative verbs to stress important isation is expected.
advice: start revising now!

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 Paper 2H Sections B and C
writing tasks
Writing tasks—common advice

Writing a formal letter

The purpose of the letter is to persuade the reader. Tone and register must be
right. The language you use will usually need to be formal.
· Points must be clearly communicated.
· Short and complex sentences must be used appropriately.
· Clauses must be correctly demarcated with commas.
· The purpose and the reader must be reflected in your writing.
· Choose expressions that will persuade.
· Vocabulary must be formal.
· Make sure paragraphs are clearly organised and varied in length.
· Use ‘Yours sincerely’ with ‘Dear [Name]’, and ‘Yours faithfully’ with ‘Dear
Sir/madam’.

Writing a speech
Style
• Seize the audience’s attention with a bold opening.
• Keep the audience in mind; use rhetorical questions
(but not too many!), use the second person
sections b and C

pronoun you. Use examples and short scenarios

that the audience can relate to.
• Provoke: be emphatic, opinionated, use hyperbole,
appeal to emotions.
• Think about your choice of words: amuse, surprise,
provoke, impress.
• Use a variety of sentence structures: this will engage,
involve and keep your audience interested
• Vary the tone and emotion within your speech
• Range of persuasive and dynamic ideas
• Appropriate register and vocabulary
• Rhetorical devices and Irony
• Humour and sophistication
• Use of connectives to develop argument (And
furthermore… But this is not…)
• Figurative language (metaphors)
• Linguistic devices (alliteration, puns)
Organisation
• Open with a direct and formal address to your audience
• Short, punchy opening paragraph
• Structure your argument. There should be a logical
progression from paragraph to paragraph. Show an
awareness of the opposing view(s) without
undermining your argument
• Ideas developed, coherent and complex
• Conclude formally or informally
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nota bene
MAKE SURE THE EXAM-
INER KNOWS YOU’VE
READ THE QUESTION...
If the task is to write a speech, you
must begin ‘Ladies and Gentlemen’
and write something which assumes
an audience is present. If it’s a let-
ter, start with ‘Dear...’. If it’s for a
newspaper, create a headline and
try to mimic the style of journal-
ism.
In all events, ensure that the register
you use is appropriate to whoever is
going to read/hear what you have
written, and to your subject matter.
Cracking jokes about famine or Hit-
ler doesn’t usually impress people,
for instance!
 Paper 2H Sections B and C

sections b and C
Writing tasks—common advice

Ideas to help
Writing
you vary
an article
your style If you are asked to write an article for a newspaper or
magazine, do be careful to ensure you have made a
Don’t just drone on boringly and unimaginatively— note in your mind of the intended readership of the
use a range of structures and ideas to show how article. Usually it will be people your own age,
flexible a writer you are! but don’t litter your comments with
Appeal to the ‘street’ colloquialisms—instead just
Subtly readers’ emotions show you are aware of the kind of
Express recommend and morals language that people your own age are
some likely to respond to, remembering that
or show most journalism—even for young people—is fairly
objective preference formal.
analysis You could also consider the following.
• Invent a headline—it’s the easiest way to
show the examiner you’re responding to the
Employ
Include humour demands of the question.
some vivid
and irony if • Quote people in your article to lend support
details to what you’re saying: you can make them up,
appropriate
of course, but keep them within the realms of
probablility. Print journalists usually alternate

writing tasks
Use short, Use rhetorical between direct quotation (He said, ‘I’m
illustrative shocked by what I’ve heard.’) and indirect
questions
anecdotes quotation (He said that he was shocked by
what he’d heard.).
Be deliberately • Organise your ideas into paragraphs,
provocative, but remembering that the first paragraph in an
be sure to explain article is usually an overview, and the final
yourself, too paragraph usually makes a point that is
evidently final, memorable and draws the
article to a close.

