WAEC SSCE - English Language - 2018 (Essay)

Detalles de la respuesta

A Sleeping Giant: Why We Must Wake Our Tourism Industry to Riches

By Adaeze Okonkwo, Staff Writer

From the thundering spray of our waterfalls to the golden sweep of our beaches, from ancient palaces and living festivals to game reserves teeming with wildlife, our nation carries a fortune in plain sight. Yet year after year that fortune sits idle. While countries with a fraction of our natural and cultural wealth earn billions from foreign visitors, we allow ours to gather dust. The time has come to treat tourism not as a pleasant afterthought, but as a serious engine of national prosperity.

Consider first what we already possess. Few countries can boast our combination of coastline, savannah, rainforest, historic cities and vibrant traditional festivals. Our music, our cuisine, our warm hospitality and our colourful cultural heritage are precisely the experiences that travellers cross oceans to enjoy. These are not resources we must struggle to create; they are gifts already in our hands, waiting only to be organised, protected and presented to the world.

The economic case is compelling. Tourists spend money the moment they arrive: on hotels, transport, food, guides, crafts and entertainment. That spending is fresh foreign exchange flowing into our economy, strengthening our currency and easing our dangerous over-dependence on a single export whose price we cannot control. A well-managed tourism sector spreads its earnings widely, reaching small traders, market women and rural communities that other industries rarely touch.

Just as importantly, tourism creates jobs, and it creates them quickly. Hotels need cooks, cleaners, receptionists and managers; sites need guides and security; visitors need drivers, artisans and performers. For a nation whose greatest challenge is the army of talented young people searching for work, few industries can absorb so many hands so fast. Honest employment, in turn, is one of the surest remedies for the restlessness and crime that idleness breeds.

There is a further reward that no balance sheet fully captures. When visitors experience our kindness, our creativity and our history first-hand, they return home as ambassadors, correcting the tired and unfair pictures too often painted of our country. A strong tourism industry does not merely fill our treasury; it repairs our reputation and deepens the pride we take in our own heritage.

None of this will happen by wishing. Government must act with purpose. Our tourist sites must be developed and properly maintained, linked by good roads and reliable power. Above all, the safety of visitors must be guaranteed, for no traveller will come where security is in doubt. A determined marketing campaign, at home and abroad, must tell our story loudly, while tax incentives and simpler regulations should invite private investors to build the hotels and resorts a growing industry demands. Training our young people in hospitality and tourism management would ensure the jobs created are filled by skilled and confident hands.

Tourism is, in truth, a sleeping giant. Waken it wisely and it will repay us many times over with revenue, employment, improved infrastructure and a proud new image in the eyes of the world. The treasures are already ours. What remains is the will to use them, and that will must be summoned now.

A note on how an article of this kind is marked

Examiners generally reward four separate qualities. It is worth understanding each one, because a script can be rich in ideas yet still lose marks by neglecting the others.

• Format: An article must look and sound like an article. It should carry a clear, arresting headline or title and, where appropriate, a by-line naming the writer. It should open with an engaging introduction, develop its argument in orderly paragraphs, and close with a firm conclusion. It must read as continuous, flowing prose addressed to a general newspaper readership, not as a letter, a speech or a set of notes.
• Content: The ideas must be relevant, well developed and clearly on task. Here that means genuinely addressing the need to develop tourism: what the country has to offer, the economic and employment benefits, the wider gains in image and infrastructure, and what government and others should do. Points should be explained and illustrated, not merely listed.
• Expression (organisation and style): Marks are given for logical structure, smooth links between paragraphs, varied and appropriate vocabulary, and a persuasive tone suited to a newspaper audience. Each paragraph should carry one main idea, and the writing should hold the reader's interest from the headline to the final line.
• Mechanical accuracy: Spelling, punctuation, grammar and sentence construction must be sound. Frequent errors lower the mark even when the ideas are strong, so time should always be kept for careful checking.

A top-band response, like the model above, satisfies all four: it is unmistakably an article, its ideas are relevant and fully developed, its expression is fluent and persuasive, and its language is accurate throughout.

Detalles de la respuesta

This task tests your ability to write a formal debate speech: a persuasive argument delivered aloud to an audience, following the fixed conventions the examiner expects. A top-band speech is marked on three things at once: the correct debate format (salutation, definition of the motion, a clear stand, signposted arguments, rebuttal, and a rousing close), the content (well-developed, relevant points supported by examples), and the expression (persuasive, grammatical, register-appropriate language with rhetorical devices). The model below argues against the motion, that is, it defends the value of learning about the past.

Model speech (against the motion)

Mr Chairman, accurate timekeeper, distinguished panel of judges, my worthy opponents, co-debaters, ladies and gentlemen, good morning. I stand before this honourable house as the main speaker to oppose, with every fibre of my conviction, the motion that states: "Learning about the past has no value to those of us living today."

Before I advance my arguments, permit me to define the key terms. To learn about the past means to study history: the record of the deeds, discoveries, triumphs and blunders of those who lived before us. To claim this learning has no value is to claim that a people can walk wisely into tomorrow while wearing a blindfold woven from ignorance of yesterday. That, ladies and gentlemen, I firmly and respectfully reject.

My first point is that the past is our greatest teacher, for it warns us against repeating costly mistakes. As the saying goes, those who refuse to learn from history are condemned to relive it. When the world studied the horrors of the two World Wars, it built institutions to restrain nations from sliding into such slaughter again. When public-health authorities remembered how earlier epidemics spread, they were quicker to isolate, to trace and to vaccinate. The past hands us lessons whose tuition fees have already been paid, in full, by others; only a foolish student throws such lessons away.

My second point is that the past is the taproot of our identity. A tree that is cut off from its roots may still stand for a while, but the first strong wind will topple it. So it is with a people. Our languages, our proverbs, our festivals, the sacrifices of our founding heroes: all of these reach us across time. When a Nigerian child learns of the heroism of those who fought for our independence, that child gains dignity, direction and a sense of belonging. Cut away the past, and you cut away the very self.

My third point is that every achievement we enjoy today rests upon the shoulders of the past. The doctor who saves a life with modern medicine builds upon centuries of earlier study of the human body. The engineer who designs a bridge relies on principles discovered and refined long ago. Even the smartphone in your pocket is the grandchild of countless past inventions. To despise the past, therefore, is to saw off the very branch on which the whole of modern progress is seated.

