Strategic Planning: Before writing, students should spend a few minutes noting down key verbs in different tenses and high-level vocabulary related to the chosen topic. This ensures that complex structures are integrated naturally rather than as an afterthought.
The Three-Tense Rule: A strong response must demonstrate the ability to manipulate at least three different time frames (past, present, and future). Even if a bullet point doesn't explicitly demand it, finding opportunities to reference different times is essential for the highest marks.
Narrative Expansion: Instead of focusing solely on personal experience, students should include information about other people (e.g., friends, family, or the community). This allows for the use of different verb endings and more complex sentence structures.
It is vital to distinguish the requirements of the 150-word task from the shorter 90-word task found in both Foundation and Higher tiers.
| Feature | 90-Word Task | 150-Word Task |
|---|---|---|
| Bullet Points | Three bullet points | Two bullet points |
| Word Count | Approx. words | Approx. words |
| Complexity | Standard structures | Advanced/Complex structures |
| Focus | Clear communication | Detailed narration and variety |
While the 90-word task focuses on covering three specific points concisely, the 150-word task demands significantly more 'padding' and linguistic flair for each of its two points.
Selection Criteria: When choosing between the two questions, students should select the topic where they can demonstrate the most 'showy' language, not necessarily the topic they find most interesting in real life.
Word Count Management: While words is the target, quality is more important than quantity. However, writing significantly less than the target usually indicates a lack of development, which will limit the marks for content.
Proofreading Checklist: Always leave time to check for 'silly' mistakes such as adjective agreements, verb endings, and noun genders. These small errors can accumulate and lower the mark for Quality of Language.
The 'Equal Coverage' Myth: Students often believe they must write exactly words for each bullet point. In reality, as long as both are mentioned and developed, the distribution can be uneven if one point allows for more complex language.
Repetitive Vocabulary: Using the same adjectives (e.g., 'good', 'bad', 'interesting') repeatedly is a common mistake. Students should aim for synonyms and more precise descriptors to demonstrate a wide vocabulary range.
Ignoring the Time Frame: If a bullet point asks about a past event and the student responds in the present tense, they fail to meet the content requirement effectively, regardless of how much they write.
