Writing Tips

Top 10 Mistakes in NSW Selective Writing (With Examples)

These are the 10 most common errors that cost students marks in the NSW Selective Writing Test. Each mistake includes a bad and good example, the scoring dimensions affected, and a specific fix. Avoiding even a few of these can move a student from Band 4 to Band 5.

1. Rushing the Opening

Short answer: Start with action, dialogue, or a vivid image instead of "One day" — a strong opening sets the tone for Content, Structure, and Style marks.

Many students start with a generic first line because they feel pressured to begin writing immediately. A weak opening sets a poor first impression and loses marks in both Content and Structure.

One day I went to the park and something happened.

The gate swung open with a creak, and the smell of wet grass hit me before I even stepped inside.

Dimensions affected: Content & Detail, Structure & Cohesion, Style & Vocabulary

Fix: Spend your first planning minute thinking of a strong opening. Start with action, dialogue, or a vivid image instead of "One day" or "I think".

2. No Planning Before Writing

Short answer: Spend 2 minutes writing a 4-point outline (beginning, problem, turning point, ending) — this is the single highest-value habit for better structure.

Jumping straight into writing without an outline leads to essays that wander, repeat ideas, or end abruptly. A 2-minute plan is the single highest-value habit a student can build.

The essay starts with a trip to the beach, then talks about school, then goes back to the beach, then introduces a new character in the last paragraph.

Plan: Opening (arrive at beach) → Problem (storm comes) → Climax (shelter in cave) → Resolution (rainbow appears, reflection).

Dimensions affected: Structure & Cohesion, Content & Detail

Fix: Before writing, jot down 4 bullet points: beginning, problem, turning point, ending. This takes under 2 minutes and dramatically improves structure.

3. Telling Instead of Showing

Short answer: Replace emotion labels ("I was scared") with sensory details and actions ("My fingers went cold") — show readers what feelings look like.

Stating emotions directly ("I was happy") is less effective than showing them through actions and sensory details. Markers reward writing that lets readers experience the moment.

I was really scared and didn't know what to do.

My fingers went cold. I pressed my back against the wall, listening to the footsteps grow louder.

Dimensions affected: Content & Detail, Style & Vocabulary

Fix: When you write an emotion word (scared, happy, sad), stop and ask: "What does this look like, sound like, feel like?" Replace the label with sensory details.

4. Weak or Abrupt Conclusions

Short answer: Plan your ending before you start writing — try a reflective statement, a return to the opening image, or a final sensory detail instead of "The end."

Many essays simply stop or end with a rushed summary like "And that was the best day ever." A strong conclusion provides closure, reflection, or emotional resonance.

And that's what happened. It was a good day. The end.

As I walked home, the sun dipped behind the rooftops. I realised that sometimes the best adventures begin when plans fall apart.

Dimensions affected: Structure & Cohesion, Content & Detail, Style & Vocabulary

Fix: Plan your ending before you start writing. Try a reflective statement, a return to the opening image (circular ending), or a final sensory detail.

5. Too Many Ideas, None Developed

Short answer: Two well-developed ideas with specific examples always score higher than five thin ones — choose 2–3 points and go deep.

Students who try to cover five different points in 30 minutes end up with shallow content everywhere. Two well-developed ideas always score higher than five thin ones.

We should save water because it's important. Also we should recycle. And plant trees. And use less electricity. And walk more.

We should save water because Australia faces severe droughts. In 2019, many farming communities ran out of drinking water entirely, forcing families to rely on emergency supplies trucked in from hundreds of kilometres away.

Dimensions affected: Content & Detail, Structure & Cohesion

Fix: In your plan, choose 2–3 main points maximum. For each point, include a specific example, detail, or piece of evidence.

6. Run-On Sentences

Short answer: If you run out of breath reading a sentence aloud, it needs a full stop — aim for a mix of short and long sentences.

Joining idea after idea with "and" or "then" creates long, confusing sentences that lose the reader. This is one of the most common issues in Sentence Variety & Control.

We went to the shops and then we got ice cream and then we went to the park and played on the swings and then it started raining and we went home.

We went to the shops and picked up ice cream. At the park, we raced to the swings. When the first drops of rain fell, we sprinted home laughing.

Dimensions affected: Sentence Variety & Control, Punctuation

Fix: Read your writing aloud. If you run out of breath in a sentence, it needs a full stop. Aim for a mix of short and long sentences.

7. Comma Splices

Short answer: If the words on each side of a comma could stand alone as sentences, you need a full stop, semicolon, or conjunction (and, but, so).

A comma splice joins two complete sentences with just a comma. This is one of the most common punctuation errors and is specifically penalised.

We went to the park, it was fun.

We went to the park. It was fun.

Or: We went to the park, and it was fun. Or: We went to the park; it was fun.

Dimensions affected: Punctuation, Sentence Variety & Control

Fix: If the words on each side of a comma could stand alone as complete sentences, you need a full stop, semicolon, or conjunction (and, but, so).

8. Homophone Errors

Short answer: Memorise the top 5 homophone sets (there/their/they're, your/you're, its/it's, where/were/we're, to/too/two) and check for them during proofreading.

Mixing up words that sound the same but have different meanings (there/their/they're, your/you're, its/it's) is heavily penalised because it signals carelessness.

Their going to there house and your coming to.

They're going to their house and you're coming too.

Dimensions affected: Spelling

Fix: Memorise the top 5 homophone sets: there/their/they're, your/you're, its/it's, where/were/we're, to/too/two. Check for these specifically during proofreading.

9. No Paragraphing

Short answer: Use 4–5 paragraphs in a 30-minute essay — start a new paragraph when time changes, the setting changes, or a new idea begins.

A single block of text will score poorly on Structure & Cohesion regardless of how good the content is. Paragraphs show the marker that you can organise your thinking.

The entire essay is one continuous block of text with no line breaks, making it difficult to follow the sequence of events or identify where new ideas begin.

Each new idea, time shift, or speaker gets its own paragraph. Use 4–5 paragraphs in a 30-minute essay: introduction, 2–3 body paragraphs, conclusion.

Dimensions affected: Structure & Cohesion

Fix: Before writing, mark paragraph breaks in your plan. When in doubt, start a new paragraph when time changes, the setting changes, or a new idea begins.

10. Not Proofreading

Short answer: Save 3 minutes at the end to read slowly, word by word — check specifically for homophones, missing full stops, and uncertain spellings.

Many spelling and punctuation errors could be caught with just 2–3 minutes of careful re-reading. Students who skip proofreading lose easy marks in Set B.

The stundent didnt cheque there esssay before submiting it.

The student didn't check their essay before submitting it.

Dimensions affected: Spelling, Punctuation

Fix: Always save 3 minutes at the end for proofreading. Read slowly, word by word. Check specifically for homophones, missing full stops, and words you're unsure about.

Quick Checklist Before Submitting

Short answer: Before submitting, check: strong opening, clear plan, specific details, satisfying conclusion, varied sentences, correct punctuation, accurate spelling, and clear paragraphs.

Strong opening that hooks the reader
Essay follows a clear plan with logical sequence
Specific details and examples, not vague statements
Satisfying conclusion with reflection or closure
2–3 ideas developed in depth, not 5 ideas skimmed
Sentences vary in length and structure
No comma splices — each sentence has proper punctuation
Homophones correct (their/there/they're, your/you're)
4–5 clear paragraphs
Final 3 minutes spent proofreading

Start Writing Practice

Get instant AI feedback on your selective writing practice.