igcse english language 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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Writing: Exercise 6 (Writing an article)

This is the final exercise of Paper 1 and 2. It can be an article, a report or a review writing. We’ll look at articles here.

You will be given a topic (more like a question to ponder up on) on which you have to write your views and opinions. This can either be a two-sided article (for and against) or a one-sided article (just your opinion). It is up to you to decide.

The topics usually given for this exercise are easy enough that you can come up with points right there in the exam, but it is good if you read upon various issues from around the word (obesity, technological influences, environmental issues, animal welfare, teenager issues etc).

So here’s how to attempt this question:

• Before you start it is a good idea that you come up with a plan . Use the blank space below the question to make your plan, in pencil. In your plan write down the answers to these questions:
• The audience : this will be specified in the question (it is almost always a school magazine). So when you write, keep in mind that you need to write to that audience. Your language, tone and vocabulary should reflect this.
• Is my article going to be two-sided or one-sided?  If you know a lot about the topic and can weigh up the pros and cons, then go for two-sided. If you’re not too knowledgeable about it, stick to one-sided.
• How do I introduce the topic? Start off by saying what the topic is and how important the topic is in today’s world. Why it is such a problem? Or is it a problem?
• What’s in the body ? Write down three points . (If it’s two-sided write two pros and two cons) . You will develop your body based on these points. A few points will be given in your question paper, and you can use those!
• How will I conclude the article? You need to sum up your points and give your final opinion (even if it’s two-sided, give your final opinion on the matter).
• Organise . By now, you’ve pretty much come up with the contents of your article. Now organise your points into paragraphs.
• One-sided Article: Paragraph 1: Introduction
• Paragraph 2: First point with justification (or counter-argument)
• Paragraph 3: Second point with justification (or counter-argument)
• Paragraph 4: Opposing point which you contradict (here, you state a point said by people who have a different opinion from yours and explain why they are wrong. This is called argument and   counter-argument )
• Paragraph 5: Conclusion- summary, (solution?), repeat your opinion
• Two-sided Article: Paragraph 1: Introduction
• Paragraph 2: Advantages/’For’
• Paragraph 3: Disadvantages/’Against’
• Paragraph 4: Conclusion- Summary and final opinion
• Write . Use a variety of connecting words and argumentative phrases . Examples:
• Expressing opinions: I agree/ disagree with the above statement that
• In my opinion
• I believe that
• I am in favour of
• I am against the idea of
• It seems to me that
• I sympathize with
• Presenting and contrasting opinions: The main argument in favour/ against is
• It is often said that
• First of all I should like to consider
• Apart from that
• Even though
• Furthermore
• In addition
• Nevertheless
• Despite the fact that/ In spite of
• On the other hand
• On the contrary
• What is more
• What matters most in this case is
• It is a fact that
• There is no doubt that
• Reasoning: Because of
• As a result of
• Consequently
• On account of
• Concluding: To sum up
• To conclude
• It can be concluded that
• Thus, I am of the opinion that
• Argumentative verbs (use these instead of say/tell ):

Here’s an example of a  one-sided article . This is one-sided because, even though it weighs up both ‘for’ and ‘against’ points, in each paragraph it contradicts the ‘for’ points and alludes to the same conclusion that zoos should be abolished. This is called the argument/counter-argument format.

• Use your own points , words and phrases as far as possible. The more original your content is, the better.
• Give a suitable title
• Keep to the word limit 150-200 words. Exceeding a little over 200 is not a problem.
• Always have an introduction and conclusion
• Always organise your points into paragraphs . One para for each point (one-sided) or all advantages in one para and disadvantages in another para (two-sided) is the ideal format.
• A final opinion has to be given.
• Punctuation, spelling and grammar is very important. Check your writing once you’re done.

Time Management

For the core paper 1 take 20 minutes for this exercise

For the extended paper 2, 30 minutes should suffice to answer this question. Spend 10 minutes to come up with a plan, 15 minutes to organise and write your article. Use the 5 minutes left to read over your article, make changes and correct spelling, grammar and punctuation errors.

Notes submitted by Lintha

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46 thoughts on “ Writing: Exercise 6 (Writing an article) ”

wonderful! hope you keep updating with the new Syllabus

OMGGGG this information in awesome, thanks a lottt. Tomorrow im having a test on this!!!!!!!!

Like Liked by 1 person

Hi, this post was really helpful, but I have a question. Is it ok to take a stand (for or against) in magazine article writing? It is not a persuasive writing.

It’s preferable to remain neutral when it comes to magazine articles unless the specific topic you are addressing in the article expects you to take a stand for something, then go for it.

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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:

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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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iGCSE English Language Edexcel – Revision Content

Browse Study Rocket's iGCSE English Language Edexcel free revision notes.

iGCSE English Language Edexcel – Topics

Ultimate Resource For Cambridge Assessment International Education

Argumentative essays.

