Writing Tips

Top 10 Mistakes in NSW Selective Writing (With Examples)

Written by Hao, a Sydney data analyst and parent of a 2025 NSW Selective student. Last updated 27 June 2026.

These are 10 of the most common errors we see cost marks in NSW Selective writing practice. Each comes with a before-and-after, the dimensions it affects, and a specific fix. Fixing even a few of them noticeably lifts a practice piece.

Each mistake notes the EurekaWrite feedback dimensions it affects, built on the official Set A and Set B criteria. If you're not familiar with the rubric, see our NSW Selective Writing Marking Criteria & Rubric guide. For the test format, the complete NSW Selective Writing Test guide covers it.

The mistake that outranks all ten: writing off-task, or in the wrong form. A vivid story scores poorly if the prompt asked for a newspaper report, a letter, or an advice sheet, and a fluent piece still loses marks if it ignores the stated purpose and audience. Before any craft point below, the response has to do the task it was actually set. The genre is revealed on the day (narrative, persuasive, or informative, in forms like a report, diary entry or speech), so the safest preparation is breadth, not one memorised story. See the Task/Form Fit note and the narrative, persuasive and informative guides.

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 part of your planning on a strong opening that suits the form: action, dialogue or a vivid image for a story; the key event up front for a report; what the reader will gain for an advice piece. Anything but "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.

We went to the beach. Then I remembered school was hard. The beach was fun. Then a new boy named Sam appeared at the end and we were best friends.

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 a few bullet points that fit the form: for a story, beginning, problem, turning point, ending; for a report or advice piece, your two or three main points in order. A minute or two here dramatically improves structure. For the planning move that precedes the outline, see how to read a prompt in 90 seconds.

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.

In narrative writing, stating emotions directly ("I was happy") is usually less effective than showing them through actions and sensory details, which lets the reader experience the moment. (In a report or advice sheet the opposite holds, clear and direct is the point, so match the move to the form.) For the full step-by-step, see the narrative guide.

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, and match it to the form: a reflection or a return to the opening image for a story, the position restated for a persuasive piece, a last practical reminder for an advice sheet.

5. Too Many Ideas, None Developed

Short answer: Two well-developed ideas with specific examples usually 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 usually 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, and not as an abstract slogan. Picture a farm dam cracked into dry grey plates, the cattle already moved on, a family showering in under a minute to make the tank last until winter. One idea developed like that does more than five thin ones.

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 mean different things (there/their/they're, your/you're, its/it's) is one of the easiest ways to drop Spelling marks, and one of the easiest to fix.

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: Break the writing into paragraphs or sections that fit the form (most 30-minute pieces run 4–5); start a new one when the time, setting, speaker, or main idea changes.

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.

I woke up late and missed the bus so I ran to school and the teacher was angry then at lunch my friend shared her sandwich and after school it rained and mum picked me up and we got pizza for dinner.

The same events, split where the time or focus shifts: the rushed morning, then lunch, then the wet walk home. Most 30-minute pieces land in 4–5 paragraphs (or sections that fit the form).

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
An ending that suits the form (reflection, position restated, or a final reminder)
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)
Clear paragraphs or sections that fit the form
Final 3 minutes spent proofreading

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