On this website, I very strongly emphasize the importance of rubric criteria.

Of course I should, and so should your teachers!

Rubrics tell you exactly how your papers are going to be marked, what is considered good, and what you should be doing in order to get the highest possible marks for every single piece of writing that you produce for this course, whether in class or in your final IGCSE exams.

There’s a small problem with relying purely on rubric criteria though:

They tell you what ‘good’ is, but they don’t give you the pathway.

Consider a few of these examples, demonstrating Level 6 from both descriptive and narrative writing in paper 2.

To get a Level 6 in Composition, Content and Structure, you must create complex, engaging and effective content. But what does it mean that content is complex, engaging and effective?

You also need to have a secure, well-balanced and carefully managed structure for deliberate effect. But what does it mean that your structure is secure, well-balanced and carefully managed?

As a student who is just hearing these words or reading them out on the screen, chances are you don’t have a good sense of what this entails.

Anybody can read the criteria and understand what they mean. You might even get a picture of them, but reading criteria isn’t the same as internalising or embodying a skill. A good example of this is sports.

Everybody knows that in order to run well and win an Olympic gold medal, you need to run really fast – but does knowing that you need to run fast mean that you can immediately clock 9.57 seconds for the 100 meter dash to beat Usain Bolt’s world record?

Most of you who have a little bit of common sense would know that that’s not really possible, or even if it is possible, it’s the territory of fantasy, because in order to get yourself to be that good of a runner, you need to actually practice, refine, and hone different aspects of your craft through running. In a similar way, the writer has to hone and refine aspects of their craft through writing.

Now, one might say that these are different, but they might be more similar than you think because writing is a skill, in the same way that running is a skill, and both can be trained through time and dedicated practice.

At the same time, there are efficient training methods and inefficient training methods, as you go about your day and you think about the journey that you want to have towards your goal.

I hope you will think a bit about that, consider joining premium memberships if you haven’t already, and gain access to lots of different written examples and other great resources for your IGCSE preparations.

And I hope that you have an amazing one, taking a step forward in a small or a big way, as you move forward on your journey!

Yours,

V.

If you’ve spent any time in any English class, whether it’s first language, second language, or whatever, there’s a good chance that you’ve heard of P.E.E.L.

Sorry, not a good chance.

It’s inescapable. 

Point, Evidence, Explanation Link are the words this legendary acronym is based on, the general idea is to write a good paragraph by:

1. Making your point very clear

2. Immediately giving evidence for your point

3. Explaining what the evidence means in the context of your point

4. Linking it back to either the previous paragraph or to whatever essay prompt you’re trying to respond to.

Which is why PEEL paragraphs look like this. 

EXAMPLE

Prompt:

Write a letter to your school principal arguing for or against mandatory homework.

Writer’s Intent:

To argue that students should have the freedom to choose whether to complete homework assignments.

PEEL Paragraph:

Point:

Students should be given the autonomy to decide whether homework helps their learning, rather than being forced to complete it regardless of its value.

Evidence:

A 2019 study by Stanford University found that students doing more than two hours of homework per night reported higher stress levels, physical health problems, and actually performed worse academically than peers with moderate homework loads.

Explanation:

This research shows that mandatory homework isn’t automatically beneficial—in fact, it can actively harm students when it becomes excessive or meaningless. Different students learn differently: some genuinely benefit from practice at home, while others need rest, extracurricular activities, or simply learn better through in-class work. By making homework optional, schools acknowledge that students understand their own learning needs and can make responsible choices about how to use their time productively.

Link:

Trusting students with this decision would not only improve their wellbeing but also teach them valuable self-management skills they’ll need in university and careers.

So that’s what it looks like. 

But is it the only way of writing an essay? 

No, not at all. 

Let’s deviate away to see that that’s true – here are a few other schemata that could also work for the same paragraph, available for our Premium Members!

With all that said, why do teachers keep on teaching P.E.E.L like dogma, repeating it in class after class when there are so many possible and alternate constructions? 

Part of the answer is convenience. 

If you pay attention you will notice that PEEL is not only thought but also rewarded because it’s very easy to look at every paragraph and then check student paragraphs to see if they have the points, the evidence, the explanations, and the links straight away.

