Booklet p2
Booklet p2
Written paper, 2 hours, 50 marks Candidates answer two questions, one from section A and one
from section B. The texts are printed on the question paper.
The learning objectives tested in this paper are:
• express what is thought, felt and imagined
• organise and convey facts, ideas and opinions effectively
• demonstrate a varied vocabulary appropriate to the context
• demonstrate an effective use of sentence structures
• demonstrate an understanding of audience, purpose and form • demonstrate accuracy in
spelling, punctuation and grammar.
Directed writing is a type of writing, where students are provided with specific guidelines, or
prompts to complete a writing piece.
Candidates answer one compulsory question. Candidates read one or two texts totalling
approximately 400–450 words in length.
They use, develop and evaluate the information in the text(s) to create a:
SECTION B
● Two descriptive
● Two narrative
Candidates develop and write a composition. Candidates write about 350–450 words.
LETTER WRITING
The ways you use language and vocabulary when writing a letter will depend on the audience
and the purpose you are writing for.
● The audience that the letter is for – usually letters are written to one person, although for
more formal letters you will not always know that person’s name. If you do not know
your reader’s name, you can start your letter with ‘Dear Sir/Madam’ and will need to end
your letter with ‘Yours faithfully’.
● How you expect, or want, your audience to react – for example, if you are trying to
persuade your reader to agree with a particular idea or project, your language might be
positive and cheerful in tone.
● The purpose for the letter – for example, if you are writing to complain you are likely to
be more formal and may use emotive words to describe aspects of poor service or a bad
experience.
● How to influence your reader to take your point of view or suggestions seriously –
remain calm and polite, even when you feel strongly and avoid writing very simple
sentences with the same grammatical structures or simple repetitive vocabulary.
• Plan a route through your letter before you start writing it – the structure of a formal letter is on
five parts. For example:
1. The opening paragraph – outline the overall aim of the letter and make it clear why you are
writing.
2. A middle paragraphs (2nd & 3rd purpose and expressing your ideas)
– explain and develop your points making sure they are relevant to the purpose of the
letter.
3. 4th paragraph (opinion and your poin of view) – draw your points together; for example,
summaries the main points you want your reader to remember, or the action now required.
4. Closing Paragraph: Conclude your opinion.
• Use a conventional structure – include the address of the writer at the top, a date and an
opening greeting ‘Dear ...’. You should end your letter with a standard phrase such as ‘Yours
sincerely’ (if you know the reader’s name). Formal letters also include the address of the reader
at the top.
• Use linking words and phrases which suit a more formal type of writing – for example, you
could use ‘furthermore’, ‘however’, ‘in conclusion’ to link ideas in sentences and paragraphs.
• Make any timescales involved clear to your reader – for example, ‘I am currently’,
‘previously’, ‘prior to that’.
FORMAT:
Letter & Email Format
(Leave a line after each para, Start each para from the margin line)
Some phrases:
The purpose of a report is often to present relevant information in an ordered way and to make
carefully considered suggestions based on that information. Reports are usually a mixture of fact
and opinion, reflecting on key facts and details to offer suggestions to the reader. Reports can
also be used to offer an objective view of a situation, proposing alternatives for the reader to
consider. For example, reports in a workplace might include statistics to support different plans
for the future of the business so that people can decide on the best option. The audience of a
report is often someone in charge, for example a teacher, or an employer, so the language and
tone of a report tends to be more formal.
FORMAT
Identify and group the key information, facts and details your report needs to include
before you start writing – the structure of a report is usually in three parts. For example:
An overview – briefly introduce the topic of the report and the key areas you will
consider. Your reader should be able to understand what you will be writing about and
why by just reading this section.
A middle – develop and support the relevant facts and opinions about the topic that you
or others have noticed.
An end – offer a brief summary of your suggestions, recommendations or solutions. Here
you might like to include any new points you think should be considered in the future.
• Organise different aspects of the report into paragraphs as appropriate – this will help you
to explain, develop and support your points.
• Help your reader to locate the information they need more easily – a report should be
well- organised and clear.
Reports often use headings to show the reader what information can be found in each
section. Sometimes bullet points might also be used to highlight key information to the
reader.
