NSW Selective Test Writing: Marking Criteria, Text Types, and How to Prepare

Writing is worth 25% of the NSW Selective High School placement test, the same weight as reading, mathematical reasoning, or thinking skills. Yet it is the section most families underprepare for.

The reason is simple: unlike multiple-choice sections where you can check an answer key, writing is harder to practise independently. Students write something, but without feedback against the actual marking criteria, they have no way of knowing whether their writing would score well on test day.

This guide covers how the writing section is marked, what the markers look for, the text types your child needs to master, and practical strategies to improve.

How the Writing Section Works

In the NSW Selective placement test, students are given 30 minutes to complete a writing task. They receive a prompt and must respond in the specified text type, which could be a narrative, a persuasive essay, a letter, a report, or another form of writing.

According to the NSW Department of Education, the writing task provides "an opportunity for you to show how well you can select, develop and organise ideas and communicate them effectively in writing." Students must address the given topic, otherwise the response will be marked lower regardless of fluency or creativity.

Key details:

Time: 30 minutes
Format: Typed response on computer. Students may brainstorm and plan on paper or on-screen before typing their response
Text types: Varies each year. Could be narrative, persuasive, informative, or other forms
Scoring: Marked against two separate criteria sets (Set A and Set B)

The Marking Criteria: Set A and Set B

This is what most parents want to understand, and what most preparation resources fail to explain clearly. The writing section is marked using two distinct criteria sets, each assessing different aspects of the writing.

Set A: Content, Form, Organisation and Style

Set A assesses the quality of ideas and how well the student communicates them. This is where creative and sophisticated writing scores highly. Markers look at:

Ideas and content: Are the ideas original, thoughtful, and well-developed? Does the writing go beyond surface-level responses?
Text structure and organisation: Is there a clear beginning, middle, and end? Does the writing flow logically? Are paragraphs used effectively?
Vocabulary and word choice: Does the student use varied, precise language? Are words chosen for effect rather than just meaning?
Voice and style: Does the writing have a distinct voice? Is the tone appropriate for the text type and audience?
Audience awareness: Has the student written with a clear sense of who they are writing for?

Set B: Technical Accuracy

Set B assesses how correctly the student writes. This covers the mechanics of writing, the things that can be explicitly taught and practised:

Spelling: Are common and complex words spelled correctly? Frequent spelling errors reduce the score significantly.
Punctuation: Are full stops, commas, apostrophes, quotation marks, and other punctuation used correctly and consistently?
Grammar and sentence structure: Are sentences grammatically correct? Is there variety in sentence length and structure? Are tenses consistent?

Important: Set A and Set B are scored independently. A student can score well on creative content (Set A) but lose marks on technical accuracy (Set B), or vice versa. Strong test preparation should target both.

You can view the official NSW Department of Education practice tests and writing guidelines here.

What Text Types Should Students Practise?

The test can ask for any text type. Students who only practise narratives are taking a significant risk. The main categories tested include:

Essays and Stories

Narrative: A story with characters, setting, conflict, and resolution. The most commonly practised text type, but it needs to be practised well, not just frequently.
Personal essay: A reflective piece exploring a personal experience or opinion.
Persuasive essay: An argument for or against a position, with evidence and reasoning.

Letters and Communication

Formal letter: A letter to a principal, council member, or editor, following correct letter conventions.
Informal letter: A letter to a friend or family member, with appropriate tone.
Speech: A persuasive or informative speech for a specific audience.

Reports and Reviews

Report: An informative, structured document on a topic, using headings and factual language.
Review: An evaluation of a book, film, event, or experience.

Creative and Media

Diary entry: A first-person reflective piece written as a journal entry.
News article: A factual piece written in journalistic style.
Description: A vivid, sensory piece describing a place, person, or moment.

Students should practise at least 2 to 3 text types from each category before the test. The goal is flexibility: being able to adapt writing skills to whatever prompt appears on the day.

Writing Techniques That Score Well

Across all text types, certain writing techniques consistently score higher in the marking criteria:

1. Show, don't tell

Instead of writing "She was scared," write "Her hands trembled as she pressed her back against the cold wall, her breath catching in her throat." This demonstrates vocabulary, voice, and descriptive skill, all of which are Set A criteria.

2. Vary sentence length

A mix of short, punchy sentences and longer, complex ones creates rhythm and keeps the reader engaged. Three long sentences in a row becomes monotonous. A short sentence after two long ones creates impact.

