The document provides guidance for students taking the WJEC GCSE Higher Tier English exam. It explains that Paper Two will assess writing skills through two non-fiction writing tasks worth 20 marks each. Students will have one hour to complete both tasks and should spend around 30 minutes on each. The tasks will require students to write texts such as letters, articles, or reports for a specific audience and purpose. Students will be assessed on their ability to communicate clearly and engage the reader, organize their writing cohesively, and use accurate grammar and punctuation. The document provides tips on planning, structuring responses, and using language techniques to achieve a high grade.

1. WJEC GCSE Higher TierWJEC GCSE Higher Tier
Unit 2 English ExamUnit 2 English Exam
PreparationPreparation
The writing paper

2. Paper Two of your English exam will assess
your WRITING SKILLS
Paper Two of your English exam will assess
your WRITING SKILLS
You will be asked to complete:
•Two non fiction writing tasks – both are worth
20 marks
•You will have an hour to complete this section,
and must answer both questions
•You should aim to spend around 30 minutes on
each writing task. This should include 5
minutes to check your work once you have
completed each task

3. The tasksThe tasks
The writing tasks will ask you to produce a non fiction text, for example, a letter or an email.
It is likely to be a functional task, such as writing to inform or explain.
The exam board say:
‘This unit will test transactional and discursive writing through two equally weighted
tasks (20 marks each). Across the two tasks candidates will be offered opportunities
to write for a range of audiences and purposes, adapting style to form and real-life
context in, for example, letters, articles, leaflets, reviews etc.’
Both tasks require you to produce a non fiction text in which you have the chance to
develop your ideas in detail, for example, an article for a magazine or newspaper. This
might involve writing to argue or persuade.
You will be given a clear form, purpose and audience for each task. Usually the audience of
the text will be mentioned in the task, for example, ‘write an email to a friend to let them
know about…’. If an audience is not given, you will be writing for an examiner.
There may be a link between the tasks you are asked to complete on Paper Two and texts
you read on Paper One.
The following slide will show you an example
The writing tasks will ask you to produce a non fiction text, for example, a letter or an email.
It is likely to be a functional task, such as writing to inform or explain.
The exam board say:
‘This unit will test transactional and discursive writing through two equally weighted
tasks (20 marks each). Across the two tasks candidates will be offered opportunities
to write for a range of audiences and purposes, adapting style to form and real-life
context in, for example, letters, articles, leaflets, reviews etc.’
Both tasks require you to produce a non fiction text in which you have the chance to
develop your ideas in detail, for example, an article for a magazine or newspaper. This
might involve writing to argue or persuade.
You will be given a clear form, purpose and audience for each task. Usually the audience of
the text will be mentioned in the task, for example, ‘write an email to a friend to let them
know about…’. If an audience is not given, you will be writing for an examiner.
There may be a link between the tasks you are asked to complete on Paper Two and texts
you read on Paper One.
The following slide will show you an example

4. Answer Question 1 and Question 2.
In this unit you will be assessed for your writing skills, including the presentation of your
work. Take special care with handwriting, spelling and punctuation.
Think about the purpose, audience and, where appropriate, the format for your writing.
A guide to the amount you should write is given at the end of each question.
1. A company that runs play-schemes for children in the 3-10 age range is looking to recruit
part-time staff for the school summer holidays.
You decide to apply.
Write your letter of application.
The quality of your writing is more important than its length. You should write about
one to two pages in your answer book.
2. You have to give a talk to your class with the title ‘Mobile Phones: a blessing or a curse?’
Write what you would say.
The quality of your writing is more important than its length. You should write about
one to two pages in your answer book.

5. REMINDER
When an examiner marks your work, they will look at the
following Assessment Objectives for writing:
1.That you can communicate clearly, effectively and
imaginatively, using and adapting forms and selecting
vocabulary appropriate to task and purpose in ways which
engage the reader.
2.Organise information and ideas into structured and
sequenced sentences, paragraphs and whole texts, using a
variety of linguistic and structural features to support
cohesion and overall coherence.
3.Use a range of sentence structures for clarity, purpose and
effect, with accurate punctuation and spelling.

6. Guide to
planning your
writing

7. YOU MUST PLAN YOUR WRITINGYOU MUST PLAN YOUR WRITING
Timing:
•Ideally, you want to spend around 30
minutes on each task, including around 5
minutes to plan and check your work.
•The examiner will expect your writing to be
around 4 – 5 paragraphs which is
approximately one and a half to two sides if
you have average sized handwriting.

