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HKDSE English Paper 2 Writing Practice Paper with Marking Scheme | 5 tasks, 2 hours, 100 marks
HKDSE English Paper 2 writing practice paper: Part A short task, Part B one of four tasks, 2 hours, 100 marks, with rubric, level descriptors and model answers.
Part A (compulsory) — Question 1
Question 1 (40 marks) Write about 200 words.
You are Chris Wong, a Form 5 student and a member of the Health and Fitness Committee at your school. Last month the Committee surveyed 480 students about how they travel to school, how much they sleep and what would help them be more active. The results are below.
| Survey finding (480 students) | Number | Percentage |
|---|---|---|
| Walk or cycle to school | 132 | 27.5% |
| Sleep fewer than 7 hours a night | 216 | 45.0% |
| Would like a later school start | 288 | 60.0% |
Your PE teacher, Mr Lee, plans to launch a Walk to School Challenge next term. He has asked you to write a proposal. In your proposal, include:
(i) what the survey shows about how students travel to school;
(ii) three features of the Challenge that would persuade more students to walk or cycle, and how each feature responds to the survey;
(iii) what support you need from the school.
The Committee hopes to raise the number of students who walk or cycle to at least 240. Sign your proposal “Chris Wong”.
Part A marking scheme (40 marks)
| Criterion | Marks | What earns the marks |
|---|---|---|
| Content and task fulfilment | 16 | All three bullets answered; survey figures quoted accurately (27.5%, 45.0%, 60.0%); proposals are concrete and tied to the data; tone suits a student writing to a teacher |
| Language | 14 | Accurate grammar, spelling and punctuation; vocabulary suited to a proposal; some variety in sentence patterns, little repetition |
| Organisation | 10 | Clear paragraphing (opening / findings / proposals / support needed / closing); effective linking; format complete (salutation and the signature Chris Wong) |
Content and task fulfilment All three bullets answered; survey figures quoted accurately (27.5%, 45.0%, 60.0%); proposals are concrete and tied to the data; tone suits a student writing to a teacher
Language Accurate grammar, spelling and punctuation; vocabulary suited to a proposal; some variety in sentence patterns, little repetition
Organisation Clear paragraphing (opening / findings / proposals / support needed / closing); effective linking; format complete (salutation and the signature Chris Wong)
To: Mr Lee, PE Department From: Chris Wong, 5B
Our survey of 480 students shows that only 132 (27.5%) walk or cycle to school, while 216 (45.0%) sleep fewer than seven hours a night and 288 (60.0%) would like a later start. The three findings are connected: a twenty-minute walk in the morning wakes students up, so fewer of them need a later start to feel rested.
I propose three features. First, a class mileage board in the lobby, updated every Friday, so that classes compete rather than individuals. Second, a “no drop-off” zone at the gate on Wednesdays, which makes walking the easiest option for families who live within fifteen minutes. Third, a breakfast token for any student who walks or cycles four days in a week, which answers the 45% who say they are too tired in the morning.
If each class converts four students we reach 240 walkers, a rise of 108 (81.8%). We would need a notice in the weekly bulletin, permission to close the gate zone on Wednesdays, and about $600 for tokens.
Chris Wong
Part B (choose ONE) — Questions 2–5
Choose ONE question (2–5); each is worth 60 marks, about 400 words.
Question 2 — Sports Communication
Question 2 (60 marks) Write about 400 words. (Sports Communication)
You are the captain of your school basketball team. The team finished third in this year’s district tournament after losing the semi-final by two points. Write a post for the school sports website in which you:
• describe the tournament from the team’s point of view;
• explain one decision the team would make differently if it played the semi-final again;
• invite Form 1 students to next month’s trials.
Give your post a title.
Q2 Genre and audience A blog post needs a catchy title and a personal, concrete first-person voice for schoolmates and parents.
Q2 Content focus Make the tournament concrete (opponents, scoreline, turning point); explain the one decision with a reason and an alternative; the trials invitation must give date, venue and who may join.