My fourth and final point is that wise planning for the future is impossible without the past. How can a traveller chart a safe road to a distant town while pretending the journey has never been made before? Governments study past economic collapses to steady today's markets; farmers study past seasons to plant with confidence. The future, ladies and gentlemen, is a house, and the past supplies its foundation stones.

My worthy opponents may rise to argue that we must fix our eyes only on the future and let the past bury its dead. But I ask them this simple question: with what wisdom will they build that future, if not the wisdom the past has painstakingly gathered for them? Their argument is a ladder with the bottom rungs removed; it promises to lift us high, yet gives us nothing on which to climb.

In conclusion, Mr Chairman, I have shown that the past teaches us, roots us, lifts us and guides us. Far from being worthless, learning about the past is one of the most precious inheritances any generation can possess. I therefore urge this honourable house, without hesitation and with one loud voice, to reject this misguided motion. A people who forget where they are coming from will surely lose their way to where they are going. Thank you, and long live this great house.

Why this earns top-band marks

• Format and vocatives: it opens with the full, correctly ordered salutation (Mr Chairman, timekeeper, judges, opponents, audience), states a clear and early stand, defines the motion, signposts each argument, includes a rebuttal, and ends with a firm, rousing conclusion and a closing courtesy.
• Content: it develops four distinct, relevant points, each supported by a concrete example rather than bare assertion, and answers the opposing view directly instead of ignoring it.
• Expression: it sustains a formal, persuasive register and uses rhetorical devices, the rhetorical question, the tree-and-roots and ladder metaphors, and the emphatic call to the "house", which lift ordinary prose into true debate language.

Examination takeaway: in a debate question, the marks are lost far more often on missing conventions than on weak ideas. Always open with the correct vocatives, declare your stand at once, define the motion, develop each point with an example, rebut the other side, and close with a memorable rallying line. Choosing to argue against this motion is easier to support with evidence, so the stand chosen here is the safer, stronger route to full marks.

Detalles de la respuesta

This is an informal (friendly) letter written to a sister, so it follows the relaxed conventions of personal correspondence. It carries only the writer's address and the date in the top right corner. It does not carry the receiver's address, and it does not carry a title or heading, because those belong to formal and semi-formal letters. The tone is warm and affectionate, the salutation is personal ("Dear Bisi"), and the language may be friendly and expressive while still remaining clear and correct. The task requires three things: a genuine expression of gratitude to your sister for her effort, several convincing, well-developed reasons why the job cannot be taken up, and a warm, personal close.

The following is a full model answer.

15 Adekunle Street,
Yaba,
Lagos State.
16 July, 2026.

Dear Bisi,

How are you, and how is life treating you in Abuja? I hope this letter meets you in the very best of health and spirits. Not a day passes without the family speaking fondly of you, and Mother sends her warmest love. The good news of the job you secured for me at the bank reached me last week, and I have read your letter over and over again with a full heart. Only you would go to such lengths for a younger sister. Thank you, truly, from the bottom of my heart.

It is, however, with a very heavy heart that I sit down to write this, because I must tell you something I know will disappoint you. After much thought and many sleepless nights, I have come to see that it will simply be impossible for me to take up the offer at this time. Please do not be angry with me, dear sister; hear me out first, and I am sure you will understand.

In the first place, our mother's health has failed badly since you left. Her blood pressure has grown worse, and the doctor at the clinic has asked that she not be left alone for long. As you know, I am now the only child at home, and she leans on me entirely for her meals, her medicines and the little errands she can no longer manage herself. If I were to travel to Abuja, there would be no one to sit with her through the night or rush her to the hospital when the pains come. I cannot, in good conscience, leave her in such a state, no matter how fine the job may be.

Secondly, I have not yet finished writing my school certificate examinations. Three papers still remain, and the school has warned that any candidate who is absent for them will forfeit the entire result. You know how hard I have laboured over the past three years; to abandon my books now, so close to the finishing line, would be to throw all that effort away. And what use, after all, would a bank job be to me without the certificate to hold it down?

Thirdly, and just as importantly, the sudden move is far beyond my present means. Renting a room in Abuja, transporting my belongings across the country and feeding myself until the first salary arrives would all cost money that I simply do not have. You have already done so much for me, and it would trouble my conscience deeply to lean on you yet again for such a heavy burden. I would rather wait until I can stand on my own two feet.

I beg you, therefore, to forgive me and to understand my situation. Believe me, there is nothing I would have loved more than to work beside you in the city and to make you proud. I hold on to the hope that when Mother is stronger, my certificate is in my hand and my pocket is a little steadier, another door will open, and I will seize it with both hands. In the meantime, please pass on my sincere apologies and my deepest thanks to the kind people who offered me the post.

Do take very good care of yourself, and do not overwork. Write to me soon, for your letters are always the brightest part of my week. Everyone at home sends their love.

Your loving sister,
Ronke.

A brief note on how an informal letter of this kind is marked. WAEC examiners award marks under a small number of headings, and it helps to know what each one rewards.

• Content: the letter must actually do the task set. Here that means an opening that greets the sister warmly and thanks her for securing the job, a body that gives several distinct, convincing reasons (illness of the mother, unfinished examinations, and the cost of relocating are three strong, well-developed points), and a warm close. Thin or repeated reasons lose content marks.
• Organisation: the address and date sit correctly at the top right; there is a personal salutation, a clear paragraph for each reason, and an affectionate ending with a signature. Each idea gets its own paragraph, and the letter flows logically from greeting to reasons to farewell.
• Expression / Language: the register is friendly and personal, as a letter to a sister should be, yet the grammar, spelling and punctuation stay correct. Warm, natural expressions ("with a very heavy heart", "from the bottom of my heart") earn credit; slang and careless errors lose it.
• Mechanical accuracy: spelling, punctuation and sentence control are assessed throughout.

Two format points decide easy marks. First, an informal letter must never carry the receiver's address or a heading/title; including either shows the candidate has confused the letter type. Secondly, the salutation and subscription must match the friendly register: begin with a personal "Dear (name)," and end with something warm such as "Your loving sister," followed by your first name only, never a stiff formal close like "Yours faithfully".

Detalles de la respuesta

(a) Three categories of people affected by drug addiction and what they suffer (one sentence each):

1. The individual addict suffers irreversible medical and psychological damage such as memory loss, brain damage, depression and problems of the lungs, heart and kidneys.
2. The family suffers abuse of spouses and children, the heavy cost of treatment and rehabilitation, and stigmatization in the community.
3. The society at large suffers increased crime and the diversion of huge resources to fighting crime instead of providing social amenities.