8. Stage 1: P.A.L.LStage 1: P.A.L.L
The first thing that you should do in an exam is read the question carefully. When
you are sure that you understand what you are being asked to do, look for the
PALL.
PURPOSE – What is the purpose of the task?
What is it asking you to do?
AUDIENCE Who is it for?
LANGUAGE What language will be used?
LAYOUT How is it set out on the page? What features should you include?

9. TRY:
Find the PAF in the following examination questions.
Write a letter to your school magazine which argues for or
against homework being set at Key Stage 4.
Write a review for a teen website about a film or TV
programme you have seen recently.
Write a report for your local newspaper which offers
advice on how to provide more facilities for teenagers.
Write an article for a teen magazine persuading young
people to stop smoking.
TRY:
Find the PAF in the following examination questions.
Write a letter to your school magazine which argues for or
against homework being set at Key Stage 4.
Write a review for a teen website about a film or TV
programme you have seen recently.
Write a report for your local newspaper which offers
advice on how to provide more facilities for teenagers.
Write an article for a teen magazine persuading young
people to stop smoking.

10. Stage 2: Spider diagramStage 2: Spider diagram
After writing your PALL, the next stage is to put down all of your thoughts on
a given topic. Think about the shorter question from Jan 2011:
Write a letter to your head teacher explaining how to improve your
school or college.
Remember to:
Write a letter
Explain the things that would make your school or college better.
Your P = to explain the things that would make your school or college better
Your A = your head teacher
Your L= formal and persuasive
Your L = a letter

11. Your next step should be to design a spider diagram to get down as many
thoughts as possible about the question.
Improve
school
New
computers
New uniform
New school rules
Better food
New playing fields
New sports equipment
More teachers
Longer school dayNew buildings
More text books

12. Stage 3: Developing your ideasStage 3: Developing your ideas
The next step is to develop your ideas by adding more detail to your plan and to note down
what you will include in each paragraph.
Look at how this plan, based upon the previous spider diagram, would help you write your
essay.
Intro – Formal – Dear Mr or Ms …… state briefly why you are writing to them, that you feel
school needs to change. State that you have a number of suggestions.
Para 1 – If school needs to change something fundamental like uniform and school rules
explain how to change and the impact on school.
Para 2 – Explain improvements to sporting facilities and equipment. Why important.
Para 3 – Explain improvements you would like to see to canteen food. Why important.
Para 4 – Explain improvements to lessons. More text books, better computers, more teachers,
more interesting lessons? Explain what you’d like to see and why.
Conclusion – Summarise your main points and thank your head teacher for reading. Can you
think of a final sentence to push him or her into understanding why your changes are so
important?

13. Basic skills
to improve
your writing

14. Structuring your writingStructuring your writing
After you have written your plan, you need to think about how to structure
your writing. Here are some handy hints:
•Start each new paragraph with a topic sentence. Topic sentences introduce
your paragraph. They let the reader know what to expect.
•Link your paragraphs using connectives – words or phrases that show your
reader how your ideas link and work together. Here are some different kinds of
connectives:
• Time order: At first, Then, Later
• Logical order: Therefore, Consequently, As a result
• Contrast: On the other hand, In contrast
• Simple ordering of ideas: Firstly, Secondly, Finally
• Development of ideas: Because of this, Also, Moreover, What is more,
In addition

15. Structuring your writing (continued)Structuring your writing (continued)
Think carefully about how to paragraph your work:
•Start by introducing what your writing is going to
be about
•Develop your ideas in the next two, three or four
paragraphs
•Keep to one main idea for each paragraph
•Make sure you restate your point of view clearly
at the end of your writing. You could also save a
new idea for your conclusion.

16. Look at this question:
Many older people don’t use computers or the internet, either
because they don’t see any value in them or because they are
afraid of modern technology.
You have been asked to give a talk to a group of older people to
persuade them to use computers and the internet.
Write what you would say. [20]
The quality of your writing is more important than its length. You should write about
one to two pages in your answer book.

17. Some other ways
to improve your
writing

18. SentencesSentences
Top Tip:
Try using a range of sentences in your
work.
Why?
It will make your writing more
interesting and hopefully impress the
examiner.

