Paper 2: Directed Writing & Composition

Extended Tier

This paper tests your ability to write for specific purposes and audiences (directed writing) and to produce creative writing in narrative or descriptive form (composition).

Paper Structure

Section	Task	Marks	Suggested Time
Section 1	Directed Writing - write in a specified format using ideas from a passage and your own ideas	40 (25 content + 15 language)	45 minutes
Section 2	Composition - choose one from a selection of narrative OR descriptive titles	40 (16 content/structure + 24 language/style)	60 minutes

Total: 80 marks in approximately 2 hours. Quality of written communication (grammar, spelling, punctuation, vocabulary) is assessed throughout both sections.

Section 1: Directed Writing

You will be given a short reading passage and asked to write a response in a specific format (e.g. a letter, report, speech, article, or journal entry). You must use ideas from the passage and include your own ideas and opinions.

Directed Writing Formats

Each format has its own conventions. Using the correct format and register is essential for top marks.

Formal Letter

Used for writing to officials, companies, or people you do not know well.

Format requirements:

• Your address (top right)
• Date below your address
• Recipient’s name and address (top left, below the date)
• Salutation: “Dear Mr/Mrs [Name]” or “Dear Sir/Madam”
• Subject line (optional but useful)
• Formal register throughout — no slang, contractions, or colloquialisms
• Sign off: “Yours sincerely” (if you used their name) or “Yours faithfully” (Dear Sir/Madam)

Informal Letter

Used for writing to friends, family, or people you know well.

Format requirements:

• Your address (top right) — optional in exam conditions
• Date
• Salutation: “Dear [first name]” or “Hi [name]”
• Warm, conversational tone — contractions are acceptable
• May include personal anecdotes, humour, rhetorical questions
• Sign off: “Best wishes”, “Love”, “Take care”

Report

Written for a specific audience (e.g. a headteacher, a council) to present findings and make recommendations.

Format requirements:

• Title: “Report on [topic]”
• “Prepared by: [your name/role]” and “Date: [date]”
• Subheadings to organise sections (Introduction, Findings, Recommendations, Conclusion)
• Formal, impersonal tone — third person preferred
• Evidence-based — use facts and data from the passage
• Clear recommendations at the end

Newspaper / Magazine Article

Written for a general readership, typically for a school magazine or local newspaper.

Format requirements:

• Eye-catching headline
• Optional subheading or strapline
• Byline: “By [your name]”
• Engaging opening — hook the reader immediately
• Relatively formal but accessible language
• May include expert opinions, statistics, rhetorical questions
• Strong concluding paragraph

Speech

Written to be spoken aloud to a specific audience (e.g. classmates, a school assembly, a community meeting).

Format requirements:

• Address the audience directly: “Good morning, everyone” / “Ladies and gentlemen”
• Rhetorical questions, tricolon (rule of three), repetition for emphasis
• First person (“I believe”, “We must”)
• Inclusive language (“we”, “us”, “our”)
• Emotive language and personal anecdotes
• Strong call to action at the end
• Register depends on audience — formal for adults, semi-formal for peers

Journal / Diary Entry

A personal, reflective piece written from a specific character’s perspective.

Format requirements:

• Date at the top
• First person throughout
• Personal, reflective tone — share thoughts, feelings, opinions
• Can include informal language and incomplete sentences for authenticity
• Should show emotional responses to events
• May look forward to future events or reflect on past ones

Directed Writing Marking Guide

The 40 marks are split into two Assessment Objectives:

Reading (Content)

How well you use ideas from the passage and develop your own relevant ideas. Top band: thorough and perceptive understanding with ideas developed and supported.

Writing (Language)

How effectively you write — format, register, tone, vocabulary, sentence structures, accuracy of grammar and spelling.

Section 2: Composition

You choose one composition from a selection of titles. These are split into two categories: narrative (story writing) and descriptive. You must choose one from either category.

