Make accurate use of spelling, punctuation and grammar.

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Cambridge IGCSE English Language 0500 – Directed Writing & Composition

1. Syllabus Alignment

Cambridge Syllabus RequirementHow This Note Addresses ItActionable Gap‑Fix (Completed)
Reading – comprehension, summary, analysis, evaluation (AO1) Section 5 explains how to demonstrate understanding of source material; a command‑word table links each task to AO1. ✓
Writing – all text‑types (letter, report, article, speech, interview, summary, descriptive, narrative, discursive/argumentative) (AO2) Section 2 provides a concise overview of each text‑type with audience, purpose, form, key language features and a checklist. ✓
Speaking & Listening – individual talk, conversation, collaborative task (AO3) Section 7 gives a detailed overview of Component 4, timing, marking tables A & B and command‑word expectations. ✓
Component 3 – Coursework Portfolio (reading, writing, speaking & listening assignments) Section 6 describes the three portfolio assignments, word‑count ranges, AO mapping and internal‑moderation requirements. ✓
Assessment Objectives (AO1‑AO3) and command‑word guidance Section 3 summarises AO1‑AO3, provides a command‑word table and maps each exam task to the relevant AO. ✓
Weighting of components (Paper 1, Paper 2, Component 4) Section 4 presents the current 50 %/50 % split for reading and writing; Component 4 is shown as a separately endorsed component. ✓

2. Overview of Required Text‑Types

For each text‑type you should know the audience, purpose, form and the key language features. The table below summarises the essentials you will be tested on in directed‑writing tasks.

Text‑typeTypical Audience & PurposeForm & Length (IGCSE)Key Language Features
Letter (formal / informal) Specific person or organisation – to request, complain, inform, or maintain a relationship. 150‑200 words; opening, body, closing. Appropriate salutation, sign‑off, polite formulas, modal verbs for request/offer.
Report Teacher, employer or committee – to present findings and recommendations. 150‑200 words; headings, sub‑headings, bullet points. Impersonal tone, passive voice, “The investigation shows that…”, clear headings.
Article (magazine / newspaper) General public – to inform, entertain or persuade. 150‑200 words; headline, lead paragraph, body. Engaging hook, varied sentence length, rhetorical questions, vivid adjectives.
Speech Audience at a ceremony, meeting or public event – to persuade, celebrate or inform. 150‑200 words; opening, main points, conclusion. Direct address, rhetorical devices, short emphatic sentences, pauses (…).
Interview (Q & A) Reader or listener – to reveal opinions or experiences. 150‑200 words; numbered questions, concise answers. Clear question tags, reported speech, varied verb tenses.
Summary Teacher or examiner – to condense a longer passage. 150‑200 words; no headings. Neutral tone, third‑person, linking words (firstly, consequently), no personal opinion.
Descriptive paragraph Reader – to create a vivid picture. 120‑150 words; one paragraph. Sensory adjectives, similes/metaphors, present or past simple, varied punctuation.
Narrative (story) Reader – to entertain or illustrate a point. 150‑200 words; beginning, middle, end. Chronological markers, dialogue punctuation, past perfect for background.
Discursive / Argumentative Examiner – to discuss a problem and present a reasoned view. 150‑200 words; introduction, arguments, conclusion. Balanced language, linking phrases (on the one hand…), modal verbs, concession clauses.

3. Assessment Objectives & Command‑Word Guidance

3.1 Assessment Objectives

AODescriptionExam Tasks to Which It Applies
AO1Reading – demonstrate understanding of ideas, tone and purpose in the source material.Summary, extended response, source‑analysis questions (Paper 1).
AO2Writing – organise ideas, use appropriate register and produce a clear, coherent text.All directed‑writing text‑types, portfolio writing tasks, extended response (Paper 1).
AO3Speaking & Listening – convey information fluently, accurately and interactively.Component 4 individual talk, conversation and collaborative task.

3.2 Common Command‑words in Directed Writing

  • Describe – give detailed, sensory information.
  • Explain – show cause/effect or how something works.
  • Discuss – present two sides before giving a personal view.
  • Advise – give recommendations using modal verbs (should, could).
  • Summarise – condense the main points without personal opinion.
  • Report – present facts impartially, often using passive voice.

