Tutors noted there was often a mismatch between verbal and written responses by students. This project set out to examine the usefulness of scaffolds in supporting learners to respond to questions where there are very clear success criteria. A range or scaffolding resources were offered to GSCE re-sit students and similar resources were also offered to vocational students in theory classes. The majority of students stated they preferred the more formulaic scaffolds and the project highlighted how beneficial collaboration between English teachers, vocational lecturers and learning support staff can be.