Argumentative Essays – Tips & Tricks

• Read the topic carefully. Underline the main point of the topic (such as Politics).
• Decide ‘for’ or ‘against’ (i.e. are you in favour or against?).
• Jot down all the RELEVANT & LOGICAL points related to your opinion. Spend 5-10 minutes doing this in the form of notes. No emotional reasons should be included. As we say in Urdu, don’t be “ jazbaati “.
• Starting – No quotes are needed; some books/resources will tell you to state your opinion at the start or by the end. In the paper, state it at the BEGINNING of your essay, most preferably in the opening paragraph.
• Ease into the topic then generally give your opinion. For example: “The trend of social media has greatly increased over the last four years. Nowadays, it has become a necessity for teenagers. I personally believe ……..”
• Start directly by exclaiming a valid point and giving your opinion. “Social Media, recently, has had a great negative/positive impact on teenagers. My personal opinion is that ……..”
• General “For” Argument – Include all valid points that are logical and EMPHASIZE on them – All points must be in favour of your opinion and they should be your STRONGEST points.
• Counter Argument – Pick out you’re strongest counter arguments and state them. Be completely logical and honest when pointing the counter arguments. The reason for this is that if you’re writing in favour, someone else will write against. You have to give both sides of the argument and prove yourself right.
• Disputing Counter Arguments – After writing the counter arguments, you must dispute them and prove them to be either wrong or not STRONG enough to win the argument. Here’s an example:

A counter argument could be “ Social media is required for teenagers, it forms a platform for conversations, discussions and sharing valued information “.

Disputing this counter argument “ Although it does provide a medium for communication, teenagers waste most of their precious time in procrastinating since they needlessly read comics/have useless discussions. Social media is one of main reasons why teenagers procrastinate. “

You can also add the fact that other mediums of communication such as e-mail, messaging are also available.

• Conclude your essay by restating your opinion in a different perspective, i.e. you could say, “Other resources of communication should be adopted such as messaging and teenagers should be encouraged to have outdoor activities rather than sit home and stick their heads to the computers.”
• After disputing you’re counter arguments – finish on a high by adding a strong ending sentence to conclude your essay. For example “Hence all these points show that Social media is indeed an unnecessary part of life which has been forcibly indulged into the life of teenagers.”
• You’re not listing points or stating your opinion. You’re trying to CONVINCE the examiner that you’re opinion is correct using LOGICAL points.
• Don’t get emotional and carried away over the course of your writing. Don’t be prejudiced.
• DO NOT EMPHASIZE TOO MUCH ON VOCABULARY. Sentence structures, punctuation, tenses are all equally as important as vocabulary. Don’t forcibly use strong words if you don’t know their correct usage.
• You’re not making a list of your points. Don’t use “firstly, secondly, thirdly and finally”. Remember, you’re language is being tested. Use good expressions and connectives such as “Furthermore, In addition to this”.

http://www.slideshare.net/englishbites/useful-argumentative-essay-words-and-phrases

Here is a great website concerning words and expressions. Do read it.

Difference b/w Discursive and Argumentative Essays:

In Discursive essays, you present a balanced argument that contains ‘for’ and ‘against’ points. You do not state your opinion.

In Argumentative, you give your opinion and convince the reader on your point of view.

Example Argumentative Essay:

Some people say that the Internet does more harm than good. What is your view? To majority of teenagers and working adults, the Internet has been regarded as one the most innovative achievements of humankind. Since the invention of the internet, its pervasive and life-altering influences can be felt in many aspects of people’s daily lives. While mostly beneficial in areas such as communication, trade and research, the internet has also caused a proliferation of vices such as pornography and hacking. Despite the negativity associated with the internet, I strongly believe that Internet does more good than harm.

Communication all over the world has been considerably improved thanks to the Internet. With the widespread availability of messengers and social networks like Yahoo and Facebook, people can easily communicate irrespective of their geographic locations. Gone are the days when international communication meant a delay of several days to months. Today, interaction through the Internet is not only much cheaper and more convenient than traditional modes of communication, it also has options to allow face to face interaction such as through the use of Skype. Now, family members and businesses can not only have instantaneous communication, they can also have the added personal touch even if they are in different continents or in any remote part of the world.

The Internet is one of the key contributors to the global free trade. When the transnational corporations want to open business in the other countries, they first have to contact partners in those countries before officially making a deal. In such case, the Internet certainly does a great job. Furthermore, the internet is instrumental in reducing operation costs for businesses where employees can be easily hired from developing countries and work remotely from their native land. For example, many transnational companies set up call centres in countries like Philippines or India where workers are cheaper to employ. The same benefits are applied to people’s daily lives. With the omnipresence of online shops, many people are able to save their precious time shopping. Instead, they have more time to do other important things such as helping their children do homework or having a short visit to their parents’ house.

On the other hand, objectors of the Internet argue that it spoils the young generation by spreading pornography and violence, which is considered rampant nowadays. There is no doubt that pornographic websites and violence videos are ubiquitous online, but whether the young is spoilt by it depends on the young themselves. Owing to the continual warning of using the Internet on many cyber education programs, the youths are supposed to know about all the boon and bane effect of surfing webs. Thus, once they have heightened awareness, there is likelihood that they will not be attacked by cyber hackers. Moreover there is a variety of information for their researches on line. Instead of spending hours of flipping over hundreds of books in the libraries, one may easily obtain necessary documentation within a second of mouse click.

