Extended Writing (Question 4)

British & IGCSE › Oxford International GCSE English as a Second Language

1. What Question 4 is and where it sits in the paper

Question 4 is the last and biggest question on the Writing paper (9280/W, 1 hour 15 minutes, 60 marks). You write an extended piece of 100-150 words for 23 marks: Content and Communication 8 + Language 15. That is more than Question 1 and Question 2 together, so it deserves your best planning and about 26 minutes of your time.

Question 4 is called an open-purpose task because the purpose changes from series to series. You may be asked to explain, inform, argue, persuade or describe why/how. A form is sometimes named. In recent papers it has very often been an article (see our Article pack), but the task can also simply say 'Explain…' or 'Write about…'. The topic can come from any of the three themes: Identity and culture, Local, national, international and global areas of interest, and Current and future study and employment.

2. The purposes: what each command word wants

3. How the 23 marks work (bands in plain English)

Two separate grids are used. The examiner finds the best-fit band by working upwards, then chooses a mark inside it. The descriptions below are our own paraphrase, with a column showing what each band looks like in practice.

Content and Communication (8 marks):

Language (15 marks):

4. How to get full marks: checklist

1. Underline the command word, the topic and any form (article, etc.).
2. Plan for 3 minutes (never more than 5): 3-4 ideas, an example for each, an order, an opening and an ending.
3. Use the two bullets as a starting point and add at least one idea of your own.
4. Write 4-5 paragraphs: introduction, two or three body paragraphs, conclusion.
5. Start each body paragraph with a clear topic sentence.
6. Develop each idea: point → reason → example → result.
7. Use at least four kinds of complex sentence across the piece (see section 7).
8. Use cohesive devices inside and between paragraphs.
9. Choose precise vocabulary you can spell. Avoid repeating 'good', 'bad', 'very', 'thing'.
10. Write for an adult reader: mature, polite, no slang.
11. End with a conclusion that clinches your point (summary in fresh words + final thought or call to action).
12. Aim for 130-150 words, then check spelling, punctuation, tenses and agreement.

5. How to plan in 3 minutes

6. A paragraph plan for each purpose

Explain (why / how)

Inform

Argue

Persuade

Describe why / how

7. How to reach Language 13-15

a) A range of complex sentences. Use several of these across your answer (not all in one paragraph):

b) Sophisticated vocabulary, used accurately. Choose words that are precise for your topic and that you can spell. One well-placed word ('invaluable', 'thrive') is worth more than five misused ones.

c) Cohesive devices. These glue the piece together and help both Content (coherence) and Language.

d) Accuracy. In the last 3 minutes, check these five things in order:

1. Full stops: no sentences joined only with commas.
2. Verb tenses: consistent, and correct past forms (taught, bought, chose).
3. Subject-verb agreement: 'Many people are', 'Everyone knows'.
4. Articles and plurals: 'a skill', 'many skills', 'the environment'.
5. Spelling of your 'upgrade' words and of words copied from the task.

8. Language upgrade table: basic → better → best

9. How to start

• Short scene: 'It is midnight, and Karim is still scrolling. Tomorrow he has a test.'
• Rhetorical question: 'What does it really take to be ready for adult life?'
• Bold claim: 'Few skills are as useful, or as underrated, as cooking.'
• Common belief + twist: 'Many people believe that work starts after university. In reality, it should start much earlier.'
• 'Imagine…': 'Imagine walking to school along a street lined with trees instead of cars.'
• Personal angle (describe/explain): 'When I was ten, my street had one small shop. Today it has fifteen.'

10. How to end

• Clinching sentence: 'In short, a week in the workplace teaches lessons that no textbook can.'
• Call to action (persuade): 'Leave the car at home tomorrow. Your body and your city will thank you.'
• Look to the future: 'If we learn these skills now, we will be ready for whatever comes next.'
• Echo the opening: 'So, next time you are tempted to scroll at midnight, close the screen and open a book.'
• Balanced judgement (explain/inform): 'All things considered, the benefits clearly outweigh the drawbacks.'

11. Model answers

12. Weaker vs stronger: one paragraph compared

Task: Explain why teenagers need enough sleep. Here is the same idea written twice.