Do not overdo these, but a precise, short, bulleted list can help to draw your reader’s
attention to the key points you are making.
• Connect the points you are making logically – for example, where you are offering
suggestions based on points you made earlier you might use a linking word or phrase
such as ‘in conclusion’, ‘as a consequence’ or ‘finally’.
TIPS TO CONSIDER WHILE WRITING REPORT
● The audience that the report is for – are you writing this report for one reader, or for a
group of people such as the organisers of an event?
● The impression you want your reader to have of you – usually a report should be
impersonal and relatively formal since you are writing to someone who is in charge. You
would not normally use slang or contractions ( such as don’t or can’t) .It is usually best to
avoid attempts at humour or sarcasm.
● The purpose for the report – you may have been asked to make suggestions or
recommendations in your report based on personal experience, or to offer an overview of
a more complex situation. Try to include a range of topic related vocabulary used
appropriately.
● How to reassure your reader that your report is going to be useful – imagine if your
report was full of emotive words and personal appeals based on your own viewpoint,
your reader might not be convinced that you were offering them an objective and
accurate evaluation. For your report to be effective you will need to sound calm and
polite.
PRACTICE
Passage A: Thirst
A blockade stopping ships from entering the port has caused shortages of supplies on an island.
Water rationing is in place. Taps have been turned off and islanders have to make do with just
one litre of drinking water a day for the months until the autumn rain.
We lived by the sea, above abandoned huts we'd repaired and rented out to holiday-makers. I'd
gone down there as soon as my neighbour, Marchand, told me about the rationing to collect the
pitchers of freshwater I'd left by the rough-hewn plank beds. The visitors had left. I'd checked the
toilet cisterns- the rust-coloured water there would soon come in handy, I'd decided, and
siphoned it out into another jug. Washing and bathing would have to be done with salt water.
There was one family I recalled whose swimming pool was filled with freshwater. Don Aljafar
had the largest house, perched high on a steep hill, a vast stone mansion shaded by trees. I was
joined by Marchand and we climbed the hill. At the top, having wound up Aljafar's considerable
driveway and past his parked cars, we bellied up to the gate and were astounded to see Aljafar
afloat in his pool, a pair of goggles affixed to his face as he did a lazy, dignified, backstroke. We
stood mesmerised, watching this spectacle, unsure whether to disturb him. Finally, Marchand
shouted hello.
Aljafar stopped swimming. Treading water, he looked around until he saw us.
"Yes?'
"Your pool's freshwater, correct?' I said.
Aljafar shrugged. "What's it to you?"
*Freshwater is rationed."
Aljafar nodded. 'So?"
"You should conserve this water. We're all in this together," Marchand tried to reason.
Aljafar ignored us and started swimming again. His wife emerged from the patio. This is our
water," she snapped.
We retreated and stood on the driveway, conferring, until finally we went back down the hill. At
that moment, we weren't thirsty enough to proceed further.
Days later, Marchand and I decided that we should pool our reserve petrol and take my
motorbike inland to the city. From the road descending the hills, everything still looked normal,
donkeys pulling their wagons, bicycles, admittedly fewer cars than before. It was only as we
came closer that we noticed differences. The city was quieter than usual, torpid, as if its
unlubricated gears and belts had seized up. People seemed to be crumbling, turning to dust and
salt, a ghostly, powdery rabble, a strong wind could scatter them into clouds of dead skin.
Desiccated, dehydrated adults were too tired to toil or trade, children too sluggish to learn.
On the road back, at the top of the hill by Aljafar's, we stopped and gazed thirstily up the
driveway, which now had a chain strung across it and a sign warning to keep out.
"We have to seize Aljafar's water," Marchand declared, "for the good of the people!"
A group of us met after dark. Marchand began to lead us up the hill. The rest of the men wavered
until I shrugged and followed.
The gate was closed, but swung open easily. First - we had told ourselves - we would lie down
on the dead grass and push our lips against the cool water, drinking till we burst. Then we would
find Aljafar and explain to him that the water must be divided equally, among all the families of
the urbanisation. But the water was gone. The pool's white cement bottom shined in the
moonlight like exposed bone. We turned toward the house where we saw lights hurriedly
extinguished and heard whispers.