(b) Three ways to combat drug addiction in the society (one sentence each):

1. People should be better educated on the effects of addiction, and children taught at home and in school to stay away from drugs.
2. Law-enforcement agencies should be better empowered and resourced to apprehend dealers and curtail the availability of drugs in circulation.
3. Drug addicts should be given early treatment, based on the specific drug to which each individual is addicted.

Detalles de la respuesta

Story: "I wish I had told the truth."

The rain had not stopped since morning, and by the time the last bell rang at Ansar-ud-Deen Secondary School, the football pitch had become a shallow brown lake. I stood beneath the leaking eaves of the science block, watching the other boys splash home, and turned the small silver watch over and over in my pocket. It was not mine. It belonged to Mr. Danjuma, our chemistry teacher, and only an hour earlier it had been lying on the edge of his desk while he stepped out to answer a call.

I had not planned to take it. I want that understood, even now. I had gone in to return a borrowed textbook, and the watch had simply been there, glinting under the fluorescent light, whispering of everything my father could not afford. My mother sold groundnuts at the junction; my school shoes had been resoled twice. In the space of a single heartbeat, my hand closed around the cold metal, and the room seemed suddenly very loud with my own breathing. Then I was gone, down the corridor and out into the rain, the watch burning against my thigh like a coal.

By the next morning the whole school knew. Mr. Danjuma's watch, a gift from his late father, had vanished. The vice-principal, a tall woman with a voice like a slammed door, addressed us at assembly and said the culprit had until noon to come forward. I stood in the third row, my face arranged into the same puzzled frown as everyone around me, and said nothing.

Then Emeka was accused. Emeka, who cleaned the laboratory every afternoon for a small allowance because his family, like mine, had little. Someone had seen him near the chemistry room after school. He had no watch, no proof, nothing but his trembling denials, and the more he wept the guiltier he seemed to the teachers standing over him. I watched it all from a corner of the corridor, and a single sentence could have ended it. That sentence stayed locked behind my teeth.

They suspended him that afternoon. I remember the exact way he walked out through the gate, his shoulders folded inward as though the rain were beating him down, his mother waiting with a face I could not look at. My friends said he had probably done it. I nodded. That night I hid the watch inside a hole in our compound wall, wrapped in an old sock, and lay awake until the first cock crowed, listening to a guilt that ticked louder than any clock.

For three weeks I carried it. I grew thin and quiet; my mother pressed her palm to my forehead and asked if I was ill. In class I could no longer meet Mr. Danjuma's eyes, and every time his empty wrist caught the light I felt the theft all over again. Emeka did not return. Word came that his family, unable to bear the shame in that small town, had sent him to live with relatives in another state. He was gone, and an innocent boy carried my crime out of my life forever.

On the day I finally broke, it was raining again. I dug the watch out of the wall, walked to the staff room on legs that did not feel like mine, and placed it on Mr. Danjuma's desk. The words came out in a rush, ugly and long overdue. He did not shout. He only looked at me for a long moment, and in his tired, disappointed silence I heard something worse than any punishment. "It was never the watch, my son," he said quietly. "It was the boy you let suffer for it."

They did what schools do. There was a letter, a meeting with my parents, a punishment I served without complaint because no punishment could reach the place that truly ached. My father did not raise his hand; he simply sat with his head bowed, and that was the heaviest blow of all. In time the school forgave me. Mr. Danjuma even smiled at me again before the term ended.

But Emeka never came back. I wrote to the address they gave me and received no reply. Sometimes, years later now, I still see a slim boy walking out through a school gate in the rain, his shoulders folded, punished for a wrong he never did, while the true culprit stood silent in a dry corner. I have kept many secrets since then, but none has cost me what that one did. If I could stand once more in that echoing assembly hall, with the vice-principal's ultimatum ringing and the truth trembling on my tongue, I would not swallow it. I wish I had told the truth.

A brief note on how this narrative essay is marked

WAEC/SSCE narrative compositions are assessed under four headings. Understanding them shows why the story above is written the way it is:

• Content: The task sets a fixed final sentence, so every event must build believably toward it. The essay develops one clear conflict (a theft and a lie that lets an innocent boy take the blame) so that the closing line lands as an earned confession rather than a slogan tacked on at the end. Full-mark content is relevant, sufficiently developed, and firmly anchored to the given ending.
• Organisation: Marks are awarded for a genuine narrative shape. Notice the arc: setting and temptation, the act, the discovery, an innocent person accused (rising tension), weeks of guilt, the confession (climax), and a reflective resolution that flows into the required sentence. Each stage sits in its own paragraph, and time is signalled clearly ("the next morning", "for three weeks", "years later now").
• Expression (vocabulary and style): Examiners reward controlled variety. The piece mixes long, flowing sentences with short, blunt ones ("That sentence stayed locked behind my teeth."), and uses figurative language sparingly and purposefully (the watch "burning like a coal", guilt that "ticked louder than any clock", tying the imagery to the stolen watch). Vocabulary is precise rather than showy.
• Mechanical accuracy: The top band demands consistent tense (past-tense narration throughout), correct punctuation of dialogue, accurate spelling, and clean paragraphing. Errors here pull a script down even when the story is strong, so a candidate should reserve a few minutes to proofread.

Examination reminder: When a title fixes the last line, plan backwards from it. Decide first who is speaking that sentence and why they regret it, then invent only the events that make that regret inevitable. Do not repeat the given sentence anywhere except at the very end, and make sure it appears exactly as set, word for word.

Detalles de la respuesta

(a) What suggests that the show was free:

The show was staged openly in the village square, under the big iroko tree, where a massive crowd of men, women, boys and girls from every nook and cranny, as well as passing tourists, simply gathered round to watch, with no mention of any gate or payment.

(b) Evidence that the performance was not a one-man show:

The magician was assisted by three aides, who each took out a local gun and took up positions, and the feats were accompanied by drummers whose hilarious drumming urged him on; others clearly took part.

(c) Why the magician was confident to receive the shots:

Because the local guns held by his aides had no bullets in them whatsoever, only gunpowder, so he knew that the shots could do him no harm.

(d) What the American tourist set out to prove:

He set out to prove that the magician could not really survive a genuine gunshot, intending to expose the trick by firing his own rifle, which contained real bullets, at the performer.

(e) What might have happened if the American had completed his contemplated action:

He would have shot the magician with a real bullet from his rifle, and the magician would have been killed or seriously wounded, since the trick only worked with the aides' bulletless guns.

(f) Meaning of "he showed a clean pair of heels":

It means that he ran away swiftly; he took to his heels and fled.

