Overview of the English First Additional Language Paper 3: Writing Exam
The Paper 3: Writing exam is 2 ½ hours long. There are THREE sections. You must answer ONE question from EACH of the three sections. The total of the marks for the exam is 100.
Here is a summary of the three sections in the Paper 3: Writing exam:
| Section | Text types | What marks are awarded for | Number of marks |
| Section A | Essays |
| 30 marks 15 marks 5 marks Total: 50 marks |
| Section B | Longer transactional texts |
| 18 marks 12 marks Total: 30 marks |
| Section C | Shorter transactional texts |
| 12 marks 8 marks Total: 20 marks |
It is recommended that you spend the following amount of time on each section:
- Section A: Essays (50 marks) 80 minutes
- Section B: Longer transactional texts (30 marks) 40 minutes
- Section C: Shorter transactional texts (20 marks) 30 minutes
|
Question words
Here are examples of question types found in the exam.
| Question type | What you need to do |
| Literal: Questions about information that is clearly given in the text or extract from the text | |
| Name characters/places/things … | Write the specific names of characters, places, etc. |
| State the facts/reasons/ideas … | Write down the information without any discussion or comments. |
| Give two reasons for/why … | Write two reasons (this means the same as ‘state’). |
| Identify the reasons … | Write down the reasons. |
| Describe the place/character/ what happens when … | Write the main characteristics of something, for example: What does a place look/feel/smell like? Is a particular character kind/rude/aggressive … |
| What happened when … | Write what happened. |
| Why did this happen … | Given reasons for what happened. |
| Who did … | Write down who is responsible for the action. |
| To whom does xx refer … | Write the name of the relevant character/ person. |
| Reorganisation: Questions that need you to bring together different pieces of information in an organised way. | |
| Summarise the main points/ideas … | Write the main points, without a lot of detail. |
| Group the common elements … | Join the same things together. |
| Give an outline of ….. | Write the main points, without a lot of detail. |
| Inference: Questions that need you to interpret (make meaning of) the text using information that may not be clearly stated. This process involves thinking about what happened in different parts of the text; and using your own knowledge to help you understand the text. | |
| Explain how this idea links … | Identify the links. |
| Compare the attitudes/actions of character x with character y … | Point out the similarities and differences. |
| What do the words … suggest/ reveal about /what does this situation tell you about … | State what you think the meaning is, based on your understanding of the text. |
| How does x react when …. Describe how something affected … State how you know that x is … | Write down the character’s/person’s reaction or what the character/person did or felt. |
| What did x mean by the expression … | Explain why the character/person used those particular words. |
| Is the following statement true or false? | Write ‘true’ or ‘false’ next to the question number. You must give a reason for your answer. |
| Choose the correct answer to complete the following sentence (multiple choice question). | A list of answers is given, labelled A–D. Write only the letter (A, B, C or D) next to the question number. |
| Complete the following sentence by filling in the missing words … | Write the missing word next to the question number. |
| Quote a line from the extract to prove your answer. | Write the relevant line of text using the same words and punctuation you see in the extract. Put quotation marks (“ ” inverted commas) around the quote. |
| Evaluation Questions that require you to make a judgement based on your knowledge and understanding of the text and your own experience. | |
| Discuss your view/a character’s feelings/a theme … | Consider all the information and reach a conclusion. |
| Do you think that … | There is no ‘right’ or ‘wrong’ answer to these questions, but you must give a reason for your opinion based on information given in the text. |
| Do you agree with … | |
| In your opinion, what … | |
| Give your views on … | |
| Appreciation Questions that ask about your emotional response to what happens and how the text is written. | |
| How would you feel if you were x when … | There is no ‘right’ or ‘wrong’ answer to these questions, but you must give a reason for your opinion based on information given in the text. |
| Discuss your response to … | |
| Do you feel sorry for … | |
| Discuss the use of the writer’s style, diction and figurative language, dialogue … | To answer this type of question, ask yourself: Does the style help me to feel/ imagine what is happening or how someone is feeling? Why/why not? Give a reason for your answer. |
Words to Know
| These are words about writing and text types that you should learn. | |
| abbreviations | words which are shortened, e. g. prof (professor). Do not use contractions in formal writing. |
| active voice | the subject of a sentence carries out the action e.g. the team won the game. |
| advertisement | a notice or announcement in a public medium such as newspapers, radio or television, which promotes a product, service, or event |
| agenda | a list of items to be discussed at a meeting |
| argumentative essay | an essay which strongly supports one side of an argument |
| article | a piece of writing published in a newspaper or magazine |
| audience | the person or people who are expected to read a particular piece of writing |
| characters | the people who play a part/feature in an essay, story or play |
| climax | the high point of a piece of writing. A story builds up to a climax |
| colloquial | informal, everyday language e.g. okay, guys |
| contractions | words which are joined and therefore shortened e.g. didn’t (did not). An apostrophe must be placed where a letter/letters have been left out. Contractions should not be used in formal writing. |
| covering letter | the letter which is sent with a CV |
