Checkpoint 8 · Paper 1 writing (non-fiction)

Advice Writing

How to give warm, practical, well-reasoned advice in a letter, email, article or problem-page reply for Paper 1: features, the five-stage structure, modal verbs, phrases, vocabulary and two strong 350+ word samples.

British & IGCSE › Checkpoint 8 English (Cambridge Lower Secondary 0861)

1. What is advice writing?

Advice writing responds to somebody's problem by recommending what they could do about it. You meet it in magazine problem pages, letters and emails to a friend in difficulty, guidance leaflets, and articles that help readers with a common worry (exam stress, making friends, using phones less).

Advice is different from instructions. Instructions tell the reader exactly how to complete a task and expect to be followed step by step. Advice offers a course of action to someone who is free to reject it. That freedom shapes the language: advice suggests, recommends and explains rather than commands, and it must earn the reader's trust before it can change their mind.

Question	Answer for advice writing
Purpose	To help a reader solve a problem: show you understand it, then recommend practical actions with reasons.
Audience	Named in the task: a friend, a cousin, a younger student, a stranger writing to a magazine, readers of the school magazine. The relationship decides how formal you are.
Tone	Warm, calm and encouraging, never bossy or patronising. Informal for a friend. Semi-formal for a magazine or a reader you do not know.
Person and tense	First person (I would suggest) speaking directly to 'you'. Mostly present and future, with modal verbs (could, should, might) and conditionals (If you…, you could…).
Where it appears	Paper 1 (Non-fiction), Section B Writing — usually inside another form: a letter, an email, an article or a problem-page reply.

Where it sits in the exam

Year 8 students sit the Cambridge Lower Secondary Progression Test Stage 8 in school and later the Checkpoint (0861) test, in the same format: Paper 1 Non-fiction and Paper 2 Fiction, each with Section A Reading (25 marks) and Section B Writing (25 marks), and each lasting 1 hour 10 minutes. About 35 minutes is suggested for the writing on recent papers.

How an advice task is worded

The task gives you a person with a problem and asks what they should do. Look for: give advice, what would you suggest, write a reply, offer guidance, help them decide.
It also names the form (letter, email, article, problem-page reply) and the reader. Letters, emails and articles are all common Paper 1 forms, so advice can be tested through any of them.
Usually the task gives bullet points (for example: why it is happening, two things they could try, how you will help). Each bullet is a paragraph in your plan — missing one costs Creation marks.
Advice has not been confirmed as a named task on a recent Checkpoint paper, so treat it as a skill that can appear inside these forms.

How your advice is marked (25 marks)

Category	Marks	What the top band needs in advice writing
Creation of texts (content, purpose and audience)	5	The problem is acknowledged before any advice. Two or three separate, practical suggestions, each with a reason. Every bullet covered. The tone fits the relationship (a cousin vs a stranger) and stays warm all the way through. The reader finishes feeling more able to cope.
Vocabulary and language	3	Modal verbs of different strength (might, could, should, must), reassuring and precise vocabulary (overwhelmed, routine, manageable, gradually) instead of 'just be yourself'.
Structure of texts (text structure)	7	Correct layout for the form (subject line and sign-off for an email. Headline for an article). Five clear stages: acknowledge → explain the cause → advice paragraphs → anticipate difficulty → encourage. Linking words between suggestions (First, Secondly, Finally, If that is too hard…).
Grammar and punctuation (sentence structure, punctuation and grammar)	7	Accurate modals and conditionals. A range of sentence types (questions to the reader, complex sentences with because/if/once, a short sentence of encouragement). Correct contractions in informal writing, and a range of punctuation used accurately.
Word structure (spelling)	3	Correct spelling of everyday and ambitious words (definitely, embarrassed, recommend, necessary, separate, anxious).

Do not lose easy marks

Wrong text type: if the task asks for an email and you write a story about your cousin, Creation of texts is capped at 1 and Structure is capped too.
Too short: very short answers are capped (21–60 words = 7 marks at most). Year 8 should aim for at least 350 words.
Bossy tone: 'You must… you must… you must…' turns advice into a lecture. Vary the modals.