Also, it’s easier to keep your students from becoming confused and make sure that they follow a specific way of doing things rather than just opening up their minds to different possibilities or to ask them to reach for something that they otherwise don’t have experience with.

But it’s also true that PEEL accomplishes a very specific teaching purpose. 

It forces students to do the one thing they most resist: actually explain the connection between their evidence and their claim.

Evidence doesn’t speaks for itself – you need to contextualize it. 

What’s missing is the entire cognitive act of argumentation: showing how that quote demonstrates that claim, why those specific words matter, what the quote reveals that wouldn’t be obvious without analysis.

A student who mechanically applies PEEL at least produces something with basic argumentative structure. 

A student freed from structure too early typically produces some of the following:

∙ Unsupported assertions

∙ Quote-dropping without analysis

∙ Circular reasoning

∙ Paragraphs that don’t connect to anything

…But it’s not the only way to write. 

What did you think? Let me know your thoughts in the comments! 

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You know the one. The question that asks you to “explain how the writer uses language to convey meaning and to create effect” in two specific paragraphs. Choose three examples from each paragraph. Include imagery.

Sounds simple enough, right?

But here’s what actually happens:

Students can spot the techniques. They can identify metaphors, personification, similes. They write things like:

“The writer uses personification when describing the violin as ‘winking.'”

“There is imagery when it says ‘plump monarch.'”

“The simile ‘like a labyrinth’ shows it’s confusing.”

They get 9, 10, maybe 11 marks out of 15. Solid Level 4 territory. Not bad.

But they can never seem to break into Level 5.

They plateau. And no matter how many practice papers they do, no matter how many times their teacher writes “needs more depth” or “explain the effect more fully” in red pen, they can’t figure out what’s missing.

Here’s What’s Actually Missing:

After analyzing dozens of high-scoring student responses and working directly with Cambridge examiners’ reports, I’ve identified the gap:

Students treat writer’s effect as a technique-spotting exercise.

But examiners want something completely different. They want you to demonstrate:

1. Deep understanding of connotations – what words suggest, not just what they mean
2. Writer’s reasons – why the writer chose these specific words
3. Sophisticated analysis – showing how language creates layered effects
4. Precision and imagination – tackling imagery with real insight

No one teaches this systematically. Teachers say “go deeper” but don’t show you how. Textbooks list techniques but don’t explain why they matter.

Until now.

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Introducing: The Complete Writer’s Effect Toolkit

I’ve spent the past six months developing something I wish existed when I was preparing students for their IGCSEs: a complete, step-by-step framework for mastering writer’s effect analysis.

This isn’t another generic “exam tips” guide. This is 47 pages of concentrated, actionable strategies specifically designed to take you from Level 4 (10-12 marks) to Level 5 (13-15 marks).

What’s Inside:

Part A: Core Principles

The 10 Golden Rules every Level 5 response follows – including the ones your teacher probably hasn’t told you about. Plus a detailed breakdown of exactly what makes Level 5 different from Level 4 (it’s not just “write more”).

Part B: The Analysis Framework

This is where the magic happens. You’ll learn:

• The Connotation Ladder – a 4-step system for going from surface meaning to sophisticated analysis
• The “So What?” Test – how to actually explain effects (not just identify them)
• The Writer’s Reasons Formula – the single skill that most clearly separates Level 4 from Level 5
• How to tackle imagery with precision and imagination – not just recognizing it exists, but analyzing it creatively

Part C: Language Toolkit

Over 150 sophisticated vocabulary alternatives to weak phrases like “this shows” and “this tells us.” Plus sentence starters, connective phrases, and a complete list of “forbidden phrases” that signal weak analysis to examiners.

Part D: Technique-Specific Guidance

Deep dives into analyzing:

• Visual, auditory, and tactile imagery
• Metaphors and similes
• Personification
• Verbs and adjectives
• Sound devices

Each with worked examples showing exactly how to unpack meaning.