"They siphoned it," Marchand said. 'Put it in casks.
We needed to drink water.
We were surprised to find the house unlocked. Inside was silent. The tile-and-marble kitchen was
dry, every vessel empty.
'The cellar!' Someone suggested.
We found the door bolted and banged on it, calling Aljafar's name.
'Leave us alone, Aljafar called back.
"We want the water," I shouted.
'We don't have it.'
"Liar!' Marchand pronounced, to murmurs of agreement all around.
'We'll break this down,' I told Aljafar. "We'll smash it up!'
The others gathered up whatever items looked like they might make a dent. Heavy candelabras,
an old olive press, each of them did little against the heavy door.
Then Marchand appeared with a rusting axe-head he'd found in the workshop. Several blows
later, the door began to split.
"Stop!" Aljafar shouted. "I'll let you in."
We heard him fumbling theatrically with the catch and prised open the door, shoving Aljafar
aside. The cavernous cellar was stocked ceiling-high with precious casks of water. Marchand
took the axe-head to one cask, releasing a translucent torrent of crystal-clear water that we
attached ourselves to lips-first like ticks to a sheep. Aljafar had enough water to keep us for
weeks, and here he was hoarding.
You are a journalist writing for the local weekly newspaper reporting on recent events and
reactions
to them. Two days after the incident at Aljafar’s property, it is announced that the blockade
has been lifted and water rationing is no longer required. Meanwhile, Aljafar and his wife have
complained to the authorities.
Write the newspaper report.
In your newspaper report, you should:
• describe conditions during the blockade and the effect on the population of the island and its
economy
• outline how the incident at the Aljafars’ came about – what happened and why
• explain the nature of the Aljafars’ complaints and how far they are justified.
Base your newspaper report on what you have read in Passage A, but be careful to use your own
words. Address each of the three bullet points.
Begin your newspaper report, ‘Recent events …’
Write about 250 to 350 words.
Up to 10 marks are available for the content of your answer, and up to 15 marks for the
quality of your writing. [25]
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SPEECH WRITING
The purpose of a speech is often to inform or persuade an audience. Speeches are usually written
to be spoken directly to an audience and can be used to entertain, influencing the listeners that
the viewpoint of the speaker is correct. Speeches can also be used to encourage the audience to
take action or to change their behaviour in some way; for example, to join a particular school
club or society, or to recycle more. The ways you use language and vocabulary when writing the
words of a speech will depend on the audience and the purpose you are writing for; for example,
in a speech to a group of teachers and parents giving your views on a recent proposal, formal
language is most appropriate.
Now plan your script and write the points which you want to discuss in your speech. It takes only
5 minutes. Split your speech into five paragraphs in total:
‘I am so pleased to see such a bright in a smiling faces here to learn more about’
Para 3: Use your own arguments your own words your own logical points
Para 5: Conclusion
Rhetorical questions you can also start your speech with rhetorical questions at them as it will
help you to prove yourself.
Rhetorical question is a question that does not require any answer. They are persuasive
techniques to make the audience think the answer to your questions is so obvious that it does not
need a response.
For example
What will you do to help your community? What will you tell your children in years to come?
Repetition
Repeat words or phrases for emphasis. Remembering a speech is meant to be read, allowing
repetition sounds great.
Plan where you want to finish your speech and how you will get there before you start writing.
The structure of a speech is often in three parts. For example:
1. An opening that grabs your audience’s attention and makes the overall topic of your
speech clear – for example, pose a question to the audience where you can predict the answer.
3. A powerful conclusion – for example, group your final words or ideas in threes to help make
them memorable or end with a thought- provoking question or image and thank your audience
for listening.
Organise your ideas into paragraphs as appropriate – this will help you to develop and support
your points convincingly, to build your argument and/or offer a full explanation of a particular
point of view.
Show the connections between ideas in sentences and paragraphs – where a new point or idea
follows on from what you have already said you might use linking words or phrases such as,‘in
addition’, ‘likewise’ or ‘similarly’.
