igcse english essay topics

Exercise 6: Writing an essay for examination from 2024 (Ultimate Guide)

Exercise 6 of the Reading and Writing paper of the IGCSE English as a Second Language (ESL) exam (0510/0511/0991/0993) is always a formal or semi-formal writing. It can be an article, an essay, a report, or a review.

In this article, you will discover how to write an almost-perfect essay that impresses the examiner and gets you the highest band. So, are you ready? Let’s dive in!

So, what is an essay?

An essay is a short piece of writing on a particular subject. The purpose of an essay is to present an argument or point of view about a particular topic and give examples or reasons to support it. The topic will be a question or an issue which people generally have different opinions about.

The essay could present both sides of the argument, or just one, depending on the instructions given in the task. So, if the instructions ask you to give your opinion, you can address just this one point of view, or you can discuss the arguments for and against. But if the task instructions state that arguments for and against should be included, then you should address both points of view.

The Tone and Register of an Essay

In the exam, the essay is usually for your teacher, so the tone and register should be formal or semi-formal . Therefore, it should avoid language that is too idiomatic and colloquial.

Now, before diving into the details of how to write a successful essay, let’s first explore a few differences between articles and essays.

Differences between an article and an essay

An essay is very similar to an article with only a few key differences.

An article is usually published in a newspaper or a magazine, so as far as the exam is concerned, the audience is often students at your school (school magazine article), or sometimes your teacher or the local newspaper.

The audience of an essay is often your teacher (who requested the essay in the first place).

An article is generally written to inform and persuade the reader that a certain viewpoint is correct.

An essay is generally written as a response to a question or a proposition (often by your teacher). It presents an argument or point of view about a particular topic and gives examples or reasons to support it.

Tone and style:

Articles generally have a more objective tone and style, focusing on presenting information in a neutral or balanced manner.

Essays are generally subjective, reflecting the writer’s opinion and perspective.

An article may have a heading to grab the reader’s attention (though not compulsory in the exam).

An essay does not require a heading.

The format of a one-sided argument essay

A one-sided argument essay can have two formats, depending on whether you include a counterargument from the opposing viewpoint or not.

Paragraph 1:  Introduction (including your opinion)

Paragraph 2:  First point supporting your opinion with an explanation

Paragraph 3:  Second point supporting your opinion with an explanation

Paragraph 4:  State a counterargument (an idea from the opposing viewpoint) and counter the counterargument (i.e., explain why this counterargument is invalid). In other words, state a point made by people who have a different opinion from yours and explain why they are wrong.

Paragraph 5:  Conclusion (including your opinion again but in different words)

Paragraph 2:  One or two points supporting your opinion with an explanation

Paragraph 3:  One or two points (different from those of the previous paragraph) supporting your opinion with an explanation

Paragraph 4:  Conclusion (including your opinion again but in different words)

The format of a two-sided argument essay

Paragraph 1:  Introduction (without your opinion)

Paragraph 2:  One side of the argument

Paragraph 3:  The other side of the argument

Paragraph 4:  Conclusion (including your opinion)

Introduction

The purpose of the introduction is to  inform the reader  about the main point (topic) of the essay and  engage the reader  to make them interested in the topic. The main components of an effective introduction are:

• Topic sentence

Start your essay with a brief topic sentence that outlines the argument that the essay will discuss. Give  forceful statements  rather than “I think that”, “maybe” or “perhaps”. For example, “Teenagers love fast food.”, “Nowadays, music plays an indispensable role in our lives.”, etc.

To write an effective topic sentence, you might  use adverbial time phrases  and  generalizations . Here are some examples of each.

Adverbial time phrases

• Nowadays/these days/currently
• Every day/week/year
• Recently/for many years/decades
• In the past
• 10 years ago
• In the last (few/five) (days/weeks/months/years/decades)

Generalization

• A large number of / The vast majority (of)
• Several/some
• Not many/hardly any/ few
• In almost all cases
• In the majority of cases
• In a large number of cases
• In most cases
• In some cases
• On the whole/ Overall
• Rhetorical question(s)

Use rhetorical questions (questions that don’t require an answer but make your reader think) to get the reader interested in the topic and encourage them to read on. For example:

• How much longer do animals have to suffer?
• Could you live with yourself if you missed out on this opportunity?
• How could we possibly stand the …?
• What would happen if …?
• Could your conscience cope with …?
• Is it really worth …?
• Do you want to be part of …?
• Should students do sport at school?
• Should teenagers completely avoid fast food?
• We all love convenience food. But is it the best thing for our waistlines, our wallets and our world?
• Your opinion (if it is a one-sided argument essay)

If you are writing a two-sided argument essay,  DO NOT  give your opinion in the introduction.

If you are writing a one-sided argument essay, you MUST give your opinion (whether you support or oppose the viewpoint expressed in the statement).

Here are some opinion phrases to help you express your opinion.

• In my opinion/view
• From my perspective
• From my point of view
• I concur/agree
• I believe/think (that)
• It seems to me that
• I am in favour of
• I am against the idea of
• I am strongly opposed to
• I disagree/cannot accept

You may also kill two birds with one stone and begin your essay with a rhetorical question that introduces the topic to the reader, thus acting as a topic sentence. Here are some examples.

“Have you ever thought how school life would be if the school day started later? In my perspective, this will have countless benefits.”

“Should students do sport at school? This is a question which people have different opinions about.”

One-sided essay structure:

Body paragraph 1:  First idea supporting your opinion with an explanation

Body paragraph 2:  Second idea supporting your opinion with an explanation ( should be different from the first idea )

Body paragraph 3:  State a counterargument (an idea from the opposing viewpoint)  AND  counter the counterargument (i.e., explain why this counterargument is invalid). In other words, state a point made by people who have a different opinion from yours and explain why they are wrong.

Body Paragraph 1:  one or two points supporting your opinion with an explanation

Body Paragraph 2:  one or two points (different from those of the previous paragraph) supporting your opinion with an explanation

When introducing the counterargument in the 3 rd  body paragraph, use any of the following phrases.

• Opponents of this idea claim/assert/argue that …
• Those who disagree/are against these ideas may say/insist that …
• Some people allege/argue/contend that …
• Some people may suggest/point out that …
• A common counterargument is that …
• It can be argued that …

When countering the counterargument in the 3 rd  body paragraph, use any of the following phrases depending on the context.

• Although true to a certain extent, …
• While this may be true to some extent, …
• While it is true that …, it is important to consider…
• While some may believe that … recent studies have shown that …
• What this invalid argument misses is …
• What these people fail to notice/take note of is …
• The evidence, however, disproves this argument because …
• However, upon closer examination, it becomes clear that …
• However, a closer analysis reveals that …
• However, this flawed argument overlooks the fact that …

Two-sided essay structure:

Body paragraph 1:  One side of the argument either in favour or against ( mention 2 different ideas )

Body paragraph 2:  The other side of the argument either in favour or against ( mention 2 different ideas )

General guidelines for both kinds of essays:

• Read the question carefully  and  draft a plan  for your essay in the blank space below the question using a pencil. Here are some steps to follow.
• Separate the blank space into two parts, one for and one against.
• Jot down any points that come to your mind in the correct part, along with any interesting vocabulary or expressions suitable for the task. Remember to write briefly and in bullet points.
• Decide whether you will write a one-sided essay or a two-sided essay. If the instructions in the question state that you must include arguments for and against, then choose the best 2 points supporting each side and write a two-sided essay. If it’s not mentioned that you must include arguments for and against, then the choice is yours.
• Consider how you will begin your essay and how you will engage the reader at the start. For example, write some variations of the topic sentence and rhetorical questions that you could use.
• Choose the most effective ones and begin writing. Remember to  spend no more than 5 minutes on the plan.
• Start your body paragraphs with a topic sentence rather than just jumping into the advantages or disadvantages (especially if you’re writing a two-sided essay). This helps to organize your writing and makes the purpose of the paragraph clear to the reader. For example, in an essay discussing the advantages and disadvantages of fast food, it is better to start your first body paragraph with a topic sentence like “There are some obvious advantages of fast food. Firstly, …” rather than just getting into the first point and writing, “To begin with, it’s quite tasty.”.
• You can use the few prompts given in the question, but it is better to  use your own ideas  if you want to get higher marks. If, however, you are out of ideas, use the ideas in the question and make sure to paraphrase them (write them in different words) and develop them well.
• Support your ideas with reasons, evidence, or examples . Keep in mind that the examiner knows the evidence or examples will be made up and doesn’t expect these to be correct. Yes, you can make up your own statistics! Just make sure it’s not overly unrealistic.
• Keep to the topic  (don’t wander away from the main subject of the essay). Remind yourself constantly by looking again at the question.
• Use a variety of linking words and cohesive devices  (mainly formal) to create a smooth and logical flow in your writing. Here are some examples.