2. Features of advice writing

Feature	Example
Acknowledging the problem	I was sorry to hear that you have been feeling left out since you moved.
Empathy and reassurance	Many people feel exactly the same way, so please don't be too hard on yourself.
Explaining the cause	This often happens because friendship groups already formed in Year 7.
Modal verbs (gentle → firm)	You might… / You could… / You should… / You ought to… / You must…
Conditionals	If you find that too difficult, you could start with…
A reason after every suggestion	This helps because…, which means that…
Practical, specific actions	Speak to one teacher this week (not 'be more confident').
Direct address and questions	Have you thought about joining the chess club?
Personal example (informal)	When I started secondary school, I felt exactly like you.
Anticipating difficulty + an alternative	I realise this may be easier said than done. If so, …
Offer of help	I'd be happy to go with you on the first day.
Encouraging close	I'm sure things will improve once you take that first step.
Layout of the named form	Email: subject line, greeting, paragraphs, sign-off. Article: headline, optional subheadings.

Modal verbs: choose the strength

Strength	Modals and phrases	Use it for	Example
Gentle	might, could, may want to, it might be worth…	Ideas the reader can take or leave	You might try studying with a friend.
Firmer	should, ought to, I would recommend, I strongly suggest	Your main advice	You should tell your form tutor how you feel.
Strongest	must, have to, whatever else you do	ONE point that really matters (often safety or health)	Whatever else you decide, you must not keep this a secret from your parents.

3. How to structure advice writing

Stage	What to write	Length
Layout first	Email: subject line + 'Hi/Dear [name],' on one line. Letter: 'Dear [name],'. Article: headline (and optional subheadings). Problem page: short heading + 'Dear [nickname],'.	—
1. Acknowledge and reassure	Name the problem in your own words. Show you understand and that it is common and solvable. Informal: a short personal example.	2–4 sentences
2. Explain the cause	Briefly explain why the problem tends to happen. This makes your advice feel thought-through, not generic.	3–4 sentences
3. The advice (2–3 paragraphs)	One suggestion per paragraph, easiest first. Each paragraph: recommendation (modal) → reason (because…) → what it looks like in practice (For example…).	4–5 sentences each
4. Anticipate difficulty	Admit the advice may be hard and give a smaller alternative (If… feels too much, you could…). Add your offer of help if the task asks.	2–4 sentences
5. Encourage and close	Restate your confidence in the reader. Repeat the single most important step. Invite them to write again. Then the sign-off for the form.	2–3 sentences

Plan with G.A.A.P. in the first 3–4 minutes

G — Genre: advice inside which form? Email, letter, article or problem page — copy its layout.
A — Audience: who has the problem, and what is your relationship? Friend = informal, stranger/magazine = semi-formal.
A — Area of content: the bullets in the task + your 2–3 suggestions, each with a reason.
P — Purpose: to reassure and help the reader act.

Informal email layout (the teacher's rule)

Greeting on ONE line: Hi Youssef, or Dear Youssef, (name + comma, but no comma after 'Hi' itself).
Sign-off on ONE line: an informal closing + comma (Your cousin, / Love, / Cheers, / Best wishes,).
Then your first name only on the line below. Putting the name on the same line, or writing your full name, is a mistake.

How to start

Thank and acknowledge: Thanks for telling me about the trouble you've been having with your new team — it clearly matters a lot to you.
Reassure: First of all, please don't worry: what you are going through is far more common than you think.
Personal link (informal): Reading your message took me straight back to my own first week at secondary school.
Scene or question (article): Your alarm rings, and the first thing you reach for is your phone. Sound familiar?
Problem-page reply: Dear Worried Sister, (on its own line), then: Thank you for writing so honestly. Arguments with a brother or sister can be exhausting.

How to end

Most important step: If you only do one thing, talk to your form tutor this week.
Confidence in the reader: I'm sure you'll be fine once the first few weeks are over.
Offer of help: Call me whenever you need to talk — I'm always here.
Invitation to reply: Write back and let me know how it goes.
Short encouraging sentence: You can do this.

4. Useful phrases and sentence starters

Acknowledging the problem

Thank you for telling me about [problem] — it clearly matters a great deal to you.
I was so sorry to hear that you have been struggling with…
What you describe is far more common than you might imagine.

Reassuring

Please don't be too hard on yourself; almost everyone finds [situation] difficult at first.
The fact that you have asked for help is already a sign that things can improve.
This is a problem with a solution, even if it does not feel that way right now.

Gentle suggestions

One thing you might consider is…
It could be worth trying… before anything else.
Have you thought about…? Many people find it makes a real difference.
Why don't you…?

Firmer advice

The most important thing you should do is…
I would strongly recommend that you…
You really ought to… — leaving it longer will only make it harder.
Whatever else you decide, you must…

Giving reasons

This helps because…, which means that…
The advantage of this is that…
Once you have done this, you will probably find that…

Anticipating difficulty

I realise this may be easier said than done.
If that feels too much at first, you could begin with…
Should the problem continue, it would be sensible to…

Closing

I'm confident that things will improve once you take that first step.
Do write again and let me know how you get on.
Remember that you are not facing this alone.