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Imagine that you are a student at another school in the same district as Champion School. Your
school is considering whether to follow the same plan as Champion School or not.
Write a speech to give to a meeting of parents and teachers from your school about why all-
yearround schooling would not be a good idea.
In your speech you should:
• evaluate the ideas, attitudes and opinions about all-year-round schooling given in the texts
• explain your concerns about changing to all-year-round schooling and how it would affect
parents, teachers and the wider community.
Base your speech on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.
Write about 250 to 350 words.
Up to 10 marks are available for the content of your answer, and up to 15 marks for the
quality of your writing. [25]
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ARTICLE WRITING
Let me tell you that article writing is a form of writing that involves creating piece of content that
is published for a large audience. We can divide this topic into two sub-topics:
● Magazine article
● Newspaper article
However, the basic format of writing for each of them is the same.
FORMAT
A typical article follows the following format:
Title (heading)
Note: You can also write “written by”, but “by-line” is preferred.
TITLE
This is the most important part of your article because if you write a catchy heading that grabs
the attention of your reader, you are on the right path. But how can you write a good heading?
Let me tell you how to write a wonderful heading, step-by-step.
CONCLUSION
This is the final part of your article. Here you have to do the following:
Ask your audience (the people reading) to give feedback and thank them for reading your work.
You can also reinstate the purpose of your writing, but if you have mentioned that in the
introduction, I recommend preventing that.
This is because you have to prevent repetition in your work (and as I mentioned earlier, keep
your article brief and to the point). Note that in conclusion, it is very important to provide a
sense of closure.
SAMPLE
First of all, it is essential to make a study schedule because it ensures the (proper) coverage of
the syllabus on time. As a result, the lengthy topics (in your syllabus) become manageable, and
the schedule keeps you aware of the future plans.
A schedule keeps you organized, and you do not have to panic about missing anything. This is
because it will help you use your time wisely and learn as much information as you can (in the
shortest possible time).
Apart, it is important to be stress-free before your exams. This is because exam fear does not
allow students to perform with their complete capabilities. Thus, their performance is negatively
affected.
This is the reason I advise you to adopt an optimistic and positive approach. It will ensure that
you are comfortable and ready to face all challenges in your exams.
The study techniques such as taking breaks, consulting your teachers and preventing distractions
(such as mobile phones) make a student more focused.
Similarly, these habits ensure healthy and quality learning, which is essential to ace Cambridge
exams. However, the practices such as only studying overnight can produce unpleasant results in
the examination.
To conclude, let me know what you think about these suggestions through your feedback. Thank
you for reading and article, and do follow these proven tips to get your desired results.
PRACTICE
Question 1
Write an article for young people about food waste and what they can do about it. In your article
you should:
• evaluate the ideas, attitudes and opinions given in both texts
• suggest how young people can help to reduce food waste in their homes, schools and the wider
world.
Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.
Write about 250 to 350 words.
Up to 10 marks are available for the content of your answer, and up to 15 marks for the quality
of your writing. [25]
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Write an article for your school or college newspaper about how young people should
communicate in their first jobs.
In your article you should:
• evaluate the ideas, attitudes and opinions in both texts
• advise young people on the factors they should consider when communicating with their work
colleagues.
Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.
Write about 250 to 350 words.
Up to 10 marks are available for the content of your answer, and up to 15 marks for the
quality of your writing. [25]
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Write an article for young people, advising them what they need to consider when deciding on a
holiday destination.
In your article you should:
• evaluate the ideas, opinions and attitudes in both texts
• suggest what young people should consider in order to make a responsible decision.
Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.
Write about 250 to 350 words.
Up to 10 marks are available for the content of your answer, and up to 15 marks for the
quality of your writing. [25]
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EMAIL WRITING
The purpose of an email is often to inform and persuade the reader. Emails are a quicker way to
communicate than sending a letter by post and so are often used for ongoing situations or
discussions. Emails can give the reader immediate feedback, opinions or information about a
certain topic. Emails can also be used to persuade the reader that the writer’s view is correct and
that some sort of action or decision is required. However, emails can also provide a balanced
argument which suggests possible alternatives, but lets the reader make up their own mind about
the topic. The ways you use language and vocabulary when writing an email will depend on the
audience and the purpose you are writing for.