When presenting the first point (used in the 1 st  body paragraph of both one-sided essays and two-sided essays)

• There are some obvious advantages of
• Those in support of … believe that …
• People who think … say that …
• The main argument in favour of/against is
• The main point/reason is
• The most important point/reason is
• The first point/reason is
• First of all
• First and foremost

When  adding  more points to the same side of the argument

• In addition,
• Furthermore,
• Additionally,
• Not only … but also…
• As well as.
• Another noteworthy point is …
• Apart from that
• What is more

When  contrasting  ideas (typically used to introduce the opposite viewpoint in the 2 nd  body paragraph of a two-sided essay

• Some people argue that …
• Nevertheless
• Even though
• In spite of
• On the other hand
• On the contrary
• By contrast

When giving examples

• For example
• For instance
• One clear example is
• To illustrate
• In other words

When reasoning:

• Results and consequences: as a result, consequently, therefore, thus, hence, for this reason, as a result (of), which means that, etc.
• Reasons and causes: owing to, because (of), on account of, due to, since, as, etc.   

When highlighting and stressing

• Particularly
• In particular
• Specifically

The purpose of the conclusion is to  sum up what you have said  and  express (or re-express) your opinion.

In the conclusion:

• Briefly summarize your main points using concluding phrases. Here are some examples.
• In conclusion
• To conclude
• To reiterate
• On the whole
• All things considered
• After weighing the benefits and drawbacks
• I believe that …
• Thus, I am of the opinion that …
• Given these points

Remember to use different words from those used to express the points in the body.

• Give your final opinion (regardless of whether it’s a one-sided or a two-sided essay) and any solution or suggestion if applicable.

The solution or suggestion might be part of your opinion if you’re writing a two-sided essay and want to take a balanced view on the issue rather than siding with one side. For example, “Overall, I believe eating fast food occasionally isn’t a problem, but fresh home-cooked food is best.” Use the opinion phrases stated earlier in the Introduction section to express your opinion, and if it’s a one-sided essay, make sure to use different words from those used in the introduction.

• End with a strong, impactful statement that leaves the reader with something to think about. This could be a rhetorical question or a statement that encourages the reader to decide what they think about the same viewpoint. For example:
• “To conclude, I wholeheartedly believe that everyone should pursue higher education. Why not embrace this invaluable opportunity to fast-track your career, build your confidence, and broaden your social circle?”
• “Overall, I believe eating fast food occasionally isn’t a problem, but fresh home-cooked food is best. Do you not think so?”
• “After weighing the benefits and the drawbacks, it is apparent that convenience food, while palatable, may negatively impact other areas of your life. Think about this before you reach for your next snack!”

It’s worth mentioning that this step is PREFERABLE . So don’t stress too much about ending your essay with an impactful statement or a rhetorical question. Just make sure that the conclusion reflects the argument presented in the main body of the essay and that your final opinion is clear to the reader.

Points to keep in mind

• Read the task carefully to make sure that the ideas and supporting information you include are relevant to the topic. Students often lose focus and write about wider, more general issues associated with the topic, which significantly affects their marks.
• Organize your essay into 4-5 paragraphs . Leave a line between paragraphs or indent the first line of each new paragraph. Don’t do both!
• Take care of spelling, punctuation, and grammar . This is important as the examiner will look at the accuracy of your language.
• Use a combination of simple, compound, and complex sentences . A series of long sentences will make your writing difficult to read, and a series of short simple sentences will make your writing boring to read. Balance is the key.
• Use a wide range of formal vocabulary, including some advanced and less commonly used ones .
• Include a range of topic-related vocabulary to show that you have a good understanding of the topic.
• Use a wide variety of formal linking words to link ideas in sentences and paragraphs.  Examples have been mentioned earlier.
• Use advanced punctuation sparingly  (1-3 in the whole essay), for example, colon (:) and semicolon (;).
• Include language appropriate for expressing opinions, agreeing, and disagreeing. In addition to mentioning your opinion in the introduction and/or conclusion, your viewpoint can also be included in the body paragraphs (whether it’s a one-sided or a two-sided essay) by:
• Mentioning personal examples or experiences (which implies that you agree with this point of view)
• Explicitly agreeing while presenting a point in the body paragraph. Here is an example: “People who think sports lessons are a good idea say that students need exercise, and I agree that doing sports helps to make you healthy and avoid getting overweight.”
• Aim to complete towards the maximum word limit  (approximately 160 words). Exceeding the word limit slightly (15-20 words) is fine as long as you write accurately and complete the task within the correct time. If you exceed the word limit by any number of words, be it even 100, no marks will be cut directly, but you increase your chances of making more mistakes and spending more time than required for this exercise, which may affect your mark indirectly. If you write towards the lower limit or below, you are highly unlikely to achieve the highest band for Content as your content is not well developed.
• Spend about 30 minutes on this exercise : the initial 5 minutes for planning and the last 2-3 minutes for checking your work for simple spelling, punctuation, and grammatical mistakes.
• Write legibly

Don’ts

• Do not write a heading.
• Avoid colloquial or ‘chatty’ language (which includes informal vocabulary, abbreviations, or slang such as how r u, OMG, BTW, etc.).
• Avoid listing  (firstly, secondly, thirdly, etc.). There is no problem in writing “firstly”, but avoid writing “secondly” and “thirdly”.
• Avoid repetition of vocabulary and beginning your sentences with the same words . Sometimes, students write 3 or more sentences in a row starting with “The”!
• Avoid including too many different ideas in your essay. It is better to include fewer ideas and develop one or two in greater depth rather than writing many ideas which are not well-developed.
• Avoid writing an overlong introduction and conclusion. It would be more effective to utilize the limited word count to develop your ideas within the body of the essay. Also, avoid pre-learned language for these parts of the essay, as this may not be totally relevant or might sound unnatural.
• It’s preferable to avoid contractions , but they can be used as the essay can have a semi-formal tone and register. In both cases, remember to be consistent throughout. So, if you used contractions, use them throughout your whole essay, and if not, avoid them altogether.

Practice a lot of past papers and get feedback on your writing. We know that essay writing is newly added to the syllabus, but you can still practice writing essays in response to past years’ article writing questions as they are very similar.

Finally, don’t forget to check out our samples page and if you find this helpful, please share it with your friends.

Good luck! Go get that A*!

21 responses to “Exercise 6: Writing an essay for examination from 2024 (Ultimate Guide)”

Dear ESL KINGS Team,

Your notes have always helped me, including the samples ofcourse. I have made a number of progress, but there is still some questions I have.

To begin with, when would it be perfect/suitable for you to start uploading essay samples? My exam is on May 8 and I really do require their needs. I know that article is basically almost like an essay, But I still haven’t seen a proper essay For esl ever.

Moving on, I wanted to ask that are the International examiners more strict? I am asking this because the samples you have provided have made me totally fall apart as I was shocked by the language required to score top marks. My emails are average on a scale of 13/15 while my formal writings are between 10 – 12, and since I never have experienced the real examiner, I am scared I will even get less then that. It’s my hugest goal to Get around 95 marks from 100 in ESL. For now, If I can estimate I will get around 93 marks which I still don’t find in appeal.

Please do help me with this.

Warm regards, Ayaan Yousuf.

Dear Ayaan,

Thank you for your kind words! We’re glad you’re making progress!

Unfortunately, we may not be able to upload any more samples at the moment as we’re very busy with our exams. However, you may check out Cambridge’s essay sample available here . We appreciate your understanding.

It’s absolutely normal to feel that your writing is not as good as the samples because they are not a standard every student must follow to achieve good mark. They are just meant to inspire you: you can use any of their vocabulary, ideas or structures in your own writing to improve it. You can still score very good marks with a language below that of the samples. Our advice is to focus now on practicing as much as you can instead of how many marks you will score, and you will be able to get your desired grade inshallah.

Best regards, ESL Kings team

Thank you for providing such helpful resources and samples. Your examples are very good and advanced, but I feel my writing isn’t as good. Is this something to worry about, or is it normal? Will the examiners be very strict, or somewhat lenient, considering this is ESL?

Thank you for your kind words! It’s absolutely normal to feel that your writing is not as good as the samples. This is completely understandable and actually a good sign because it provides room for improvement.

