Writing and Composition
Writing and Composition tests whether you can state a clear point, support it, and connect sentences into readable English. Tasks may include a short opinion paragraph, an email or message, or a guided response. Examiners look for task completion, organization, sentence variety, and control of basic grammar-not memorized templates.
Core rules
- Plan three points before writing: a topic sentence, one specific reason or example, and a closing sentence.
- A topic sentence should make a claim that the paragraph can prove: “Joining the tennis club would help me build a weekly routine.”
- Support with concrete detail: time, place, person, result. “It is fun” is too vague to earn credit.
- Use cohesion deliberately: pronouns must have clear referents; transitions such as “however,” “for example,” and “as a result” must show the real relationship.
- Vary sentence length. Combine two short sentences with “because,” “although,” or a relative clause, but avoid long chains of commas.
- Answer every part of the prompt. In an email, include the required greeting, purpose, and closing.
Worked example
Weak: “I want to join the tennis club. It is fun. I like sports.” Revised: “I want to join the tennis club because it offers structured practice twice a week. Last year I improved my serve by practicing with friends, and I would like to continue that routine.” The revision gives a topic sentence, a specific reason, and personal evidence. It also connects ideas with “because” and “and.”
Traps that cost marks
- Listing opinions without support.
- Translating a Japanese sentence word for word and keeping Japanese word order.
- Using “it” or “this” when the referent is unclear.
- Writing one very long sentence to sound advanced.
- Ignoring the word limit or leaving out a required prompt point.