4. Exam Structure & Weighting (2025 Specification)

ComponentDurationTasksWeighting
Paper 1 – Reading1 h 15 minMultiple‑choice, short‑answer and extended‑answer questions on unseen texts.50 % of the overall IGCSE grade
Paper 2 – Directed Writing (Component 3)1 h 15 minOne compulsory task (choose a text‑type) + one optional task (different text‑type).50 % of the overall IGCSE grade
Component 4 – Speaking & Listening≈ 15 min per candidateIndividual talk (≈ 3‑4 min) + conversation (≈ 7‑8 min) + collaborative task (≈ 5 min).Separately endorsed; does not affect the 100 % reading‑writing total.

5. Component 3 – Coursework Portfolio (2025‑2029)

All candidates complete three internal‑assessment tasks. The portfolio is moderated by Cambridge and contributes to the final grade as described above.

Portfolio AssignmentWord‑count / DurationTask TypeMapped AOs
Reading Portfolio ≈ 400 words (summary + analysis) Summarise a passage, then answer analytical questions. AO1, AO2
Writing Portfolio 150‑200 words (directed‑writing task of any text‑type) Produce a piece that meets the command‑word. AO2
Speaking & Listening Portfolio Individual talk (≈ 3 min) + conversation (≈ 5 min) Prepare and deliver a short talk; interact in a paired conversation. AO3

Internal moderation includes a sample of each candidate’s work being checked against the Cambridge marking criteria.

6. Speaking & Listening Overview (Component 4)

  • Individual Talk – 3‑4 min. Candidate is given a stimulus (photo, short text or set of prompts) and must speak on the topic, demonstrating organisation, appropriate register and accurate grammar.
  • Conversation – 7‑8 min. Two candidates discuss a given situation or problem, showing turn‑taking, interactional skills and the ability to develop ideas.
  • Collaborative Task – 5 min. Small group works together to solve a problem or produce a short piece of writing; assessment focuses on interaction, negotiation of meaning and use of language.

Marking Tables (A & B)

Table A – Content & Organisation (AO3)Maximum Marks
Relevance to stimulus, development of ideas, logical sequencing10
Use of appropriate register and style5
Table B – Language (AO3)Maximum Marks
Grammar and vocabulary range10
Pronunciation, intonation and stress (spoken tasks only)5

Command‑word expectations for speaking tasks include “explain”, “compare”, “justify” and “suggest”. Candidates should use linking phrases (e.g., “In addition”, “On the other hand”) and maintain clear pronoun reference.

7. Making Accurate Use of Spelling, Punctuation & Grammar

7.1 Spelling

  • British vs. American spelling – Use Cambridge‑approved British forms (e.g., organisation, programme, colour).
  • Compound words & hyphenation – well‑known, high‑speed when used adjectivally; well known as a noun phrase.
  • Commonly misspelled words – accommodate, definitely, separate, occurrence, millennium. Keep a personal “tricky‑word list”.
  • Dictionary & spell‑check – Verify unfamiliar words; remember spell‑check will not flag correctly spelled but context‑inappropriate words.

7.2 Punctuation for Clarity & Flow

Punctuation markPrimary useExample
CommaLists, introductory elements, non‑essential clauses“After the match, we went to the café, which was already full.”
SemicolonLink two related independent clauses without a conjunction“The weather was terrible; nevertheless, the team played well.”
ColonIntroduce a list, explanation or quotation“She had three options: stay, leave, or compromise.”
Full stop (period)End a declarative sentence“The experiment succeeded.”
Question / Exclamation markDirect question or strong emotion“Did you really enjoy it?” / “What a spectacular view!”
Quotation marksEnclose direct speech or a quotation“I will arrive at ten o’clock,” he said.
Parentheses & dashesInsert supplementary information or an abrupt shift“The results (as shown in Table 2) were inconclusive.”

