Directed writing sits at the heart of IGCSE English Language — and it’s one of the most rewarding parts of the exam to prepare for, because it rewards specific, learnable techniques rather than vague “talent”. Once you understand what it’s asking for, you can practise deliberately and improve measurably.
Here’s what you need to know.
What Is Directed Writing?
Directed writing asks you to produce a piece of writing in a specific form — a letter, an article, a speech, a report, a leaflet — for a specific audience and purpose. You’re given source material (in the reading section of the paper) and you’re asked to use and transform that material in your response.
The key word is directed. You’re not writing freely — you’re writing in response to a specific brief. That brief contains everything you need: the form, the audience, the purpose, and (usually) some indication of what content to include.
The Three Things That Are Always Assessed
Whatever the specific question, directed writing is always assessed on the same three dimensions:
- Content: Have you included the relevant information? Have you used and transformed the source material appropriately?
- Register and audience awareness: Is your writing pitched correctly for the intended reader? A letter to a friend has a completely different register from a formal letter to a council — both in vocabulary and in structure.
- Form: Does your writing look like the form it’s supposed to be? A speech needs to sound like a speech. An article needs to be structured like an article.
Many students lose marks on register and form because they focus only on content. Don’t make that mistake.
Form: What Each Type Looks Like
Formal Letter
Include: a return address (top right), date, recipient address (left), formal salutation (Dear Sir/Madam or Dear [Name]), a formal sign-off (Yours faithfully if you don’t know the name; Yours sincerely if you do). Paragraphs should be clearly structured: introduction stating purpose, body paragraphs each with a clear point, a closing paragraph with a clear request or action. Formal vocabulary throughout — no contractions, no slang.
Article
Include: a headline, a subheading or introductory paragraph that hooks the reader, clearly structured paragraphs, and (where appropriate) a closing comment that resonates. Articles tend to have a point of view — they’re not neutral information dumps. Make sure your tone matches the publication: an article for a student newspaper has a different register from a piece for a national broadsheet.
Speech
Begin by addressing the audience directly: “Good afternoon, and thank you for the opportunity to speak today.” Use rhetorical techniques — rule of three, direct address, rhetorical questions — because you’re performing language, not just communicating information. End with a strong, memorable closing line that earns applause. The register depends on the audience: a speech to a school assembly is different from a speech to a planning committee.
Report
Reports use headers and a more formal, impersonal tone. Begin with a brief statement of purpose (“This report examines…”), use subheadings for each section, present findings objectively, and end with clear recommendations. Avoid using “I” excessively — reports tend towards passive constructions and impersonal phrasing.
Register: The Difference Between Getting It Right and Getting It Wrong
Register is the single most commonly mishandled aspect of directed writing. Students who can write fluently in their own voice sometimes forget to shift into the voice required by the task.
Before you start writing, spend 60 seconds asking: Who am I writing to? What is my relationship with them? What do they already know about this topic? What tone will they respond to?
A letter of complaint to a company should be firm, precise, and unemotional — not ranting. A speech to inspire younger students should be warm and inclusive — not lecturing. A report for a school governor should be formal and evidenced — not chatty.
Using the Source Material Well
You’re given source material for a reason: you’re expected to use it. But you’re not expected to copy it — you’re expected to transform it. This means:
- Taking facts, statistics, or arguments from the source and expressing them in your own words
- Adapting the information for a different audience — simplifying complex ideas for younger readers, or adding nuance for a more expert one
- Selecting what’s relevant for your specific purpose — a directed letter about a problem doesn’t need every detail from a source about that problem, only the ones that support your argument
Direct quotation from the source is usually not what’s being rewarded. Transformation and selection are.
A Simple Preparation Approach
Practise writing in each form at least once before the exam — not just reading about how it should be done, but actually writing a full piece. Have each one marked with specific feedback on register and form, not just content. Then practise again, applying the feedback.
Two or three practised pieces per form, carefully marked and reviewed, will serve you better than ten pieces with no feedback.
At Thorogood English, every piece of directed writing gets individual written feedback — not just a mark, but specific guidance on what to change and why. Join the waiting list for IGCSE English classes opening January 2027.
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