(g) "...which went along with the hilarious drumming."

1. Grammatical name: An adjectival (relative) clause.
2. Function: It modifies or qualifies the noun "feats," describing the feats that were performed.

(h) Words that can replace the following as used in the passage:

1. feats - exploits / stunts / accomplishments
2. aides - assistants / helpers
3. steadied - braced / balanced / composed
4. mystified - puzzled / baffled / bewildered
5. unscathed - unhurt / unharmed / uninjured
6. hasty - hurried / quick / swift

Detalles de la respuesta

Model answer: debate speech (arguing FOR the motion)

Mr Chairman, accurate timekeeper, panel of judges, my co-debaters, ladies and gentlemen. I stand before you to speak in support of the motion that children of literate parents perform better in school than those of illiterate parents.

My first point is that literate parents can guide their children in their studies. They understand what the child is being taught, help with homework, explain difficult topics and monitor progress. The child of an illiterate parent, however willing, receives no such help at home.

Secondly, literate parents provide a home rich in learning. Their homes usually contain books, newspapers and a quiet place to study, and the children see their parents reading. This atmosphere encourages the child to value education and to read widely.

Thirdly, literate parents appreciate the importance of education and are ready to invest in it. They pay fees promptly, buy the necessary books and take interest in the child's school, attending meetings and asking questions. This support naturally spurs the child to greater performance.

My opponents may argue that many great men rose from illiterate homes. I concede that hard work and determination matter, but such cases are exceptions; the general truth remains that a supportive, educated home gives a child a clear advantage.

Mr Chairman, for these weighty reasons, I firmly urge this house to support the motion. Thank you.

Key features expected: full debate opening with vocatives; a clear stand (for or against); at least three well-developed arguments; a concession or rebuttal of the opposing view; a firm concluding appeal. A candidate may equally argue AGAINST, stressing determination, government support, hard-working teachers and successful people from illiterate homes.

Detalles de la respuesta

This task tests your command of the formal (official) letter: a letter written to a person you do not know socially and address by office, in this case the Chairman of a Local Government Area. Marks are awarded for content (at least three well-developed ways to improve food production), organisation (a correct and complete formal-letter format), expression (grammar, spelling, appropriate vocabulary and a respectful register) and mechanical accuracy. Below is a model answer that meets top-band requirements, followed by a note on what the examiner looks for.

Model answer

12 Farm Settlement Road,
Iseyin,
Oyo State.
17 July, 2026.

The Chairman,
Iseyin Local Government Council,
Council Secretariat,
Iseyin,
Oyo State.

Dear Sir,

WAYS OF IMPROVING FOOD PRODUCTION IN OUR COMMUNITY

I write, on behalf of the farmers of our community, to draw your attention to the poor state of food production in our area and to suggest three practical ways in which it can be improved. Ours is a farming community, yet our harvests remain small and food is often scarce and costly. With the support of your council, I am confident that this situation can be changed for the better.

The first way is the provision of modern farm inputs at subsidised rates. Most of our farmers still depend on hoes and cutlasses to work small plots, and they plant unimproved seeds that give low yields. If the council could supply improved, high-yielding seeds, fertiliser and tractors at prices that ordinary farmers can afford, they would be able to cultivate larger fields and harvest far more crops from the same land. Greater yields would mean more food for our homes and more produce to sell in the market.

The second way is the granting of soft loans and credit facilities. Many farmers are willing to expand their farms but are too poor to buy inputs or to hire the extra labour that a larger farm demands. I therefore appeal that the council work with agricultural banks and cooperative societies to grant low-interest loans to registered farmers. Such credit would allow them to clear more land, employ workers and invest in their farms, and they would repay the loans easily once their harvests improved.

The third way is the construction of good feeder roads and storage facilities. At present, a large part of what we produce spoils in the bush because the roads leading to the market are poor and there is nowhere to store crops that are not sold at once. If the council would grade good feeder roads and build simple storage barns and silos, farmers could move their produce to market quickly and preserve any surplus. This would cut down waste sharply and encourage them to grow even more.

In addition to these three measures, the council could arrange regular training programmes in which agricultural extension officers teach farmers modern methods of planting, pest control and small-scale irrigation, so that farming need no longer depend entirely on the rains.

I am confident, Sir, that if these suggestions are put into practice, our community will soon produce enough food to feed itself and a surplus to sell to neighbouring towns. I thank you most sincerely for your kind attention and look forward to a favourable response.

Yours faithfully,
Musa Adeyemi
(Secretary, Farmers' Association)

How the formal letter is marked

An examiner reading a formal letter first checks that the format is complete and correctly ordered, then rewards the quality of the content and expression. Make sure every one of the following features is present:

• Writer's address and date at the top right, with the date placed directly beneath the address. Do not write your name above the address.
• Receiver's address and designation on the left, below the writer's address, beginning with the office addressed (The Chairman,) rather than a personal name.
• Formal salutation: Dear Sir, (or Dear Sir/Madam,). Never use a first name or an informal greeting.
• A heading or title in capitals or bold that states the subject of the letter, so the reader knows its purpose at a glance.
• A clear opening paragraph that states who you are (or whom you represent) and why you are writing.
• Well-developed body paragraphs: at least three distinct ways to improve food production, each in its own paragraph and each explained, not merely listed. A named point that is developed with a reason and a likely benefit earns far more than a bare list.
• A courteous closing paragraph that summarises your request and thanks the reader.
• Matching complimentary close and signature block: because the letter opens with Dear Sir (not a name), it must close with Yours faithfully, followed by your full name; add your position in brackets where you write on behalf of a group.

Two points most often cost candidates marks. First, the close must match the salutation: Dear Sir pairs with Yours faithfully, while Yours sincerely belongs only with a named addressee such as Dear Mr Adeyemi. Second, keep the register formal throughout: use complete sentences and polite, impersonal wording, and avoid contractions such as don't or can't and any slang or over-familiar tone. A letter that is correct in format, sustains a formal tone and develops three solid, relevant points will sit comfortably in the top band.

Detalles de la respuesta

Model answer: newspaper article

TAMING THE RISING COST OF LIVING

By Aisha Bello

Life has become unbearably expensive for the ordinary citizen. The prices of food, transport, rent and other basic needs have soared beyond the reach of the average family, and many now struggle to afford even a single decent meal a day. Unless urgent steps are taken, the suffering will only deepen.

The causes are not far to seek. Poor harvests, insecurity that keeps farmers off their land, a weak local currency, and the high cost of fuel have all pushed prices upward. The worst hit are workers on fixed salaries, whose earnings can no longer match the daily rise in prices.