We suggest that you get your writing marked by a teacher, a family member, a friend or even yourself; this will give you an idea of where your writing actually stands. And keep practising as much as you can, taking into account the tips we provide in the notes, and you will definitely see progress.

Examiners know of course that this is a second language exam and they mark based on the criteria mentioned in the mark scheme, which is more lenient than a first language exam.

Appreciate this post! Very helpful to me as a teacher.

Thank you! We really appreciate your positive feedback!

Thank you so much for giving us the ideas how to write an essay. Specially, phrases how to begin sentences from each paragraph

You’re welcome 🙂 We’re glad it helped!

Wonderful materials for my students who are going to take the exam next May. Thank you so much

Thank you so much for your kind feedback! We’re glad our notes are benefiting your students! Good luck to them!

Thank you so much for your help! Could you also post some sample essays, it would be very helpful for us!!

Hi Sara, thank you for your comment! We will definitely consider adding them after completing the review writing notes which we are currently working on.

What do you mean by do not write a heading? Do you mean we shouldn’t have a title for the essay?

Yes, an essay doesn’t require a title. Trying to come up with one will use up your exam time unnecessarily.

Is there going to be direct deduction of marks if written?

yes no title in essay

Hello, I’m having my exam in 4 months and I can’t believe I didn’t know about this website before, seriously I wholeheartedly appreciate what you do, I heard there’s a service where you can correct or give feedback on pieces of writings and grade them, is it available?

Thank you so much for your nice comment! We really appreciate it! Our marking service was available, but unfortunately, it is now suspended as it requires a lot of time and effort, which we can’t provide at the moment. We apologize for this! And we wish you good luck with your exam!

THANK YOU SO MUCH FOR YOUR EFFORT AND TIME CREATING THESE SUPER AMAZING NOTES AND TIPS FOR WRITING EXERCISES

Thank you for your kind words! We’re really glad you found them helpful!

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No, dictionaries are not allowed for any paper. 

Does Cambridge IGCSE English - First Language (0500) count towards UK league tables?

Cambridge IGCSE English - First Language (0500) is not an Ofqual accredited syllabus. 

Please note that the Cambridge IGCSE English - First Language (9-1) (0990) specification is the same as the Cambridge IGCSE English - First Language (0500) specification. The only difference is that it is graded as a (9-1) syllabus.

How strict is the word count?

In component 3, we do not apply a mark penalty for writing that is above the word count. However, it may be self-penalising for the candidate to write much more than is suggested. The candidate should aim for a clear structure and concision in their expression. If they exceed the word count significantly, this may be an indication that they have not structured their writing effectively or expressed themselves as clearly as they might.

In components 1 and 2, questions 1 and 2 and in component 3, a response length is provided for guidance. Candidates will not be penalised for writing more or less than this for these questions, although it may be self-penalising if the response does not have sufficient coverage for example.

For components 1 and 2 question 3(b) a response length is described in the question and candidates should adhere to this as concision is one of the skills being assessed. Reference to the length of candidates’ responses is included in the marking criteria for 3(b).

Is there an issue in candidates using American/Australian spelling versus British English spelling?

Examiners are used to receiving answers in both British English and American/Australian English. What is important is that candidates aim at consistency. In extended writing, for example, candidates should not be using different spellings for the same word (e.g. using ‘flavor’ and ‘flavour’ in the same piece).

How does Cambridge mark component 01 (Reading) question 2d?

Examiners will be using the banded mark grid on page 7, together with the list of appropriate selections. Candidates are asked to select three examples of words or phrases (from each paragraph) that convey meaning and create effect. At each level of the Mark Scheme, reference is made to the nature of the candidate’s selection and how they respond to these words and phrases.

How should candidates write their responses to component 01 (Reading) question 2d?

Candidates should respond in continuous prose, as this encourages them to explore the language choices they have selected in greater detail. Responses in a grid or table format are often less able to explore language choices effectively.

Can candidates use a scribe for component 01 (Reading) and/or component 02 (Directed Writing and Composition)?

Centres can only apply to use a scribe if the candidate is able to dictate all complex vocabulary and homophones letter by letter and all the punctuation. We allow 100 per cent extra time for this as well as the use of a dictaphone so that the candidate may answer the questions fluently and spell the words at the end using the extra time. You may wish to allow the use of a word processor with the spell check and thesaurus turned off instead. Or, if the problem is illegible handwriting Centres may wish to allow a transcript, which must be attached to the candidate's original script when it is sent after the exam. 

What should students cover in component 03 (Coursework Portfolio)?

Assignment 1 : Schools should choose a piece with strong views (topical news/newspaper article etc.) for students to be able to review/discuss/argue with. Students need to comment upon, and evaluate, the ideas and opinions presented to them. They should offer their personal view, but this must not become a rant and distract from the focus on the ideas within the article.

Assignment 2 :   The focus for this Assignment is writing to describe. Many centres allow a choice of topics for this assignment to reflect the interests of their learners. Questions from past examination papers should not be used for coursework.

Assignment 3 : The focus for this assignment is narrative writing. Writing may arise from an in-class activity (such as studying mystery stories). Questions from past examination papers should not be used for coursework.

Please refer to the Coursework Handbook for more information on component 3. This will support you fully in your setting and marking of the tasks.

Can candidates use a literary text for component 03 (Coursework Portfolio) assignment 1?

It is acceptable for candidates to use a literary text, but we do not normally recommend it. Candidates must be reminded that they should only refer to ideas and opinions. They will not be credited for understanding of literary or linguistic techniques.

Can we carry forward marks for internally assessed components from a previous series?

It is not possible to carry forward marks from a previous series for the following components: Component 03, Coursework Portfolio (previously called Component 04, Coursework Portfolio)

This component has changed in terms of tasks, number of marks and mark scheme. Candidates cannot carry forward marks or resubmit work from a previous exam series. Any submitted work must be new and cannot be a reworked version of work submitted in a previous exam series. Component 04, Speaking and Listening Test (previously called Component 05, Speaking and Listening Test) This component has changed in terms of tasks, number of marks and mark scheme. Candidates cannot carry forward marks or resubmit work for a centre assessed speaking and listening test from a previous series.

The above also applies to syllabus 0524; we recommend reviewing the Cambridge Guide to Making Entries for further information.

Should teachers note the errors when marking component 03 (Coursework Portfolio)?

Only marking the positives, for example noting only the good things that candidates had done through their work, is not appropriate as it does not form a balanced and critical view of the work. Marking should note both success and error, so that a final balanced judgement can be made.

There should not be any marking of drafts, as improvement is the responsibility of the candidate.  A teacher may offer general summative advice (eg. You need to check your spelling accuracy), but they must not indicate or correct an error on the draft.  Neither should these errors be verbally communicated to the candidate.

How does Cambridge mark component 03 (Coursework Portfolio)?

The marking for Component 3 (Coursework Portfolio) has changed from 2019. Teachers will no longer give one holistic mark considering the three assignments as a whole; instead they will mark each assignment and add the marks together to produce the overall total mark. The overall total mark for the three assignments is 80.

How should teachers mark an incomplete coursework folder for component 03 (Coursework Portfolio)?

Each missing assignment is self-penalising and should be given a mark of 0. This is detailed on page 6 of the Coursework Handbook.

What do I need to submit to Cambridge for moderation for component 03 (Coursework Portfolio) and component 04 (Speaking and Listening Test)?

The Speaking and Listening Test (component 04):

Component 4 is split into two parts. The test, which must be recorded for all candidates, will take place during a period before the main examination series.

• For Part 1 candidates must prepare an individual task in advance of the test (for example, a presentation, a talk, a speech, a monologue) on a topic of their own choice. This will last 3-4 minutes and is worth 20 marks for Speaking.
• In Part 2 candidates participate in a wider conversation with the teacher/examiner about the candidate's chosen topic or theme. This will last 7-8 minutes and is worth 20 marks: 10 marks for Speaking and 10 marks for Listening.

Dictionaries may be used to prepare, but not during the test. In a separate despatch, you need to send us a copy of the final or internally moderated marks.

Submission of samples to Cambridge:

You need to send us each candidate's final mark, or the internally moderated mark, where more than one teacher/examiner is used, by the dates published on the  Cambridge Samples Database . 

You also need to submit:

• a copy of the final or internally moderated marks
• the completed Individual Candidate Record Card for all candidate (form available in the syllabus)
• the Coursework Assessment Summary Form for every candidate entered (form available in the syllabus)
• the recordings for all candidates, preferably recorded digitally and submitted as separate audio files on a CD.

