Develop an idea
For example · in particular · this suggests · a further reason · one consequence
MYP English writing guide
Plan writing from the course, phase where relevant, task and reader. The MYP has separate Language & Literature and Language Acquisition courses; use the correct lens and your school’s current assessment guidance.
MYP English has two different course lenses.
MYP does not use one fixed English exam format or a single prescribed text-type list. Check whether the learner is in Language & Literature or Language Acquisition, then plan from the task and the relevant course criteria or phase.
Course guide
Language & Literature
Work with literary and non-literary texts. For writing, make organisation, text production and language choices visible; use analysis when the task asks students to interpret texts.
Official course overview ↗ Course guideLanguage Acquisition
Plan additional-language writing around the learner’s phase and communicative purpose. The six phases are a continuum; they do not correspond to ages or MYP year levels.
Official course overview ↗Make the response criteria visible before drafting.
Use task-specific language students can understand. Keep the intellectual demand clear, while teaching the language and structure the response requires.
- Read for purpose. Identify what the task asks the student to think, explain, create or evaluate.
- Name the reader and context. Decide who will read the text, what they need to know and what relationship the writer has with them.
- Choose a form that fits. Use a text type because it helps achieve the purpose, not because a format label appears in isolation.
- Unpack the criteria. For Language & Literature, connect writing to the relevant strands of organising, producing text and using language. Bring analysis into the plan when the task requires it.
- Model one move. Demonstrate how a writer’s structural or language choice shapes meaning for this audience.
- Draft, review, revise. Ask students to identify one choice they made and improve one part using the task criteria.
Teach language by what it helps the writer do.
Short, precise choices are easier to transfer between text types than memorised banks of impressive words.
Compare or qualify
By contrast · similarly · although · to some extent · this may depend on
Connect evidence and interpretation
The detail implies · this choice positions the reader to · the example supports · however, it does not show
Reflect on a choice
I chose · this creates · the intended effect is · a different choice might
Treat these as options for meaning. Students should select, adapt and sometimes reject a phrase to suit the context.
Make the next move specific.
Respond to meaning, organisation and language as related parts of composing. Avoid correcting every sentence before the student has a chance to improve the message.
A quick feedback cycle
Purpose: What is the response helping the reader understand or feel? Evidence: Which detail, example or moment makes the point clear? Craft: Which one structural or language choice could the student strengthen? Revision: Ask for a changed sentence or paragraph, then discuss what improved.
Check the guide used by your school.
The IB publishes separate course guidance for Language & Literature and Language Acquisition. Use the programme guide and school task-specific clarification for the year and assessment in question.
These are teaching guides, not official mark schemes. Check the syllabus and assessment materials for the exact course and examination year.
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