ORGANIZATION
● Plan the main points you will deal with in your email before you start writing it – an
email should deal with just one overall topic, so stay focused and avoid adding
unnecessary detail. The structure of a formal or semi-formal email is usually in three
parts. For example:
1. a subject line – just two or three words so that your reader can tell at a glance what the topic is,
then a brief introduction to explain why you are writing. For example, if you are emailing a
stranger, introduce yourself very briefly and then get straight to the point. If it is someone you
know, or a response to an email you have received, you may need to remind your reader of the
situation so far.
2. the body of the response – include relevant points about the topic, developed and supported
appropriately – you should divide your explanation into fairly short paragraphs, each dealing
with a key aspect of the topic.
3. a closing section – explain briefly what is next. If you want your reader to do something, make
that clear here; for example, please let me know by Thursday if ...’ or to show that you are open
to further discussion, end your email on a friendly note; for example, thank you for your help
with this – let’s keep in touch.
● Make your email easy to read and follow – for example, you can use headings or short
lists where it’s appropriate. You can also choose to emphasise the most important
information with bold - but do not overdo it. Appropriate connecting words and phrases
can often do a better job – for example, ‘However, it is crucial to remember ...‘
● Use a suitable greeting and sign off appropriately – this will depend on who you are
writing to and why, so for example ‘Dear Mr Green’ and perhaps ‘Best wishes’, or ‘Dear
Sir/Madam’ and ‘Yours faithfully’ .If you are writing to a group informally and don’t
want to use all their names ‘Greetings’ might be a useful opening.
● The audience that the email is for – often emails are sent to one person, but they can also
be sent to multiple readers at the same time. An email sent to a group of people is likely
to be semi -formal and would usually not include slang.
TIPS
● The context and your relationship to the reader – the tone of most emails should be semi-
formal, but some emails can be a little more relaxed in tone; for example, if you are
mailing someone of your own age who you know well. Emails can also be more formal;
for example, if you are emailing your boss about a situation at work.
● How long your reader has to read your email – busy people often receive a lot of emails
each day, so making sure that your formal email sounds clear, professional and polite is
important to make sure your message gets through.
● The impression you create for your reader – unless your email is to your friends and is
just for social purposes avoid using emojis or informal abbreviations such as ASAP.
PRACTICE
The headteacher of your child’s school is considering setting up a repair café run by volunteers
in
the school; the headteacher has asked for opinions from parents.
Write an email to the headteacher giving your views as a parent.
In your letter you should:
• evaluate the ideas, attitudes and opinions given in the two texts
• give your views about whether or not a repair café is a good idea for students, staff and the
wider community.
Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.
Write about 250 to 350 words.
Up to 10 marks are available for the content of your answer, and up to 15 marks for the
quality of your writing. [25]
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Imagine that your school is proposing a programme of visits to different museums for all
students
in your year group. Your headteacher has asked for your opinion.
Write an email to your Headteacher.
In your letter you should:
• evaluate the views about museums in both texts
• give your own views, based on what you have read, about whether or not a programme of
visits would be a good idea.
Base your letter on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.
Write about 250 to 350 words.
Up to 10 marks are available for the content of your answer, and up to 15 marks for the
quality of your writing. [25]
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Imagine you are a pupil in a school which is considering introducing Artificial Intelligence (AI)
in
the classroom.
Write an email to your head teacher explaining why you would or would not want to see
Artificial
Intelligence used in your school.
In your letter you should:
• evaluate the views about AI in the classroom in both texts
• explain, based on the texts, the extent that you feel Artificial Intelligence could affect school
life.
Base your letter on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.
Write about 250 to 350 words.
Up to 10 marks are available for the content of your answer, and up to 15 marks for the
quality of your writing. [25]
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NARRATIVE WRITING
Narrative writing is a form of writing in which there is a main character. This character faces a
problem or an event and then deals with it.
In simple words, it tells you a story with a proper sequence of events (plot). For example, you
share your amazing story about your exams. So basically, if you do this, you are using
characteristics of a narrative.
Suspense is a main part of a narrative. But, we will take a look at it later in this article.