3. Use precise vocabulary

Replace overused words with more specific alternatives. Instead of "said," consider "murmured," "declared," or "whispered." Instead of "walked," try "trudged," "strode," or "ambled." Each word carries a different shade of meaning.

4. Plan before writing

Spend 3 to 5 minutes planning. A quick plan prevents rambling, ensures a clear structure, and helps the student stay within the time limit. Markers can tell when writing is planned versus unplanned.

5. End strongly

A weak ending undermines everything before it. For narratives, avoid "and then I woke up." For persuasive pieces, end with a call to action or a powerful statement. The ending is the last thing the marker reads, so make it count.

Common Mistakes That Cost Marks

Running out of time: Students who do not manage the 30 minutes end up with unfinished pieces. An incomplete response cannot score well on structure or organisation.
Ignoring the prompt: Writing a pre-prepared story that does not actually address the prompt is a common trap. Markers specifically check that the response is relevant to the topic given.
Repetitive vocabulary: Using "good," "nice," "said," and "went" repeatedly signals limited vocabulary range, which is a key Set A criterion.
No paragraphs: A wall of text with no paragraph breaks immediately loses marks for organisation.
Inconsistent tense: Switching between past and present tense mid-story is one of the most frequent Set B errors.
Only practising narratives: If the test prompt asks for a persuasive letter and your child has only ever practised stories, they will struggle with the conventions of a different text type.

How to Practise Writing Effectively

The most important thing about writing practice is getting feedback against the marking criteria. Writing without feedback is like practising maths without checking answers: effort without improvement.

Effective writing practice should include:

Timed conditions: Practise writing within 30 minutes, just like the test. This builds time management skills and prevents the "ran out of time" problem.
Multiple text types: Rotate through narratives, persuasive essays, letters, reports, and other forms. Do not just practise what feels comfortable.
Criteria-based feedback: Every piece of writing should be assessed against the Set A and Set B criteria, not just "this is good" or "try harder."
Specific strengths and areas to improve: Generic feedback does not help. Students need to know exactly what they did well and what to focus on next.
Reattempts: After receiving feedback, students should rewrite the same piece incorporating the suggestions. This is where the real learning happens.

How SelectiveGuru Helps with Writing Practice

SelectiveGuru includes a full writing practice module designed specifically for the NSW Selective test. Here is how it works:

Real prompts across all text types

Students choose from a library of prompts organised into four groups: Essays and Stories, Letters and Communication, Reports and Reviews, and Creative and Media. This ensures they build flexibility across all possible text types the test could present.

30-minute timed writing

Each practice session runs under timed conditions, with a visible countdown that matches the actual test experience. Students learn to plan, write, and review within the time limit.

Marking against NSW criteria

After submitting their writing, students receive a detailed assessment against the Set A (Content and Style) and Set B (Technical Skills) marking criteria, the same framework used in the actual test. Each set receives a separate score with a breakdown showing exactly where marks were earned and where they were lost.

Specific strengths and improvement areas

Every submission receives a list of specific strengths and targeted areas for improvement. This is not generic advice, but feedback tied directly to what the student wrote. It helps students understand what they are doing well and what to work on next.

Vocabulary improvement

The writing tool automatically identifies overused words (like "said," "good," "nice," "walked") and suggests stronger alternatives. This directly builds the vocabulary range that Set A markers look for.

Rewrite and improve

Students can reattempt the same prompt after reviewing their feedback. Each version is saved, so students (and parents) can see the progression from first attempt to improved rewrite, building writing skills through the cycle of write, review, and revise.

A Writing Practice Routine That Works

Here is a practical weekly routine for building writing skills in the lead-up to the test:

Day	Activity	Time
Monday	Timed writing practice (new prompt, new text type)	30 min
Wednesday	Review feedback from Monday's attempt, then rewrite the same piece	30 min
Friday	Read a high-quality example of next week's text type (newspaper article, book chapter, published letter)	15 min

Over 10 weeks, this routine produces 10 first drafts, 10 rewrites, and exposure to 10 different text types. That is more than enough to build confidence and skill across the range of writing the test might require.

The Bottom Line

Writing is the most undertrained section of the selective test, and the one where targeted practice makes the biggest difference. Understanding the marking criteria, what Set A and Set B actually assess, is the foundation. From there, regular timed practice with criteria-based feedback turns writing from a weakness into a strength.

Start early, practise across multiple text types, and always review feedback before moving on to the next piece. That cycle of writing, reviewing, and rewriting is what separates students who are prepared from those who are guessing.