Fortunately, the government can do much to ease the burden. First, it should support agriculture by providing farmers with improved seeds, fertilizers and loans at low interest, and by securing farmlands, so that food production increases and prices fall. Secondly, it should stabilize the national currency and curb inflation through sound economic policies, thereby restoring the purchasing power of the people. Thirdly, it should invest in reliable public transport and a steady supply of electricity, which would lower the cost of moving goods and running businesses.

The high cost of living is not beyond solution. With sincere effort and good planning, the government can lift the heavy load from the shoulders of its citizens. The time to act is now.

Key features expected: headline and by-line; identification of the problem; at least three practical government measures; formal, impersonal style; clear paragraphing.

Detalles de la respuesta

Model answer: informal letter

10 School Road,
Enugu.
3 March, 2025.

Dear Ada,

It has been quite a while since we last exchanged letters, and I hope you are enjoying life in your new school. I am writing to share with you some of the practices in my school that trouble me, hoping that yours is free of them.

To begin with, I am dissatisfied with the excessive manual labour we are made to do. Instead of a few reasonable chores, we spend hours cutting grass and clearing the compound during lesson periods, so that our studies suffer. I would prefer that a groundsman be employed and that labour be limited to short, after-school periods.

Secondly, I dislike the way meals are handled in the dining hall. The food is often poorly prepared and served in small quantities, and complaints are ignored. I strongly desire a review of the menu and better supervision of the kitchen staff so that we are properly fed.

Thirdly, I am unhappy about the harsh and unfair punishments given by some prefects. Minor offences attract heavy flogging, which breeds fear rather than discipline. I would like to see punishments made moderate and offenders given a fair hearing before they are punished.

These are the practices that worry me most. I believe that if they are corrected, our school will be a far happier and more productive place. Please write back and tell me how things are done in your school.

Your friend,
Ngozi.

Key features expected: informal-letter format; at least three clearly stated practices, each with the desired improvement; friendly tone; orderly paragraphs.

Detalles de la respuesta

15 Nkwerre Close,
Independence Layout,
Enugu,
Enugu State.

17 July, 2026.

Dear Mum and Dad,

How are you both keeping? I trust that Papa's leg is healing well and that Mama's little garden is thriving as always. School is going smoothly, and my teachers keep encouraging me. Yet, even in the middle of all this good news, there is one matter weighing on my heart, and I have chosen to write rather than speak, so that you can weigh my words calmly, without either of us being carried away by feeling.

I know how dearly you both wish for me to study Medicine. I have seen the pride in your eyes whenever you tell our relatives about it, and I understand that behind that wish lies your deep love and your dream of a secure future for me. Please believe me when I say I have not taken this lightly. After many quiet, honest weeks of reflection, I have come to see clearly that Medicine is not where my true strength lies, and I am pleading for your blessing to read Law instead. Kindly permit me to give my reasons.

In the first place, my natural gifts point plainly towards the arts, not the sciences. Year after year, my finest results have come in English, Literature and Government, where I usually stand among the top three in my class. In Chemistry and Biology, however, I labour long into the night only to earn modest marks. A person builds a lasting career most easily upon the ground where he is already strong, and my report cards have been telling us, term after term, where that ground is for me.

Secondly, I have a genuine and settled passion for justice and argument. Nothing thrills me like reading a good case, weighing two sides of a question, and speaking up for what is right. I am the secretary of our school's Debating and Press Club, and last term I led our team to the state finals. That fire does not burn in me for the laboratory. A course pursued with love is pursued all the way to excellence, while one forced upon an unwilling mind too often ends in weariness and half-hearted work.

Thirdly, and most importantly, choosing the wrong course now could quietly wound the very future you are trying to protect. I have seen older ones in our compound who were pushed into careers they never loved; some abandoned their studies midway, and others became qualified yet joyless in their work. I would far rather grow into a dedicated, upright lawyer who wakes each morning eager for the day than a reluctant doctor who dreads his own profession. My happiness and my usefulness to our family both depend on this.

Dear Mum and Dad, I am not turning my back on your love or your wisdom; I am only asking you to trust me with the one choice that fits the child you raised. I give you my solemn word that I will study with all my might, keep my conduct clean, and make you proud in the field where my gifts can truly flourish. Please think it over, talk it between yourselves, and give me your blessing. Your approval means more to me than anything.

Do greet Grandma, Uncle Emeka and everyone at home warmly for me. I count the days until I see you all again.

Your ever loving and obedient child,
Chinelo.

A brief note on how a letter like this is marked. WAEC awards marks across four broad areas, and a top-band script must satisfy all of them together:

• Content (about 10 marks): the writer must answer the exact task, so at least three clear, well-developed reasons must be given. This letter supplies three distinct reasons, each opened by a topic sentence in bold and then expanded with concrete detail (subject results, the debating club, the example of older relatives), which lifts it above a bare list.
• Organisation (about 10 marks): this is an informal letter, so it needs the writer's address and date but no receiver's address, an affectionate salutation such as "Dear Mum and Dad," a warm opening that greets and settles the reader, one idea per body paragraph, a persuasive yet respectful close, and a suitable informal sign-off ("Your ever loving child"). Paragraphs must flow with linking words such as "in the first place", "secondly", and "most importantly".
• Expression (about 10 marks): the examiner rewards fluent, varied, largely error-free sentences and a tone correctly pitched for parents, that is respectful, affectionate and persuasive rather than demanding. Good vocabulary and controlled emotion score here.
• Mechanical accuracy (about 5 marks): correct spelling, punctuation, grammar and tense. Careless slips are penalised even when the ideas are strong.

The commonest ways candidates lose marks on this question are giving fewer than three reasons, or three that merely repeat one idea; using formal or letter-of-complaint conventions instead of the intimate register a letter to one's own parents demands; and sounding rude or ungrateful. Keeping the reasons distinct, the tone loving, and the register informal is what secures the top band.

Detalles de la respuesta

Model story

The letter arrived on a Tuesday, and by Wednesday the whole of Form Five could talk of nothing else. Our school had been invited to build and demonstrate a working model at the Regional Young Inventors' Fair, and Mr. Adeyemi, our physics master, had chosen a team of six to represent us. When he read out the names, my own came first. I was Ebun, the girl who topped every science test, the girl whose hand shot up before a question was finished. I walked home that evening certain that the prize was already mine, and that the five others were merely there to carry my equipment.