7.3 Grammar Essentials

  1. Sentence structure – Vary simple, compound, complex and compound‑complex sentences to demonstrate range.
  2. Verb‑tense consistency – Keep the same tense throughout a paragraph unless a logical shift is required (e.g., past narrative → present general truth).
  3. Subject–verb agreement – Singular subjects with singular verbs; plural subjects with plural verbs; watch collective nouns (team, government).
  4. Pronoun reference – Ensure each pronoun clearly points to its antecedent; avoid ambiguous “it/they”.
  5. Adjective & adverb placement – Adjectives before nouns; adverbs close to the verb they modify (e.g., “She sang beautifully”, not “She beautifully sang”).
  6. Clause linking – Use coordinating conjunctions (and, but, or, so, for, nor, yet) and subordinating conjunctions (although, because, since, unless) correctly.
  7. Passive vs. active voice – Active for vivid, personal writing; passive for reports and formal texts.

7.4 Audience, Purpose & Register

  • Identify the audience – Who will read or hear the text? Adjust formality accordingly.
  • State the purpose – Inform, persuade, entertain, describe, etc. Every sentence should serve this purpose.
  • Choose the register – Formal (reports, formal letters), semi‑formal (articles), informal (personal narratives). Use appropriate vocabulary, contractions and idioms.

7.5 Organisation & Coherence

Use the PEEL paragraph model for most directed tasks:

  • Point – Clear topic sentence.
  • Evidence/Example – Specific detail or quotation.
  • Explain – Show how the evidence supports the point.
  • Link – Connect to the next idea or restate the overall purpose.

Signal words (firstly, moreover, however, in conclusion) help the reader follow the logical flow.

8. Editing & Proofreading Checklist

StepWhat to Look For
Read aloudAwkward phrasing, missing words, run‑on sentences.
Check spellingDictionary verification; watch homophones (their/there/they’re).
Verify punctuationCommas after introductory clauses, correct use of semicolons/colons, matching quotation marks.
Confirm tense consistencyAll verbs remain in the same time frame unless a shift is justified.
Subject–verb agreementSingular/plural forms match; watch intervening phrases.
Pronoun clarityEach pronoun has an unambiguous antecedent.
Adjective/Adverb placementAdjectives before nouns; adverbs near the verb they modify.
Register & audience checkLanguage level matches the intended reader/listener.
Coherence & linkingLogical order; appropriate transition words.
Final read‑throughOverall flow, word‑limit compliance, task fulfilment.

9. Sample Directed‑Writing Task (Discursive)

Task (150 words): “Discuss the advantages and disadvantages of using social media for school projects.”

Model Answer (excerpt):

Social media offers several advantages for school projects. Firstly, it provides instant access to a vast range of resources, enabling students to gather information quickly. Secondly, collaborative platforms such as Google Docs or private Facebook groups facilitate real‑time teamwork, which can improve the quality of the final product. However, there are notable disadvantages. The reliability of information on social media is often questionable; students may inadvertently cite unverified sources, which undermines academic integrity. Moreover, excessive use can lead to distraction, as notifications interrupt focused study time. In conclusion, while social media can enhance collaboration and resource gathering, students must apply critical evaluation skills and set clear boundaries to avoid its pitfalls.

Notice the use of:

  • Clear audience (examiner) and purpose (discussion).
  • Formal register with appropriate linking words.
  • Accurate spelling, punctuation, and varied sentence structures.

10. Assessment Criteria (Weighted to AO)

CriterionWeightingWhat Examiners Look For
Accuracy of spelling, punctuation & grammar40 %Few or no errors; consistent British spelling.
Organisation & coherence (AO2)30 %Logical paragraphing, effective linking, appropriate register.
Content relevance & fulfilment of task (AO1‑AO2)20 %All parts of the command‑word addressed; ideas developed with examples.
Adherence to word limit & task instructions10 %Exactly 150 ± 10 words; correct text‑type format.

11. Further Practice Activities

  1. Correct the punctuation in a supplied paragraph (identify at least five errors).
  2. Rewrite each sentence to achieve subject‑verb agreement; explain why the original was incorrect.
  3. Choose ten challenging British‑spelling words from a recent newspaper article; write each in an original sentence.
  4. In pairs, exchange drafts of a directed‑writing task. Use the editing checklist to give constructive feedback, focusing on at least three different AO criteria.
  5. Analyse a short source text (e.g., a news excerpt). Summarise its main ideas in 40 words, then write a 150‑word discursive response using the command‑word “discuss”.

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