Weaker version (about Language band 2, 4-6): 'Sleep is very important. It is very good for students. If you dont sleep you will be tired and you cant study good. Also sleep is good for health. So students must sleep 8 hours every day because it is very important.'

Stronger version (Language band 5, 13-15): 'Sleep is far more than a break from studying; it is when the brain stores what we have learnt during the day. A teenager who regularly goes to bed after midnight will struggle to concentrate in morning lessons, and their marks may suffer as a result. Although it is tempting to watch one more episode, switching off screens an hour before bed is a small change that brings significant rewards.'

13. Common mistakes and what to watch for

14. Practice tasks with plans

1. Task 1 (explain): Explain why friendships are important for teenagers. You could explain: why friends matter, how teenagers can be good friends. Write a plan.

   Show answer

   Opening: short scene (a student alone at break vs laughing with friends). P1: support during stress, e.g. before exams or family problems. P2: social skills and confidence: teamwork, listening. P3 (own idea): friends shape habits, so choose wisely. P4 (how): listen, keep promises, make time offline. Conclusion: 'Good friends do not just make school bearable; they make us better people.' Upgrades: relative clause, 'not only… but also', 'Although…'.

2. Task 2 (persuade): Write an article to persuade adults to walk or cycle for short journeys instead of driving. You could write about: the benefits for health, the benefits for the town. Write a plan.

   Show answer

   Headline: 'Leave the Keys at Home'. Opening: 'Imagine reaching work feeling energised rather than stuck in traffic.' P1 (you): exercise without a gym, better mood, saves fuel money. P2 (town): quieter, cleaner streets. Safer for children. P3 (objection): 'too hot/too far' → early mornings, only trips under 2 km, shaded routes. Call to action: 'Try it for one week.' Final line: 'Your body and your city will thank you.'

3. Task 3 (inform): Write an article informing visitors about a traditional celebration in your country. You could write about: what happens during the celebration, why it is important to people. Write a plan.

   Show answer

   Opening: what and when (e.g. Sham El-Nessim in spring). P1: what people do: picnics in parks and by the Nile, traditional foods, coloured eggs for children. P2: why it matters: one of the oldest celebrations, shared by everyone, family time. P3: advice for visitors: go early, parks get crowded, try the traditional dishes carefully. Conclusion: invitation to join in. Neutral, informative tone with passives ('eggs are painted').

4. Task 4 (argue): Write an article to argue that young people should learn a practical skill, such as first aid or repairing things, at school. You could write about: why practical skills are useful, how schools could teach them. Write a plan.

   Show answer

   Opening: rhetorical question 'Could you help if a classmate fainted?'. P1: real-life emergencies → first aid saves lives. P2: independence and saving money (repairs, basic maintenance). P3: counter: 'exams matter more' → one lesson a fortnight. Practical skills also build confidence. P4 (how): visiting experts, a weekly workshop, certificates. Conclusion: 'Knowledge is powerful, but knowing what to do is priceless.'

5. Task 5 (describe how): Describe how your town or neighbourhood has changed in recent years. You could write about: what it used to be like, what it is like now. Write a plan.

   Show answer

   Opening: personal angle 'When I was ten, my street had one small shop.' P1 (then): quiet, open land, children playing outside. P2 (now): new buildings, cafés, traffic. Contrast with 'whereas'. P3 (feelings/why): more convenience but less green space. Neighbours know each other less. Conclusion: balanced reflection + hope for parks. Use past simple/'used to' vs present perfect ('has become').

6. Upgrade this sentence to Language band 5 without making it unclear: 'Sport is good. It makes you healthy and it makes you happy and you can make friends.'

   Show answer

   Possible answer: 'Regular sport not only keeps the body healthy but also lifts our mood, and it often leads to lasting friendships.' ('not only… but also', precise verbs 'lifts', 'leads to', no repetition of 'makes'.)

7. A student writes 220 words for Question 4. Will they lose marks for length?

   Show answer

   Not directly: every word is credited and there is no penalty for going over. But long answers usually lose focus, contain more errors and take time from checking, so aim for 130-150 words.