19. Sentences continuedSentences continued
So what kinds of sentences are there?
The grammar bit
There are three kinds of sentences and you should try to
use a mixture of all three
Simple sentences
Compound sentences
Complex sentences

20. Short sentences
A simple sentence contains one main idea, with one subject and a verb. It is a
sentence which is complete in itself.
The boy sauntered into the room
Boy = subject
Sauntered = verb
As you can see, the sentence is only about one thing which is a boy sauntering
into a room!
Sentences continuedSentences continued

21. Sentences continuedSentences continued
Short sentences have a variety of uses.
They can:
•Add excitement to your writing
The girl started running. She turned. The man was still following.
•Make a powerful point
People often promise to stop misbehaving in lessons. This never seems to
happen – someone always lets the class down. Something needs to
change.
•A single word sentence looks fab!
The fog stretched ahead of her, enclosing and wrapping itself around the
house, the car, the world. Silence.

22. Sentences continuedSentences continued
Compound sentences
Compound sentences are easy, they are two simple sentences joined together.
This type of sentence must be balanced though, each part of the sentence must be
able to ‘stand on its own’.
Two simple sentences:
My friend invited me to a tea party. My parents didn’t let me go.
A compound sentence:
My friend invited me to a tea party, but my parents didn't let me go.
Do you want to stay here, or would you like to go shopping with me?
I have a lot of work to finish, so I will be up all night.
EASY!

23. Sentences continuedSentences continued
Complex sentences
A complex sentence is made up of at least one main clause and at least one
subordinate or supporting clause.
Clauses
It sounds tricky but is in fact very easy. If you look at most longish sentences, you will
notice that the sentences are made up of different parts. The main clause is the part of
the sentence that makes sense on its own. The subordinate clause links to the main
clause but can’t stand on its own.
The horse galloped across the field as if something was chasing him.
main clause
subordinate clause

24. Sentences continuedSentences continued
Complex sentences are great because we can ‘expand’ them.
We can use extra detail to make the writing come alive and to enable them to
picture what you are writing about.
The horse, who was glad to be free, galloped across the field as if something
was chasing him.
We can also use adjectives and nouns to add more detail:
The delighted horse galloped joyously across the field as if something was
chasing him.
Remember:
Showing range and variety in your writing gets you marks.
This applies as much to your sentences as to vocabulary,
punctuation and ideas.

25. TRY
Look at a leaflet or magazine
article. Choose one paragraph and
count how many sentences it has.
Then identify the complex,
compound and simple sentences.
How much variety is there?

26. PUNCTUATIONPUNCTUATION
If you want to get a top grade in
your exam you’ve got to know
about punctuation.
It’s easy when you know how.
If you want to get a top grade in
your exam you’ve got to know
about punctuation.
It’s easy when you know how.

27. Apostrophes
Use apostrophes to:
Show possession.
First find the owner
The pen belonging to the teacher
The bag belonging to the lady
Then, add ‘s
The teacher’s pen
The lady’s bag
But, if the owner already ends in s then just add the apostrophe
The bikes belonging to the boys
The boys’ bikes
The coat belonging to Mrs Sykes
Mrs Sykes’ coat
Use apostrophes to:
Show possession.
First find the owner
The pen belonging to the teacher
The bag belonging to the lady
Then, add ‘s
The teacher’s pen
The lady’s bag
But, if the owner already ends in s then just add the apostrophe
The bikes belonging to the boys
The boys’ bikes
The coat belonging to Mrs Sykes
Mrs Sykes’ coat

28. Apostrophes Reminders
Apostrophes also show where letters have been removed.
Do not talk = don’t talk
She will not talk = she won’t talk
She has not got any = she hasn’t
Apostrophes also show where letters have been removed.
Do not talk = don’t talk
She will not talk = she won’t talk
She has not got any = she hasn’t

29. Try!
Add the apostrophes in the sentences below:
1.The cats whiskers.
2.The teachers pen.
3.There are birds nests in the beech trees.
4.Paul caught the dogs tail.
5.The boys toilets.
6.Mrs Robinsons coat.
7.The miners lamps.
8.Its a big decision.
9.The womens handbags.
10. The builders toolkit.

30. How to use
language to
get higher
marks

31. This section is all about how to use
language creatively. An examiner will
see hundreds of examination papers.
How can you get yours to stand out?
Try to remember and use some of the
following tips in your writing. They will
help you gain a higher mark. You know
it makes sense!
This section is all about how to use
language creatively. An examiner will
see hundreds of examination papers.
How can you get yours to stand out?
Try to remember and use some of the
following tips in your writing. They will
help you gain a higher mark. You know
it makes sense!

