By the end of this lesson you should be able to
- Choose the right topic and recognise the type of writing each command word asks for
- Plan and structure narrative, descriptive, discursive and argumentative compositions
- Use paragraphs, linking words and varied sentences
- Proofread for common errors in tense, agreement, punctuation and spelling
The task
In a composition task you choose one topic from several and write within a word limit. In this examination the limit is 250 to 350 words, and words written beyond it are not counted. Plan to spend your time like this:
- 5 minutes planning
- 35 to 40 minutes writing
- 5 minutes checking
Examiners look at two main things: what you write (relevance, ideas, organisation) and how you write it (grammar, spelling, punctuation, vocabulary, and sentence variety).
Choosing your topic
- Read all the topics before you choose.
- Pick the one where you have the most to say and can write accurately.
- Look at the command word. It tells you the type of writing.
- Do not change the topic halfway. Every paragraph must stay relevant.
| Command | Type | What to do |
|---|---|---|
| Write a story / story ending / story with a title | Narrative | Tell a story that ends with, or fits, the given words |
| Describe | Descriptive | Paint a picture with details, without telling a story |
| Explain how you … | Explanatory (personal) | Say what happened, step by step, and why you acted as you did |
| Discuss | Discursive | Look at more than one side, then give a balanced conclusion |
| Argue for or against | Argumentative | Choose a side and defend it with reasons and examples |
Key ideas
Narrative structure
- Opening: who, where, when, and a hook.
- Build-up: events that increase tension.
- Climax: the most exciting moment.
- Resolution: how it ends, matching the given title or ending.
Descriptive structure: an overview, then details in an order (near to far, or top to bottom), then a final impression.
Discursive structure: introduction, points for, points against, balanced conclusion.
Argumentative structure: introduction with your position, three strong arguments with examples, one opposing view answered, conclusion.
Narrative tips. Keep to one clear plot. Use the past tense consistently. Use a little dialogue with correct punctuation. Show, do not tell: instead of “She was afraid”, write “Her hands trembled and her voice would not come.” If the topic gives you an ending, your last paragraph must lead naturally to those exact words.
Descriptive tips. Use the five senses: sight, sound, smell, taste and touch. Choose exact nouns and verbs. Use a few comparisons (similes and metaphors). Keep one tense throughout.
Discursive and argumentative tips. Write in a formal style. Give a reason and an example for each point. Use linking words to show the logic. Do not use “I think” too often. For “Argue for or against”, a clear position from the first paragraph is essential.
Linking words
| Purpose | Examples |
|---|---|
| Adding | moreover, in addition, furthermore |
| Contrast | however, on the other hand, nevertheless |
| Cause and result | because, therefore, as a result |
| Sequence | first, then, next, finally |
| Example | for instance, for example |
| Concluding | in conclusion, to sum up |
Worked examples
Narrative. Topic: Write a story ending: The rain finally stopped, and I knew we had made it.
Plan.
- Opening: a family crossing a river in a small boat during a storm.
- Build-up: the boat leaks, the engine stops, night falls.
- Climax: a child falls overboard and is pulled back.
- Resolution: the rain stops at dawn, and the shore appears. Final line as given.
Model opening.
The sky had been dark since noon. As our small boat rocked on the swollen river, Father gripped the oars with both hands, and Mother held my little sister so tightly that her knuckles turned pale. Nobody spoke. Every few minutes, a wave splashed over the side, and cold water crept around my ankles. “Keep bailing,” Father said quietly. I lifted the tin cup again and again, my arms burning, while the thunder rolled above us like a distant drum.
Descriptive. Topic: Describe a busy market at midday.
Plan. Overview → sounds → smells → sights of the stalls → final impression.
Model opening.
By midday, the market was alive with noise. Traders called out their prices, radios blared music from tiny shops, and bicycle bells rang as carts squeezed through the narrow lanes. The air smelled of frying fish, ripe mangoes and hot dust. Colourful heaps of tomatoes, onions and green vegetables glowed in the sun, while shoppers pushed their way from stall to stall, bargaining and laughing.
Argumentative. Topic: Homework should be banned. Argue for or against this statement.
Plan (against).
- Introduction: position and one-line reason.
- Argument 1: homework builds practice and memory. Example: mathematics needs repetition.
