Written Language
What the standard asks
91926 assesses your ability to develop ideas in writing for a specified audience and purpose, using stylistic and written conventions. It is not a general essay: the prompt usually defines the audience, purpose, and form.
Core rules
- Audience and purpose decide tone, register, vocabulary, and sentence length.
- Idea development means focus, elaboration, examples, and reflection - not a list of points.
- Structure means deliberate paragraphs, topic sentences, transitions, and a clear opening and ending.
- Stylistic conventions include sentence variety, figurative language, rhetorical devices, and voice.
- Written conventions include spelling, punctuation, grammar, and paragraphing.
Worked example
Prompt: a short persuasive piece for a school newsletter urging students to reduce phone use at lunch.
A strong paragraph opens with a hook ('The lunch bell rings, and forty screens light up'), states a claim, gives a specific example, acknowledges a counter-argument ('Phones are useful for organising plans'), and closes with a call to action. Reasoning: the newsletter audience is students and caregivers, so the tone is friendly but credible; the rhetorical question and inclusive 'we' build shared responsibility; short sentences create momentum. Each choice serves the purpose.
Traps
- Writing for the teacher rather than the specified audience.
- Overusing rhetorical questions.
- Weak paragraphing or comma splices.
- Telling without showing.
- Not proofreading for apostrophes and sentence boundaries.