32. Everything you
wanted to know
about openings
and endings
Everything you
wanted to know
about openings
and endings

33. Openings and endingsOpenings and endings
One of the most difficult things in
English is deciding how to start a
piece of writing and then how to
finish it.
Follow these simple tips to maximise
your grade.

34. The job of an opening is to grab the reader’s attention. You must hook the reader straight away
and force them to continue reading.
Here are some ways to do this:
For non fiction
Start with a quotation (real or made up)
63% of 16 year olds don’t take enough exercise
An anecdote
It was watching X Factor with my friends that really got me into dance
A rhetorical question
Schools to close? Teachers to resign? This is not some vision of the future – it is happening
now….
How to write an effective openingHow to write an effective opening

35. The conclusion is the ending to your writing – it is the
impression that you will leave the reader with. For a non
fiction essay you need to summarise (not just repeat) your
main points and provide a final perspective on the topic. Try
and use anecdotes, or humour or statistics to conclude.
If you take anything from this speech, I want you to
remember that school uniform is unnecessary, it is ugly
and most parents can ill afford it. Why does this school
persist in making us students suffer in this way? 97% of
students and 87% of parents think that students in Year
10 and 11 should be given the choice to decide what they
wear. Do the right thing. You know it makes sense.
How to write an effective endingHow to write an effective ending

36. Different types of writingDifferent types of writing
One of the most common questions
asked by students is how to set out a
letter, an article etc..
This section is all about the different
types of writing you might be asked to
produce in your writing exam.

37. Part of your overall grade for writing will depend on your ability to spell
a wide range of words accurately. Handwriting is not assessed, however,
if an examiner cannot read your writing you are unlikely to score highly.
Follow these simple tips to boost your spelling:
•create a list of common spelling errors. Try using this link
http://www.gcse.com/english/spellings.htm
•learn to spell the most common words using the look, cover, write,
check method
•learn the difference between commonly confused words such as:
• there/their/they’re
• two/to/too
• quite/quiet
• effect/affect
• where/were/we’re
• accept/except
Simple spelling rulesSimple spelling rules

38. What is a simile?
A simile is a comparison of two things using like or as
The frost sparkled like diamonds on the pavement
What is a metaphor?
A metaphor is a comparison of two things where one thing is another
The boxer’s iron fist crashed into the opponent
What is emotive language?
Emotive language is any language that makes people feel emotional
i.e. anger, sympathy etc..
There are many valid reasons why cosmetics should not be tested on
animals. This hurtful industry causes unimaginable agony to these
innocent animals. Would you condone experiments conducted on
your own child?
Don’t forget that you can use statistics, even if you have made
them up yourself!
Everything you ever wanted to know about metaphors, similes and
emotive language – try using these devices even in non fiction
Everything you ever wanted to know about metaphors, similes and
emotive language – try using these devices even in non fiction

39. For your English
examination, you will
be asked to write in a
variety of styles e.g. a
letter, magazine article
etc.. and to write for a
variety of different
purposes e.g. to argue,
to persuade etc..
Different types of writingDifferent types of writing

40. To write a letter, you need to go back to
your PALL. Who is your audience? Your
letter will be very different if you are
writing to your head teacher than if you are
writing to your best friend. You must think
carefully about your language and your
tone.
Letter writingLetter writing

41. Here are some general tips for letter writing.
For formal letters:
•Write your address in the top right hand corner
•Write the business address in the top left hand corner
•Start either with a name (if you are given it in the question) or with Dear Sir /
Madam
•Begin by stating why you are writing the letter
•Write your points clearly and in paragraphs
•Finish your letter with Yours faithfully if you began with Dear Sir / Madam
•Finish your letter with Yours sincerely if you began with a name
For informal letters:
•Write your address in the top right hand corner. This shows the examiner you
know how to set out a letter
•Start with Dear (name of friend)
•Write your points clearly and in paragraphs
•Finish your letter informally e.g. lots of love or speak soon
Letter writingLetter writing

42. Writing an article for a newspaper or magazine is a very
common question at GCSE.
Follow these top tips for exam success!!
1.Do write a headline, it shows you are aware of
presentational features. Also use a strapline which fits
underneath the headline. Use subheadings when you
change topics.
2.Don’t waste your time drawing pictures – an empty box
will suffice and you don’t need to bother writing in
columns.
3.Think carefully about the purpose of your article, make
sure you sustain the purpose until the end of your article.
4.Express your ideas clearly, usually one idea per
paragraph.
Writing articles for newspapers and magazinesWriting articles for newspapers and magazines