| curriculum vitae (CV) | a document which lists a person’s personal details. A CV is submitted with an application for a job. |
| descriptive essay | an essay which focuses on describing a person, a place or experience |
| dialogue | a conversation between two or more people |
| diary | a written record of a person’s experiences and thoughts |
| directions | information explaining how to go somewhere |
| discursive essay | an essay which considers an argument from many points of view |
| draft | a first version of a piece of writing |
| edit | to read a text carefully and correct errors in it |
| eulogy | a speech given at a funeral in praise of someone |
| figures of speech | expressions which are not meant to be taken literally e.g. similes, metaphors, alliteration, onomatopoeia. The purpose of figures of speech is to add detail and life to writing. |
| first person | I, me, we ,us |
| flyer | an advertisement on a piece of paper which can be given to people |
| format | the way a piece of writing is set out on a page e.g. a letter has a format (address/es, date etc) |
| genre | type of writing e.g. play, poem, narrative essay |
| graphics | drawings used to give more detail, to attract the reader, or to explain something e.g. most printed advertisements have written information, as well as graphics |
| instructions | words used to explain how to do something e.g. to build a model aeroplane, or to assemble a computer |
| interview | a situation in which one person (the interviewer) asks another person (interviewee) questions |
| invitation card | a polite request in writing for someone to attend a function e.g. a prize- giving, or party |
| irony | something which is the opposite of what is expected e.g. she found maths difficult at school, so it is an irony that she is now an accountant. |
| key words | the most important words in a piece of writing. You may be asked to underline key words to improve your understanding of a passage. |
| language | the way in which something is written. It includes grammar, such as punctuation, correct use of verbs, etc. |
| minutes | the written record of a meeting |
| narrative essay | an essay which tells a story |
| narrator | the person who tells a story |
| obituary | a piece of writing about the life and personal qualities of someone who has recently died |
| objective | a neutral, unbiased attitude |
| passive voice | the object of a sentence becomes the subject e.g. the game was won by the team. |
| perspective | a particular way of thinking. People look at life from different perspectives. |
| plot | the main points of a story |
| point of view | a particular attitude or way of looking at a matter |
| postcard | a card for sending a message by post without an envelope. Only a small amount of information can fit onto a postcard. |
| poster | a large printed written notice, or picture used to advertise or to decorate. Posters may display only writing, only a picture, or a combination of pictures and writing. Movies are often advertised on posters. |
| practice/practise | practice (noun) e.g. there will be a soccer practice this evening; practise (verb) e.g. I practise writing essays every week. |
| reflective essay | an essay in which the writer thinks about an experience, or feelings about a topic |
| register | the use of different language styles to suit different speakers and audiences. Language can be formal (e.g. how do you do?) or informal (e.g. hi/howzit) depending on who is speaking and who is being addressed. |
| report | a factual account of an event such as an accident which has taken place, often after an investigation. |
| review | a piece of writing which considers the good and bad points of e.g. a book, play or restaurant |
| rubric | a detailed explanation of how a piece of work will be assessed |
| setting | the place where events take place in a piece of writing |
| structure | the way in which a piece of writing is put together. There should be an introduction, body and conclusion. |
| style | The way in which something is written e.g. formal, informative |
| subjective | from a particular point of view; often emotional and one-sided |
| text | a piece of writing. This could be e.g. a novel, an article in a newspaper, a poem, etc. A visual text is a picture. |
| third person | he, she, it, they |
| tone | the emotional message contained in a text e.g. the tone of the letter is angry and critical. |
| transactional writing | writing intended for a particular function, such as to inform or persuade |
| Here are the correct spellings of useful words. Learn to spell these words correctly before you take the exam. |
| accommodate/accommodation |
| achieve |
| acquaintance |
| acquire |
| advertisement |
| advice – noun – e.g. My father gave me good advice. |
| advise – verb – e.g. I asked my father to advise me. |
| argument |
| beautiful |
| beginning |
| business |
| calendar |
| commitment |
| committed |
| committee |
| conscience |
| conscious |
| dairy |
| deceive |
| definitely |
| definition |
| diary |
| disappear |
| disappoint – HINT: when you add a prefix onto a word, simply add the prefix to the word disappoint |
| embarrass/embarrassment |
| environment |
| exaggerate |
| excitement |
| existence |
| favourite |
| finally |
| foreign |
| friend |
| glamorous |
| government |
| grammar |
| guarantee |
| humorous |
| immediately |
| independent |
| interrupt |
| laboratory |
| licence – noun e.g. I have a driver’s licence. |
| license – verb e.g. I must remember to license my car. |
| mischievous |
| necessary |
| noticeable |
| obedience |
| occasion |
| occurrence |
| original/originally |
| peace |
| piece |
| practically |
| practice – noun e.g. He did not attend singing practice. |
| practise – verb e.g. He practises singing each day. |
| privilege |
| probably |
| proceed |
| publicly |
| receive |
| recommend |
| referred/referring |
| scared |
| scarred |
| separate |
| sincerely |
| successful |
| thorough |
| through |
| tomorrow |
| truly |
| unnecessary – HINT: when you add a prefix onto a word, simply add the prefix to the word – unnecessary |
| until |
| unusual – HINT: when you add a prefix onto a word, simply add the prefix to the word = unusual |
| usual |
| weight |
| wherever |