Writing a report
You may be asked to write a report, which is likely to be about
something relating to your school or social life. Try to think about
this in a structured way, as you would a science experiment or a
piece of Geography coursework. You should divide your
writing into sections (use sub-headings so that this is clear),
and ensure you leave time to conclude what your report has
shown. You might take especial care to define your terms, so
that you show you are using them correctly.

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 Paper 2H Sections B and C
writing tasks
Writing tasks—common advice
The writing tasks are the part of the examination in which accuracy of punctuation, spelling and grammar are
explicitly tested. The examiners are also looking to see evidence of a broad range of punctuation and
grammatical structures in A and A* answers, so you should try to use as many of the following punctuation marks as
you can—bearing in mind that it’s important to use them accurately and relevantly, of course!

Punctuation rules Sentence Structures

• Full stop It’s boring if you use the same sentence constructions over and over again. In
Full stops mark the end of statements, commands your revision, practise using some of the following sentence constructions—there
and replies. They also appear after abbreviations are marks available specifically for using a wide range of these.
which don’t end with the same letter as the final letter of
the abbreviated word (e.g., The Rev.). One word utterances/fragments
It is usually the case that your essays use too few, rather e.g. “Coffee?”
than too many full stops. “Please.”

’ Comma
Commas separate items in a list, parts of sentences
which give extra information (clauses and phrases) and
direct speech from the rest of the sentence. They cannot be
used to end a sentence.
Simple sentences
Must contain a main verb and, usually, a subject:
e.g. I do/I went to the cinema/Josie ran to the shop/Snow is white.

Compound sentences
: Colon
A colon tells you more information is coming, such
Two (or possibly more) sentences combined with a conjunction (and, but, because, etc.)
e.g. I love going shopping but I prefer watching TV.
Jean is eating marzipan and John is drinking wine.
as a list, a quotation or an explanation.

; Semi-colon Complex Sentences

Similar to compound sentences, but in these the two parts (clauses) have differing levels
sections b and C

The semi-colon links two sentences which are related by

meaning (e.g., United we stand; divided we fall.)
! Exclamation mark
The exclamation mark is used after exclamations of
shock, amazement or strong emotion. Only use
one at a time.
? Question mark
The question mark follows direct questions, but never
of importance: one (the subordinate clause) adds additional information to the main idea
(main clause), but isn’t absolutely crucial for meaning, and is separated by a comma.
e.g.
or...
I did not eat my dinner, even though I was really hungry.
Even though I was really hungry, I did not eat my dinner.
Using colons and semi colons
Instead of using conjunctions, you can link separate clauses with colons and semi-colons.
See advice given on the left.

indirect questions (for example, Where are you going?
or He asked her where she was going.)
••• Ellipsis
The ellipsis is used either to show that words are missing
in a quotation, or to give the sense of trailing off at the
end of a sentence—often with the impression that
something has been left unsaid.
Participle phrases
All verbs have present and past participle forms—the former usually created by adding
‘ing’ to the end of the verb, the latter usually created by adding ‘ed’. You can join
participles with other words to make participle phrases to begin sentences in a different
way.
e.g. Stopping suddenly, the player bent in pain
Worried about his health, the man dialled 999.
Passive and active verbs

’
In an active verb, the subject does the action:
Apostrophe e.g. Dad cooked an enormous meal.
Use apostrophes to indicate missing letters (don’t, In a passive verb, the action is done to the subject:
hallowe’en, etc.) or possession (the car’s wheels, St e.g. The enormous meal was cooked by Dad.
Edward’s School, Fred’s banana). However, possessive Generally speaking, active verbs are more personal (‘You shouldn’t smoke’) and passive
pronouns (its, whose, his, hers, theirs, ours) don’t use verbs sound more formal (‘Customers are requested not to smoke’).
apostrophes.
Remember: IT’S = IT IS/HAS
ITS = BELONGING TO IT

And remember, at the end...:

CHECK YOUR WORK!

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