43. Writing a report is another common GCSE question. More
top tips………
•Reports are nearly always factual and ask you to do
things such as write a report for the school magazine
about a recent school play or a school trip
•Reports are usually a mix of fact and opinion (but
remember, your facts don’t have to be true)
•Use a headline like a newspaper article
•Use reported speech
•Try using what, when, who and where in your opening
paragraph to set the scene for the reader
•Write organised paragraphs which explain what
happened
Writing a reportWriting a report

44. You may be asked to write a review. A review is basically your account of an
event and your thoughts and feelings on it.
A review usually follows the same structure:
1.A brief description / summary of the concert, play, film, TV programme
that you are reviewing.
2.A bit more detail with examples to highlight what was good or bad about
it.
3.Your opinion.
Top tips for writing a review
•If you are asked to write a review about a film, don’t give away the ending
•Consider ending with an evaluation and marks out of 10
•If possible, write about any technical details e.g. in a film / play review
you could write about the special effects / settings / the director / the
acting
•Your review topic (film / book / holiday / concert etc.) can be real or
imaginary
Writing a reviewWriting a review

45. In addition to writing in a particular
style i.e. a letter or a newspaper
report, you will be asked to write for a
particular purpose i.e. to argue your
point of view, to persuade your reader
of something, or to explain a particular
topic.

46. Top tips:
•Find your PALL and write a plan – examiners want to see structured,
considered work
•An argument means you put forward a well considered point of view
– for or against a given topic
Consider using all or some of the following:
•anecdotes real or imaginary
•statistics real or imaginary
•arguments to counter the main alternative views
•rhetorical questions
•emotive language
•rule of three
•repetition
•hyperbole
Writing an argumentWriting an argument

47. Top tips:
•Find your PALL and write a plan – examiners want to see structured,
considered work
•Being persuasive means to encourage your readers to believe or do
something
•Writing to persuade is generally more emotional and one sided than
writing to argue
Consider using all or some of the following:
•emotive language – make your writing particularly emotional
•anecdotes – real or imaginary
•Pronouns - ‘we’ or ‘you’ to give a sense of belonging
•List or rule of three
•statistics - real or imaginary
•rhetorical questions
•examples of what could be done to improve the situation
Writing to persuadeWriting to persuade

48. Top tips:
•Find your PALL and write a plan – examiners want to see structured,
considered work
•Writing to advise means to give your audience help to do something,
so depending on your PALL , your work needs to be very clearly laid
out
Consider using all or some of the following:
•bullet points or headings to separate ideas into sections
•diagrams (not too elaborate though!)
•offer logical solutions
•commands (then you should…..)
•be encouraging and motivating in your tone
•try and capture the reader’s attention (what kind of learner are
you??)
•depending on PAF, be polite but informal
Writing to adviseWriting to advise

49. Top tips:
•Find your PALL and write a plan – examiners want to see structured,
considered work
•Explaining something means being objective and explaining how and
why something happens. You may be asked to write something formally
or explain about something that is personal to you
Consider using all or some of the following:
•try describing a situation and explaining how and why it came about and
what effect it had
•always give reasons and examples for why something occurs
•use statistics or ‘evidence’ either real or made up but make it sound
believable
•be clear and specific
•focus on the title, if you are asked to write about something memorable
– then write about that
•consider your language, it should be interesting to read
Writing to explainWriting to explain

50. Writing to informWriting to inform
Top tips:
•Find your PALL and write a plan – examiners want to see structured,
considered work
•Informative writing means you are giving clear information to your reader in
an easy to understand style
Consider using all or some of the following:
•include both facts and opinions – either real or imaginary
•use statistics or evidence – either real or imaginary. You should sound as if
you know about the subject
•personal anecdotes to make it more interesting
•consider language use carefully – who are you writing for and how will this
influence your language use
•make your information very clear – imagine your reader knows nothing about
the topic

51. Specimen Exam and
Mark scheme

52. Test yourself!
Specimen mark scheme and
analysis
The next slide will give you the opportunity to try out some of
the skills you have learned in this unit of work. Remember,
you must answer both questions and have 1 hour to
complete all of the writing.
A mark scheme is included so you can assess your work.
Good Luck!!