Narrative Writing

Narrative writing tells a story. Cambridge markers are looking for a well-structured story with engaging characters, a clear plot, and effective use of language.

Story Structure

Opening / Exposition→Rising Action→Climax→Falling Action→Resolution

Top Tips for Narrative

Start in the middle of the action (in medias res) — avoid boring openings like “One day I woke up and...”
Limit your characters — 2 or 3 characters is enough. Give them names and distinct personalities.
Focus on a single event — do not try to cover an entire life story. A well-told small moment is better than a rushed epic.
Show, don’t tell — instead of “She was scared”, write “Her hands trembled as she reached for the handle”.
Use dialogue sparingly — a few well-placed lines of dialogue can reveal character, but too much turns your story into a script.
End with impact — avoid cliché endings like “it was all a dream”. Leave the reader with something to think about.

Descriptive Writing

Descriptive writing creates a vivid picture using language. There is no plot — the focus is entirely on using your senses and language techniques to bring a scene to life.

The Five Senses Framework

Strong descriptive writing appeals to multiple senses, not just sight:

👁

Sight

Colours, shapes, light, movement

👂

Sound

Volume, rhythm, silence, echoes

🥁

Touch

Texture, temperature, pressure

👃

Smell

Aromas, odours, fragrances

👅

Taste

Flavours, textures in the mouth

Top Tips for Descriptive

Zoom in and out — start with a wide panoramic view, then focus on specific details, then pull back again.
Use varied sentence structures — mix short, punchy sentences with longer, flowing ones.
Choose precise vocabulary — “crimson” is more effective than “red”; “trudged” is more evocative than “walked”.
Create atmosphere — use pathetic fallacy (weather reflecting mood), light/dark contrasts, and sensory details to build a mood.
Avoid telling a story — if the title is descriptive, do not write a narrative. Focus on painting the scene.

Composition Band Descriptors

Understanding the band descriptors is essential. Here is what Cambridge markers are looking for at each level. The composition is marked out of 40: up to 16 for content and structure, and up to 24 for style and accuracy.

Outstanding (35-40 marks)

A* / Grade 9 standard

Content & Structure

• Highly effective, engaging content with a confident personal voice
• Complex ideas developed with sophistication
• Structure is varied, purposeful, and wholly convincing

Style & Accuracy

• Wide range of ambitious vocabulary, precisely used
• Sentence structures are varied, controlled, and used for deliberate effect
• Spelling, punctuation, and grammar are virtually flawless

Very Good (29-34 marks)

A / Grade 7–8 standard

Content & Structure

• Effective content that is well-developed and sustained
• Clear sense of purpose and audience awareness
• Well-organised with effective structural choices

Style & Accuracy

• Wide vocabulary used with some precision
• Varied and effective sentence structures
• Generally accurate with occasional minor errors

Good (22-28 marks)

B / Grade 5–6 standard

Content & Structure

• Relevant content that is developed with some detail
• Awareness of purpose and audience
• Structured with some variety — clear beginning, middle, and end

Style & Accuracy

• Reasonable range of vocabulary, sometimes effective
• Some variety in sentence structures
• Mostly accurate — errors do not impede communication

Adequate (15-21 marks)

C / Grade 4 standard

Content & Structure

• Some relevant content but may lack development
• Some awareness of purpose
• Straightforward structure with limited variation

Style & Accuracy

• Limited vocabulary — simple but functional
• Mostly simple sentence structures
• Errors are noticeable but meaning is still clear

Limited (8-14 marks)

D–E / Grade 2–3 standard

Content is thin or partially relevant. Limited vocabulary and simple structures dominate. Errors in grammar and spelling are frequent and may occasionally impede meaning.

Poor (1-7 marks)

F–G / Grade 1 standard

Content is largely irrelevant or very brief. Very limited vocabulary. Persistent errors seriously impede communication.

Continue studying

Strengthen your directed writing and composition skills further.