Similar to any other technological inventions, the Internet has both pros and cons; nonetheless, its benefits far outweigh its harms. With recent upgrading Internet security software and substantial improvements on its use, I am firmly convinced the Internet is more a blessing than a curse.

Here are some pointers from the IGCSE Examiner Tips:

• Be clear about the difference between an argumentative and a discursive essay. When asked directly to give your own opinion you should commit yourself to a line of argument. When asked to give a range of possible views then you are being discursive and may or may not choose to say what you personally believe.
• Mention counter arguments – and dispute them. A strong argument includes refutation of the other point of view. This way you can show that you are not being purely ignorant or prejudiced in your response. It is important to show balance in presenting the argument.
•  If you are having difficulty finding enough points to support your stance you should consider arguing the opposite view – it might be easier!
• Aim for an effective introduction which captures attention and makes the topic and context clear
•  You should end on the side you are arguing for structure your essay so that you deal with the other side first and end strongly to clinch your argument with a final convincing point . Do not repeat yourself – ‘To sum up’ and ‘In conclusion’ are not strong endings as you won’t be saying anything new to convince your reader.
• It is generally advisable to argue your own personal viewpoint as it is likely to sound more convincing. It is however, possible, to argue effectively for or against an argument which you have never considered before, provided that you can marshal some evidence from the media, facts, statistics and experience. These are the areas from which you draw your supporting detail and illustration.
• Do not get too passionate about the topic as this will make your essay sound too emotional and subjective, and therefore less persuasive.
• Sometimes there is a single word in the question which alters the emphasis of the argument, for instance the word ‘compulsory’. Make sure you pay attention to the key words in questions when you are planning and answering – it is worth underlining key words to remind you.
• Try using personal pronouns – ‘I’, ‘you’ and ‘we’ can make your argument seem more authentic and inclusive.
• Do not start each paragraph with a numbered point- firstly, secondly, thirdly and so on- as this can get tedious for the reader and sound quite artificial if the ideas are not in fact sequential. Use other paragraph linking words, the ones which show whether your argument is continuing in the same direction (e.g. ‘furthermore’, ‘in addition’) or changing direction (e.g. ‘nevertheless’, ‘on the other hand’). The key is to make sure that your argument is “building” as you go. Use your connectives to help you take your reader with you so that they can follow your train of thought all the way through.
• Three-point structures (sometimes called tricolons) can sound authoritative, e.g. ‘involving the learners, the teachers and the parent’. More than three of anything becomes a list; fewer lacks persuasive impact and overuse of tricolons is rarely effective.

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where your rebuild Naaya

I have a confusion in writing an effective thesis statement.

how do you differentiate between the two topics?

I have only one confusion that at the end of all 3 body paragraphs we are supposed to write a counterargument or only in the last body paragraph?

It is often looked upon, that “reflective writing” contains, opinions, on a specific topic, while argumentative contains “real solid ‘arguments’ “, that is you argue on a specific idea, generally a stereotype. That being said, the sample provided, concludes, upon argumentative, and reflective, if the two aren’t to be referred to as one “body”, while referring to the sample. Accordingly, should it be then taken up from this, that argumentative can allow, opinions, perhaps that reflective sums up to the creative writing, partially?

It is just awesome Sir/Ma’am. It is really helpful. Even though it is good but I have a confusion, I have researched from different websites but no one has talked about the word limit and that how much words should be in one paragraph. It would be so nice of you if you can answer this question. Looking forward for your reply. Again it is a superb work piece. Thank you !

There is no set limit for the number of words in a particular paragraph. The word limit for the entire essay is mentioned in the question prompt — try to adhere to that given word limit and make sure that paragraphs are of almost uniform length.

I hope this answers your question.

Respected Sir/Maam I have a question that do the word limit matters?? like if it is 300 to 450 than is it compulsory to write in between them and also what if we cross the words limit..?? will our marks be deducted?? or does it matters to take care of this?? I shall be very thankful to you ….. Thanks for the entire essay writing tips…

1. Intro 2. For 3. For 4 .against and refute. 5. Conclusion Why is there two “for” para. ? This is the only doubt i have.

Hi! I am definitely not that good or capable to reply you’er question but in my point of view I think we write 5 paragraphs from which,

1.Intro 2.Now it depends that are you going for the topic or against it. For example if you want to go against the topic so you will write 2nd and 3rd para for against points and vice versa. 3.Again if you go with against so you will write this para accordingly. 4.According to the example I have given we will write “f or ” the topic whatever it is. 5.Conclusion. I hope this was helpful. I explained it in the simplest words I could.

u will be given a choice of 3 which r argumentative, narative or, descriptive

If I would write this in my exams…I will get at least 19/20 by the ICSE Examiner…Lol

dear your sentence structure is not correct.

Exquisitely explained!

Commendable effort👍

This is really helpful..

how do I know from the question if I should write openion or argumentative essay

Good question, Answer: it will ask to state your opinion and there must be two sides, this would give you the judgement to chosse argumentative essay or writing atleast what im aware of doing 511 english as second lang. IGCSE CAIE, to test this view cheack the past papers of your subject code whether 500 first lang. Or whatever cheack the past papers avalable to test this view, normally multiple past papers

but can you tell me that what is the correct way of writing an Argumentative essay that what should be the best way to give a better starting and ending??