53. Answer Question 1 and Question 2.
In this unit you will be assessed for your writing skills, including the presentation of your
work. Take special care with handwriting, spelling and punctuation.
Think about the purpose, audience and, where appropriate, the format for your writing.
A guide to the amount you should write is given at the end of each question.
1. A company that runs play-schemes for children in the 3-10 age range is looking to recruit
part-time staff for the school summer holidays.
You decide to apply.
Write your letter of application.
The quality of your writing is more important than its length. You should write about
one to two pages in your answer book.
2. You have to give a talk to your class with the title ‘Mobile Phones: a blessing or a curse?’
Write what you would say.
The quality of your writing is more important than its length. You should write about
one to two pages in your answer book.

54. For each of questions 1 and 2 you will be awarded two marks:
Content and organisation (13 marks)
Here the examiner is looking for evidence of:
•Purpose, audience and form
•Organisation – cohesion and use of clear, ordered paragraphs
•Use of a style appropriate to audience and purpose
•A range of vocabulary
Sentence structure, punctuation, spelling (7 marks)
Here the examiner is looking for evidence of:
•Sentence use
•Punctuation
•Spelling
•Tense and agreement
The following slides will give you the mark scheme an examiner would use when marking your
writing. Check each band carefully and see which band your work would ‘best fit’.
Mark Scheme

55. Letter of application for a job. [20]
An understanding of purpose, audience and format is particularly important in this
type of writing. As the task is of a functional nature, an understanding of 'real life‘
uses of English is also important.
Content and organisation (13 marks)
0 marks: not worthy of credit
Band 1 1-3 marks
• basic awareness of the purpose and format of the task
• some awareness of the reader / intended audience
• some relevant comment but analysis is basic
• simple sequencing of ideas provides some coherence
• paragraphs may be used to show obvious divisions or group ideas into some
order
• some attempt to adapt style to purpose / audience (e.g. degree of formality)
• there is a limited range of vocabulary with little variation of word choice for
meaning or effect

56. Letter of application for a job. [20]
An understanding of purpose, audience and format is particularly important in this
type of writing. As the task is of a functional nature, an understanding of 'real life‘
uses of English is also important.
Content and organisation (13 marks)
Band 2 4-6 marks
• shows awareness of the purpose and format of the task
• shows awareness of the reader / intended audience
• a sense of purpose shown in analysis / comment and some reasons are given in
support of opinions and ideas
• sequencing of ideas provides coherence
• paragraphs are logically ordered and sequenced (e.g. topic sentences are
supported by relevant detail)
• a clear attempt to adapt style to purpose / audience
• there is some range of vocabulary, occasionally selected to convey precise
meaning or to create effect

57. Letter of application for a job. [20]
An understanding of purpose, audience and format is particularly important in this
type of writing. As the task is of a functional nature, an understanding of 'real life‘
uses of English is also important.
Content and organisation (13 marks)
Band 3 7-9 marks
• shows clear understanding of the purpose and format of the task
• shows clear awareness of the reader / intended audience
• clear sense of purpose shown in content coverage; appropriate reasons given
in support of opinions/ ideas
• ideas are shaped into coherent arguments
• paragraphs or sections are used consciously to structure the writing
• style is adapted to purpose / audience
• there is a range of vocabulary selected to convey precise meaning or to create
effect

58. Letter of application for a job. [20]
An understanding of purpose, audience and format is particularly important in this
type of writing. As the task is of a functional nature, an understanding of 'real life‘
uses of English is also important.
Content and organisation (13 marks)
Band 4 10-13 marks
• shows sophisticated understanding of the purpose and format of the task
• shows sustained awareness of the reader / intended audience
• content coverage is well-judged, detailed, and pertinent
• arguments are convincingly developed and supported by relevant detail
• ideas are selected and prioritised to construct sophisticated argument
• paragraphs are effectively varied in length and structure to control progression
• confident and sophisticated use of a range of stylistic devices adapted to
purpose/audience
• a wide range of appropriate, ambitious vocabulary is used to create effect or
convey precise meaning

59. Sentence structure, punctuation and spelling (7 marks)
0 marks: not worthy of credit
Band 1 1 mark
• sentences are mostly simple or compound
• compound sentences are linked or sequenced by conjunctions such as ‘and’ or ‘so’
• punctuation (full stops, commas, capital letters to demarcate sentences) is
attempted where appropriate and with some accuracy
• the spelling of simple words is usually accurate
• control of tense and agreement is uneven
Band 2 2-3 marks
• sentences are varied and both compound and complex sentences are used
• there is use of some subordination to achieve clarity and economy
• some control of a range of punctuation, including the punctuation of direct speech
• the spelling of simple and polysyllabic words is usually accurate
• control of tense and agreement is generally secure