You should know that narrative is a part of paper 2 of O level English. You have to write
between 350 to 500 words for this question.
● Characters: For me, characters are the most important. But why? Let me tell you.
Characters are what your readers remember. For example, there is a hero or a villain that you
will remember after reading a story. Therefore, they play a very crucial part in your essay
writing.
Simply, characters are those people in your writing that perform actions and speak dialogues.
They play their part in the story to develop the plot.
Protagonist: The main character of the story (and the most important one).
Antagonist: The villain of the story (the opponent of the protagonist).
Tertiary characters: They are the minor characters in the story that may or may not be linked to
the storyline.
● Conflict: This is the part of the story when your main character faces some problems.
This part is what you can call suspense or drama.
Here, you have to make sure that tension builds that keeps your readers engaged. What do I
mean by that?
Simply, let’s suppose that your character is being accused (blamed) for a crime that he has not
committed. This is the conflict that your character will resolve. So, the conflict allows your story
to continue.
Remember the better the conflict, the better the story.
● Setting: A backdrop (or setting) refers to the location or time in the narrative.
It can be fictional or non-fictional, depending on your story. Let me explain this with the help of
an example.
For example, a story about a boy who is bullied in college in the suburb of Atlanta, in the 1980s.
Moving on, let me share a sample of creative (narrative) writing with you so that we can discuss
some other points regarding this topic.
SAMPLE
The camp had never been as crowded as it was on that day which dawned crisp and clear. I had
never witnessed so much chaos that erupted due to the convocation of the arriving troops.
This was because our village was under attack by a rival party, and our soldiers were summoned
to prevent further loss of lives. This was the only thing that we could do at the moment – abide
by the orders given to us.
Ryan, our leader, was a tall dark man who possessed fierce looks. He assembled me and Jimmy
in his office and, we rushed to meet him. Unlike other days, we had to clear multiple security
checks because dozens of Seraphites penetrated our camps.
Seraphites were the people of our rival squad but, Ryan called them “Scars”. Therefore,
everyone followed his expression due to the simultaneous feelings of fear and respect.
Ryan’s office was as usually dark, and it was like a place out of time. The smoke of the cigarette
occupied the entire room with its offensive, eye-watering and stale odour.
“Joel and Jimmy, do not leave the camp at any cost. The scars have their traps all around”, he
said. We nodded and enquired about our future plans.
However, the blaring sounds of disarray disturbed our conversation. “Go check out what the
matter is. I am expecting Chris and Karl back to the camp soon”, Ryan said in an optimistic
manner. I dashed out where I glanced at some soldiers dragging a body towards Ryan’s room.
I lifted the muddy black fabric from the face, and it was Karl. “Chris has killed him! We will
make that traitor pay for this”, one of the sobbing soldiers commented. I was in utter disbelief
because Chris and Karl had served our village for decades and therefore, I could not comprehend
one being a traitor.
“I have to get to the bottom of the issue”, I said in a hustle. My ally Jimmy urged me to stop and
not disobey Ryan’s order of not leaving the camp. I was determined to reach out to Chris, and I
even knew about his whereabouts.
This was because he was entrusted an assignment to our previous hide-out. Nonetheless, Jimmy
helped me egress from the camp from the Southern door because the number of troops was
minimal over here.
I confidently marched towards the East to confront Chris, but after twenty minutes of hectic
sprinting, I became more cautious. Unfortunately, one of the traps of Scars caught me as my left
foot was trapped in a metalled cage (like structure).
I was surrounded by numerous Scars within a fraction of seconds who had their heads shaved
and eyebrows removed, and they were honestly terrifying. They referred to us (the people of my
camp) as “Wolves” and one of them said: “We need to get rid of him. He has an idea where we
are camping”.
I took a deep breath and my nose caught the most horrible odour ever. The smell was terrible – it
could even get a beast on its feet. But, I was more concerned about my life as it flashed before
my eyes. The muscles in my body screamed at me to flee, but the cage kept me frozen.
My intensifying breaths came to a halt for a while when I started to hear distant gunshots. These
disturbing sounds caught the attention of most of the Scars, who departed in fragments to come
across the matter. This was the time when I grabbed out my knife, which I concealed, and struck
the cage with intense force until the lock pierced into pieces.
