Communicate clearly, effectively and imaginatively.

3. Communicate Clearly, Effectively and Imaginatively

3.1 What the Objective Means

• Convey ideas in a clear, logical and well‑structured way (AO1).
• Use language that engages the reader and suits purpose, audience and register (AO2).
• Show imagination through choice of content, style and structure (AO2 + AO3).

3.2 Assessment Objectives (AOs) – Quick Reference

3.3 Command‑Word Guidance (Key for All Papers)

3.4 Reading – Paper 1 Overview

Paper 1 (Reading) is 2 hours, 80 marks (50 % of the qualification). You will answer questions on four texts (usually a prose passage, a poem, a non‑fiction extract and a visual text). The exam tests the five reading objectives (R1‑R5) and includes a compulsory summary (30‑40 words) and a short language‑task (e.g., rewriting a sentence).

3.4.1 Reading Objectives (R1‑R5)

3.4.2 Sample Reading Task & Model Answer (R3 – Infer)

Task: “What does the writer suggest about the town’s future by describing the abandoned factory as ‘a silent giant waiting for a new heartbeat’?”

Model answer (≈30 words, AO2): The metaphor implies that the factory still holds great potential; the writer hopes it will be revitalised, signalling economic renewal for the town.

3.5 Writing – Paper 2 Overview

Paper 2 (Writing) is 2 hours, 80 marks (50 % of the qualification). You must produce one piece of directed writing (Assignment 1) and one piece of free writing (Assignment 2). The six exam text‑types are:

Assignment 1 (directed writing) always requires a discursive/argumentative or persuasive piece – e.g., a letter to the editor, a report on a school issue, or an article advocating a change. Assignment 2 (free writing) may be descriptive, narrative or imaginative, allowing you to showcase creativity.

3.5.1 Planning Process (Applicable to All Text‑Types)

1. Read the prompt carefully – underline purpose, audience, word‑limit and any required format (AO1).
2. Brainstorm – list ideas, examples, personal experiences; note any relevant facts or quotations (AO1).
3. Organise – group ideas into logical sections (e.g., introduction, body, conclusion) and decide on headings if required (AO2).
4. Outline – write a brief paragraph plan with a topic sentence and supporting points for each paragraph (AO2).
5. Write – expand the outline, focusing on language variety, tone and imaginative detail (AO2 + AO3).
6. Review – check for AO1‑AO3 criteria, correct errors, and ensure the word‑limit is met (AO3).

3.5.2 Universal Structure Template

3.5.3 Language Features for Imaginative Writing (AO2)

• Figurative language – similes, metaphors, personification to create vivid images.
• Sensory detail – sight, sound, smell, taste, touch to engage the reader’s senses.
• Varied sentence length – short for impact, long for description; controls rhythm.
• Active voice – makes writing direct and dynamic.
• Precise vocabulary – choose words that convey exact meaning and tone.

3.6 Speaking & Listening – Component 4 Overview

Component 4 is 10‑12 minutes, 30 marks (15 % of the qualification). It is split into a speaking task (SL1‑SL4) and a listening task (SL5). The endorsed speaking test (used in many centres) follows the same skill descriptors.

3.6.1 Speaking & Listening Skills (SL1‑SL5)

3.6.2 Sample Speaking Prompt & Checklist

Prompt (SL1): “Describe a hobby you enjoy and explain why it is important to you.”

Checklist (AO‑linked)

• Cover all bullet points on the cue‑card (SL1 – AO1).
• Use linking phrases (however, moreover) to organise ideas (SL2 – AO2).
• Vary sentence structures and use idiomatic language (SL4 – AO2).
• Pronounce key words clearly; use appropriate intonation (SL4 – AO3).
• Maintain eye contact and respond naturally to examiner’s questions (SL3 – AO1).
• Take brief notes while listening to the examiner’s follow‑up and answer accurately (SL5 – AO1‑AO3).

3.7 Assessment Criteria Overview (Mark‑Scheme Language)

3.8 Checklist Before Submitting (AO‑Tagged)

1. Have I answered every part of the prompt? (AO1)
2. Is the piece organised with clear paragraphs and logical progression? (AO2)
3. Did I vary sentence structures and use a range of vocabulary? (AO2)
4. Is the tone and register appropriate for the audience and purpose? (AO2)
5. Have I included at least two of the language features listed in section 3.5.3? (AO2)
6. Spelling, punctuation and grammar checked? (AO3)
7. Word‑limit respected?

3.9 Sample Task (Descriptive) & Model Answer (150‑200 words)

Task: “Describe a place you love to visit. Use sensory detail and imaginative language.”

Model excerpt (AO2 + AO3):

When I step onto the old stone bridge, the river below murmurs like a secret conversation. The air is tinged with the sweet scent of wild lavender, and the sun dapples through the ancient oaks, painting golden patches on the cobblestones. Children’s laughter rings out from the nearby playground, echoing against the distant hills. I can hear the soft splash of water as a duck glides lazily across the surface, its feathers shimmering like polished silver. Every visit feels like a warm embrace, a reminder that some places hold a piece of our heart forever.

3.10 Tips for the Exam (AO‑Focused)

• Plan (5‑7 min): ensures you meet AO1 (content) and AO2 (organisation).
• Hook early: a striking opening line secures AO2 points for engaging language.
• Linking words: use however, moreover, therefore to guide the reader (AO2).
• Proofread (1 min): catches AO3 errors that could cost marks.
• Genre practice: write a short piece in each of the six required text‑types to build confidence.
• Listening focus (SL5): practise note‑taking while hearing short talks; check that you can reproduce key points accurately.

3.11 Practice Activities (All AOs Covered)

1. Choose a photograph and write a 150‑word descriptive paragraph (AO1‑AO3).
2. Write a persuasive letter to your school principal about improving the library facilities (AO1‑AO3).
3. Plan and write a 200‑word narrative that begins: “The thunder rolled across the sky as…” (AO1‑AO3).
4. Draft a short report on the results of a class survey (AO1‑AO3).
5. Record a 1‑minute talk on a hobby, then answer three follow‑up questions. Use the speaking checklist to self‑evaluate (SL1‑SL4).
6. Listen to a 2‑minute spoken excerpt (e.g., a news report) and write a 30‑word summary, then evaluate the speaker’s choice of language (SL5, R1‑R5).
7. Exchange your work with a partner; give feedback using the checklist in section 3.8, noting which AOs are met or need improvement.