Part E: Self-Assessment Tools

• The Level 5 Checklist (25 verification points)
• “Did I…?” questions to ask before submitting
• Common pitfalls comparison chart
• Quick self-diagnostic (red/amber/green flags)
• Word count management tips

Part F: Annotated Exemplars

This section alone is worth the price of admission. You get:

• Full Level 5 responses with color-coded marginal annotations showing exactly what makes them score 13-15
• Side-by-side weak vs. strong comparisons – see the same text analyzed at Level 3 vs. Level 5
• Key takeaways from each exemplar

BONUS: Quick Reference Card A detachable one-page summary of the essentials – perfect for last-minute exam revision.

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Why This Works (And Why Other Resources Don’t)

Most exam guides make three fatal mistakes:

Mistake #1: They’re too vague “Analyze the language” – okay, but HOW?

This toolkit shows you exactly how. Step-by-step frameworks like The Connotation Ladder give you a systematic approach, not vague advice.

Mistake #2: They don’t show real examples “Here are some techniques” – but what does a 15/15 response actually look like?

This toolkit includes fully annotated exemplars. You can see exactly what examiners want, with every technique, effect, and writer’s reason clearly labeled.

Mistake #3: They try to cover everything 600-page books trying to teach all of Paper 1, Paper 2, vocabulary, grammar…

This toolkit focuses on ONE thing – the 15 marks of writer’s effect – and teaches it masterfully. Depth over breadth.

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Most students never reach Level 5 because they’re guessing at what examiners want instead of following a proven system.

For $12 – less than the cost of a single tutoring session – you get:

• ✅ A complete 45-page framework
• ✅ The Connotation Ladder and analysis formulas
• ✅ Annotated exemplars showing 13-15 mark responses
• ✅ Self-assessment checklists and tools
• ✅ Quick reference card for exam day
• ✅ Immediate PDF download (works on all devices)
• ✅ Lifetime access with free future updates

Get it now for $12! (Separate purchase from Premium membership).

Frequently Asked Questions:

Q: Is this specific to IGCSE English Language? A: Yes – specifically designed for Paper 1, Question 2(d) of Cambridge IGCSE English Language (0500/0990). The frameworks work for any variant.

Q: How will you deliver this product to me? A: This is a digital product. No physical book will be shipped to you. You will be given a downloadable PDF, and you should be able to download the file directly after confirmation of payment. If you inadvertently close the window, then you can check your email to see if there is an email from this website. In the event that there is no email, please check your spam mail first. If you are still unable to download your book, please email me at victor@gmail.com.

Q: Will this work if I’m currently scoring below 10 marks? A: This toolkit is optimized for students scoring 8-12 marks who want to reach 13-15. If you’re scoring below 8, you may need foundational technique identification support first.

Q: How long until I see results? A: Most students see improvement within 2-3 practice attempts after studying the framework. Full mastery typically takes 2-4 weeks of consistent application. The Quick Reference Card can help even faster for urgent exam prep.

Q: My exam is in two weeks. Is this still useful? A: Absolutely. Focus on:

1. The Quick Reference Card (instant implementation)
2. Annotated Exemplars (Part F) – see what good looks like
3. Forbidden Phrases list – immediately eliminate weak language
4. The Writer’s Reasons section – this single skill can add 2-3 marks

Q: Can I print this? A: Yes! The PDF is fully printable. Many students print the Quick Reference Card to laminate for exam revision.

Q: Is this a subscription? A: No – one-time payment of $12 for lifetime access. No recurring charges.

Today we’re diving deep into one of the most misunderstood aspects of IGCSE English First Language 0500: the coursework option.

Whether you’re a student trying to figure out which assessment route is right for you, a parent trying to understand what your child is getting into, or a teacher weighing up the pros and cons of offering coursework at your school, this post is going to give you everything you need to know about Component 3 – the Coursework Portfolio.

And here’s the thing: some of you reading this might not even know that coursework is an option. Some schools automatically put everyone through Paper 2, while others swear by coursework. We’ll get into why that is, but first, let’s look at what we’re actually dealing with.

The Official Specification

Before we go any further, let me give you the official documentation.

If you want to dive into the nitty-gritty details yourself, here is an essential resource: the Coursework Handbook.

I strongly recommend downloading that Coursework Handbook. It’s got marked examples, moderator comments, and basically everything you need to understand what good coursework actually looks like.