We lost the semi-final by two points with eleven seconds left, and for a while nobody spoke in the changing room. Looking back, the turning point was not the last shot but the third quarter, when we kept our tallest player on the bench to avoid a third foul. Our opponents scored twelve unanswered points in four minutes. If we played that quarter again, we would start with our strongest five and rotate early instead of protecting players who were not yet in foul trouble. Third place is not what we trained for, but it taught us more than a comfortable win would have. If you are in Form 1 and you want to be part of that lesson, our trials are on 14 November, 4:15 p.m. in the school hall. Bring trainers and a water bottle — and bring a friend.
Question 3 — Social Issues
Question 3 (60 marks) Write about 400 words. (Social Issues)
Your school’s Environmental Club ran an e-waste collection drive last term. Write a letter to the editor of the school magazine arguing that the school should set up a permanent e-waste collection point. Base your letter on these figures:
• e-waste collected: 1,450 kg this year, against 870 kg last year
• mobile phones collected: 620
• 390 of the 500 students surveyed keep at least one unused phone at home
In your letter:
• present the figures and say what they show;
• explain two problems caused by keeping old devices at home;
• propose how a permanent collection point could be run.
Sign as “Jo Lee, Environmental Club”.
Q3 Genre and format A letter to the editor needs a salutation (Dear Editor), a clear stance sentence, body paragraphs of argument and the signature Jo Lee, Environmental Club.
Q3 Using the figures Quote 1,450 kg against 870 kg (a rise of 580 kg, +66.7%), 620 phones and 78% of respondents accurately, and interpret them (phones alone are about 8.1% of the total).
Last term our collection drive took in 1,450 kg of e-waste, against 870 kg the year before — a rise of 580 kg, or 66.7%. Among the haul were 620 mobile phones. In the same term, 390 of the 500 students we surveyed admitted keeping at least one unused phone at home. These figures tell one story: e-waste is not a one-off event in our school but a steady flow.
Old devices left in drawers cause two problems. First, they lock away metals that could be recovered, so new phones must be made from newly mined material. Second, batteries and circuit boards can swell and leak; a swollen battery in a bedroom drawer is a fire risk that no parent should have to think about.
I therefore urge the school to open a permanent collection point beside the general office, staffed by club members every Wednesday lunchtime, with a counter on the noticeboard and a termly handover to a licensed recycler.
Jo Lee, Environmental Club
Question 4 — Workplace Communication
Question 4 (60 marks) Write about 400 words. (Workplace Communication)
You are completing a six-week summer internship at a public library. Your supervisor, Ms Chan, has asked every intern for one idea to attract more young people. Write an email to Ms Chan proposing a series of study-skills workshops for Form 6 students. In your email:
• describe one problem you observed during the summer;
• outline the plan: 6 sessions of 45 minutes, 2 per week for 3 weeks, 24 places each;
• explain what the library would need to provide.
Use an appropriate subject line and sign as “Chris Wong, Intern”.
Q4 Genre and format An email needs a subject line, a salutation, a purpose sentence, clearly separated paragraphs, a polite closing and a signature.
Q4 Content focus Include a specific observation (e.g. no seats left after 4 p.m.), a clear plan (6 × 45 minutes = 270 minutes / 4.5 hours; 2 × 3 weeks = 6 sessions; 24 places × 6 = 144 student-places) and reasonable requests (a facilitator, a projector, publicity).
Dear Ms Chan,
Thank you for the chance to work with the reference team this summer. I would like to propose a short series of study-skills workshops for Form 6 students.
During my six weeks here I noticed that the quiet study area was full by four o’clock almost every weekday, and that many students arrived without a plan for the afternoon: they sat down, opened three books and gave up within an hour. The library has the space; what they lack is a method.
I suggest six workshops of 45 minutes — two a week for three weeks, 24 places each, so 144 student-places in total. Topics could run from making a weekly timetable and summarising a chapter to exam-style timed practice and handling stress.