What will happen if a candidate does not attend/attempt component 04 (Speaking and Listening Test) and/or component 03 (Coursework Portfolio)?

If a candidate does not attend the component 04 recording then they will receive an X. However, should the candidate attend, but say nothing, they will be marked accordingly – likely to be 0. 

This situation is also true of component 03. If nothing is submitted, the candidate will receive an X and a syllabus grade of X. If they submit ‘something’ – even if it has very, very little writing – it will be marked and they will receive an appropriate syllabus grade.

Can candidates use the same topic for component 04 (Speaking and Listening Test) as they used for component 03 (Coursework Portfolio)?

Work completed for component 03 should not be used for component 04. The reason for this is that work completed for component 03 will be under the general guidance of the teacher, but in component 04 support in the preparation of materials (by the teacher) is not allowed. Using component 03 work as part of component 04 could be an example of maladministration of the test.

Are students allowed to supply teachers with pre-prepared questions that the teacher can then ask for component 04 (Speaking and Listening Test)?

For the IGCSE First Language English 0500/04 Speaking and Listening Test candidates must not take pre-prepared questions or answers into the test.  This would qualify as collusion and maladministration.

Can candidates bring notes into component 04 (Speaking and Listening Test)?

Candidates may bring one ‘cue card’ (about postcard size) into the examination room, to remind them of the main points they wish to make. The cue card should contain a list of key points, not continuous sentences. Candidates may write their points on one side of the cue card only. Candidates may also use a limited quantity of illustrative material, which may include maps, diagrams, statistics and pictures. Reading from, or reliance on, a script or extended notes is not allowed. Recitation of a memorised script is unlikely to be successful.

Can schools repeat the component 04 (Speaking and Listening Test)?

As Component 4 is a Speaking and Listening test conducted under exam conditions, repeating the assessment is not permitted. One of the reasons for this is that the content of Part 2: Conversation should not be known by the candidate before the test. If it is necessary for a candidate to be assessed for Component 4 for a second time, the candidate must prepare new material for Part 1: Individual Talk and Part 2: Conversation must not repeat material from the candidate’s first attempt at the test.

Teachers may advise the candidate on the suitability of a topic, but must not be involved in the preparation of material for the Part 1: Individual Talk. It is not ethical or permissible that teachers work with a single candidate and practise an individual test. Part 2: Conversation must be a spontaneous discussion and this is best achieved if it is the first time the teacher has heard Part 1 being delivered in full. Once a test has begun, do not interrupt the recording. On no account should you stop and restart the recording during a test.

Can we conduct a mock/trial of component 04 (Speaking and Listening Test)?

As component 04, Speaking and Listening is a terminal examination that is held within a windowed period, it must only be completed once. There should be no mock or trial at this examination.  Candidates may practice with wholly different material, but when they elect their examination topic there must only be one attempt.

Do centres need to record all candidates entered for component 04 (Speaking and Listening Test)?

For component 4 (Speaking and Listening test), it is a requirement to record all candidates and submit recordings for the sample. 

Is component 04 (Speaking and Listening Test) compulsory?

The Speaking and Listening component for syllabus 0500 is optional and is separately endorsed on a scale of 1 (High) to 5 (Low). It is separately certificated from the main grade which is awarded on the standard Cambridge IGCSE grade scale of A* to U.

Will candidates be penalised for speaking over the recommended amount of time for component 04 (Speaking and Listening Test)?

Although there is no penalty applied for a candidate speaking for longer than the timings stated in the syllabus, this may be self-penalising, as the candidate may not be able to sustain their performance if their response exceeds the timings, especially if this is by a significant amount.

What happens if I have not recorded component 04 (Speaking and Listening Test)?

If a Centre has not recorded any of their candidates for component 4 then they are not meeting the requirements of the syllabus and we will be unable to moderate their marks. We can therefore not accept the marks submitted by the Centre.

In some circumstances, assessed grades may be produced for this component, based on the candidates' performance in other parts of the syllabus. If the Centre have made some recordings, they should submit the recordings they have made to Cambridge, with a covering letter explaining the circumstances surrounding this sample.

📑 Update(s):

11/01/2024 :, may / june 2023 and oct / nov 2023 past papers are updated., 24/08/2023 :, caie a levels, o levels and igcse 2023 past papers of march and may /june are updated, 24/03/2023 :, caie a levels have new 2022 updated topical past papers with answers. exclusively available on papacambridge, 12/01/2023 :, october and november 2023 past papers of caie are updated., 2022 and 2023 updates :, 17/10/2022 past papers section is upgraded., may june 2022 and feb march 2022 past papers are updated..

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How to Write an Outstanding IGCSE English Essay?

• Author: Litera Centre
• Updated: November 27, 2023
• Language: English

Writing an outstanding IGCSE English essay is a skill that can elevate your academic performance and equip you with invaluable communication abilities. Whether you’re a student aiming to excel in your IGCSE examinations or an aspiring writer looking to hone your craft, mastering the art of essay composition is essential. 

In this blog, we’ll delve into the intricacies of crafting exceptional IGCSE English essays. From understanding the essay prompt and organizing your thoughts to perfecting your writing style and enhancing your argumentation, we’ll provide you with a comprehensive guide to help you tackle this academic endeavor with confidence and finesse. 

Let’s dig deeper to unlock the secrets of impressive essay writing.

The Significance of IGCSE English Essay!

Before giving you the tips to ace the IGCSE English essay writing, let’s know the significance of this section first: 

Global Recognition & Standardization: 

The IGCSE English Essay holds immense significance due to its global recognition and standardization. It is administered by Cambridge Assessment International Education, which is respected worldwide for its rigorous curriculum and assessments. This means that when a student completes the IGCSE English Essay, their achievement is recognized and respected by educational institutions and employers around the world.

Enhanced Language Proficiency: 

The IGCSE English Essay plays a pivotal role in enhancing a student’s language proficiency. It encourages students to engage with diverse texts, fostering their reading, writing, and comprehension skills. As a result, students become more adept at expressing their ideas and thoughts clearly and effectively, a crucial skill in both academic and professional settings.

Critical Thinking and Analytical Skills:

Another significant aspect of the IGCSE English Essay is its emphasis on critical thinking and analytical skills. Through analyzing literary texts, students develop the ability to dissect complex ideas, interpret themes, and make persuasive arguments. These skills are not only essential for success in the English subject but are transferable to various fields, including law, journalism, and research.

Cultural Awareness & Empathy: 

The IGCSE English Essay often includes a variety of literary works from different cultures and periods. This exposure fosters cultural awareness and empathy in students as they explore the perspectives and experiences of characters from diverse backgrounds. Such awareness is vital in today’s interconnected world, promoting tolerance and understanding.

Preparation for Advanced Study and Careers: 

Beyond its academic benefits, the IGCSE English Essay serves as a crucial stepping stone for students planning to pursue further education or careers that require strong communication and writing skills. It provides a solid foundation for more advanced English courses, including A-levels and university-level studies. Additionally, in a professional context, effective writing and communication skills are highly valued and can open doors to a wide range of career opportunities.

In conclusion, the IGCSE English Essay holds great significance in a student’s educational journey. It offers a standardized platform for language development, fosters critical thinking, promotes cultural awareness, and equips students with skills that are valuable both in academia and the professional world. Its benefits extend far beyond the classroom, making it a valuable and worthwhile component of a student’s education.

Step-to-Step Process to Write an Excellent IGCSE English Essay: 

Here are seven steps you must follow to write an outstanding IGCSE English essay: 

Step 1: Understand the Essay Prompt: 

This step involves dissecting the essay question meticulously. In simpler words, you need to identify essential keywords as well as directives, such as “analyze,” “discuss,” or “compare.” 

By carefully deconstructing the prompt, you gain a clear understanding of what the essay requires. This initial comprehension is vital, as it forms the basis for your essay’s direction and structure. It ensures that you don’t deviate from the essay’s core purpose and helps you focus on addressing the specific elements the prompt intends to evaluate, setting the stage for a well-structured and on-point essay.

Step 2: Brainstorm and Plan: 

Here, you take time to gather your thoughts and devise a strategic approach. Start by brainstorming ideas related to the essay prompt, considering potential arguments, themes, and examples. This brainstorming helps clarify your thoughts and allows you to identify the most compelling points to include in your essay. 

Subsequently, create an outline or a mind map that organizes these ideas into a coherent structure. This plan serves as a roadmap for your essay, ensuring that your arguments flow logically and are well-organized. 

By investing time in this step, you set yourself up for a more organized and effective essay.