Pearson Edexcel IGCSE English Language Past Papers

This section includes recent IGCSE English Language A (9-1) past papers from Pearson Edexcel (4EA1). You can download each of the Pearson International GCSE English Language past papers and marking schemes by clicking the links below.

June 2022 Pearson IGCSE English Language A Past Exam Papers (4EA1)

June 2022 Paper 1: 4EA1/01  Non-Fiction Texts & Transactional Writing Download Paper    –   Download Mark Scheme

June 2022 Paper 1: 4EA1/01R  Non-Fiction Texts & Transactional Download Paper    –   Download Mark Scheme

June 2022 Paper 2: 4EA1/02  Poetry & Prose Texts and Imaginative Writing Download Paper    –   Download Mark Scheme

June 2022 Paper 2: 4EA1/02R  Poetry & Prose Texts and Imaginative Writing Download Paper    –   Download Mark Scheme

June 2022 Pearson IGCSE English Language B Past Exam Papers (4EB1)

June 2022 Paper 1: 4EB1/01 Download Paper    –   Download Mark Scheme

June 2022 Paper 1: 4EB1/01R Download Paper    –   Download Mark Scheme

June 2019 Pearson IGCSE English Language A Past Exam Papers (4EA1)

June 2019 Paper 1: 4EA1/01  Non-Fiction Texts & Transactional Writing Download Paper    –   Download Mark Scheme

June 2019 Paper 1: 4EA1/01R  Non-Fiction Texts & Transactional Download Paper    –   Download Mark Scheme

June 2019 Paper 2: 4EA1/02  Poetry & Prose Texts and Imaginative Writing Download Paper    –   Download Mark Scheme

June 2019 Paper 2: 4EA1/02R  Poetry & Prose Texts and Imaginative Writing Download Paper    –   Download Mark Scheme

January 2019 Pearson IGCSE English Language A Past Exam Papers (4EA1)

January 2019 Paper 1: 4EA1/01  Non-Fiction Texts & Transactional Writing Download Paper    –   Download Mark Scheme

January 2019 Paper 1: 4EA1/01R  Non-Fiction Texts & Transactional Download Paper    –   Download Mark Scheme

January 2019 Paper 2: 4EA1/02  Poetry & Prose Texts and Imaginative Writing Download Paper    –   Download Mark Scheme

January 2019 Paper 2: 4EA1/02R  Poetry & Prose Texts and Imaginative Writing Download Paper    –   Download Mark Scheme

June 2018 Pearson IGCSE English Language A Past Exam Papers (4EA1)

June 2018 Paper 1: 4EA1/01  Non-Fiction Texts & Transactional Writing Download Paper    –   Download Mark Scheme

June 2018 Paper 1: 4EA1/01R  Non-Fiction Texts & Transactional Download Paper    –   Download Mark Scheme

June 2018  Paper 2: 4EA1/02  Poetry & Prose Texts and Imaginative Writing Download Paper    –   Download Mark Scheme

June 2018 Paper 2: 4EA1/02R  Poetry & Prose Texts and Imaginative Writing Download Paper    –   Download Mark Scheme

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English 0500 past papers, english  igcse past papers  and important details, 12/01/2023 : english 0500 october november 2022 past papers of igcse are updated. moreover english 0500 past papers  of  feb march 2022  and  may june 2022  are also available. caie was previously known as cie. within this  past papers   section you will also get  topical past papers now as well as  solved past papers, topical solved past papers, past papers with answers and solutions.   most of the files are in pdf format and all of them are available for free. examination resource or any other document which is not in pdf like doc, excel, ppt slides, mp4 / video files etc are also available here at papacambridge..

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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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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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IGCSE English Language: A Complete Guide

Dr Rahil Sachak-Patwa

Starting IGCSE English Language and curious about what it involves? This comprehensive guide is here to help, breaking down everything you need to know. What makes this course interesting, and how can it help you in the future? Let's dive in and find out. Why choose IGCSE English Language? Is it as challenging as it sounds, or is there a way to make it not just manageable but enjoyable? Keep reading to discover how to complete this course successfully.

Is IGCSE English Language hard?

The difficulty of IGCSE English Language often sparks debate among students and educators. It's a subject that requires a strong grasp of language, critical thinking, and creative skills. According to Cambridge Assessment International Education , the pass rates for IGCSE English Language show a strong performance among candidates, indicating that with the right approach, success is easily attainable. Infact, it is ranked as number 10 in the list of easiest IGCSE subjects .

• Comprehension Skills: Understanding and analysing unseen texts can be challenging, but these are skills that improve with practise.
• Writing Skills: Students must demonstrate a range of writing styles, which requires versatility in language use.
• Examination Technique: Time management and answering techniques play a crucial role in securing high marks.

Table showing CIE IGCSE English Language grades distribution (9-1 grading scale)

Experts suggest that the perceived difficulty comes from the breadth of skills assessed, rather than the content itself being inherently hard. Engaging with a variety of texts and regular writing practise are key strategies recommended for overcoming these challenges. With the right preparation and mindset, students can navigate the complexities of the course effectively.

