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15 exam-style questions with model answers, plus 20 quick multi-choice questions — every question on the site for this standard, grouped by the 5 pages of notes they come from.
Write a full answer before you reveal the model one — that comparison is where the marks come from. Every block links back to the notes that teach it.
Explain what it means for a piece of writing to develop ideas, and describe a test for whether yours does.
A student's reflective piece is well written, stays on topic, and ends by restating its opening idea more emphatically. Explain why it will not meet this standard, and how the student should develop it.
Discuss the relationship between development and the Explanatory Notes' phrase a range of dimensions or viewpoints. Evaluate how far a second viewpoint is genuinely the route to development, and where that advice stops working.
Explain what sustains means in this standard, and describe the three places where pieces most often stop sustaining.
Explain why structure counts as content at Level 3, and explain how you would choose a shape for a piece and check that it is a structure rather than a sequence.
Discuss what makes an ending land rather than merely stop. Evaluate the common endings and explain what the successful ones have in common.
Explain the difference between fluent and coherent writing, and describe how you would check each in your own piece.
A reflective piece about a summer spent thinning apples near Hastings stays on the orchard throughout, but two of its six paragraphs explain the seasonal-labour industry and argue that the pay structure is unfair. Explain why this is a coherence problem and how to repair it.
Fluency is often treated as the easiest of the five demands. Evaluate that view, and discuss the ways in which fluency can actively work against a piece.
Describe what you must submit for this standard, and explain how you would choose the two pieces.
Explain why the drafting sequence gives each draft one job, and explain what each draft should actually do.
Evaluate the claim that subject choice matters more than any other decision in this standard.
Explain the three grades for this standard and what each one requires.
A reflective piece is vivid and grounded for its first two thirds and ends with 220 words of general statements about family. Explain why it misses Merit and how to repair it.
Discuss what a striking whole requires, and evaluate why the usual attempts at Excellence in this standard fail.