Word / phrase	Meaning / use
reassure	make someone feel less worried
empathise	understand and share another person's feelings
overwhelmed	feeling there is too much to cope with
anxious	worried and nervous
manageable	possible to deal with
gradually	slowly, step by step
routine	a fixed, regular way of doing things
priority	the thing that matters most and should be done first
perspective	a way of seeing a situation
setback	a problem that delays progress
resilient	able to recover quickly from difficulties
constructive	helpful and positive, meant to improve things
seek support	ask for help (formal)
take the first step	begin doing something difficult
it is worth + -ing	it is a good idea to try (It is worth asking your teacher.)

5. Strong samples

Advice comes in two main 'types': informal (an email or letter to someone you know) and semi-formal (an article or problem-page reply for readers you do not know). Here is one strong sample of each.

Sample 1: informal advice email to a cousin432 words · Strong answer — Creation 5/5 · Vocabulary 3/3 · Structure 7/7 · Grammar & punctuation 7/7 · Spelling 3/3

Task: Your cousin, who has just started Year 7, has sent you a message saying that he keeps forgetting homework deadlines and feels stressed every evening. Write an email to your cousin giving advice. You should include: • why you think this is happening • two or three things he could try • how you could help him.

Subject: Homework chaos? Some ideas that really work

Hi Youssef,

Thanks for your message last night. I could tell how stressed you were, and I want you to know straight away that you are definitely not the only one. When I started Year 7, I forgot so many deadlines that my form tutor nicknamed me 'the Missing Homework Mystery'! It does get better, I promise.

I think the problem is that Year 7 is very different from primary school. Suddenly, you have a different teacher for every subject, and each of them sets homework on a different day with a different deadline. In primary school, one teacher reminded you about everything. Now, nobody does. That is why it feels as if the work is attacking you from every direction.

The first thing I would suggest is a homework planner. It doesn't have to be fancy — a small notebook works perfectly. Every time a teacher sets a task, write down three things: the subject, what you have to do and the deadline. This helps because your brain no longer has to remember everything, so you will stop lying awake worrying about what you might have forgotten.

Secondly, you should try to do your homework at the same time and in the same place every day. For example, after lunch and a short break, you could sit at your desk from five until six with your phone in another room. I know that sounds strict, but once you have a routine, starting becomes automatic instead of a daily battle. Always begin with the task that is due first, not the one you like best.

Finally, you might consider asking your teachers for help when a task seems confusing. Many students waste a whole evening staring at a question they don't understand, when a quick question at the end of the lesson could have saved them hours. Teachers really don't mind; in fact, they usually respect students who ask.

I realise all of this is easier to say than to do, and you won't get it right every day. If a whole hour feels too long at first, begin with twenty minutes and add a little more each week. Small steps are much better than none.

As for me, I'd be happy to help. Why don't we have a video call this Sunday? We could set up your planner together, and I'll message you every Thursday to see how the week is going.

Remember: you're clever, you're hard-working, and this is simply a new skill you haven't learnt yet. You've got this!

Your cousin,

Karim

Why this gets the marks

Creation of texts 5/5: all three bullets covered — why it is happening (P2), three things to try (planner, routine, asking teachers), how the writer will help (video call, Thursday messages). The problem is acknowledged first, with a personal, funny example that builds trust. Every suggestion has a reason (This helps because… / once you have a routine…). The tone is warm and cousin-to-cousin throughout.
Vocabulary and language 3/3: a range of modals from gentle to firm (might consider, could, should, would suggest), conditionals, and precise words (deadline, routine, automatic, daily battle, attacking you from every direction). Contractions (doesn't, I'd, you've) suit an informal email.
Structure of texts 7/7: subject line. Greeting on one line ('Hi Youssef,'). The five stages in order — acknowledge (P1) → cause (P2) → three advice paragraphs, easiest first, linked by The first thing / Secondly / Finally → anticipating difficulty (I realise… / If a whole hour feels too long…) → offer of help and encouraging close. Sign-off 'Your cousin,' on one line and first name only below.
Grammar and punctuation 7/7 (sentences): questions to the reader (Why don't we…?), complex sentences with because, once and if, and short sentences for reassurance (It does get better, I promise. You've got this!). Modals and conditionals are accurate.
Grammar and punctuation 7/7 (punctuation): colon to introduce a list (three things: the subject, what you have to do and the deadline) and for emphasis (Remember: you're clever…). A semicolon joining two closely related sentences (Teachers really don't mind; in fact, they usually respect students who ask). A single dash for emphasis (— a small notebook works perfectly). Inverted commas for a name that is not the real name ('the Missing Homework Mystery'). Apostrophes in contractions.
Word structure (spelling) 3/3: definitely, deadline, automatic, confusing, hard-working, realise, learnt — all correct, with British spelling.

