Writing a letter

A letter has a reader and a job to do

A formal letter communicates directly with someone about a particular issue. It might explain a problem, request action, offer advice or argue for a change. Its success depends on more than looking like a letter: the reader needs to understand why you are writing, follow your ideas and recognise what you want to happen.

Formal language should be clear and respectful, not unnecessarily complicated. You can express strong disagreement without insulting the person addressed. ‘I urge you to reconsider this decision’ is firm but courteous; it keeps attention on the issue rather than starting a personal argument.

A letter to a newspaper has two audiences. You address the editor, but the letter is also intended for the local public to read. Your reasoning should therefore explain why the issue matters to the wider community, not simply why it affects you.

The Paper 1 writing question

In Pearson Edexcel English Language 2.0 Paper 1, Section B offers Question 7 or Question 8. Answer one. Either question can ask for a letter; the number does not determine the form.

The task is worth 40 marks: 24 for AO5 and 16 for AO6. Spend about 45 minutes on the section. A useful working allocation is five minutes to choose and plan, 35 minutes to write and five minutes to proofread.

AO5 rewards effective communication: selecting ideas and language for the audience and purpose, and organising them into a connected response. AO6 rewards accurate and purposeful vocabulary, spelling, punctuation and sentence structures. The same sentence can contribute to both: it may develop a persuasive argument while using precise vocabulary and controlled grammar.

Each objective is marked separately using five levels. Examiners judge the response by its overall best fit, rather than awarding a fixed mark for each technique.

Turn the library task into a plan

The November 2024 Question 8 asks for a letter to a local newspaper about a proposed library closure. It requires reasons for keeping the library open, possible alternative uses for the building and your recommendation.

Start by deciding your position. For example: retain the library, but broaden the building’s community use. This gives the letter a consistent direction while allowing you to discuss alternatives.

Next, select reasons that matter to the audience. Free access to books and computers benefits residents who cannot afford those resources. A shared public space also allows people to meet. Develop these ideas by explaining the consequences: without a free computer, someone might struggle to complete an online application; without a quiet place, a student might find studying harder.

Then connect alternatives to your recommendation. A technology hub, adult-learning space or youth centre could extend the building’s usefulness. You do not have to recommend abandoning the library to discuss these possibilities. Explain whether another use should replace the library or work alongside it.

An effective sequence is: establish the issue and your position; explain the library’s value; consider other uses and practical concerns; finish with a specific recommendation. Paragraphs should move the argument forward, not repeatedly announce that libraries are important.

Open and close as a formal letter

Choose a salutation that suits the recipient. For this newspaper task, ‘Dear Editor,’ is appropriate. When no individual’s name is known, ‘Dear Sir or Madam,’ is another conventional greeting, paired with ‘Yours faithfully,’. When addressing a named person, such as ‘Dear Ms Ahmed,’, use ‘Yours sincerely,’.

State the issue and purpose in the opening. ‘I am writing to urge the council to reconsider the proposed closure of our local library’ immediately establishes what the letter concerns and what you want. A clear opening is more useful than a long introductory account of yourself.

Use paragraphs for distinct stages of your reasoning. End with the action you recommend, followed by the sign-off and your name. A date can be included, but elaborate addresses should not displace the substance of your response.

Weaker and stronger responses side by side

These two original answers respond to the library task. Read down each column as a complete letter.

The weaker answer would receive 14/40: AO5 Level 2, 7/24; AO6 Level 2, 7/16. It addresses the task and maintains an appropriate basic form, but its reasons remain general and its recommendation is thin. The writing is accurate, with some sentence variety, but the vocabulary and structures are mostly straightforward.

The stronger answer would receive 32/40: AO5 Level 4, 19/24; AO6 Level 4, 13/16. Its best fit is Level 4 because it develops and connects ideas securely, sustains a suitable public tone and deliberately moves towards a practical recommendation. Vocabulary and punctuation are selective and controlled. It does not yet sustain the subtlety and extensive strategic language of Level 5 throughout.

How the stronger paragraph works

Consider the paragraph beginning ‘The library offers something…’. Its choices work together rather than collecting separate technique marks.

• ‘Access without an expectation to spend’ — AO5 and AO6: the phrase identifies a relevant public benefit in concise, precise language.
• The student and resident examples — AO5: these turn a general claim about access into understandable consequences for different readers.
• The parallel clauses about the student and resident — AO6: the repeated grammatical pattern makes the examples easy to compare. The semicolon correctly joins two related complete clauses.
• ‘These are not luxuries.’ — AO5 and AO6: a short sentence interrupts the longer explanation to emphasise that the services meet important needs.
• ‘Those who have the fewest alternatives’ — AO5: the final sentence explains why the examples justify keeping a universally available service. It advances the argument instead of merely repeating it.

Make the final check purposeful

Proofreading checks both meaning and accuracy. First, check that the letter covers every part of the task and ends with a clear recommendation. Then read for sentence boundaries, missing words, spelling and apostrophes. Check that linking phrases express the relationship you mean: ‘however’ signals a contrast, while ‘therefore’ introduces a consequence or conclusion.

Keep the same central position throughout. You can acknowledge difficulties or opposing arguments while still arguing consistently for your chosen outcome.