With this, I instantly broke into a sprint and multiple Scars started to chase me. The colour of my
pale face was draining, and my legs were losing their energy and potential to run. However, half
a mile forward, Jimmy appeared who diverted their route.
Exhausted, I arrived at the door of the camp where Ryan was standing with his wide-open
glaring eyes and tightly closed lips. I wanted to explain but he yelled in an uncontrollable
manner: “You disobeyed me for that traitor? I also want to know why he did that to his close
friend, Karl.”
Simultaneously, he struck sharply at my face with intense force from his hands and ordered me
to get locked. I was anxious about my punishment but even more worried about Chris. My mind
was bombarded with questions such as, “Why did he commit this crime? What if he is innocent?
What punishment will the camp decide for him, and for me?” I sobbed in the cell which
gradually escalated.
PRACTICE
● Write a story with the title, ‘The prize’.
● Write a story that includes the words, ‘... I couldn’t put it off any longer ...’
Describing people:
Add the characteristics of the person such as “tall, well built, shiny black hair, etc.”. Remember
to describe the height, age, build, face, eyes, hair and clothing of the person.
Describe the attributes and hobbies of the person and why he/she inspires/motivates you.
Example(s):
When he laughed, he revealed a set of horribly discolored teeth.
Everybody stared at her. She had beautiful dark hair piled high on her head, a delicately shaped
face, large soft eyes and the most dazzling smile I had ever seen.
Describing places:
State where and what the place is (For example Lulu Island in Abu Dhabi).
Describe how far the place is from your house (how you got there) and why do you like the
place.
Describe the unique features of the place and what is so good about it. Describe the weather and
how it felt “hot” or “cold” when you were there.
Would you recommend the place to others (for vacations, etc.)? If yes, then why?
Example(s):
She strolled to the back of the house by herself, and she saw the most beautiful backdrop. Trees
were everywhere and sunlight was trying its best to penetrate the thick lush greenery. Right at
the very middle of the trees was a small lake. Danielle leaned against the fence and admired the
scene before her with awe.
Describing things:
Name the thing and what type of gadget/thing it is (For example your 24carrot Rolex WATCH )
Describe the appearance of the thing, remember to be precise in mentioning the color, shape and
size of the object.
Describe the features of the object and why it is so special to you.
FORMAT
Starting Descriptives: start by naming the person/place/thing. For a person, describe if he’s
popular or not. For places, describe its location and popularity. For things, name the brand and
how the people world – wide adore it.
Ending your essay: conclude your essay by summarizing all you’ve described and
recommending (in case of place) or wishing best of luck (in case of people such as
teachers/sportsmen) or admiring the object that you hold so dear.
VOCABULARY FOR DESCRIBING
PEOPLE'S OUTLOOK
VOCABULARY FOR DESCRIBING A
PERSON
TIPS
● It is difficult to write interesting descriptions, so this type of composition should not be
attempted unless you have had practice and success at this type of writing. To write a
strong descriptive answer you will need to use a wide range of vocabulary and even use
imagery to engage reader interest. Unless the reader can see the picture they will not be
able to relate to the experience.
● You will need to use a variety of sentence structures. All forms of repetition should be
avoided – unless you are deliberately using it carefully for effect.
● You will need to evoke all five senses to create an environment and atmosphere, as well
as details of size, shape and colour. Make colour precise, e.g. ‘scarlet’, ‘azure’, ‘off-
white’, ‘bluish-grey’.
● Try to avoid common, overused, vague, short and childish vocabulary, such as ‘nice’,
‘big’, ‘little’, ‘a lot of’, ‘good’, and ‘bad’.
● Each noun probably needs one or more adjectives in front of it to give sufficient detail.
● Don’t let your description become static – give structure and progression to your
description e.g. moving towards or through something, such as a street market or busy
shopping mall, or going through a period of time, an hour or a day for instance, and
recording the changes.
PRACTICE
● Describe a group of people meeting for the first time after a long separation.
● Write a description with the title, ‘By the light of the Moon’.