Extended Responses: Control of Language and Structure
Plan before you write
Extended responses are marked on structure and control as much as content. Spend several minutes planning: decode the prompt (key verbs: discuss, evaluate, analyse, argue), decide your contention, and sketch three or four body points in logical order. A visible plan prevents the circular essay that repeats one idea.
Structuring the response
Use an introduction that frames the issue and states your contention; body paragraphs with clear topic sentences, evidence, analysis and links; and a conclusion that synthesises. Consider a progression: strongest argument first or last, with a deliberate build. Signpost with transitions ('Furthermore', 'Conversely', 'More significantly') so the reader can follow the architecture.
Control of language
Vary sentence length and type: a short sentence after a long one creates emphasis. Use subordination for complex relationships ('Although…', 'Because…') and avoid chains of simple sentences. Choose precise verbs and nouns instead of vague ones ('demonstrates' not 'does'; 'consequence' not 'thing'). Maintain formal register: avoid contractions, slang and second person in analytical writing. Nominalisation ('the expansion of…') can add density but should not obscure agency.
Concepts to master
- Cohesion: referencing, substitution, lexical chains, paragraph hooks.
- Paragraph integrity: one controlling idea, adequate development.
- Voice and tone appropriate to purpose and audience.
- Economy: cutting redundancy and empty phrases ('In today's society', 'It is a fact that').
- Time management: allocate planning, writing and proofreading minutes.
Traps
Ignoring the prompt's mode; overlong introductions; paragraphs that drift; unsupported assertions; and running out of time because of excessive planning or no proofreading.
Rule of thumb: if a sentence could be deleted without losing argument or evidence, delete it.
Worked example: 'In today's society, it is a fact that technology is a very big thing that affects everyone.' Revised: 'Digital technology now mediates how students learn, socialise and seek employment.' The revision removes empty framing and specifies the claim.