Demonstrate understanding of how writers achieve effects.

Cambridge IGCSE English Language (0500) – Reading, Writing & Speaking/Listening

1. Assessment Overview & Weighting

Command‑Word Quick Reference

2. Reading – Demonstrating Understanding of How Writers Achieve Effects (AO1)

2.1 Why Analyse Writer’s Techniques?

• Techniques shape meaning, tone, bias and the reader’s response.
• Examiners look for clear links: Technique → Effect → Writer’s Purpose.

2.2 Core Techniques, Typical Effects & Cue‑Questions

2.3 Step‑by‑Step Passage Analysis (Reading)

1. First read – grasp overall meaning and writer’s purpose.
2. Second read – underline or highlight techniques (refer to the table above).
3. For each technique answer:
   • What effect does it have?
   • How does that effect support the writer’s purpose?
4. Note any implicit meaning, bias or attitude that is suggested rather than stated.
5. Plan a concise paragraph (≈ 80‑100 words):
   • Topic sentence – identify the technique(s) and the writer’s purpose.
   • Evidence – short, accurate quotation (max 2‑3 lines) with correct punctuation.
   • Analysis – explain the effect and link it to purpose.
   • Mini‑conclusion – reinforce the overall meaning or impact.

2.4 Sample Guided Analysis

Excerpt (fiction travel article)

“The sun slipped behind the jagged cliffs, spilling shadows that danced like restless children across the ancient stones.”

• Techniques identified: visual imagery, personification, simile, connotative diction (“jagged”, “restless”).
• Effect: The vivid picture makes the landscape feel alive and slightly chaotic, evoking curiosity and a hint of danger.
• Implicit attitude: The writer assumes the reader enjoys adventure and will be attracted by the “playful” yet “wild” scene.
• Link to purpose: By dramatizing the setting, the writer persuades the reader to want to visit the location.

2.5 Practice Checklist (Reading)

• Have I identified at least three different techniques (including implicit meaning or selection of information)?
• Do I explain the specific effect of each technique?
• Is each effect linked clearly to the writer’s purpose and overall meaning?
• Are quotations accurate, punctuated correctly, and no longer than 2‑3 lines?
• Is my paragraph well‑structured, within the word limit, and does it use a variety of academic vocabulary?

2.6 Practice Activities

1. Read the supplied passage (see “Text‑bank” below). Underline examples of:
   • Imagery, metaphor/simile, rhetorical question
   • Implicit meaning / bias
   • Selection of information
2. Write a paragraph (80‑100 words) analysing two techniques, stating their effect and linking to purpose.
3. Exchange paragraphs with a partner; check that each effect is clearly explained and linked.
4. Complete the “Implicit‑meaning / Attitude” box (see next section) for the same passage.

2.7 Implicit‑Meaning / Attitude Box (quick reference)

3. Writing – Organising Ideas and Communicating Effectively (AO2)

3.1 The Six Text‑Types (Cambridge 0500)

1. Letter / Email (formal or informal)
2. Article / Review (magazine, newspaper, blog)
3. Speech / Presentation (persuasive or informative)
4. Report (investigative, scientific, or business)
5. Story / Narrative (fictional or creative non‑fiction)
6. Diary / Blog entry (personal response)

3.2 Writing Checklist (AO2)

3.3 Sample Planning Grid (for any text‑type)

3.4 Mini‑Practice (Writing)

1. Choose a text‑type from the list above (e.g., a review of a new film).
2. Use the planning grid to outline purpose, audience, key points and language features.
3. Write a 150‑word piece, ensuring you:
   • Address the audience appropriately.
   • Include at least three different techniques (e.g., metaphor, rhetorical question, parallelism).
   • Check spelling, punctuation and grammar.
4. Self‑assess using the Writing Checklist.

4. Speaking & Listening – Component 4 (AO3)

4.1 Exam Format (10 minutes)

• Part 1 – Role‑play (5 min): You receive a prompt (e.g., “You are a tour guide convincing a group to visit a heritage site”). You must interact with the examiner, using appropriate register.
• Part 2 – Listening & Response (5 min): You listen to a short recording (e.g., a news report), answer two short questions, then give a brief personal reaction.

4.2 Key Assessment Criteria (AO3)

4.3 Conversation Strategies

• Start with a polite greeting and a brief statement of purpose.
• Use open‑ended questions to keep the dialogue flowing.
• Paraphrase the examiner’s points to show understanding.
• Employ linking phrases (e.g., “That’s a good point, however…”, “In addition…”).
• Close with a summary or a courteous farewell.

4.4 Sample Role‑Play Script (10‑minute task)

Prompt: You are a student‑council representative convincing the headteacher to allow a charity bake‑sale.

Student: Good morning, Mr Brown. Thank you for meeting me.
Headteacher: Good morning. What can I do for you?
Student: Our council would like to organise a charity bake‑sale next month to raise funds for the local food bank. May I explain the plan?
Headteacher: Certainly. Go ahead.
Student: We propose to hold the event in the school hall on Thursday afternoon, after the last lesson. We will involve all year groups in baking, and all proceeds will be donated to the food bank, which supports families in our community.
Headteacher: That sounds promising, but I’m concerned about supervision and cleaning.
Student: We have arranged for two teachers to supervise each class, and the student‑council will coordinate a clean‑up crew. Additionally, we will produce a clear schedule and a risk‑assessment form, which I can share with you now.
Headteacher: Very thorough. How much money do you expect to raise?
Student: Based on similar events, we anticipate at least £500, which would make a real difference for the food bank’s weekly deliveries.
Headteacher: Alright, I’m convinced. You may proceed, but please submit the final schedule by Friday.
Student: Thank you, Mr Brown. I’ll send the documents this afternoon and keep you updated.
Headteacher: You’re welcome. Good luck with the bake‑sale.
Student: Thank you. Have a great day.