60. Band 3 4-5 marks
• a range of grammatical structures is used to vary the length and focus of
sentences
• simple, compound and complex sentences are used to achieve particular effects
• a range of punctuation is used accurately to structure sentences and texts,
sometimes to create deliberate effects, including parenthetic commas
• most spelling, including that of irregular words, is usually correct
• control of tense and agreement is secure
Band 4 6-7 marks
•there is appropriate and effective variation of sentence structures
•there is a sophisticated use of simple, compound and complex sentences to
achieve particular effects
•accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity and
create deliberate effects
•virtually all spelling, including that of complex irregular words, is correct
•tense changes are used confidently and purposefully
It is presumed that candidates attaining Band 2 and above will have achieved
the criteria listed in the previous band(s). Fine tuning of the mark within a
band will be made on the basis of a "best fit" procedure, weaknesses in some
areas being compensated by strengths in others.

61. Additional task-specific guidance
Good answers may include some of the following features:
• a sustained sense of register and purpose which meets the requirement for a
letter of application (for example, a suitably formal tone and offering convincing
reasons why the writer is a suitable applicant)
• a clear and coherent approach (offering a range of skills and aptitudes suitable
for the requirements of the job)
• a logical structure within which relevant information is conveyed effectively and
clearly
• an evident sense of cohesion with material linked effectively (use of
connectives/subordination)
• a range of appropriate and well-selected details to illustrate and give substance
to information offered (relevant details of previous part time work or offering
names of people prepared to offer a reference)
• some development of ideas (perhaps showing evidence of specific skills, such as
working with young children)
• positioning and establishing a relationship with the reader (clear sense of
audience)
• ability to move from the general to the particular or vice-versa (specific and
relevant examples used within a coherent approach to the topic)
• clear understanding of format

62. Less successful answers may be characterised by some of the following
features:
• uncertain sense of purpose and register (for example, ignoring the specific
requirements for the job or showing a limited sense of audience)
• less secure control of structure (uncertain or random sequencing)
• a tendency for details to be handled in isolation with limited sense of linking or
cohesion (uneasy with connectives/subordination)
• details are thin or generalised with little sense of development (for example, I
would enjoy working with children but giving no evidence why this would be the
case)
• limited development of why the writer would be a strong candidate and a
tendency to simple assertion (for example, I like adventure activities so I would be
good in this job)
• very limited awareness of the reader (for example, offering details unrelated to
the demands of the post applied for)
• a tendency for comments about personal strengths and qualities to stay at the
level of the general and to lack specific examples
• limited understanding of the features of a letter of application

63. Talk to class : ‘Mobile Phones: a blessing or a curse?’ [20]
An understanding of purpose, audience and format is particularly important in this
type of writing. As the task is of a functional nature, an understanding of 'real life‘
uses of English is also important.
Content and organisation (13 marks)
0 marks: not worthy of credit
Band 1 1-3 marks
• basic awareness of the purpose and format of the task
• some awareness of the reader / intended audience
• some relevant comment but analysis is basic
• simple sequencing of ideas provides some coherence
• paragraphs may be used to show obvious divisions or group ideas into some
order
• some attempt to adapt style to purpose / audience (e.g. degree of formality)
• there is a limited range of vocabulary with little variation of word choice for
meaning or effect

64. Content and organisation (13 marks)
Band 2 4-6 marks
• shows awareness of the purpose and format of the task
• shows awareness of the reader / intended audience
• a sense of purpose shown in content coverage and some
reasons are given in
support of opinions and ideas
• sequencing of ideas provides coherence
• paragraphs are logically ordered and sequenced (e.g. topic
sentences are
supported by relevant detail)
• a clear attempt to adapt style to purpose / audience
• there is some range of vocabulary, occasionally selected to
convey precise
meaning or to create effect

65. Band 3 7-9 marks
• shows clear understanding of the purpose and format of the
task
• shows clear awareness of the reader / intended audience
• clear sense of purpose shown in content coverage;
appropriate reasons given
in support of opinions / ideas
• ideas are shaped into coherent arguments
• paragraphs are used consciously to structure the writing
• style is adapted to purpose / audience
• there is a range of vocabulary selected to convey precise
meaning or to create
effect