Step 3: Introduction with a Strong Thesis Statement: 

Needless to say, the introduction serves as the gateway to your essay, and it should be engaging to capture the reader’s attention. It begins with a hook, which can be a quote, a question, or a compelling statement relevant to the topic. 

Following the hook, you must present a clear and concise thesis statement that outlines the central argument or purpose of your essay. 

The thesis statement is the essay’s backbone, providing a roadmap for what the reader can expect. It sets the tone and direction for the entire essay and is essential for a well-structured and coherent piece of writing.

Step 4: Body Paragraphs with Evidence and Analysis:

Each body paragraph should begin with a clear topic sentence, summarizing the main point of that specific paragraph. Following this, you should provide supporting evidence, which may include quotes from the text, examples, or references to literary elements. 

Once the evidence is presented, you need to engage in in-depth analysis. This means interpreting and explaining the significance of the evidence in your thesis statement. 

The combination of evidence and analysis reinforces your arguments and ensures that your essay is not just a summary, but a critical exploration of the topic, fostering a deeper understanding of the text and its themes.

Step 6: Transition Smoothly Between Paragraphs: 

To maintain the coherence and flow of your essay, you should use transitional words and phrases effectively. These transitions connect your ideas, guide the reader through your argument, and establish logical relationships between paragraphs. 

Common transitional words and phrases include “furthermore,” “however,” “in contrast,” and “conversely.” 

By implementing these transitions, you create a seamless narrative that allows the reader to follow your essay’s progression effortlessly. This step is essential for making your IGCSE English Essay more comprehensible and ensuring that your arguments are presented in a clear and interconnected manner.

Step 7: Conclusion and Final Thoughts: 

In this stage, you need to summarize the key points you’ve made in the body of your essay, restate your thesis statement using different wording, and provide a sense of closure to your argument. 

Your conclusion should offer a concise reflection on the main themes and arguments, reinforcing their significance and relevance. It should leave a lasting impression on the reader, helping them understand the broader implications of your analysis. 

A strong conclusion ties up your essay neatly, leaving a lasting impact and ensuring that your message resonates with the reader.

Step 8: Proofread and Edit: 

This step involves a comprehensive review of your work to eliminate grammatical errors, spelling mistakes, and punctuation issues. In addition to basic mechanics, you should also assess the clarity and coherence of your writing. 

Ensure that your arguments and ideas are logically presented and that your essay is well-structured. Reading your essay aloud can help identify awkward phrasing or convoluted sentences. 

Editing is a critical step that polishes your work, ensuring it is clear, concise, and free from distractions. It guarantees that your message is communicated effectively and leaves a lasting positive impression on the reader.

Master IGCSE English Essay Writing with Litera Centre:

Are you preparing for the IGCSE English examination, particularly focused on mastering essay writing? Look no further—Litera Centre is here to provide you with the expert guidance, valuable resources, and personalized coaching you need to excel.

Expert Coaching for IGCSE English Success : 

At Litera Centre, we know how important it is to do well in the IGCSE English Essay. Our team of experienced teachers and English experts is here to help you reach your academic goals. We offer personalized coaching to help you master:

• Essay Structure
• Argument Development
• Grammar and Syntax

Comprehensive Resources and Strategies :

With our expert guidance, you’ll learn how to:

• Write Strong Essays
• Understand Complex Questions
• Improve Analytical Skills

Our resources and strategies will give you the confidence and precision you need to excel in your exams.

Take Control of Your Success :

Don’t leave your IGCSE English success to chance. Let Litera Centre help you achieve excellence. Join us today and take a big step toward mastering your IGCSE English exam and boosting your academic performance.

Connect with Litera Centre :

Visit Litera Centre now and start your journey to IGCSE English success! Our team is ready to support you every step of the way.

How Can Litera Centre Help You? 

So, are you preparing for the IGCSE English examination, with a specific focus on essay writing? Look no further, as Litera Centre is here to provide you with the expert guidance, valuable resources, and personalized coaching you need to excel in your IGCSE journey.

At Litera Centre, we understand the importance of excelling in the IGCSE English Essay examination, and we are dedicated to helping you achieve your academic goals. Our team of experienced educators and English language experts are here to provide you with the knowledge, skills, and strategies necessary to tackle the essay writing component of the exam with confidence and precision.

With our tailored coaching, you’ll receive personalized attention and support, ensuring that you fully grasp the intricacies of essay writing, including structure, argument development, and grammar. 

Don’t leave your IGCSE English success to chance. Let Litera Centre be your partner in achieving excellence in your examinations. Join us today and take a step closer to taking your IGCSE English examination.

References:

https://www.oxford-royale.com/articles/how-to-write-brilliant-essays/

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Descriptive Writing Prompts (IGCSE 0500 First Language English)

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

2 November 2019

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Here’s a list of 25 descriptive writing prompts that would be very suitable for students who are preparing for the IGCSE First Language English (0500) syllabus. They have been written based on the requirements of the latest syllabus updates.

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• Blog , IGCSE , Learning Tips

IGCSE English Literature: Essay Writing Guide

• May 7, 2019
• 7 minutes read
• Listen to this
• IGCSE English Literature - IGCSE essay writing guide is aimed at discussing what is required from students on how to write a well planned essay.

Essay Writing Guide: How to Write Essay Writing for IGCSE

Guidelines for igcse essay writing.

While most of you have already had experience of essay writing, it is important to realise that essay writing at University level may be different from the practices you have so far encountered.

The aim of this tutorial is to discuss what is required of an English Literature essay at University level, including:

1. information on the criteria in relation to which your essay will be judged

2. how to plan and organise an essay

•     Planning an Essay: Essay Structure
•     Independence and Critical Reading
•     Use of Secondary Material

3. advice on writing style

4. a final checklist

Must Read: Cambridge IGCSE: Benefits, Subjects, Grading Scheme, and Tips

WHAT ARE THE CRITERIA?

In assessing essays , you are asked to bear in mind:

•  Relevance to the essay-subject as it has been set;
• A well-defined line of argument, with each stage clearly marked;
•  Appropriate, economical, and accurate illustration;
•  Mastery of the relevant background material (contextual, critical, theoretical), and evidence of independent and wide-ranging reading;
•  Evidence of independent thinking about the subject, and, where ideas are taken from critics, ability to apply them to materials of the student’s own choice;
•  Crisp expression. Failure to stay within the maximum number of words set for written work will be penalised;
•  Spelling, punctuation, grammar;
•  Accurate and comprehensive referencing of sources and list of Works Cited.

Must Read:  Notice Writing Format, Importance, Examples and How to Prepare

HOW TO PLAN AND ORGANISE AN ESSAY

Planning for IGCSE essay writing needs careful planning which is the key to producing a good essay.

Do NOT begin to write your essay the night before it is due to be submitted.

You should allow yourselves time to consider, plan, write, rewrite and revise, and proof read your essay before its submission.

The diagram and questions reproduced below will assist you in planning your essay .

Must Read:  Directed Writing: Format, Benefits, Topics, Common Mistakes and Examples

ESSAY STRUCTURE

Your essay should present a discussion and a reasoned argument:

it should not be a set of random reflections on the texts or topic you have chosen.

This will require some planning and organisation of your material before you begin to write, to ensure that your argument is coherent and engages directly with the question asked.

A good introduction is often the key to a good essay.

The first thing you should do is define any complex or potentially ambiguous terms in the question.

This can also be one good way of effecting an introduction. Another is to consider why the question might be asked, what makes it interesting, or why it is relevant to the texts you are considering.

You might also use your introduction to outline briefly your intentions in writing the essay: but remember that for a 1,000 or 2,000 word essay the introduction will necessarily be brief.

The body of the essay of the essay should relate to the issues you outline in your introduction. It also needs a coherent structure :

if you have used your introduction to identify the key issues of your discussion, structuring the essay becomes easier, as you can address these issues in separate paragraphs.

Make the links and transitions between paragraphs clear. Remember that every paragraph and sentence should contribute directly to your argument.

Your essay needs to strike a balance between argument and supporting evidence.

Avoid unsupported generalisations. Stating that ‘society is a patriarchy’ or that ‘evil is more interesting than good’ without offering evidence to support the assertion is little different from claiming that ‘the earth is flat’ or ‘tall people are more intelligent than short ones’.

Even your more particular points about texts or issues always need supporting evidence, often in the form of quotations from the texts. Remember that you may need to explain how your evidence supports your point.

Your essay needs a conclusion to avoid it petering out and losing its force. You might use the conclusion to draw together the threads of your argument, to re-visit the original question, or even to point towards new questions that your discussion has opened up. Whatever your conclusion, you should use it to step back slightly from the detail of the preceding argument to re-consider the wider picture.