Sample 2: advice article for the school magazine439 words · Strong answer — Creation 5/5 · Vocabulary 3/3 · Structure 7/7 · Grammar & punctuation 7/7 · Spelling 3/3

Task: Many students in your school feel nervous about giving presentations in class. Write an article for your school magazine giving them advice. You should include: • why people feel nervous • what they can do to prepare • what they can do on the day.

Shaking Knees and Blank Minds: How to Survive Your First Class Presentation

Your name is called. You walk to the front of the classroom, thirty faces turn towards you, and suddenly every word you practised has vanished. If this nightmare sounds familiar, you are in very good company. Fear of speaking in front of others is one of the most common worries there is, and plenty of adults have never quite got over it. The good news is that it can be managed, and this article will show you how.

First, it helps to understand what is happening. When we feel watched, the body prepares for danger: the heart races, the hands shake and the mouth goes dry. These feelings are not a sign that you are bad at speaking. They are simply energy, and with practice, that energy can make your presentation livelier rather than worse.

The most useful thing you can do is to prepare properly — but not by memorising every word. Instead, write five or six key points on small cards, one point per card. This works because a memorised script is fragile; if you forget a single sentence, the whole speech collapses. With key points, you can always find your way back to the next idea.

Secondly, you should rehearse out loud at least three times before the day. Reading your notes silently is not the same as saying them. Try presenting to a family member, or even to your bedroom mirror, and time yourself each time. By the third rehearsal, you will probably notice that the words come more easily and that you no longer need to look at your cards so often.

On the day itself, it is worth trying a simple breathing trick. Before you begin, breathe in slowly for four seconds and out for six. Then find two or three friendly faces in the room and speak to them, as if you were having a conversation. If you lose your place, pause, look at your card and carry on. Your audience will hardly notice a short silence.

Of course, some students find even this impossible at first. If standing in front of the whole class feels too frightening, you could ask your teacher whether you might present to a small group first. Most teachers will gladly agree, because what they really want is to hear your ideas.

Nobody becomes a confident speaker overnight. However, each presentation will feel a little easier than the last, and one day you may even enjoy it. So, the next time your name is called, take a deep breath, smile and begin. You can do this.

Why this gets the marks

Creation of texts 5/5: all bullets covered — why people feel nervous (P2), preparing (P3–P4), on the day (P5). The opening scene ('Your name is called.') makes every reader recognise the problem, and the advice is practical and specific (five or six cards, three rehearsals, breathe in for four and out for six). The tone is semi-formal: friendly but no contractions or slang, suited to a magazine read by the whole school.
Vocabulary and language 3/3: varied modals (should, could, might, it is worth trying) and precise, ambitious words (fragile, collapses, livelier, rehearse, frightening, gladly).
Structure of texts 7/7: headline. Hook paragraph acknowledging the fear. Cause paragraph. Three advice paragraphs in a logical order (prepare → rehearse → on the day) linked by The most useful thing / Secondly / On the day itself. A paragraph anticipating difficulty with an alternative (present to a small group). A closing paragraph that echoes the opening ('the next time your name is called').
Grammar and punctuation 7/7 (sentences): very short sentences for impact (Your name is called. You can do this.), long complex sentences that explain (This works because a memorised script is fragile…), conditionals (If you lose your place, pause…), and a hypothetical 'as if you were having a conversation'.
Grammar and punctuation 7/7 (punctuation): colon for explanation (prepares for danger: the heart races… / the subtitle in the headline). Semicolon joining two closely related clauses (…a memorised script is fragile; if you forget a single sentence…). A single dash for emphasis (— but not by memorising every word). Commas in lists and after fronted clauses.
Word structure (spelling) 3/3: rehearse, rehearsal, memorising, presentation, frightening, practised (British verb spelling), hardly — all correct.