66. Band 4 10-13 marks
• shows sophisticated understanding of the purpose and format of
the task
• shows sustained awareness of the reader / intended audience
• content coverage is well-judged, detailed, and pertinent
• arguments are convincingly developed and supported by relevant
detail
• ideas are selected and prioritised to construct sophisticated
argument
• paragraphs are effectively varied in length and structure to
control progression
• confident and sophisticated use of a range of stylistic devices
adapted to purpose/audience
• a wide range of appropriate, ambitious vocabulary is used to
create effect or convey precise meaning

67. Sentence structure, punctuation and spelling (7 marks)
0 marks: not worthy of credit
Band 1 1 mark
• sentences are mostly simple or compound
• compound sentences are linked or sequenced by conjunctions such as ‘and’ or ‘so’
• punctuation (full stops, commas, capital letters to demarcate sentences) is
attempted where appropriate and with some accuracy
• the spelling of simple words is usually accurate
• control of tense and agreement is uneven
Band 2 2-3 marks
• sentences are varied and both compound and complex sentences are used
• there is use of some subordination to achieve clarity and economy
• some control of a range of punctuation, including the punctuation of direct speech
• the spelling of simple and polysyllabic words is usually accurate
• control of tense and agreement is generally secure

68. Band 3 4-5 marks
• a range of grammatical structures is used to vary the length and focus of
sentences
• simple, compound and complex sentences are used to achieve particular effects
• a range of punctuation is used accurately to structure sentences and texts,
sometimes to create deliberate effects, including parenthetic commas
• most spelling, including that of irregular words, is usually correct
• control of tense and agreement is secure
Band 4 6-7 marks
•there is appropriate and effective variation of sentence structures
•there is a sophisticated use of simple, compound and complex sentences to
achieve particular effects
•accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity and
create deliberate effects
•virtually all spelling, including that of complex irregular words, is correct
•tense changes are used confidently and purposefully
It is presumed that candidates attaining Band 2 and above will have achieved
the criteria listed in the previous band(s). Fine tuning of the mark within a
band will be made on the basis of a "best fit" procedure, weaknesses in some
areas being compensated by strengths in others.

69. Additional task-specific guidance
Good answers may include some of the following features:
• a sustained sense of register and purpose which meets the requirement for a talk (for
example, a lively, opinionated or witty approach)
• a clear and coherent approach
• a logical structure within which relevant information is conveyed effectively and
clearly
• an evident sense of cohesion with material linked effectively (use of
connectives/subordination)
• a range of appropriate and well-selected details to illustrate and give substance to
suggestions, information and opinions (relevant use of facts/figures/anecdotes)
• some development of ideas and opinions (perhaps involving alternative views)
• positioning and establishing a relationship with the reader via devices such as
asides, questions, humour, use of active or passive voice and other journalistic
devices (clear sense of audience)
• ability to move from the general to the particular or vice-versa (specific
examples used within a coherent approach to the topic)

70. Less successful answers may be characterised by some of the following
features:
• uncertain sense of purpose and register (for example, ignoring the requirement for
a talk)
• less secure control of structure (uncertain or random sequencing/no clear sense of
argument)
• a tendency for details to be handled in isolation with limited sense of linking or
cohesion (uneasy with connectives/subordination)
• details are thin or generalised with little sense of development (for example, a
single sentence for each topic such as everyone like mobile phones)
• limited development of ideas/opinions and a tendency to simple assertion (for
example, not having a mobile phone is ridiculous)
• very limited awareness of the audience
• a tendency for comments to stay at the level of the general and to lack specific
examples

71. Finally!!
Top tips for exam success:
1.Read widely and for pleasure.
2.Read non-fiction and fiction. Make friends with your school librarian.
3.Listen carefully in class. Your teacher is an expert and wants you to
gain the highest grade possible.
4.Try completing as many practice papers as possible at home. This
gives you a feel for the timings and the sort of questions you will be
asked.
5.Try planning imaginary essay questions using the three point method.
6.Try and extend your vocabulary. Reading will help with this.
7.Make a list of your weaknesses – is it spelling, apostrophes, planning
etc. and work on them.
8.Get a good night’s sleep before the exam.
9.Ensure you have at least two black / blue pens.
10.Take a deep breath, close your eyes and relax. You can do it!!

72. LinksLinks
Links to WJEC exam papersLinks to WJEC exam papers
http://www.wjec.co.uk/index.php?subject=51