- Argument 2: it teaches responsibility and time management.
- Argument 3: it helps parents see what their children are learning.
- Opposing view: some homework is too heavy. Answer: the solution is sensible homework, not none.
- Conclusion: restate your position.
Model introduction.
Homework is not the enemy of learners; it is one of their greatest allies. Although some pupils complain that it steals their free time, banning it altogether would weaken the habits of practice, responsibility and self-discipline that success depends on. In this essay, I will argue against the statement.
Language checklist
Check your work for these errors before you finish.
| Area | What to check |
|---|---|
| Tense | Do not switch between past and present without a reason |
| Agreement | The boys are …, Everyone is … |
| Sentences | Avoid comma splices (two sentences joined only by a comma) and fragments |
| Punctuation | Capital letters, full stops, apostrophes (it’s = it is, its = belonging to it) |
| Spelling | Careful with commonly confused words |
| Commonly confused | Meaning |
|---|---|
| their / there / they’re | belonging to them / place / they are |
| its / it’s | belonging to it / it is |
| your / you’re | belonging to you / you are |
| to / too / two | direction / also or excessive / the number |
| affect / effect | to influence (verb) / a result (noun) |
| principal / principle | head of a school / a rule or belief |
| whose / who’s | belonging to whom / who is |
Common mistakes
Not planning. A five-minute plan prevents rambling and keeps your paragraphs in order.
Writing off the topic. Reread the question after each paragraph.
One long paragraph. Use four to six paragraphs, each with one main idea.
A rushed ending. Leave time for a proper conclusion, or for the exact ending words if the topic gives you one.
Ignoring the word limit. Write inside the limit. Extra words are not counted.
Practice questions
- Name the type of writing each topic asks for: (a) Describe the bus station on a Friday evening. (b) Discuss the advantages and disadvantages of social media. (c) Write a story with the title “The Lost Key”. (d) Argue for or against school uniforms.
- Complete a four-part plan (opening, build-up, climax, resolution) for a story that ends: “That was the day I learned the value of honesty.”
- Rewrite to show, not tell: The room was very untidy.
- Write a clear opening position sentence for: Mobile phones should be allowed in schools. Argue for or against.
- Choose the correct word: (a) (Their / There / They’re) going to win the game. (b) The dog wagged (its / it’s) tail. (c) Poor sleep can (affect / effect) your marks. (d) The (principal / principle) addressed the assembly.
- Fill in a linking word: (a) He studied hard; ______, he failed. (b) ______ the rain, the match went ahead. (c) She was late ______ the bus broke down.
- Proofread and rewrite this paragraph correctly: Yesterday me and my friends goes to the river to fish. Its a beautiful place, there was many birds singing. We catched three fish and cooked them, then we was very happy. When we returned home our parents were angry because we didnt ask for permission.
- Write a topic sentence for a paragraph about the advantages of reading.
Show answers
- (a) Descriptive. (b) Discursive. (c) Narrative. (d) Argumentative.
- Example. Opening: a boy finds a wallet on the way to school. Build-up: he is tempted to keep the money because his family needs it. Climax: he sees the owner searching sadly in the street. Resolution: he returns the wallet, the owner rewards his honesty, and the story ends with the given sentence.
- Example: “Clothes lay in heaps on the floor, books were scattered across the bed, and a plate of stale food sat on the desk.”
- Example: “Mobile phones should be allowed in schools because, used wisely, they support learning and safety.”
- (a) They’re (b) its (c) affect (d) principal
- (a) however (or nevertheless) (b) Despite (or In spite of) (c) because
- “Yesterday my friends and I went to the river to fish. It’s a beautiful place, and there were many birds singing. We caught three fish and cooked them, and we were very happy. When we returned home, our parents were angry because we didn’t ask for permission.”
- Example: “Reading widens a learner’s vocabulary and improves the way he or she writes.”
Summary
- Choose the topic you can write about best, and identify the type of writing from the command word.
- Plan for five minutes, then write in four to six paragraphs within the word limit.
- Use the right structure for narrative, descriptive, discursive or argumentative writing.
- Check tense, agreement, punctuation and spelling before you finish.
Now practise this topic
Real questions show you what still needs work. Try a past paper under timed conditions, or take a short quiz.