INDEPENDENCE AND CRITICAL READING

The purpose of an essay is to develop and present your own thinking about the texts and issues raised by the question.

All essays are likely to draw on ideas taken from others, whether from critical books, lectures or discussions.

But clearly an essay is not intended to be simply an anthology of others’ ideas: those ideas should only be introduced in order to form and advance your own argument, which is both the substance and the purpose of the essay.

USE OF SECONDARY (CRITICAL) MATERIAL

Critical books and articles are often useful in stimulating your ideas about the literature you are writing on.

It is also important to develop some awareness of the ongoing critical debate about works and literary issues; sometimes you may even be asked to write about the critical or theoretical works themselves.

But ideas and words from other writers should never simply replace your own, either directly, or in the form of paraphrase.

Quoted or paraphrased thoughts and words from another critic should be included in the text of your essay only if you wish to say something about them. You may want to take issue with them, or to develop them, or to illustrate a particular view which you then discuss.

It is not helpful to quote from or paraphrase critics simply because you think their words sound more authoritative than your own.

While you will often draw on other critics’ ideas, you need to distinguish their words and opinions clearly from your own.

Students should exercise caution and care in the use of paraphrase in particular.

It is imperative that the reader should always be able 7 to distinguish your voice and argument from that of the critics you cite.

So avoid simply ventriloquising critical arguments and conduct instead a critical engagement with them. For example, do not accept interpretations in critical works as matters of fact; demonstrate to the reader of your essay the ways in which you have produced a thoughtful response to the critics that you have employed.

If you do not ensure that there is no confusion in an essay about the origin of its arguments, you will find that your readers are unable to judge your arguments. You will also lay yourself open to a charge of plagiarism, which is a serious academic offence.

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University level essays should be written in a formal style and demonstrate your understanding of the codes of academic discourse as they relate to the study of English Literature.

While there are variations between different disciplines, there are three main characteristics that are common to all academic essays. These are:

• An overriding concern to interpret and make meaning through the presentation of arguments;
•  Careful attention to the marshalling of relevant and valid facts, examples and other kinds of evidence to substantiate or refute arguments and interpretations;
•  A structure or organisational framework which has not been chosen arbitrarily, but is instead designed to present arguments and evidence in a coherent and logically appropriate form

Clarity and expressiveness of language is obviously particularly important in essays on literature, and the development of an accurate and engaging writing style is one of the aims of a degree in this discipline.

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IGCSE English Language: Writing Techniques for Descriptive Essays

Descriptive essays are an essential part of the IGCSE English Language exam. They require you to vividly describe a person, place, object, or experience using sensory details and figurative language. Here are some techniques to help you write effective descriptive essays for the IGCSE exam:

 1. Utilize Sensory Language

- Appeal to the Senses: Use vivid and descriptive language that appeals to the five senses (sight, sound, smell, taste, and touch) to create a sensory-rich experience for the reader.

- Create Vivid Imagery: Use specific and concrete nouns, strong adjectives, and active verbs to paint a clear picture in the reader's mind. 

- Use Figurative Language: Incorporate similes, metaphors, and personification to add depth and creativity to your descriptions.

 2. Create a Clear Structure

- Introduction: Begin with a compelling opening sentence or hook that sets the scene and captures the reader's attention. Provide a brief overview of what you will be describing.

- Body Paragraphs: Organize your essay into paragraphs, each focusing on a different aspect of your subject. Use descriptive details and sensory language to describe each aspect in detail.

- Conclusion: Summarize your main points and leave the reader with a lasting impression of your subject.

 3. Use a Variety of Sentence Types

- Simple Sentences: Use simple sentences to convey straightforward information.

- Compound Sentences: Use compound sentences to link related ideas or actions.

- Complex Sentences: Use complex sentences to show causation, contrast, or conditions.

 4. Focus on Detail

- Be Specific: Use specific and detailed descriptions to convey a clear and vivid picture of your subject.

- Avoid Generalizations: Avoid using vague or general language. Instead, provide concrete and specific details that paint a clear picture for the reader.

 5. Include Dialogue and Conversation

- Add Dialogue: Use dialogue to bring your subject to life. Use quotation marks to indicate when someone is speaking.

- Use Conversations: Include conversations or interactions between characters to add depth and realism to your descriptions.

 6. Employ Punctuation for Effect

- Emphasize with Punctuation: Use punctuation marks such as exclamation points, ellipses, and dashes to add emphasis and drama to your descriptions.

- Control the Pace: Use commas and periods to control the pace of your writing and guide the reader through your descriptions.

 7. Show, Don't Tell

- Use Action Verbs: Use action verbs to show the subject in motion and convey a sense of movement.

- Avoid Passive Voice: Avoid using the passive voice, as it can make your writing less dynamic and engaging.

- Be Descriptive: Use adjectives and adverbs to describe the subject in detail.

 8. Revise and Edit

- Review Your Work: Take the time to review and revise your essay. Look for areas where you can add more detail or improve the flow of your descriptions.

- Edit for Grammar and Punctuation: Check your essay for grammar and punctuation errors. Make sure your sentences are clear and concise.

- Seek Feedback: Ask a teacher, friend, or family member to read your essay and provide feedback. Use their suggestions to improve your writing.

By incorporating these techniques into your descriptive essays, you can create vivid and engaging descriptions that will captivate your reader and earn you high marks in the IGCSE English Language exam. Remember to practice regularly and seek feedback to improve your writing skills. Good luck!

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Topic outline

• Select activity Resource Plus Writing Resource Plus Writing
• Teaching Packs
• Figurative language
• Narrative structure
• Summary skills

The Teaching Packs below contain detailed lesson plans and worksheets to help develop your learners' writing skills

Each pack focuses on a specific element of writing and the skills associated with this.

• Select activity Figurative language Figurative language
• Select activity Narrative structure Narrative structure

• Select activity Summary skills Summary skills
• Select activity Glossary Glossary
• Select activity Text and media area

Revision Topics – Checklist for IGCSE ESL

Revision Topics – Checklist for IGCSE English as a Second Language

How to use this guide The guide describes what you need to know about your IGCSE English as a Second Language (E2L) examination.

A guide for students

It will help you to plan your revision programme for the examinations and will explain what the examiners are looking for in your answers.

 It can also be used to help you to revise by using the tick boxes in Section 3, ‘What you need to do’, to check what you have covered. The guide contains the following sections:

Section 1: How will you be tested? This section will give you information about the different examination Papers that you will take. You will probably take three elements:

1.Reading & Writing question Paper

2.Listening question paper

If your teacher thinks you should enter for the Core examination, you will take Papers 1 and 3. If your teacher thinks you should enter for the Extended examination, you will take Papers 2 and 4. Your teacher will assess your skills towards the end of your IGCSE course and will discuss with you which Papers and which level of examination (Core or Extended) you should take. You may also wish to discuss the decision with your parents.

Paper number and level of examination 

How long and how many marks?  

What’s in the Paper? Which skills are being tested?

What’s the % of the total examination ?

Part 1 – Reading Part 2 – Reading and writing as a combined skill Part 3 – Writing 

Part 1 – Reading Part 2 – Reading and writing as a combined skill Part 3 – Writing

Part 1 – Listening and responding to short statements Parts 2 and 3 – Listening to longer conversations/interviews 

What will be tested? The syllabus sets outs the skills which will be tested in the examination Papers. In E2L, there are four main skills – two which test how well you understand and receive information, and two which test how well you are able to convey, or pass on, information. This information might be information you have just received, or it might be new and original information. The skills are as follows:

NB:- In addition to the main skills outlined above, you will also be tested on how accurate and consistent your usage of English is. The Examiners will assess your usage of English according to: • How well you can control your grammar and structures. This applies to writing as well as speaking. • The range of vocabulary you use. You will be tested on your understanding and whether you are able to use words accurately and/or appropriately, in both writing and speaking. • How accurately you spell. • Your use of sentences, paragraphs and punctuation in longer pieces of writing. • Your awareness of ‘register’ in formal and informal situations, for example, whether you are aware that you should not write a letter to a friend in the same tone and style as a letter to your Head Teacher, also that spoken English is generally less formal than written English.

Section 3: What you need to do: This section shows the syllabus in a simple way so that you can check that:

• You have practised each skill.

• You can understand and respond, in English, in a variety of contexts and situations.

• You are well prepared for the level of examination (Core or Extended) you will be taking. (You will need to check which level with your teacher.)