Paper 1: Reading Passages Language Techniques Guide Writing Skills Practice Questions Revision Hub

The English Hub is an independent educational platform. Full disclaimer

Back to CAIE English Language

Paper 2: Directed Writing & Composition

Extended Tier

This paper tests your ability to write for specific purposes and audiences (directed writing) and to produce creative writing in narrative or descriptive form (composition).

Paper Structure

Section	Task	Marks	Suggested Time
Section 1	Directed Writing - write in a specified format using ideas from a passage and your own ideas	40 (25 content + 15 language)	45 minutes
Section 2	Composition - choose one from a selection of narrative OR descriptive titles	40 (16 content/structure + 24 language/style)	60 minutes

Total: 80 marks in approximately 2 hours. Quality of written communication (grammar, spelling, punctuation, vocabulary) is assessed throughout both sections.

Section 1: Directed Writing

Directed Writing Formats

Each format has its own conventions. Using the correct format and register is essential for top marks.

Formal Letter

Used for writing to officials, companies, or people you do not know well.

Format requirements:

• Your address (top right)
• Date below your address
• Recipient’s name and address (top left, below the date)
• Salutation: “Dear Mr/Mrs [Name]” or “Dear Sir/Madam”
• Subject line (optional but useful)
• Formal register throughout — no slang, contractions, or colloquialisms
• Sign off: “Yours sincerely” (if you used their name) or “Yours faithfully” (Dear Sir/Madam)

Informal Letter

Used for writing to friends, family, or people you know well.

Format requirements:

• Your address (top right) — optional in exam conditions
• Date
• Salutation: “Dear [first name]” or “Hi [name]”
• Warm, conversational tone — contractions are acceptable
• May include personal anecdotes, humour, rhetorical questions
• Sign off: “Best wishes”, “Love”, “Take care”

Report

Written for a specific audience (e.g. a headteacher, a council) to present findings and make recommendations.

Format requirements:

• Title: “Report on [topic]”
• “Prepared by: [your name/role]” and “Date: [date]”
• Subheadings to organise sections (Introduction, Findings, Recommendations, Conclusion)
• Formal, impersonal tone — third person preferred
• Evidence-based — use facts and data from the passage
• Clear recommendations at the end

Newspaper / Magazine Article

Written for a general readership, typically for a school magazine or local newspaper.

Format requirements:

• Eye-catching headline
• Optional subheading or strapline
• Byline: “By [your name]”
• Engaging opening — hook the reader immediately
• Relatively formal but accessible language
• May include expert opinions, statistics, rhetorical questions
• Strong concluding paragraph

Speech

Written to be spoken aloud to a specific audience (e.g. classmates, a school assembly, a community meeting).

Format requirements:

• Address the audience directly: “Good morning, everyone” / “Ladies and gentlemen”
• Rhetorical questions, tricolon (rule of three), repetition for emphasis
• First person (“I believe”, “We must”)
• Inclusive language (“we”, “us”, “our”)
• Emotive language and personal anecdotes
• Strong call to action at the end
• Register depends on audience — formal for adults, semi-formal for peers

Journal / Diary Entry

A personal, reflective piece written from a specific character’s perspective.

Format requirements:

• Date at the top
• First person throughout
• Personal, reflective tone — share thoughts, feelings, opinions
• Can include informal language and incomplete sentences for authenticity
• Should show emotional responses to events
• May look forward to future events or reflect on past ones

Directed Writing Marking Guide

The 40 marks are split into two Assessment Objectives:

Reading (Content)

How well you use ideas from the passage and develop your own relevant ideas. Top band: thorough and perceptive understanding with ideas developed and supported.

Writing (Language)

How effectively you write — format, register, tone, vocabulary, sentence structures, accuracy of grammar and spelling.

Section 2: Composition

You choose one composition from a selection of titles. These are split into two categories: narrative (story writing) and descriptive. You must choose one from either category.