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What is the IGCSE English Language Syllabus?

The IGCSE English Language syllabus is a versatile programme that aims to broaden students' understanding and use of English through engaging with a wide array of texts and developing diverse communication skills. Key components include:

• Reading and Comprehension: Students engage with literature, fiction, and non-fiction, enhancing their analytical skills.
• Writing: Emphasis is placed on producing coherent and impactful texts for various purposes and audiences.
• Oral Skills: The syllabus also focuses on improving speaking and listening abilities, essential for effective communication.

CIE IGCSE English Language Syllabus

The following is the syllabus for CIE English Language, encompassing a broad range of text analyses and communication skills development.

Table showing CIE IGCSE English Language syllabus content

Edexcel IGCSE English Language A Syllabus

The following is the syllabus for Edexcel English Language A, focusing on detailed language analysis and diverse text exploration.

Table showing Edexcel IGCSE English Language A syllabus

Edexcel IGCSE English Language B Syllabus

The following is the syllabus for Edexcel English Language B, highlighting comprehensive studies in linguistic structures and practical language application.

Table showing Edexcel IGCSE English Language B syllabus

This curriculum not only prepares students for the IGCSE exam but also equips them with skills valuable for further education and the real world. Through practice and a blend of reading, writing, and oral tasks, learners become adept at using English in a variety of contexts, laying a solid foundation for academic and professional success.

What is the IGCSE English Language exam structure?

The IGCSE English Language curriculum, offered by both CIE and Edexcel, is designed to provide a comprehensive assessment of students' language skills. While both boards aim to evaluate students' proficiency in English, they do so with their unique approaches, ensuring a broad and adaptable understanding of the language that caters to various educational contexts and student needs. This allows learners to develop a strong foundation in English, applicable in both academic and real-world scenarios.

CIE IGCSE English Language Exam Format

The following outlines the CIE English Language exam structure, featuring varied assessment methods to evaluate reading, writing, and analytical skills comprehensively.

Table showing CIE IGCSE English Language exam structure

Important guidelines for CIE IGCSE English Language:

• All candidates take two papers.
• Paper 1, and one of Paper 2 or Component 3.
• Component 4 is optional and assesses speaking and listening skills. This component is separately endorsed and marks will not contribute to a candidate’s overall grade.

Edexcel IGCSE English Language A Exam Format

The following describes the Edexcel English Language A exam structure, including diverse assessment formats designed to test students' proficiency in reading, writing, and critical analysis.

Table showing Edexcel IGCSE English Language A exam structure

Edexcel IGCSE English Language B Exam Format

The following details the Edexcel English Language B exam structure, which assesses students through a variety of formats, focusing on practical language use, comprehension, and production skills.

Table showing Edexcel IGCSE English Language B exam structure

This structure ensures a balanced assessment of students' abilities to understand, analyse, and communicate effectively in English. By covering a broad spectrum of skills, the exam aims to prepare students for both academic and real-world communication challenges.

Choosing the Right Exam Board

Deciding between CIE (Cambridge International Examinations) and Edexcel for IGCSE English Language is crucial, as each board has its unique focus and assessment criteria:

• CIE : Emphasises literature and in-depth text analysis and suited for students with strong analytical skills and a passion for literature.
• Edexcel : Offers a slightly more flexible syllabus of language and literature. Ideal for students seeking variety, including creative and media texts.

Graph showing number of students who took Edexcel IGCSE English Language exams in the past 5 years

Choosing between CIE and Edexcel depends on the student's learning style, academic goals, and preferences towards English studies. Each board's distinct focus offers different benefits, making it crucial to align with the student's future educational or career paths.

What is the difference between IGCSE and GCSE English Language?

The comparison IGCSE and GCSE English Language qualifications serve similar educational purposes but differ in structure, content, and global recognition. Here is a small comparison of IGCSE vs GCSE :

• Curriculum Focus: IGCSE English Language has a broader international perspective, incorporating a wide range of texts from different cultures. GCSE focuses more on British literature and contexts.
• Assessment Method: IGCSE often includes more varied forms of assessment, including oral and coursework options, whereas GCSE assessments are typically more focused on final exams.
• Recognition: IGCSE is recognised globally, making it a popular choice for students in international schools and those outside the UK. GCSE is primarily UK-based, recognised mainly within the country and by specific international institutions.
• Flexibility: IGCSE offers more flexibility in terms of examination sessions, available both in June and November, while GCSE exams are usually held once a year.

Both qualifications prepare students for further education, but the choice between them may depend on the student's location, educational background, and future plans.

How do you get a top grade in IGCSE English Language?

