The Selective writing task, explained
The Selective High School test includes one typed writing task, marked by hand — the part that sets it apart from the OC test. Here’s what markers reward, how to structure a strong response, and a worked exemplar you can learn from.
- Selective only
- The OC test has no writing task
- 1 typed task
- One prompt, revealed on the day
- Marked by hand
- Assessed by trained markers
Written and reviewed by the Hootbrook education team · Last reviewed 30 August 2026
What is the Selective writing task?
The NSW Selective High School Placement Test, sat in Year 6 for entry in Year 7, includes one typed writing task alongside its multiple-choice sections. The multiple-choice parts are marked automatically; the writing is marked by hand by trained markers. It is the one part of the test that can’t be answered by choosing an option — a child has to produce their own writing from a prompt.
The prompt is revealed on the day and might call for a persuasive, narrative or imaginative piece. Because you can’t know which type it will be, real preparation means being ready for all of them — and understanding what a marker is actually looking for.
Exact timing and rules change from year to year. For the current test, always check the official NSW Department of Education page.
What markers reward
Markers read for a handful of qualities. None of them is a trick — each one is something steady practice can build.
A clear response to the prompt. Everything grows from actually answering what was asked — a firm position for a persuasive piece, a real story for a narrative.
Ideas developed with detail. Reasons backed by specific examples, or a story shown through moments — not opinions repeated or events merely listed.
A deliberate shape. An opening that hooks, paragraphs that build in a sensible order, and a close that lands rather than trailing off.
Precise, varied language. Well-chosen vocabulary and a mix of sentence lengths that carry meaning, instead of long words used for show.
Control under time pressure. Accurate spelling, punctuation and paragraphing, kept steady even while writing quickly on the day.
Writing aimed at a reader. A sense that someone is being written for — persuaded, or drawn into a story — from the first line to the last.
How to structure a response
A clear shape frees a child to focus on ideas. These two scaffolds cover the most common prompt types — a plan to lean on, not a formula to fill in.
Persuasive
- 1
Position
State where you stand in the first paragraph, and hook the reader with a scene, question or bold claim.
- 2
Reasons + evidence
Give your strongest reasons, each backed by a specific example — not just repeated opinion.
- 3
Answer the other side
Name the best opposing view and respond to it. This fair-mindedness is what lifts a good piece to a strong one.
- 4
Close with force
Restate your position in fresh words and end on a clear call to action.
Narrative & imaginative
- 1
Hook
Open in a moment, not with 'One day…'. Drop the reader straight into something happening.
- 2
Set-up
Establish a character the reader cares about and the problem they face.
- 3
Rising action
Build tension through a few steps, showing feelings through actions rather than telling them.
- 4
Turn & resolution
Reach a turning point, then a resolution that feels earned — a small, clear ending beats a rushed twist.
A persuasive exemplar, annotated
Here is a short, strong persuasive response to a sample prompt, followed by notes on what each part is doing. This is our own illustrative writing — not a real marked script — written to show the moves a marker rewards.
The exemplar and prompts below are shown in English — the writing task is sat, and written, in English.
“Some students spend every lunchtime outside. Others would rather have somewhere quiet to go.” Write a piece persuading your principal to open the library at lunch.
Every lunchtime, a small group of us stands at the library door and finds it locked. We are not trying to avoid the playground — we simply want somewhere calm to read, draw or finish a book. Our school should open the library at lunch, and here is why.
First, not every child recharges by running around. For quieter students, twenty minutes with a book is the rest that makes the afternoon's lessons possible. Last term, when the library opened on rainy days, it filled within minutes — clear proof that the need is real.
Some will argue that fresh air and exercise matter more. They do matter, and no one is suggesting the playground close. An open library simply gives every student a choice, so that both the footballers and the readers get the lunchtime they need.
A library open at lunch would cost the school almost nothing, yet it would give dozens of us a place to belong. I ask you, please, to unlock that door — even for two days a week to begin with. Our whole afternoon depends on it.
Why it works:
- Opening. States the position clearly and hooks the reader with a scene they can picture — the locked door.
- First reason. Makes one clear point and backs it with a specific example (the rainy-day library filling up), rather than repeating an opinion.
- Answering the other side. Names the strongest opposing view and responds to it fairly. This is the move that most often separates a strong piece from an average one.
- Close. Restates the position in fresh words, offers a realistic first step, and ends on a direct request.
- Throughout. Sentence lengths are varied, verbs are precise (“recharges”, “unlock”), and punctuation stays accurate under time pressure.
Example prompts to practise
Three prompts across the text types a child might meet. Set a timer, plan for a minute, then write. These are illustrative examples we’ve written — the real prompt is only ever seen on the day.
“Some people believe every student should learn a musical instrument at school.” Write a piece persuading your reader to agree or disagree.
Write a story that begins with a door you have never noticed before, standing slightly open.
You wake to find the streets outside completely silent and empty. Write about what happens next.
How to prepare
There are no shortcuts and no secret tricks — but there is a calm, honest way to build real writing over time.
Practise the whole task under time. The writing is typed and time-limited. Practise planning quickly, then writing a full, structured response before the clock runs out.
Plan before you type. A minute spent deciding your position or your story's shape saves far more time later — and it shows in a piece that holds together.
Practise across text types. The prompt might call for persuasive, narrative or imaginative writing. Rehearse all three so no prompt on the day is a surprise.
Type, don't handwrite. The task is done on a keyboard, so practise on one. Comfortable typing frees up attention for ideas and structure.
Read like a writer. Wide reading builds vocabulary, sentence variety and a feel for how strong pieces are shaped — the fastest way to improve writing.
Start from the truth. A free assessment shows where your child's writing and reading stand today, so preparation begins from the real gaps — not a guess.
A note on “real prompts”
The writing prompt is revealed only on the test day and changes every year, and the NSW Department of Education does not release its test papers — so no one can honestly sell you “the real prompt” in advance. The exemplar and prompts here are our own illustrative writing, made by educators to show what strong responses look like — not leaked material.
Where writing is tested
The typed writing task belongs to the Selective test; NAPLAN also includes a writing task, but of a different kind. The OC test has no writing at all. These guides explain each in full.
Section guides: Thinking Skills · Mathematical Reasoning · Reading · Writing
Selective writing — frequently asked
What is the Selective writing task?
It is one typed writing task in the NSW Selective High School Placement Test, sat in Year 6. Students respond to a prompt or short stimulus and their response is marked by hand for ideas, structure and control of language.
Does the OC test include writing?
No. The OC test (Year 4) has no writing task — it is Reading, Mathematical Reasoning and Thinking Skills only. A typed writing task is part of the Selective test in Year 6.
What kind of writing is asked for?
The prompt can call for persuasive, narrative or imaginative writing, and it is revealed on the test day. Because you can't know in advance which type it will be, the safest preparation is to practise all of them.
How is the writing task marked?
By trained markers, by hand, against a marking guide. They reward a clear response to the prompt, ideas developed with detail, a deliberate structure, precise and varied language, and accurate spelling, punctuation and grammar.
How long is the writing task?
It is one timed task done on a computer. Exact timing can change, so always check the official NSW Education page for the current test — but in every case, planning briefly before you type is time well spent.
Can I get the real writing prompts in advance?
No. The prompt is revealed only on the day and changes every year, and NSW does not release its test papers — so be cautious of anyone selling 'real prompts'. The exemplar and prompts on this page are our own illustrative examples, written to show what strong writing looks like.
See where your child’s writing stands
Start with the free assessment. It finds your child’s true level across reading and every other section, so preparation begins from the truth — not a guess.