• You have covered enough topics and themes to enable you to show your skills in writing and speaking English.

What you need to do: The E2L course doesn’t cover content in the same way as most other IGCSE courses do. In Science, for example, you might need to learn how a particular process works. This means understanding and being able to recall all the steps involved in the process in a logical way. Once you have reached a certain level of knowledge, you can move on and extend that knowledge base.

 The same principle can be seen in Mathematics, where understanding formulae is the basis for making accurate calculations.

 Learning both of these subjects is, therefore, structured in a logical, step-by-step manner. E2L is quite different.

The best way to approach the ‘content’ of your E2L course is to make sure that you have practised English in a wide variety of contexts, that you understand the different ways that English can be used and can respond appropriately.

E2L teachers in different parts of the world probably use different textbooks and teaching materials. This is because there is no single ‘correct’ textbook that should be used. It is generally agreed that the best approach to learning E2L is to use a variety of books, articles, newspapers, magazines, as well as the Internet; also to use as many recordings (to test listening) and oral activities (to test speaking) as possible. Success in learning ESL is certainly linked to using a variety of different resources that will enable students to practise all the skills and combinations of skills that they will be tested on.

The table – containing the checklist – is, therefore, simply a guide to the types of activities, which are useful. However, you should not think of the table as a list of activities that you must do, or as a list of contexts that you must cover. If you do not tick some areas, it does not mean that you have not completed the whole course!

Appendix This section shows you the importance of the command words and phrases that Examiners use in examination questions. It also gives you additional hints and details, which will help you feel more confident when you take the examination.

Exercise 1&2

Give Tick if you revised the skills

Identify key words in questions

Skim & scan the text for specific answers

Extract specific details

Follow the order of the text

Find the main idea in each paragraph

Write short, single word phrase/answers

Write answers on the lines provided

Match the sentences and synonyms

Identify  the paraphrases and ideas and match

Find answers to the last question from the whole text & LIST them.

Write points under relevant headings

Write short phrases/single word notes

Include all the key information

Identify the topic of the summary question

Locate relevant points from the passage

Identify facts and opinions

Include all the key facts related to the subject

Connect ideas into a paragraph using linking words

Use own words to write the paragraph

Can keep to word limit

a) identify facts and opinions

b) use notes to write a paragraph

c) use linking words to connect sentences

d) use own words

e) keep to word limit

Can write email to people in different situations

Write descriptions of events, places and people

Write an email or letter to friends or family explaining an event or which happened recently

Write an appropriate opening for any type of friendly letter

Develop ideas well

Employ and control a variety of grammatical structure

Use range of appropriate vocabulary/can use relevant idioms

Write in proper grammar, punctuation & spelling

Write in conversational tone[appropriate register & style]

Write at correct length 

Avoid repetition of ideas

Develop each bullet point in a separate paragraph

Avoid topics which are not relevant  

Employ and control a variety of grammatical structure 

Use sophisticated vocabulary

Write in proper grammar,  punctuation & spelling

Employ appropriate register & style

Write at correct length and audience

Write a report about a specific issue given

Write an appropriate & interesting introduction 

Write up the conclusion as recommendation

Identify specific pronunciation of words

Listen to announcements, factual details, directions, recordings of interviews, news programs or chat shows

Understand the homophones and write in correct spellings. 

Understand specific instructions.

Write short responses

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English as a Second Language – 0510/0511

Reading & Writing (Paper 1/2):

Reading: Exercises 1 & 2 (Comprehension & Multiple-Matching)

Reading: Exercise 3 (Note-taking)

Reading & Writing: Exercise 4 (Summary writing)

Writing: Exercise 5 (Letter writing)

Writing: Exercise 6 (Writing an article)

Writing: Exercise 6 (Writing a Report)

Writing: Exercise 6 (Writing a Review)

Listening (Paper 3/4):

Speaking (Paper 5):

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28 thoughts on “ English as a Second Language – 0510/0511 ”

Hi, I would like to compile a booklet from your notes and be able to use it with my students, I am asking for permission to, hope you will think about it well. thanks.

Thank you for writing, we’re so happy that you liked our notes! It is completely fine to quote parts of our notes for educational use, however, we would really appreciate it if you didn’t copy the whole thing into booklets, as these notes took considerable time and effort to make. You may, however, use these notes as a starting point to write your own notes for your students!

Thank u sooo much, the notes were really very informative and helpful!!!

We are glad to hear this! 🙂

I am giving my GCSE’s in 2021. Can I volunteer to make notes for some other subjects like Accounting and ICT ?

Hi Ashley, Thank you so much for your interest! However, I am afraid that we do not have the time or resources to manage any volunteers at the moment, so we will have to turn down your offer. We wish you luck for your exams!

Thank you ! x

Hi Ashley, I would really be happy if you could provide me with some Accounting notes as I am doing my IGCSE’s this year.

need some summary writing tips Also can you give some article writing and email writing samples?

thank you so much for the website.it’s been very useful to me.

Like Liked by 1 person

Is there a way to contribute to IGCSE Aid Team and volunteer by writing notes for other subjects that I have studied?

Hi Noah, Thank you so much for your interest! However, I regret to inform that we do not currently possess the means to manage any volunteers, so we can not accept any contributions. Thank you for reaching out! ~The IGCSE AID Team

This is absolutely great site!! However, do you have the FLE 0500 as well?

I’m afraid we don’t at the moment. Thank you for your kind words, though!

where is the rewiew writing?

will be up tomorrow!

Review Writing has been added!

Still no report

Report Writing is up! Sorry for the delay, there were some technical issues.

Where is the report writing?

Report Writing notes are now published. Sorry for the delay!

i still cant find report writing

https://igcseaid.wordpress.com/notes/english-as-a-second-language-0511/writing-exercise-6-writing-a-report/

what about report writing?is there something available?

Report writing is now up! Sorry for the delay!

Can you add a report writing slide, it would be really helpful and whatever there currently is also great

Hi Sasha! Report writing and other new topics of the 2019 syllabus will be added by the end of April. Sorry for the delay!

great tips thank you

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Thames Notes

Question 7 Discursive Writing Example

By Thames Published November 23, 2017 ESL Paper 2

English as a second Language Paper 2 Question 7 Discursive writing example

Click here for ESL discursive writing guide and layout

1st Point for – Students may get tired in the morning.

1st  point against – Students have time for after-school activities such as sports.

2nd point against- Students get used to early hours for when they grow up and work.

The early bird catches the worm?

These days, many students are coming to school late for their morning lessons. When was the last time you slept before 9PM? Don’t you think it is good practice for the school to start early in the morning? In my opinion, I don’t think the school’s schedule should be moved 1 hour later.

To begin with, the most obvious reason we should stick to this morning school routine is because it allows us students to get used to waking up early. This is because when we grow up, many of us may work in competitive businesses that require us to get to work on time.

Next, Another reason why school hours shouldn’t be delayed is because it may stop students from participating in after school activities for example, sports such as golf which requires a few hours for a full round. Without this valuable time, school athletes will have less training and may not be able to compete with other schools.

On the other hand, many people say that students are tired in the morning and find it difficult to focus in class. This may be true so we will have to ensure we get enough sleep the previous night in order to get to school on time full of energy.

24 Replies to “Question 7 Discursive Writing Example”

what about formal idioms

Um you wouldn’t need idioms for Question 7 but you can put them in question 6(informal letter). Formal idioms are fine if it’s used correctly but make sure your letter stays informal.

My teacher told me to write foreign expressions such as “ad nauseum” but I’m not sure because its a Latin word and the exam is ESL so is it okay?

I wouldn’t do that especially in a discursive article.

What would be a possible linking word for conclusion paras in discursuve writing,as my teachers suggest that ‘in conclusion’ won’t work for CIE exams.

How do i think of a perfect title in a few minutes for ARTICLE WRITING?

Thinking of a perfect title is difficult, sometimes it just pops into your head depending on the topic of the article. I wouldn’t spend too much time on it as your title won’t have a direct effect on your score. Just write a simple title you come up with on the spot.

Can someone help me. I’m lost. Do I start from question 7 then go backwards or from 1 and onwards?

Do it the way you’re most comfortable with, I do it from Q1 – Q7. An advantage of this is that I could get the easy marks out of the way first.

I am confused between openion article and argumentative article. Is it the questio. Which iplies which type is the article? Or it is me who can choose to write it as argumentative or openion article?