Don’t just skim it – actually read it, especially if you’re planning to take the coursework route.

Having said that…

What Actually IS Coursework?

Let’s get the basics straight. In IGCSE English 0500, you have two options for your written assessment:

Option 1: Paper 1 (Reading) + Paper 2 (Directed Writing and Composition)
Option 2: Paper 1 (Reading) + Component 3 (Coursework Portfolio)

Both options are worth the same (50% from each component), and both give you access to the full range of grades from A* to G.

The coursework isn’t some “easier” route or a consolation prize for weaker students – it’s a legitimate, rigorous alternative that tests the same skills in a different way, but that some schools or students might prefer.

Why Would Someone Choose Coursework?

This is the million-dollar question, isn’t it? Why would you – or your school – opt for coursework instead of just sitting the exam like everyone else?

The Student Perspective

Let me be honest with you: coursework isn’t for everyone, but for some students, it’s absolutely the right choice. Here’s why:

1. Time to Perfect Your Work

With Paper 2, you walk into an exam hall, you get 2 hours, and whatever you write is what you get marked on. There’s no going back, no second chances, no “wait, I could have said that better.”

With coursework, you get to draft, redraft, refine, and polish. You can take feedback (within limits – more on that later), sleep on your ideas, and come back with fresh eyes. If you’re the kind of person who thinks of the perfect phrase in the shower three days after the exam, coursework might be your friend.

2. Control Over Your Topics

Paper 2 gives you some choice, sure, but you don’t know what the prompts will be until you open the exam paper. With coursework, you get to choose topics that genuinely interest you, that connect to your life, your culture, your experiences.

This isn’t just about making the work easier – it’s about making it better. When you write about something you actually care about, something that resonates with your lived experience, the quality of your writing tends to be substantially higher. Your narrative about navigating cultural identity in Malaysia will be more authentic and compelling than a generic story about a haunted house that you’ve never experienced.

3. Reduced Exam Pressure

Some students just don’t perform well under timed exam conditions. Maybe you freeze up, maybe you second-guess yourself, maybe you just write slower than the exam allows. Coursework removes that artificial time pressure and lets you work at your own pace.

4. Building a Body of Work

There’s something deeply satisfying about having a completed portfolio at the end of your course. It’s tangible evidence of your growth as a writer. You can look back at your three pieces and see the different skills you’ve mastered, the different voices you’ve tried out.

The School Perspective

Now, why might schools choose to offer – or not offer – coursework? This is where it gets interesting.

Schools that prefer coursework often argue:

• It’s more authentic assessment of writing ability
• It allows for differentiation (stronger students can tackle more complex topics)
• It reduces the “exam factory” feel of IGCSE preparation
• It develops independent learning skills
• Students produce work they’re genuinely proud of

Schools that avoid coursework often cite:

• Administrative burden (internal moderation, external moderation, paperwork)
• Plagiarism concerns (more opportunities for dishonesty)
• Difficulty ensuring all work is the student’s own
• Challenges in managing the drafting process appropriately
• Inconsistency in marking standards across different teachers

Neither position is wrong. It’s about what works for your school’s context, your student population, and your staff capacity.

Coursework vs. Paper 2: The Commonalities

Here’s what you need to understand: the skills being tested are identical.

Whether you’re sitting Paper 2 or submitting coursework, Cambridge is assessing your ability to:

Writing Assessment Objectives (W1-W5):

• W1: Articulate experience and express what is thought, felt and imagined
• W2: Organise and structure ideas and opinions for deliberate effect
• W3: Use a range of vocabulary and sentence structures appropriate to context
• W4: Use register appropriate to context
• W5: Make accurate use of spelling, punctuation and grammar

Reading Assessment Objectives (tested in Assignment 1 only):

• R1: Demonstrate understanding of explicit meanings
• R2: Demonstrate understanding of implicit meanings and attitudes
• R3: Analyse, evaluate and develop facts, ideas and opinions
• R5: Select and use information for specific purposes

The mark distribution is also identical:

• Paper 2: 40 marks for Directed Writing + 40 marks for Composition = 80 marks total
• Coursework: 30 marks for Assignment 1 + 25 marks for Assignment 2 + 25 marks for Assignment 3 = 80 marks total

Both routes test your ability to:

• Write persuasively/argumentatively in response to stimulus material
• Write descriptively
• Write narratively

The genres, the text types, the language skills – all the same. The only difference is how you demonstrate those skills.