Achieving a top grade in IGCSE English Language requires a combination of diligent study habits, effective exam strategies, and a deep comprehensive understanding of the subject matter. Here are key strategies to consider:

• Engage Regularly with Diverse Texts: Broaden your reading to include a variety of genres and styles. This enhances comprehension and analytical skills, crucial for both the reading and writing components of the exam.
• Practise Writing: Excel in writing by practising different types of writing tasks, from analytical essays to creative writing. Focus on improving grammar, expanding vocabulary, and structuring arguments effectively.
• Master Exam Techniques: Familiarise yourself with the exam format and question types. Practise with past papers to improve time management and response quality under exam conditions.
• Seek Tutoring: An IGCSE tutor can provide personalised guidance, helping to identify weaknesses and hone your skills through targeted practise.
• Create Comprehensive Study Notes: Study notes explain the key themes, character analyses, and stylistic devices found in literary texts quite well. These notes are invaluable for complete revision and deepening your understanding of the material.
• Participate in Discussions: Engage in discussions about texts and topics covered in the syllabus. This can provide new insights and strengthen your analytical skills.

By combining these strategies with a consistent and proactive approach to learning, achieving a top grade in IGCSE English Language is within reach. Success in this subject not only demonstrates a high level of English proficiency but also equips you with skills beneficial for further academic pursuits and professional development.

What are the best IGCSEs to take with the English Language?

Pairing IGCSE English Language with other subjects can significantly enhance your academic profile. Here are top recommendations:

• IGCSE English Literature : Builds on your understanding and analysis of texts, complementing English Language skills.
• IGCSE History: Develops critical thinking and the ability to construct coherent arguments, useful for essay writing in English.
• IGCSE Foreign Languages: Offers insights into language structure and usage, enriching your understanding of English through comparison.
• IGCSE Maths : Sharpens analytical and problem-solving skills, beneficial for structured thinking and argumentation in English.
• IGCSE Biology : Encourages precise and clear communication, useful for explaining concepts in English.
• IGCSE Chemistry : Develops critical thinking and the application of concepts to real-world scenarios, enhancing analytical writing skills.
• IGCSE Physics : Improves logical reasoning and clarity in explanation, skills valuable in all forms of English communication.

Grades distribution of CIE IGCSE English Language for 2022 and 2023

Choosing subjects that reflect your interests and future goals is crucial. This strategic selection ensures you develop and gain a versatile skill set, making your IGCSE journey both enriching and academically rewarding.

Best English Language Resources

Finding the right resources is key to excelling in IGCSE English Language. Here are some top picks recommended by educators and top performers:

• Official Exam Board Materials: Access past papers, mark schemes, and examiner reports from your chosen exam board (CIE or Edexcel) website for authentic practise.
• Online Learning Platforms: Websites like BBC Bitesize offer comprehensive revision materials and interactive exercises tailored to the IGCSE syllabus.
• Literature Guides: For in-depth analysis of texts, you should refer to endorsed books by the exam boards such as: " Cambridge IGCSE® First Language English Coursebook ", " Pearson Edexcel International GCSE (9-1) English Language A Student Book " and " Pearson Edexcel International GCSE (9-1) English Language B Student Book ".
• Study Groups and Forums: Engage with peers on platforms such as The Student Room for study tips and resource sharing.
• Study Notes: Utilise study notes by TutorChase , ideal for memorising vocabulary and key concepts.

Incorporating a variety of resources into your study plan can enhance your understanding and retention of the material, making your preparation for the IGCSE English Language exam more effective and engaging.

Common Challenges and How to Overcome Them

Students often face hurdles in their IGCSE English Language preparation process, but with the right strategies, these can be effectively managed:

• Time Management: Juggling IGCSE English Language study with other subjects requires a strategic approach. Creating a balanced study timetable that prioritises weaker areas while maintaining a routine for other subjects can help.
• Understanding Complex Texts: Grappling with dense or challenging material is common. Regularly practising text analysis and engaging with a wide variety of reading materials can enhance comprehension skills.
• Writing Under Exam Conditions: The pressure of timed exams can impact performance. Practising past papers under timed conditions can acclimate students to the demands of the exam environment, improving time management and writing quality.
• Vocabulary and Grammar: A common barrier to expressing ideas clearly. Daily reading and writing, alongside using tools like vocabulary lists and grammar exercises, can bolster these foundational skills.

Here's what an expert IGCSE English tutor said:

" English Language is becoming quite a popular IGCSE subject. Even this year more than 46,000 students took the exam, which is remarkable! I would recommend students to give attention to the critical analysis of texts as it is a very fundamental part of the exam. If they master it, they will definitely get a good grade. "

Addressing these challenges with focused strategies allows students to progress confidently towards achieving their desired grades in IGCSE English Language.

What A-Levels can you take after IGCSE English Language?

Following a successful completion of IGCSE English Language, a wide range of A-Level subjects become accessible, each offering distinct pathways for further education and career opportunities:

• A-Level English Literature : Builds on critical analysis and interpretative skills, ideal for those passionate about texts and their contexts.
• A-Level English Language: Offers deeper insights into linguistic structures, suitable for students interested in the mechanics of language.
• A-Level History : Enhances understanding of historical events and improves analytical writing skills.
• A-Level Psychology : Develops analytical and evaluative skills through the study of human behaviour and mind.
• A-Level Media Studies: Explores communication and media industries, complementing English Language skills with practical applications.
• A-Level Law: Introduces legal theories and terminologies, requiring strong comprehension and argumentative skills.

Choosing A-Level subjects post-IGCSE should align with your academic interests and career aspirations. English Language serves as a foundational skill that supports success across various disciplines, highlighting its versatility and importance in advanced studies.

