Writing: Exam Technique, Practice and Revision

This is the final lesson in the course. It brings together everything from Lessons 7-11 and focuses on how to approach the writing exam, how marks are awarded, and how to maximise your score.

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How the Writing Exam Works

Feature	Typical Format
Duration	Approximately 1 hour
Number of tasks	2 writing tasks
Task types	A shorter task (e.g. email, 150-200 words) and a longer task (e.g. letter, report, article, 250-350 words)
Total marks	Usually 46-50 marks across both tasks
Pass mark	Approximately 55-65%

You will receive a task booklet with two writing briefs. Each brief tells you the format, purpose, audience, and context. You write your answers in an answer booklet (or on screen if sitting an online exam).

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How Writing Is Marked

Writing is assessed against band descriptors in two areas:

Area 1: Content and Organisation (approximately 60% of marks)

Band	What It Looks Like
High	Fully addresses the brief. Well-organised with clear paragraphs. Appropriate format and tone. Developed ideas with relevant detail. Strong opening and closing.
Mid	Addresses most of the brief. Some organisation and paragraphing. Generally appropriate format. Ideas present but not fully developed.
Low	Partially addresses the brief. Little or no paragraphing. Inappropriate format or tone. Ideas are thin, repetitive, or off-topic.

Area 2: Spelling, Punctuation and Grammar (approximately 40% of marks)

Band	What It Looks Like
High	Mostly accurate spelling, including complex words. Correct and varied punctuation (commas, apostrophes, colons, semicolons). Grammatically sound with varied sentence structures.
Mid	Common words spelled correctly. Basic punctuation used accurately. Some sentence variety. Occasional errors but meaning is clear.
Low	Frequent spelling errors, including common words. Limited or incorrect punctuation. Simple or repetitive sentence structures. Errors impair meaning.

Exam Tip: You need to perform reasonably well in BOTH areas to pass. A beautifully structured piece with terrible spelling will not pass, and neither will a well-spelled piece that ignores the brief. Both areas carry weight.

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Time Management for the Writing Exam

Here is a time plan for a 60-minute writing exam with two tasks:

Phase	Task 1 (Shorter)	Task 2 (Longer)
Read and understand the brief	2 minutes	2 minutes
Plan	3 minutes	5 minutes
Write	12 minutes	20 minutes
Check and correct	3 minutes	5 minutes
Total	20 minutes	32 minutes

This leaves about 8 minutes as a buffer. Use any spare time to review both tasks.

Key Time Rules

• Do not skip planning — 5 minutes of planning saves time during writing and improves quality
• Do not spend too long on Task 1 — if you run out of time for Task 2, you will lose more marks
• Always leave time for checking — you will catch errors that cost marks

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How to Approach Each Task

Step 1: Read the Brief Carefully

Read the brief at least twice. Highlight or underline:

• The format (letter, email, report, article)
• The purpose (persuade, inform, complain, advise, argue)
• The audience (who you are writing to)
• Any specific content you must include (e.g. "include three reasons why...")

Step 2: Plan

Spend 3-5 minutes writing a quick plan:

• List the main points you will make (one per paragraph)
• Decide the order
• Note the format features you need (e.g. "Dear Sir/Madam", subheadings, subject line)
• Note the register (formal, semi-formal)

Step 3: Write

Follow your plan. For each paragraph:

1. Start with a topic sentence (the main point)
2. Develop with evidence, examples, or detail
3. Use cohesive devices to link ideas
4. Vary your sentence structure (simple, compound, complex)

Step 4: Check and Correct

Read through your work and check for:

Check	What to Look For
Brief	Have I addressed everything the brief asks for?
Format	Have I used the right format features (Dear..., Yours..., subheadings, etc.)?
Paragraphs	Have I used clear paragraphs? Does each one cover one main point?
Spelling	Are homophones correct (there/their/they're, your/you're, its/it's)? Any obvious errors?
Punctuation	Are full stops, commas, and apostrophes used correctly? Have I avoided comma splices?
Tense	Is the tense consistent? Have I accidentally jumped between past and present?
Tone	Is the tone appropriate for the audience? Not too informal for a formal task?

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Practice Task 1: Formal Email

The Brief

Your local leisure centre has recently reduced its opening hours and increased membership fees. Write a formal email to the leisure centre manager expressing your concerns and suggesting improvements.

Model Plan

1. Opening — state purpose (concerns about changes)
2. Reduced hours — impact on working people, can no longer attend after work
3. Increased fees — cost is now higher than competitors, families priced out
4. Suggestions — extend evening hours, introduce concession rates, consult members before changes
5. Closing — request a response, offer to discuss further

Model Answer

Subject: Concerns regarding changes to opening hours and membership fees

Dear Mr Thompson,

I am writing to express my concerns about the recent changes to opening hours and membership fees at Riverside Leisure Centre. As a member for over three years, I have valued the facilities and services you provide. However, the recent changes have significantly affected my ability to use the centre and, I believe, risk driving members away.

The reduction in opening hours is particularly problematic for working people. The centre now closes at 8pm on weekdays, which means that anyone finishing work at 5:30pm has only a narrow window to travel to the centre, exercise, and leave before closing. Previously, the 10pm closing time allowed members to attend at a time that suited them. I would urge you to reconsider extending evening hours to at least 9pm.

In addition, the 15% increase in membership fees — from £35 to £40.25 per month — places the centre above several competitors in the area. For families with two or more members, the cost is becoming prohibitive. I would suggest introducing concession rates for students, pensioners, and families, which would help retain members who might otherwise cancel.

I would welcome the opportunity to discuss these concerns with you and would be grateful for a response at your earliest convenience. I believe that consulting members before implementing future changes would help the centre make decisions that work for everyone.

Yours sincerely,

Jordan Edwards

Why This Would Score Well

Criterion	Evidence
Format	Correct email format with subject line, formal greeting, appropriate sign-off
Purpose	Clearly expresses concerns and makes constructive suggestions
Audience	Professional, respectful tone appropriate for a manager
Paragraphs	Clear paragraphs, each covering one main point
Cohesion	Discourse markers used ("However", "In addition", "I would suggest")
Sentence variety	Mix of simple, compound, and complex sentences
SPaG	Accurate spelling, correct punctuation, consistent tense

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Practice Task 2: Article

The Brief

A local newspaper is running a series of articles about community issues. Write an article arguing that more should be done to support young people in your area.

Model Plan

1. Headline and engaging opening — hook the reader
2. The problem — youth services cut, nothing for young people to do, crime and antisocial behaviour
3. The impact — on young people (mental health, prospects), on the community (fear, division)
4. What should be done — fund youth clubs, apprenticeship schemes, mental health support, listen to young people
5. Counter-argument — "we cannot afford it" → cost of not acting is higher
6. Conclusion — call to action

Model Answer

Our Young People Deserve Better