Coursework vs. Paper 2: The Key Differences

But of course, there are significant differences in how these assessments work:

1. Time Constraints

Paper 2: You have exactly 2 hours to complete both tasks. Time management is crucial. You need to plan quickly, write efficiently, and have no time for extensive revision.

Coursework: You have months (potentially the entire two-year course) to complete your portfolio. You can spend as much time as you need on each piece, though practically, you’ll be balancing this with your other subjects.

2. Drafting Process

Paper 2: What you write is what you get. You might do a quick plan, but there’s no opportunity to draft, get feedback, and redraft.

Coursework: You’re required to submit one first draft with your portfolio. You can plan extensively, write a first draft, receive general feedback from your teacher (though they can’t correct specific errors), and then produce a polished final version.

3. Topic Selection

Paper 2: You choose from the options provided on the exam paper. You don’t know what these will be until exam day, though you can practice with past papers to get a sense of the types of questions asked.

Coursework: You and your teacher negotiate the assignments together and even select texts together. While there are guidelines about what each assignment must achieve, there’s significant flexibility in choosing topics that interest you and suit your abilities.

4. Use of Resources

Paper 2: No dictionaries, no notes, no reference materials. Just you, the exam paper, and your brain.

Coursework: You can use dictionaries, spell-checkers, thesauruses – any resources that help you polish your work. You can research your topics, gather ideas, and draw on a wide range of materials to inform your writing.

5. Stakes and Stress

Paper 2: Everything rides on your performance on one specific day at one specific time. If you’re having an off day – headache, personal problems, just didn’t sleep well – that’s tough luck.

Coursework: Your performance is spread out over time. A bad day doesn’t ruin everything because you can come back to your work when you’re feeling better.

6. Assessment Mode

Paper 2: Externally assessed by Cambridge examiners. Marked anonymously and consistently according to standardized mark schemes.

Coursework: Internally assessed by your teachers, then externally moderated by Cambridge. Your teachers mark your work first, then Cambridge checks a sample to ensure the marking is fair and consistent.

Breaking Down the Three Assignments

Let me give you the quick overview of what you actually have to produce:

Assignment 1: Writing to Discuss, Argue and/or Persuade (30 marks)

This is your “directed writing” equivalent. You’ll respond to a text or texts (about 2 sides of A4) chosen by your teacher. You need to:

• Select, analyze, and evaluate the ideas and opinions in the text
• Integrate those ideas with your own views
• Write in an appropriate form (letter, article, speech, etc.)

Word count: 500-800 words
Marks: 15 for reading, 15 for writing

Example topics that work well:

• “University: why bother?” – you write a letter to the author arguing for or against their position
• “Why social media should be banned for under 16s” – you respond evaluating the author’s arguments
• “Bringing up Chinese children” – you discuss the parenting approaches presented

The key here is that you’re not just summarizing what the text says – you’re engaging with it critically, evaluating the arguments, and presenting your own perspective.

Assignment 2: Writing to Describe (25 marks)

This is pure descriptive writing – non-narrative. You’re creating images, atmosphere, and feelings through language.

Word count: 500-800 words
Marks: 10 for content and structure, 15 for style and accuracy

Example topics:

• Describe your surroundings and feelings while waiting for someone in a busy place
• Describe an important gathering or celebration
• Describe a place at dawn or sunset
• Describe a sudden storm and its aftermath

Critical point: This must remain descriptive, not slip into narrative. You’re painting a picture with words, not telling a story with a beginning, middle, and end.

Assignment 3: Writing to Narrate (25 marks)

This is your creative fiction or personal narrative. You need to demonstrate features of fiction writing: characterization, plot development, description, convincing detail.

Word count: 500-800 words
Marks: 10 for content and structure, 15 for style and accuracy

Example approaches:

• Short story with a well-developed plot and characters
• Diary entries exploring a significant period in someone’s life
• Autobiographical account of a life-changing event
• Opening or closing chapter of a novel

Critical point: You need a defined, developed plot. Random events strung together don’t cut it. Your narrative needs structure, purpose, and emotional resonance.