You have written about 246 words its not exceptale it should have been between 150-200 words 🙂

What marks did you get for language and content?

this discursive writing example was really helpful. thank u cuz now I feel the confidence to face such questions. :)))

I should have seen this earlier if so I don’t have to waste my time to retake my English thrice

Greetings, I’m preparing for my IGCSE ESL 2019. Unfortunately, there has been a few alterations in the syllabus, for instance, the argumentative essay has been replaced by a report writing. I have searched the internet for proper guidance but in vain. I kindly request you to give some tips and a sample essay for this. Thank you.

Report writing is quite easy, depends on the question though! I am also taking the IGCSE ESL 2019 exams, i usually find book review and report writing to be the easiest. I might suggest that you practice frequently and watch videos and tutorials on how to write, that’s how i came to be!!

http://eslmojo.com/wp-content/uploads/2017/04/2019-Specimen-Answers.pdf

Please is it okay to go over the maximum word limit by 50 words ?because sometimes that happens to me

Serious boobs are big

Isn’t this too short of a writing

Comments are closed.

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IGCSE 0500 First Language English – Narrative Composition: Two Sample Essays

One of the most crucial aspects of any student’s journey is learning how to write well and to understand the criteria for the mark scheme… But how do you make sure that your understanding of the criteria and the mark scheme actually reflects that of an examiner?

This makes it such that it is very important to have good examples…

…And that’s exactly what this essay aims to resolve today!

Here’s a set of two sample essays for Narrative Writing for the IGCSE. Each essay is written to match a specific level descriptor and has been validated with the experience of our team, and reflects the way that we would assign marks based on the mark scheme.

Have a look at this, think about it, and hopefully it will help you to understand what is required and desirable in the exam 🙂

We’ll start with two essays from the Winter 2022 Paper 2; more examples will come soon (and even more for our paid members!), and we will soon publish a book of narrative writing AND descriptive writing essays as well; it will be available on both Shopee and Lazada as well as from this site, so make sure that you’re following this blog!

Without further ado, here are the examples!

Example A: 

Title: “Write a story with the title ‘Lost’.” – Winter 2022, Paper 2 Variant 2. Tom, a 12-year-old boy, lived in a small town surrounded by a vast, mysterious forest. He spent most of his weekends exploring the woods with his loyal dog, Max. They had many exciting adventures, discovering hidden trails, secret clearings, and beautiful wildlife. Tom felt a sense of freedom and wonder every time he ventured into the woods. One sunny Saturday morning, Tom and Max set out on another adventure. They walked deeper into the forest than they had ever gone before, captivated by the vibrant colours and enchanting sounds of nature. Hours passed, and they were blissfully unaware of how far they had strayed from home. As the sun began to set, Tom realized they were in an unfamiliar part of the woods. He tried to retrace their steps, but the shadows cast by the towering trees made it difficult to navigate. Panic began to set in as they wandered aimlessly, desperately searching for a familiar landmark. The sun dipped below the horizon, and the forest was soon enveloped in darkness. Tom’s fear escalated, and Max, sensing his distress, stayed close by his side. As they stumbled through the darkness, they suddenly spotted a flickering light in the distance. Approaching the light, they discovered a small, old cabin with a warm glow emanating from its windows. Tom hesitated, but he knew they needed help. He mustered the courage to knock on the door. An elderly man with a kind face and a long, white beard opened the door. Tom nervously explained their predicament, and the man agreed to help them find their way home. He grabbed a flashlight and a map, and together, they set off into the night. They walked for hours, following the map and the man’s vast knowledge of the forest. The journey was long, and Tom’s exhaustion began to take over. But, just as hope seemed to be fading, they reached the familiar edge of the woods. Tom’s house came into view, and relief washed over him. Tom thanked the old man, who offered some wise advice before departing. “Remember, young one, the forest can be both magical and dangerous. Always be prepared and respect its power.”

Comment: “The essay “Lost” deserves a level 4 in both Table A: Content and Structure and Table B: Style and Accuracy. The story’s plot is relevant and cohesive, featuring narrative elements such as character development and setting the scene. The content is relevant, with some development (W1), and the structure is competently managed (W2). The story falls short of level 5 as the plot could be more strongly developed with further description, character interaction, or a more effective climax.

For Table B, the essay displays some precise vocabulary and a range of sentence structures used occasionally for effect (W3). The story maintains an appropriate register for the context (W4), and the spelling, punctuation, and grammar are generally accurate, with some errors (W5). It does not reach level 5 due to the vocabulary and sentence structures not being consistently precise or well-chosen for effect.

The essay does not deserve a level 6 because the content is not complex, engaging, or effective enough (W1), and the structure is not as well-balanced or carefully managed for deliberate effect (W2). Furthermore, the vocabulary is not consistently well-chosen for effect (W3), and the spelling, punctuation, and grammar are not almost always accurate (W5).

Lastly, the essay does not deserve a level lower than 4 because it does not exhibit the characteristics of lower levels, such as limited or unclear content (W1), partially organized or ineffective structure (W2), simple vocabulary or sentence structures (W3), or persistent grammatical errors (W5).

Now, on the other hand… What does a Level 6 essay look like?

Have a look!

Title: “Write a story with the title ‘Lost’.” – Winter 2022, Paper 2 Variant 2. In the quaint town of Willowbrook, nestled in the heart of the valley, nine-year-old Lucy found solace in the dense, enchanting woods that surrounded her home. The forest was her sanctuary, a place where she could let her imagination run wild. Alongside her trusty companion, a golden retriever named Jasper, she would spend countless hours exploring its depths, discovering its secrets. One day, as the sun dipped below the horizon, Lucy and Jasper ventured further into the woods than they ever had before. They traversed moss-covered trails, played hide-and-seek among the towering trees, and splashed in the crystal-clear stream. As they roamed deeper into the woods, the sun’s fading light cast long shadows across their path, but they continued on, oblivious to the encroaching darkness. It wasn’t until the last rays of sunlight vanished that Lucy realized they were lost. Panic surged through her veins as she clung to Jasper for comfort, whispering, “We’ll find our way back, won’t we?” The woods had transformed into an eerie, unfamiliar world. Shadows danced in the moonlight, and the once melodic bird songs were replaced by unfamiliar, haunting sounds. Together, they stumbled through the dark, moonlit forest, guided only by instinct and the faint glimmer of hope. As they pressed on, the forest seemed to close in around them, the darkness growing thicker with each step. Suddenly, they came upon a mysterious, ancient oak tree. It stood tall and majestic, its gnarled roots digging deep into the earth, as though it had been there for centuries. The tree seemed to beckon them, and as they approached, they noticed a glowing inscription carved into the trunk. It read, “Whisper your fears, and I shall show the way.” With trepidation, Lucy leaned in and whispered her fears to the tree, her breath quivering. As she finished, the inscription shimmered, and a trail of luminous fireflies emerged from the tree, leading them through the darkness. As they followed the swarm, the menacing shadows receded, and the forest gradually regained its familiar allure. The fireflies weaved through the trees, illuminating their path and casting a warm, comforting glow. The journey through the forest felt like an eternity, but eventually, the fireflies led them to the edge of the woods, where they caught a glimpse of their town’s warm glow. Overwhelmed with relief, Lucy hugged Jasper tightly, tears streaming down her cheeks. Together, they raced towards the town, grateful for the guidance that had delivered them from the clutches of the unknown. Upon their return, Lucy shared the tale of their adventure with her family, who listened in awe. The ancient oak tree and its magical fireflies became a cherished part of local folklore, a symbol of hope for those who found themselves lost, both literally and metaphorically. And for Lucy, the woods remained her sanctuary, but she never ventured too far from the guiding light of home.

The essay “Lost” deserves the highest possible grade, as it demonstrates complex, engaging, and effective content (W1) with a secure, well-balanced, and carefully managed structure for effect (W2). The story plot contains well-defined and developed ideas as well as images to create a convincing overall picture with varieties of focus. As for writing for effect, it contains a good range of sentence structures and precise vocabulary, used effectively for effect (W3), while maintaining a consistent, well-chosen register suitable for the context (W4). Spelling, punctuation, and grammar are almost always accurate (W5).

To improve the story, the writer can incorporate more sensory details to further immerse the reader in the setting. By adding these elements, the essay is able to evoke even more vivid images and emotions, further enhancing the reader’s experience and appreciation.

Okay, and we’re done! 🙂

I hope that you enjoyed this post, and that you will find it valuable!

If you did, do feel free to share it with your friends! We will proceed onwards with descriptive writing examples pretty soon – these will be part of the membership site component of the site materials, and we will also create more of these materials for you soon!

Thank you once again, and we look forward to sharing more with you soon!

Descriptive Essay IGCSE English First Language

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