Narrative Writing

Narrative writing tells a story. Cambridge markers are looking for a well-structured story with engaging characters, a clear plot, and effective use of language.

Story Structure

Opening / Exposition→Rising Action→Climax→Falling Action→Resolution

Top Tips for Narrative

Start in the middle of the action (in medias res) — avoid boring openings like “One day I woke up and...”
Limit your characters — 2 or 3 characters is enough. Give them names and distinct personalities.
Focus on a single event — do not try to cover an entire life story. A well-told small moment is better than a rushed epic.
Show, don’t tell — instead of “She was scared”, write “Her hands trembled as she reached for the handle”.
Use dialogue sparingly — a few well-placed lines of dialogue can reveal character, but too much turns your story into a script.
End with impact — avoid cliché endings like “it was all a dream”. Leave the reader with something to think about.

Descriptive Writing

Descriptive writing creates a vivid picture using language. There is no plot — the focus is entirely on using your senses and language techniques to bring a scene to life.

The Five Senses Framework

Strong descriptive writing appeals to multiple senses, not just sight:

👁

Sight

Colours, shapes, light, movement

👂

Sound

Volume, rhythm, silence, echoes

🥁

Touch

Texture, temperature, pressure

👃

Smell

Aromas, odours, fragrances

👅

Taste

Flavours, textures in the mouth

Top Tips for Descriptive

Zoom in and out — start with a wide panoramic view, then focus on specific details, then pull back again.
Use varied sentence structures — mix short, punchy sentences with longer, flowing ones.
Choose precise vocabulary — “crimson” is more effective than “red”; “trudged” is more evocative than “walked”.
Create atmosphere — use pathetic fallacy (weather reflecting mood), light/dark contrasts, and sensory details to build a mood.
Avoid telling a story — if the title is descriptive, do not write a narrative. Focus on painting the scene.

Composition Band Descriptors

Outstanding (35-40 marks)

A* / Grade 9 standard

Content & Structure

• Highly effective, engaging content with a confident personal voice
• Complex ideas developed with sophistication
• Structure is varied, purposeful, and wholly convincing

Style & Accuracy

• Wide range of ambitious vocabulary, precisely used
• Sentence structures are varied, controlled, and used for deliberate effect
• Spelling, punctuation, and grammar are virtually flawless

Very Good (29-34 marks)

A / Grade 7–8 standard

Content & Structure

• Effective content that is well-developed and sustained
• Clear sense of purpose and audience awareness
• Well-organised with effective structural choices

Style & Accuracy

• Wide vocabulary used with some precision
• Varied and effective sentence structures
• Generally accurate with occasional minor errors

Good (22-28 marks)

B / Grade 5–6 standard

Content & Structure

• Relevant content that is developed with some detail
• Awareness of purpose and audience
• Structured with some variety — clear beginning, middle, and end

Style & Accuracy

• Reasonable range of vocabulary, sometimes effective
• Some variety in sentence structures
• Mostly accurate — errors do not impede communication

Adequate (15-21 marks)

C / Grade 4 standard

Content & Structure

• Some relevant content but may lack development
• Some awareness of purpose
• Straightforward structure with limited variation

Style & Accuracy

• Limited vocabulary — simple but functional
• Mostly simple sentence structures
• Errors are noticeable but meaning is still clear

Limited (8-14 marks)

D–E / Grade 2–3 standard

Content is thin or partially relevant. Limited vocabulary and simple structures dominate. Errors in grammar and spelling are frequent and may occasionally impede meaning.

Poor (1-7 marks)

F–G / Grade 1 standard

Content is largely irrelevant or very brief. Very limited vocabulary. Persistent errors seriously impede communication.

Continue studying

Strengthen your directed writing and composition skills further.

Paper 1: Reading Passages Language Techniques Guide Writing Skills Practice Questions Revision Hub

The English Hub is an independent educational platform. Full disclaimer