How to Excel in Coursework: General Strategies

Now we’re getting to the practical stuff. How do you actually do well in coursework?

1. Choose Topics That Connect to Your Life

I cannot stress this enough. The best coursework comes from authentic engagement with topics that matter to you. Don’t try to write about exotic locations you’ve never visited or experiences you can only imagine from movies, but instead, about things that you care about or that resonate with you. It’s not easy to find such things right at the outset, but coursework offers an opportunity for you to go on a journey to look for these things which you may not have found otherwise.

If you’re writing about a busy marketplace and you are from Malaysia, describe the pasar malam down the road, not some generic European Christmas market you’ve only seen in films.

If you’re writing a personal narrative, draw on your actual experiences – the anxiety of your first day at a new school, the complexity of family relationships, the moment you realized something important about yourself.

Authenticity produces better writing. Always.

2. Plan More, Write Less (Initially)

One of the biggest mistakes students make with coursework is thinking that because they have time, they should just start writing and see where it goes. Bad idea.

Use the time advantage to plan thoroughly:

• Brainstorm multiple angles on your topic
• Create detailed outlines
• Identify the key images/moments/arguments you want to include
• Think about structure before you write a single sentence

A solid plan makes the actual writing much easier and results in more coherent, well-structured work.

3. Draft, But Don’t Over-Draft

Yes, you should draft your work. But there’s a point of diminishing returns.

Your process should look something like:

1. Detailed planning
2. First draft – get your ideas down, focus on content
3. Feedback – general guidance from your teacher
4. Final draft – incorporate feedback, polish language, check accuracy

Don’t do seven drafts. Don’t obsess over every single word choice in your first draft. Get the content and structure right first, then refine the expression.

4. Understand the Difference Between Feedback and Correction

This is crucial: your teacher cannot correct your work. They can’t tell you “change this word” or “fix this comma.”

What they can do:

• Give general comments about strengths and weaknesses
• Suggest areas to develop further
• Point out patterns of error (e.g., “watch your use of tenses”)
• Advise on overall structure and approach

What they cannot do:

• Make specific corrections
• Rewrite sentences for you
• Tell you exactly what to change

5. Pay Attention to Word Count

The guideline is 500-800 words per assignment. Here’s what you need to know:

• 500 words is enough for the highest marks if your writing is high-quality
• Over 800 words often becomes self-penalizing – you lose focus, include irrelevant detail, can’t sustain your style

Many students think “more is better.” It’s not. Concise, focused, well-crafted writing beats rambling every time.

6. Study the Mark Schemes and Example Work

That Coursework Handbook I linked at the start? It includes real student work with moderator comments. Study these carefully. See what gets Level 6 marks vs. Level 3 marks. Notice the specific things moderators praise and criticize.

Understanding how your work will be assessed is half the battle.

7. Tackle Each Assignment’s Unique Challenges

Assignment 1 requires you to genuinely engage with the source text. Don’t just summarize it. Don’t ignore it and write your own essay. Respond to the specific ideas and arguments presented, evaluate them, and integrate your perspective.

Assignment 2 requires you to stay descriptive. The moment you start telling a story with a sequence of events, you’re drifting into narrative territory and losing marks. Create a moment in time, a snapshot that you explore in depth.

Assignment 3 requires proper narrative craft. You need characterization (even if subtle), plot development, and structure. This isn’t just “here’s what happened” – it’s shaped, crafted storytelling.

8. Vary Your Approaches Across the Three Assignments

Your portfolio needs to show range. Don’t write three pieces that all sound the same. Vary your:

• Register (formal vs. informal)
• Voice (first person vs. third person)
• Tone (serious vs. humorous, reflective vs. urgent)
• Vocabulary level and sentence complexity

Show the examiners that you’re a versatile writer who can adapt to different contexts and purposes.

9. Proofread Ruthlessly

With coursework, there’s no excuse for careless errors. You have time. You have resources. Use them.