The library would need to provide a facilitator (I can help prepare materials), a projector for one room, and a notice on the website two weeks in advance. I would be glad to draft the outline if the idea is of interest.
Yours sincerely,
Chris Wong, Intern
Question 5 — Short Stories
Question 5 (60 marks) Write about 400 words. (Short Stories)
Write a short story that ends with the words: “The door closed behind her, and the corridor was quiet again.”
Your story should focus on a single afternoon at an old community centre and on one decision the main character makes. Give your story a title.
Q5 Genre and technique A concrete setting, action and dialogue, one clear turning point; the closing sentence must be used word for word.
Q5 Structure A useful shape is arrival — discovery — decision — departure, with the decision prepared by earlier detail rather than sprung on the reader.
The community centre smelled of floor polish and rain. Mei had come to clear out Room 3, where her grandmother had taught piano for thirty-one years, and the caretaker had given her one afternoon and two cardboard boxes.
The piano was still there, its lid closed, a hymn book open at page forty. On the windowsill stood a row of jam jars holding pencils worn down to stubs. In the drawer she found a notebook: every pupil’s name, the piece they were working on, and a line or two in her grandmother’s small handwriting — “afraid of the left hand”, “plays better when nobody listens”.
Mei had planned to throw the lot away. It was the sensible thing; the centre was closing in June.
Then she read the last page. Her own name, aged six, and beside it: “will come back one day”. She sat on the stool, pressed one key, and heard how out of tune it was. Slowly she put the notebook in the first box instead of the bin, then the hymn book, then the jars. The piano she left for whoever came next.
The door closed behind her, and the corridor was quiet again.
Part B marking scheme (60 marks per task)
| Criterion | Marks | What earns the marks |
|---|---|---|
| Content and task fulfilment | 24 | Every requirement of the chosen genre (blog post, letter to the editor, email, short story) met; ideas developed with supporting detail; audience and purpose clear |
| Language | 22 | High accuracy; wide and natural vocabulary; confident complex sentences; register appropriate to the genre |
| Organisation | 14 | Logical paragraph progression; varied cohesive devices; genre conventions observed (title, topic sentences, closing, a controlled story ending) |
Marking bands, timing and notices
Marking bands (out of 100)
| Level | Marks | Descriptor |
|---|---|---|
| 5 | 85–100 | Fully on task, well developed, accurate and rich language, tightly organised; very few errors and none that disturb meaning |
| 4 | 70–84 | On task and well developed; largely accurate language with adequate vocabulary; clear organisation with occasional weak progression |
| 3 | 55–69 | Broadly on task but some bullets thinly answered; language understandable with noticeable errors; organisation adequate but linking is mechanical |
| 2 | 40–54 | Only partly on task; repetitive ideas with little detail; frequent errors, some sentences hard to follow; paragraphing unclear |
| 1 | 0–39 | Off task or far short of the word limit; dense errors making the text hard to read; little organisation |
Suggested timing (120 minutes)
| Stage | Minutes |
|---|---|
| Read the tasks and choose your Part B question | 5 |
| Write Part A (about 200 words) | 25 |
| Check Part A | 5 |
| Plan Part B | 8 |
| Write Part B (about 400 words) | 55 |
| Check Part B | 7 |
| Final proofread (spelling, punctuation, word count) | 15 |
• This paper has two parts: Part A is compulsory (Question 1); in Part B answer ONE of questions 2–5.
• Part A: write about 200 words. Part B: write about 400 words. Answers well below the word limit lose content marks.
• Write your answers on the answer sheets and write the question number at the start of each part.
• Time allowed: 120 minutes. Total: 100 marks (Part A 40, Part B 60).
• No dictionaries, reference materials or electronic devices may be used.
• The format follows the HKDSE English Language Paper 2 (Writing): 2 hours, Part A about 200 words, Part B about 400 words with a choice of four questions. Every task in this paper is original and is not an HKEAA question or marking reference.
A TutorZone practice paper; all tasks are original and are not HKEAA papers or marking references. The rubric and level descriptors are this paper’s own.