I planned our project alone: a small solar-powered water pump that could lift water from a shallow well into a raised tank. On paper it was elegant. In my head, it was already glittering on the winners' table. The others I regarded with a kind of polite impatience. There was Kunle, slow of speech, who liked to take things apart and lay every screw in a neat row. There was Halima, forever sketching in the margins of her notebook instead of copying formulae. There was quiet Sadiq, who spoke to the school gardener more than to us and knew the name of every plant in the compound. There was Ngozi, who counted our money to the last coin, and stammering little Obi, who only smiled and fetched what he was told to fetch. What could such people add, I thought, to a mind like mine?

For three weeks we met in the workshop after class. I lectured; they listened. I soldered the circuit; they watched. When Kunle gently suggested that a joint I had made looked loose, I waved him away. When Halima offered a drawing to show how the tubing might be arranged, I did not even glance at it. I was the leader, and leaders, I believed, did not need help.

The day of the fair broke hot and cloudless. Rows of tables filled the great hall, each crowded with lights, wires and eager young faces. When our turn came, I stepped forward, switched on the pump, and waited for the water to rise and the judges to gasp. Nothing happened. The little motor gave a weak groan and fell silent. My throat tightened. I flicked the switch again; still nothing. The judges shifted, glancing at their watches, and a cold sweat crept down my back. My beautiful project, my certain victory, was dying in front of a hundred people, and I did not know why.

Then, without a word, my team moved. Kunle knelt and traced the wiring with a patient finger until he found the loose joint he had warned me about, and pressed it firm. Halima spread her sketch on the table and showed the judges, in clear bright lines, exactly how the system was meant to work, so that they leaned in with new interest. Ngozi quietly explained the cost of the whole design and how cheaply it could serve a real village. Sadiq spoke, in his soft voice, of the farm gardens such a pump could water in the dry season, and the judges nodded as though he had opened a window. And little Obi, who never finished a sentence, said only, "Try it now," and pointed. I switched it on. Water climbed the tube, spilled bright and singing into the tank, and the hall broke into applause.

We did not win first prize that day; we won second, and a special mention for the most practical design. But as we walked out into the evening light, our small trophy passing from hand to hand, I saw at last what I had been too proud to see. My cleverness had built a machine that failed; it was Kunle's care, Halima's eye, Ngozi's sense, Sadiq's wisdom and Obi's quiet faith that had made it live. Not one of us, alone, could have carried that table. Then, I realized that everyone is important in his or her own way.

A brief note on how a narrative like this is marked

Story-writing at this level is usually assessed under two broad headings, content and organisation and expression and mechanical accuracy. An examiner rewards a script that treats the given sentence as a true destination, not a label pasted on at the end.

• Relevance and the fixed ending: the story must finish with the exact prescribed words and must clearly earn them. Here the narrator's discovery, that each teammate mattered, grows directly out of the plot, so the final line reads as a genuine lesson rather than an afterthought.
• Plot and structure: a top-band story shows a shaped narrative with an opening that sets character and situation, rising action, a clear climax (the pump failing before the judges) and a satisfying resolution. Paragraphing should follow the movement of the story, one clear step of the action to each paragraph.
• Characterisation and setting: named, distinct characters and a concrete setting (the workshop, the crowded hall) make the events believable and let the moral feel earned instead of preached.
• Expression: credit is given for varied sentence length, precise word choice, and controlled use of description and, where suitable, dialogue. Avoid a flat string of "and then" sentences.
• Accuracy: correct spelling, punctuation and grammar protect the marks already won by good content. A single careless script can slip a band, so a final reading for errors is time well spent.

Examination reminder: when a paper fixes the last sentence, plan backwards from it. Decide first what realisation or event that sentence describes, then design characters and incidents whose outcome makes those exact words the natural, inevitable close.

Detalles de la respuesta

Once upon a time, there was a man named Jack who lived in a small village. Jack was a hunter and loved to spend his days in the forest, hunting for birds. One day, Jack was walking through the forest when he saw two birds fly by. He quickly aimed his bow and arrow and shot one bird. However, the other bird flew away into the bushes. Excited to have caught one bird, Jack started to walk back to the village with his catch. But as he was walking, he couldn't stop thinking about the bird that had flown away into the bushes. He thought to himself, "What if the bird in the bushes is bigger and more beautiful than the one I have in my hand? Maybe I should go back and try to catch it." So, Jack decided to go back into the bushes to search for the other bird. He spent hours searching, but he couldn't find it. Frustrated, Jack realized that the bird in his hand was worth more to him than two birds that he might have caught in the bushes. From that day on, Jack learned that it's better to be content with what you have, instead of always searching for something better. He also realized that the saying, "A bird in hand is worth two in the bush," is very true. The end.

Detalles de la respuesta

This is a formal letter, so it must follow the conventions the examiner expects: the writer's address, the date, the receiver's designation and address, a formal salutation, a clear title, well organised body paragraphs, a formal close and a signature block. The task also sets two clear content demands, both of which must be developed: the importance of the amenities and how their absence affects the lives of the people. A top-band script names specific amenities, argues their value, and links each absence to a concrete effect on the community.

The following is a full model answer written to that standard.

17 Ogui Road,
New Layout,
Enugu,
Enugu State.
17 July, 2026.

The Local Government Administrator,
Enugu North Local Government Council,
Independence Layout,
Enugu State.

Dear Sir,

THE URGENT NEED FOR BASIC AMENITIES IN OUR COMMUNITY

I am writing on behalf of the residents of Ogui community to draw your kind attention to the absence of certain basic amenities in our area. My aim is to explain why these facilities matter to us and to describe, plainly, how their absence continues to disrupt the daily lives of our people.

The first amenity we sorely lack is a good motorable road. A road is the lifeline of any community, for it connects farmers to the market, the sick to the hospital and pupils to their schools. Because our only access road is a stretch of eroded earth, our farmers watch their perishable produce spoil before it reaches the town, traders pay double transport fares, and during the rainy season the community is almost completely cut off from the outside world. More painfully, when a person falls seriously ill at night, there is no vehicle willing to risk the journey, and lives that could be saved are lost.

The second amenity we urgently require is clean, pipe-borne water. Safe water is fundamental to life and to good health, and its provision would spare our women and children the daily burden of trekking long distances in search of it. In its absence, our people are forced to drink from a shallow stream shared with grazing animals. The result is a recurring outbreak of typhoid, cholera and other water-borne diseases, which fills our homes with avoidable sickness and, too often, claims the lives of the very young.