After you’ve written your final draft:

• Read it aloud (you’ll catch errors you miss when reading silently)
• Check it backwards, sentence by sentence (catches typos)
• Use spell-check, but don’t rely on it exclusively
• Have someone else read it (not to correct it, but to spot where meaning is unclear)

Technical accuracy matters. When you are submitting a portfolio work, you should make sure that there are no grammatical errors, whether in tense or punctuation, and you should ensure that your sentences accomplish the goals that you have for them. At the higher levels, the difference between Level 5 and Level 6 often comes down to accuracy.

10. Remember: Same Skills, Different Mode

Here’s the thing I keep coming back to: whether you’re doing coursework or Paper 2, you’re being assessed on the same fundamental skills.

Good writing is good writing, whether it’s produced in 2 hours or 2 months. The assessment objectives don’t change:

• Can you express complex ideas clearly?
• Can you organize your writing for effect?
• Can you use sophisticated vocabulary precisely?
• Can you adapt your register to suit different contexts?
• Can you write accurately?

All the techniques you’d use to prepare for Paper 2 – wide reading, vocabulary building, practicing different text types, understanding structure and style – those all apply to coursework too.

The coursework advantage is that you get to demonstrate these skills without time pressure and with opportunities for revision. But the skills themselves? Identical.

This means that strong writers will excel in either format. Weak writers won’t suddenly become strong just because they’re doing coursework. The mode of assessment changes; the standard doesn’t.

A Word on Plagiarism

I need to address this because it’s a genuine concern with coursework: plagiarism is both easier to attempt and easier to detect.

It’s easier to attempt because you have time, you have internet access, you could theoretically copy something or get someone else to write it for you.

It’s easier to detect because:

• Your teacher knows your writing style from classroom work
• They can compare Assignment 1 (where you’re constrained by the source text) with Assignments 2 and 3
• Cambridge has sophisticated plagiarism detection
• Sudden jumps in sophistication are obvious red flags

More importantly: don’t cheat. Not just because you’ll get caught (though you will), but because you’re literally cheating yourself of the opportunity to develop as a writer. The coursework process – planning, drafting, refining – is where the learning happens. Skip that, and you’ve wasted two years.

Plus, honestly, writing your own work that’s genuinely yours is infinitely more satisfying than submitting something that came from someone else. There’s real pride in looking at a completed portfolio and thinking “I made this.”

So… Should You Do Coursework?

Here’s my honest take on who should consider the coursework route:

Coursework might be right for you if:

• You perform poorly under timed exam conditions
• You’re a thoughtful writer who benefits from revision
• You want to write about topics that connect to your own experience
• You’re self-motivated and can manage long-term projects
• You take feedback well and can implement improvements independently
• You have the time to dedicate to producing high-quality work
• Your school offers good support for the coursework process

Paper 2 might be better if:

• You perform well under pressure
• You’re a quick thinker and writer
• You prefer to get things done in one sitting rather than spreading work out
• You struggle with procrastination on long-term projects
• You’re confident in your ability to produce good first-draft writing
• Your school doesn’t have strong support systems for coursework

But here’s the reality: you might not get to choose.

Many schools make this decision for their entire cohort. They either offer coursework to everyone, or they put everyone through Paper 2. This is usually based on the school’s capacity to manage the administrative load, their confidence in preventing plagiarism, and their track record with each assessment mode.

If your school only offers one option, that’s your option. Make the best of it.

Call to Action: Let’s Build Some Data

Drop a comment below telling me:

1. Is your school offering the coursework option, or are you doing Paper 2?
2. If you’re doing coursework, how are you finding it? What’s working? What’s challenging?
3. If you’re doing Paper 2, do you wish you had the coursework option? Why or why not?
4. Teachers – what’s your school’s reasoning for choosing one option over the other?

Your responses will help other students and teachers understand what’s common, what’s working, and what the real-world experiences are with these different assessment modes.

Final Thoughts

The coursework route offers a particular pathway to developing these skills, one that emphasizes depth, revision, and sustained engagement with writing. But it’s not inherently better or worse than Paper 2 – it’s just different.

Whichever path you’re on, commit to it fully. Engage with the process. Take pride in your work. Push yourself to write better than you thought you could.

Because at the end of the day, the qualification matters, sure. But what matters more is who you become as a writer in the process of earning it.