Opportunities with IGCSE English Language

Securing a strong grade in IGCSE English Language opens a plethora of educational and career opportunities, underpinning a wide array of fields with its fundamental skills.

Pie chart showing gender distribution across Edexcel IGCSE English Language in the UK

Higher Education Majors:

• English Literature and Linguistics: Direct progression into studies focused on literary analysis, language structure, and theory.
• Journalism and Media Studies: Prepares students for careers in writing, editing, and media production.
• Law: Offers a solid foundation for legal studies, emphasising critical thinking and argumentation.
• Education: Equips aspiring teachers with essential communication skills.

Career Paths:

• Publishing and Editing: Involves content creation, proofreading, and publishing across various media.
• Digital Marketing: Utilises writing skills in crafting compelling online content.
• Public Relations and Communication: Requires effective communication strategies and content creation.
• Creative Writing: For those inclined towards fiction, poetry, and other forms of creative expression.

Skills Development:

• Communication Skills: Enhancing verbal and written expression.
• Analytical Skills: Improving the ability to interpret and critique texts.
• Critical Thinking: Evaluating information critically for academic and professional use.

Experts highlight that IGCSE English Language is not just an academic subject but a versatile tool that equips students with skills crucial for a wide range of disciplines and professions, underscoring its value in both further studies and the workforce.

Conclusion on IGCSE English Language

To wrap it up, IGCSE English Language is really important for every student. It teaches you much more than just English. It helps you think in new ways, understand complex ideas, and share your thoughts clearly. These skills are key for lots of different jobs and further study. Doing well in the English Language shows you're ready for the next steps in your education and career, making it super valuable. It's not just about learning a subject; it's about preparing for real life, helping you communicate better and understand others. This makes IGCSE English Language a must-have for students looking to do well in the future.

Can I use IGCSE English instead of IELTS?

IGCSE English Language qualifications, both First Language and English as a Second Language, are accepted by many universities worldwide as proof of English proficiency for academic purposes. However, they are not on the UK Visas and Immigration (UKVI) Secure English Language Tests (SELT) list for visa applications within the UK. Universities set their own English language admissions requirements, so it's important to check with the specific institution for their criteria.

Is IGCSE English first language easy?

The difficulty of IGCSE English as a First Language depends largely on the student's proficiency in English. Designed for native speakers or those with a strong command of the language, it assesses a wide range of skills including clear communication, accurate and effective writing, a broad vocabulary, and correct use of grammar, spelling, and punctuation. Success in this course requires familiarity with the exam format, effective reading techniques, strong writing skills, and regular practise with past papers. It's not just about natural fluency but also about understanding the ways in which English can be used creatively and analytically​​​.

What is the equivalent of IGCSE English first language to IELTS?

The equivalence between IGCSE English First Language and IELTS scores is not straightforward, as it varies by institution and purpose. Generally, a grade C in IGCSE English as a First Language might equate to an IELTS score of 6.0, with higher IGCSE grades potentially corresponding to higher IELTS scores. However, specific equivalences can differ by university and course requirements. It's important for students to consult directly with their chosen institutions to understand how their IGCSE first language English grade translates into IELTS equivalency. This ensures clarity on language proficiency requirements for academic or visa purposes.

Can adults take IGCSE English Language exams?

Yes, adults can take IGCSE English Language exams . Cambridge English exams are open to individuals of any age, gender, race, nationality, or religion. While some exams are designed with specific age groups in mind, there is no age restriction, and anyone can choose to take any of the exams offered, including IGCSE English Language.

How long does IGCSE English Language course last?

Cambridge IGCSE courses, including the English Language, typically take two years to complete . Examinations are scheduled for June and November each year, with results released in August and January respectively. This time frame allows students to thoroughly engage with the course material and prepare adequately for their final assessments.

Can I retake IGCSE English Language if I fail?

Yes, you can retake IGCSE English Language if you need to improve your grade . Cambridge International allows candidates to retake exams with specific guidelines for what constitutes a retake entry. It's important to communicate with your exam centre to ensure your entry is correctly marked as a retake to avoid unnecessary fees.

What are the prerequisites for taking the IGCSE English Language?

The IGCSE English Language course does not require any specific prior knowledge of English, other than basic reading and writing skills typical of a 12 to 13-year-old. The course is designed to cover everything needed to pass the exam within approximately 8 to 18 months, depending on the student's pace. It includes comprehensive guidance, practical exercises, and exam technique tips, making it suitable for learners at various levels of English proficiency.

Are IGCSE English Language exams available in other languages?

IGCSE English Language exams are designed primarily for English language assessment and do not offer versions in other languages. However, the IGCSE curriculum includes options for studying a wide range of other languages as separate subjects, such as Arabic, Chinese, French, Spanish, Japanese, Greek, and Urdu, catering to non-native English speakers and those seeking to learn additional languages.

Can I take the IGCSE English Language as a non-native speaker?

Yes, non-native speakers can take the IGCSE English as a Second Language . This exam is designed for learners who already have a working knowledge of English and focuses on practical communication for everyday use. It aims to develop learners' abilities in reading, writing, listening, and speaking in English, suitable for those whose first language is not English but who study in the English-medium.