6. Common mistakes

Advice before acknowledgement: jumping straight to 'You should…' sounds cold. Show you understand first.
No reasons: a list of tips without 'because' is just an opinion. Attach a reason to every suggestion.
Bossy tone: 'you must' in every sentence. Use gentle modals for most advice; keep 'must' for one point.
Vague advice: 'just be yourself', 'try harder', 'don't worry'. Give a small, specific action.
Wrong formality: writing to your cousin like a bank manager, or to a magazine reader with slang.
Wrong layout: no subject line in an email, greeting and name split over two lines, or a full name or name on the same line as the sign-off.
Ignoring a bullet: especially the last one (how you will help).
All advice in one paragraph: give each suggestion its own paragraph.

Timing (about 35 minutes for writing)

3–4 minutes: G.A.A.P., then list the bullets, choose 2–3 suggestions and a reason for each.
25–27 minutes: write 350–450 words using the five stages.
4–5 minutes: check layout (subject line, greeting, sign-off), modals, spelling and every bullet.

Checklist before you hand in

Correct layout for the form (subject line or headline, greeting and sign-off on one line each).
Problem acknowledged and the reader reassured in the first paragraph.
A short explanation of why the problem happens.
Two or three suggestions, each in its own paragraph, each with a reason.
At least four different modals (might, could, should, must).
At least two conditional sentences (If…, you could…).
A paragraph that admits the advice may be hard and offers an alternative.
An encouraging close, and every bullet in the task covered.

إزاي تكتب Advice تاخد عليها الدرجة كاملة

ابدأ بإنك توضّح للقارئ إنك فاهم مشكلته، وإنها مشكلة عادية وليها حل، وبعد كده ادّيله النصيحة.
كل نصيحة في فقرة لوحدها، ومعاها السبب: This helps because...
نوّع في الـ modals: might و could للنصيحة الخفيفة، should للنصيحة الأساسية، و must لنقطة واحدة بس مهمة جدًا.
النصيحة لازم تكون عملية ومحددة: مش «خليك واثق في نفسك»، لكن «كلّم مدرّس واحد الأسبوع ده».

Practice tasks

Task 1: A friend has written to you saying that she spends hours on her phone every night and is always tired at school. Write an email giving her advice. Include: • why you think it is happening • two things she could try • how you could support her. Write a plan.
Show answer
Subject: Tired all the time? Let's fix it together. 'Hi Salma,' P1: thanks for being honest, you're not alone — I had the same problem last year. P2 cause: apps are designed to keep you scrolling, and the light keeps your brain awake. P3 advice 1: charge the phone outside the bedroom — reason: no temptation, and you fall asleep faster. P4 advice 2: set a 'phone-free' hour before bed and read or listen to a podcast — reason: it gives the brain time to slow down. P5 difficulty: if a whole hour is too hard, start with 20 minutes and use the screen-time limit setting. P6 support: let's both try it for two weeks and message each other each morning with our score. Close: 'You'll feel the difference in a week.' 'Love,' / 'Nour'.
Task 2: Write an article for your school magazine giving Year 7 students advice on how to make friends in their first term. Include: • why it can feel difficult • what they can do in school • what they can do outside lessons. Write the headline, the first paragraph and the topic sentence of each advice paragraph.
Show answer
Headline: 'New School, New Friends: A Survival Guide for Year 7'. P1: 'Walking into a canteen where everyone seems to know everyone else is one of the loneliest feelings there is. If you are new this year and finding it hard to make friends, please don't panic: almost every student in this school has felt the same way, and most of them now have more friends than they can count.' Topic sentences: 'The simplest place to start is the classroom itself.' / 'It is also worth joining at least one club or team in your first month.' / 'Outside lessons, you could suggest a small plan with one classmate, such as studying together at break.' / 'If talking to a whole group feels too much, start with just one person.'
Task 3: Rewrite this bossy advice so that it is warm and gives a reason: 'You must stop playing games. You must study more. You must sleep early.'
Show answer
Example: 'It might be worth cutting your gaming time to one hour on school nights, because that would free up time for revision without giving up something you enjoy. You could also try going to bed by ten; most people find they concentrate much better after a full night's sleep. If you only change one thing, though, you should make a short study plan for each evening — it will make everything else easier.'
Task 4: Your younger brother is nervous about joining a new football academy where he doesn't know anyone. Write the final paragraph of a letter to him, including an offer of help and encouragement.
Show answer
Example: 'I know the first session will feel strange, but I'm sure that after a few weeks you'll wonder why you were ever worried. Why don't I come with you to the first training session and stay until the end? Remember: they chose you because you're good. Write back and tell me how it goes. Your big brother, / Hassan'

All pages in this course

Start here: the exam

Reading: grammar & punctuation

Reading: understanding texts

Paper 1 writing: non-fiction

Paper 2 writing: fiction