The third amenity we appeal for is a functional health centre with a steady electricity supply. A nearby clinic would provide treatment for common ailments, immunisation for our children and safe care for expectant mothers, while electricity would light our homes, preserve food and medicine, and power the small businesses on which many families depend. As things stand, expectant mothers are carried for several kilometres to the nearest town to give birth, our children study by the dim and dangerous light of kerosene lanterns, and our young people remain unemployed because no small industry can survive without power. This lack has deepened poverty and driven many of our youths to abandon the village for the crowded cities.

The combined absence of these amenities has kept our community trapped in hardship, ill health and want, and it threatens the future of a generation of promising young people. I therefore appeal most earnestly to your good office to come to our aid by providing a motorable road, a source of clean water, and a health centre supported by electricity.

The entire community will remain deeply grateful for your kind and prompt intervention on our behalf.

Yours faithfully,
Chidinma Okeke
(Community Representative)

Marking focus. WAEC marks a letter of this type across four areas, and a top-band answer must satisfy all of them:

• Format: the correct features of a formal letter must be present and correctly placed: the writer's address and date, the receiver's designation and address, a formal salutation (Dear Sir), a relevant title, and a matching formal close (Yours faithfully) with a signature block. A missing or misplaced feature costs format marks.
• Content: the two demands of the question must both be developed clearly. Named amenities must be justified by their importance, and each must be tied to a specific, believable effect of its absence on the community. General complaints without concrete effects, or effects without stated importance, lose content marks.
• Organisation and expression: ideas should flow in well linked paragraphs, one main amenity per paragraph, in a courteous and appropriately formal register. Varied sentence structure, precise vocabulary and a consistent tone are rewarded.
• Mechanical accuracy: spelling, punctuation, grammar, tense and agreement must be controlled throughout. Frequent errors, even in a well argued letter, pull the script down from the top band.

A useful reminder for this task: keep the register formal from first line to last (no contractions or slang), give each amenity both its value and the harm caused by its absence, and match the salutation to the close, since Dear Sir must always end with Yours faithfully.

Detalles de la respuesta

Model answer: formal letter

15 Riverside Street,
Benin City.
8 May, 2025.

The Chairman,
Environmental Protection Agency,
Benin City.

Dear Sir,

THE EFFECTS OF ILLEGAL FELLING OF TREES

I write to draw your attention to the alarming rate at which trees are being illegally felled in our community, and to suggest ways of remedying the situation before the damage becomes irreversible.

The effects of this practice are grave. In the first place, the reckless cutting of trees exposes the soil to erosion, so that fertile topsoil is washed away and farmlands are ruined. Secondly, the loss of forest cover destroys the habitat of wildlife and upsets the balance of nature. Thirdly, fewer trees mean less rainfall, rising temperatures and poorer air quality, since trees absorb carbon dioxide and give out oxygen. Altogether, the practice threatens both our environment and our health.

To remedy the situation, I respectfully suggest the following. The Agency should enforce strict laws against illegal logging and prosecute offenders. It should also launch a vigorous tree-planting campaign, requiring that several trees be planted for every one lawfully cut. In addition, public enlightenment programmes should be organized in schools and markets to teach citizens the value of trees.

I am confident that, with your prompt intervention, our environment can be protected for the good of present and future generations. Thank you for your attention.

Yours faithfully,
Osaro Igbinedion.

Key features expected: formal-letter format (two addresses, "Dear Sir", subject heading, "Yours faithfully"); clear effects of tree-felling; practical remedies; formal, respectful tone.

Detalles de la respuesta

This task tests your ability to write a persuasive debate speech: to take a clear side on a motion, defend it with well-organised arguments and concrete examples, answer the opposing view, and use the fixed courtesies of debating (salutation, definition of terms, and a rousing close). The model speech below argues for the motion, that technology has eroded our values.

Model debate speech (FOR the motion)

The chairman of this occasion, the accurate and dependable timekeeper, our panel of distinguished judges, the co-operative and captivating audience, my worthy opponents on the other side, fellow debaters, ladies and gentlemen, good morning. I stand before this honourable house to speak in strong support of the motion which states that technology has eroded our values.

Definition of terms. By technology I mean the modern application of scientific knowledge in tools such as the mobile phone, the internet, and social media platforms. By values I mean the treasured moral principles, respect, honesty, hard work, decency, and communal love, that bind our society together and give it dignity. My duty this morning is to prove that technology, for all its dazzling promise, has steadily worn these values away.

My first point is that technology has weakened respect and family unity. In the not-too-distant past, children knelt or bowed to greet their elders, and families gathered at dusk to share proverbs, stories, and correction. Today, a family may sit in one room while every member bends silently over a glowing screen, deaf to a greeting and blind to the person beside them. The dining table that once nourished conversation now competes with the notification. When a child would rather chat with a stranger online than answer a parent at home, the value of respect has plainly been eroded.

My second point is that technology has opened the floodgates to immorality. The same internet that can teach a child mathematics can, at the tap of a finger, deliver indecent films, gambling, and vulgar content that a young mind is not ready to receive. Behaviour that our society once regarded as shameful is now displayed proudly for likes and followers. When decency becomes something to be mocked and immodesty something to be rewarded, our moral compass has clearly been damaged.

My third point is that technology has bred dishonesty and idleness. Examination malpractice has grown bolder because answers can be smuggled into halls on a phone. Fraudsters deceive innocent victims through cloned websites and fake messages, and celebrate their stolen wealth online without shame. When our young people learn to admire quick, dishonest gain over patient, honest labour, the value of hard work has been quietly buried.

My fourth point is that technology has coarsened human empathy and truth itself. Rumours and falsehoods now travel across a nation in seconds, inflaming hatred before the truth can lace its shoes. Behind the safety of a screen, people insult, bully, and slander others in words they would never dare to speak face to face. A tool that promised to bring us closer has too often made us crueller and less truthful.

Rebuttal. My worthy opponents will rise to say that technology brings knowledge, connects families across distances, and drives national progress, and I concede that the tool itself is neither good nor evil. But a knife that slices bread can also spill blood; the fault may lie with the hand, yet the wound is real all the same. The question before this house is not whether technology can do good, but whether, in practice, it has eaten into our values, and the sad evidence of broken homes, examination fraud, and celebrated indecency answers that question loudly. Progress that leaves a people rich in gadgets but bankrupt in character is no true progress at all.