What's the difference between English Language and Literature IGCSEs?

The main difference between IGCSE English Language and Literature is the focus of study. English Language examines speech and effective communication, involving analysis of how language is used in various contexts. English Literature, on the other hand, concentrates on written works, exploring themes, literary techniques, and the influence of context on texts. Both subjects offer valuable skills but differ in content and approach, with Language focusing on practical use and Literature on analytical interpretation of texts.

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Written by: Dr Rahil Sachak-Patwa

Rahil spent ten years working as private tutor, teaching students for GCSEs, A-Levels, and university admissions. During his PhD he published papers on modelling infectious disease epidemics and was a tutor to undergraduate and masters students for mathematics courses.

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Free igcse first language english 2021 sample essays (narrative composition).

Hello everyone! I’ve been in Singapore this week meeting up with Mensa Singapore and also attending Singapore’s most prominent technology event, ATxSingapore .

It’s been a wonderful time of learning and experiencing, and needless to say, it’s been a busy time, but this week, it’s also been a pleasure to welcome a few of you into the group class that I’ve been conducting; I’ll speak more about that later, and look forward to welcoming more of you soon!

Anyway, here are two free narrative essays for you today, reflecting as always a deep emphasis on what is needed for you to succeed according to Cambridge’s criteria for excellence, which I hope you’ll find is very much aligned with the process of creating an engaging and entertaining story and which I hope you’ll remember to look at as you practice.

The first essay is provided on a free access basis to every single one of you, and to read the second one, you’ll need to have a free or premium site membership; do sign up, and enjoy the benefits!

Premium membership provides you with full access to essay samples published on the site. To sign up for premium, click here !

If you’d like to purchase our extremely well-reviewed book of essay samples (encompassing 2021 and 2022 narrative and descriptive essays), feel free to pick up your copy here 🙂 Meanwhile, enjoy the essays!

Prompt: Write a story which involves a mistake in the sending or receiving of a message.

Amidst the cacophony of the bustling train station, Clara clutched her telegram with a fervor that turned her knuckles white. Time slipped like sand through fingers as the weight of the ink-laden paper bore into her soul. An unforeseen error in the telegram she sent to her brother, Anthony, during the Great War had summoned him to this very platform, moments away from embarking on his final mission.

Fleetingly, Clara recalled the hours spent crafting her message, each word imbued with love, comfort, and hope. A rogue tear traced its way down her pale cheek as she pondered the cruel twist of fate that a typographical mistake could wield such a devastating consequence.

Through the throngs of soot-stained travelers, a familiar silhouette took form. An ethereal beam of light seemed to crown Anthony’s war-weary head as they locked eyes. Embracing, the world around them momentarily faded into oblivion. His coarse uniform stood in stark contrast to the warmth of his presence.

“I’m here,” he whispered. “Your message, it brought me back.”

Clara’s heart throbbed painfully against her ribcage, each beat a plea for time to halt. The shrill whistle of the departing train gnawed at the air, and as they parted, she pressed a small envelope into his hand. “My heart goes with you,” she murmured.

Months later, a letter arrived, clad in military regalia. Her hands shook as she read the words of her brother’s comrade: “He spoke of you every night, and your letters were his sanctuary.”

As she clutched the envelope Anthony never opened, Clara realized the profundity of her unintended message. It had summoned him back to the tender embrace of love, if only for a fleeting moment.

Days turned to weeks and weeks to months, as Clara felt a part of her soul cleaved with her brother’s absence. In her room, the air heavy with dust and memories, she penned letters, one after the other, like laying bricks in the walls of a house she would never live in. They remained sealed, addresses blank; these were letters she could never send.

In the tapestry of her heart, each thread was woven with echoes of their last goodbye, and how an error, a mere butterfly, had sent ripples through their lives.

As the first snow of winter settled upon the graves of the soldiers, Clara stood before Anthony’s grave. She finally felt that the weight she had been carrying for months had lessened, as if the snow was taking some of it upon itself.

In her hand was the last letter she would ever write to him. She buried it there, with him, and whispered to the wind, “Wherever you are, find peace, for in your heart, I found mine.”

The content (W1) is engaging and has depth, portraying the emotional journey of Clara. The additional details such as “letters she could never send” add layers to her character.

The structure (W2) is secure and well-balanced, with the addition of Clara’s life after receiving the military letter and her final act, providing a complete arc.

Precise vocabulary (W3) is used, such as “the tapestry of her heart”, evoking imagery. The register (W4) is consistent with a historical and emotional tone. Spelling, punctuation, and grammar are accurate (W5).

To improve, the essay could delve into the moment of the error to enhance suspense. The phrase “the air heavy with dust and memories” could have included more sensory details.

A book such as “All the Light We Cannot See” by Anthony Doerr could be an invaluable resource for the writer. The novel’s use of intricate imagery, rich character development, and its ability to weave emotions through the tapestry of war could be especially beneficial. Emulating Doerr’s writing, the writer can further imbue the narrative with textured descriptions that breathe life into each scene.

Mark awarded for content and structure = 15/16 Mark awarded for style and accuracy = 23/24 Total marks awarded = 38/40

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