Conclusion. Ladies and gentlemen, I have shown that technology has cooled the warmth of our families, corrupted our sense of decency, rewarded dishonesty over honest toil, and dulled our empathy for one another. Until we learn to master this powerful tool rather than be mastered by it, the painful truth stands firm: technology has eroded our values. I therefore urge this honourable house, with all the strength I can summon, to support the motion. Thank you, and long live our great school.

A note on how debate answers are marked. Examiners at this level reward the speech across a few clear areas, so make sure your answer earns marks in each:

• Content and argument: a definite stand on one side, three to four developed points, and concrete, relevant examples rather than bare assertions.
• Debate features: a full salutation or vocatives, a definition of key terms, a rebuttal of the opposing side, and a strong concluding appeal to the house.
• Organisation: a logical order, one clear idea per paragraph, and linking expressions that guide the listener from point to point.
• Expression and mechanics: persuasive, audience-aware language (rhetorical questions, vivid comparisons), correct grammar, spelling, and punctuation.

Examination takeaway: the surest way to lose easy marks in a debate question is to write a plain essay that forgets the debate conventions. Always open with the vocatives, define the motion's key words, name your side without hedging, answer the opposition directly, and close by urging the house to vote your way.

Detalles de la respuesta

This task tests your ability to write an article for a national newspaper: a formal, well-organised piece of continuous prose that informs and persuades a wide adult readership. A strong response needs the recognised features of the article form (a catchy title, a by-line, a hook that draws the reader in, developed body paragraphs and a firm conclusion), a clear treatment of both parts of the task (the dangers of street hawking and appropriate solutions), and mature, accurate expression. Below is a complete model answer, followed by a note on how such an article is marked.

MODEL ARTICLE

DEATH ON OUR HIGHWAYS: THE HIDDEN COST OF STREET HAWKING

By Amara Okeke

At the busiest junction in the city, the traffic light turns red and, in an instant, an army of children pours into the road. Trays of sachet water, groundnuts, plantain chips and phone chargers ride on small heads as bare feet dance between bumpers and exhaust pipes. To the weary motorist it is an ordinary sight; to the nation it should be a scandal. Street hawking, the selling of goods along our roads and in our markets, has quietly become one of the gravest social problems of our time, and it is claiming our children before our very eyes.

The most immediate danger is the sheer threat to life and limb. A hawker chasing a fifty-naira sale will sprint across four lanes of moving traffic without a second thought. Every year, countless young sellers are knocked down, some killed outright, others left crippled for life. The road was built for vehicles, not for a marketplace, and every transaction conducted between speeding cars is a gamble with a child's life.

Beyond the traffic lies an even darker peril: exposure to crime and abuse. A child alone on the street, far from any protecting adult, is a natural target for kidnappers, traffickers and criminals who prey on the vulnerable. Girls are frequently lured with money and false promises into exploitation, while boys are drawn into stealing, drug-running and street gangs. The pavement becomes a school of vice where the syllabus is fear.

Street hawking also inflicts a slower, quieter ruin: the destruction of education. A child who hawks from dawn until dusk has neither the time nor the strength for the classroom. Denied learning, such children grow into illiterate, unskilled adults, trapped in the same poverty that first drove them onto the streets. Their wasted potential is not their loss alone; it is a debt charged to the whole nation, which forfeits the doctors, engineers and teachers those children might have become.

Finally, there are the constant hazards to health. Hour after hour, hawkers stand under a punishing sun or in drenching rain, inhaling the poisonous fumes of a thousand engines. Poorly fed and rarely rested, they fall easy victims to respiratory illness, exhaustion and infection. The trade that is meant to feed them is steadily wearing their young bodies down.

Yet this is not a hopeless situation, for every one of these dangers has a remedy within our reach. First, the government must not only pass but firmly enforce laws that forbid children from hawking during school hours, and must hold accountable the parents and guardians who send them out. A law that is never enforced is merely an insult on paper.

Secondly, we must attack the root, which is poverty. Truly free and compulsory basic education, backed by school-feeding schemes, scholarships and modest support for the poorest families, would remove the desperation that pushes parents to trade a child's future for a day's income. When a family can survive without its children's earnings, the streets will begin to empty of their own accord.

Thirdly, the authorities should build proper markets and well-sited stalls so that legitimate trading is carried on in safe, organised spaces rather than on lethal carriageways. Alongside this, a sustained public campaign, on radio, in the press and in our places of worship, should awaken every citizen to the true price of the goods bought through a car window.

Street hawking, then, is far more than a harmless roadside inconvenience. It endangers the lives, the morals, the health and the very future of the children who practise it, and it robs the nation of the leaders it is meant to raise. The solution lies not with government alone but with all of us: lawmakers, parents, teachers and ordinary citizens acting together. Let us resolve, today, to lift our children off the highways and set their feet firmly on the path to school, for the child selling water at the traffic light this morning could be the mind that transforms this nation tomorrow.

NOTE ON HOW THE ARTICLE IS MARKED

An article of this type is assessed under four headings. Understanding them shows why the model above earns a top-band grade:

• Format: The response must clearly be an article, not a letter, speech or essay. The model supplies the expected features: an arresting, relevant headline, a by-line naming the writer, a paragraph that hooks the reader with a vivid scene, logically developed body paragraphs and a rounded conclusion. It does not open with "Dear Sir" or "Ladies and gentlemen", which would wrongly signal a letter or a speech.
• Content: The task has two duties, the dangers and the solutions, and both must be handled fully. The model develops four distinct dangers (accidents, crime and abuse, lost education, ill health) and three matched solutions (enforcement of law, tackling poverty through education and welfare, and provision of safe markets), each explained rather than merely listed. Ideas that are relevant, developed and clearly relevant to a national readership score highest; a bare list of points does not.
• Expression (organisation and language): Marks here reward a controlled, mature register suited to a newspaper, effective paragraphing with one clear idea per paragraph, varied sentence structure, apt vocabulary and smooth linking of ideas (first, secondly, yet, finally). Persuasive touches such as the closing appeal lift the writing into the top band.
• Mechanical accuracy: Spelling, punctuation, grammar, tense consistency and correct use of capital letters are checked throughout. Frequent errors of this kind pull a script down even when its ideas are good, so a top-band answer keeps such slips to a minimum.

Examination takeaway: When a paper says "write an article ... discussing the dangers and suggesting appropriate solutions", treat the two underlined demands as a checklist and give each a substantial, roughly balanced share of your writing. Open with a title and by-line, hook the reader in your first lines, devote one developed paragraph to each point, and close with a firm, memorable conclusion. Full marks depend on satisfying the format, covering both halves of the content, and keeping your language and mechanics clean, not on merely producing a long piece.