Directed Writing and Composition (Cambridge IGCSE English Language 0500 – Paper 2)
1. Exam Snapshot
- Total marks: 80 (40 % Directed Writing, 40 % Composition)
- Time: 1 hour 45 minutes
- Assessment Objectives (AOs) for Paper 2
- AO1 – Content: relevance, accuracy and development of ideas, facts and opinions drawn from the stimulus.
- AO2 – Organisation: logical sequencing, paragraphing, use of linking devices and overall structure.
- AO3 – Language: range of vocabulary, grammar, register and style appropriate to the chosen genre.
- AO4 – Presentation: layout, spelling, punctuation, and compliance with the required word‑count.
- Typical weighting (may vary slightly by year)
- AO1 – 30 %
- AO2 – 30 %
- AO3 – 30 %
- AO4 – 10 %
2. How Reading Objectives Feed Into Directed Writing
Before you write, you must analyse the stimulus. The Cambridge reading objectives (R1‑R5) are therefore integral to Paper 2:
| Reading Objective (R) | What you must do with the stimulus | How it supports AO1 (Content) |
|---|
| R1 – Identify explicit information | Underline facts, figures, quotations. | Provides accurate evidence for your arguments. |
| R2 – Infer implicit meaning | Note attitudes, assumptions, tone. | Enables nuanced opinions and balanced viewpoints. |
| R3 – Recognise purpose and audience | Ask “Why was this written? For whom?” | Guides the purpose, register and genre selection. |
| R4 – Evaluate language & structure | Observe persuasive techniques, data presentation. | Inspires effective language choices (AO3). |
| R5 – Synthesize information | Combine several pieces of evidence into a coherent point. | Ensures logical organisation (AO2). |
3. What Is Directed Writing?
- Produce a piece of writing in a specified genre (letter, article, report, speech, descriptive piece, narrative).
- Base your response on a given stimulus (article, photograph, data set, etc.).
- Key requirements:
- Identify purpose and audience (R3).
- Observe the conventions of the chosen genre (layout, register, typical features).
- Arrange ideas deliberately to achieve the intended effect (AO2).
- Use language that is accurate, varied and appropriate (AO3).
4. Analysing the Stimulus (Reading Skills – R1‑R5)
- Read twice. First for overall meaning, second for detail.
- Annotate: underline facts (R1), circle attitudes (R2), note purpose/audience (R3), highlight persuasive techniques (R4), and mark useful data for synthesis (R5).
- Summarise in 1‑2 sentences: “The article argues that … because …” – this becomes your central idea for AO1.
5. Planning Your Response (AO2)
- Choose the genre that best matches the purpose and audience identified.
- Brain‑storm ideas – list benefits, problems, examples, personal experience, statistics.
- Group related ideas** into paragraphs**.
- Select a macro‑structure** that creates the desired impact:
- Chronological
- Cause‑and‑effect
- Problem‑solution
- Compare‑contrast
- Argumentative (claim‑evidence‑counter‑claim)
- Outline each paragraph** using the official topic‑support‑link model (see §7).
- Choose linking devices** for each transition (see §8).
- Check word‑count** (150‑200 words for a letter, 250‑300 words for other genres) – this satisfies AO4.
6. Organising Ideas for Deliberate Effect (Macro‑Structures)
| Structure | Typical Genres | Effect on Reader | Sample Opening Sentence |
|---|
| Chronological |
Report, procedural article, narrative |
Shows development over time; clear and easy to follow. |
“In January the school launched its recycling programme, and by June …” |
| Cause‑and‑effect |
Letter, article, speech |
Highlights reasons and consequences; builds logical argument. |
“Because many students lack reliable internet, they miss out on online resources, which consequently widens the achievement gap.” |
| Problem‑solution |
Report, article, formal letter |
Identifies an issue and offers a remedy; persuasive and constructive. |
“The main problem is the shortage of recycling bins; a simple solution is to place three new bins in each hallway.” |
| Compare‑contrast |
Article, report, essay |
Evaluates two or more ideas, helping the reader weigh options. |
“While e‑learning offers flexibility, traditional classrooms provide social interaction.” |
| Argumentative (claim‑evidence‑counter‑claim) |
Speech, article, letter |
Persuades by presenting a clear stance, supporting evidence, and addressing opposing views. |
“I contend that school uniforms improve discipline; evidence shows … however, critics argue …” |
7. Paragraph Structure – The Topic‑Support‑Link Model (AO2)
- Topic sentence – states the main idea of the paragraph (what the paragraph will discuss).
- Support sentences – develop the idea with facts, examples, statistics, or personal experience. Vary sentence types (simple, compound, complex) to show language range (AO3).
- Link/closing sentence – summarises the point and/or provides a smooth transition to the next paragraph using a linking device.
Example (Problem‑solution paragraph)
Topic: The school’s recycling bins are often overflowing.
Support: In the past month, the waste‑collection team has reported three incidents where bins were full before the scheduled emptying. Surveys show 68 % of students are discouraged from recycling when bins are full.
Link: Therefore, increasing the frequency of collection would encourage more consistent recycling habits.
8. Linking Devices (Cohesive Devices)
| Purpose | Typical Words / Phrases |
|---|
| Adding information | Furthermore, moreover, in addition, also, besides |
| Contrasting | However, although, on the other hand, nevertheless, yet |
| Giving examples | For example, such as, namely, in particular, to illustrate |
| Showing cause/effect | Because, therefore, consequently, as a result, thus |
| Sequencing | Firstly, secondly, finally, subsequently, thereafter |
| Concluding | In conclusion, to sum up, overall, ultimately, in short |
9. Register & Language Features by Genre (AO3)
- Formal Letter / Report
- Formal register: no contractions, third‑person pronouns, polite modal verbs (could, would, should).
- Standard headings (Salutation, Subject, Date, Signature for letters; Title, Introduction, Findings, Recommendations for reports).
- Use of passive voice where appropriate for objectivity.
- Article (Magazine/Online)
- Semi‑formal to informal register depending on target readership.
- Engaging hook, rhetorical questions, direct address (“you”).
- Active voice, vivid adjectives, occasional colloquial idioms (but avoid slang).
- Speech
- Oral register: short sentences, repetition, rhetorical devices (anaphora, rhetorical questions, parallelism).
- Clear opening hook, climax, call‑to‑action.
- Descriptive Piece
- Rich sensory vocabulary (sight, sound, smell, touch, taste).
- Use of similes, metaphors, personification.
- Present‑tense or past‑tense narrative, depending on effect.
- Narrative
- Storytelling language: dialogue tags, varied pacing, climax‑resolution structure.
- First‑person or third‑person perspective, as required.
10. Command Words & Marking Expectations
| Command Word | What Examiners Look For | Relevant AO(s) |
|---|
| Discuss | Balanced presentation of ideas, supported arguments, clear structure. | AO1, AO2, AO3 |
| Explain | Clear cause‑and‑effect reasoning, relevant examples. | AO1, AO2 |
| Argue | Strong, persuasive stance with evidence; logical progression. | AO1, AO2, AO3 |
| Describe | Vivid sensory detail, accurate terminology. | AO1, AO3 |
| Suggest | Practical recommendations linked to identified problems. | AO1, AO2 |
11. Model Answer – Formal Letter (150‑200 words)
Task: You have been given a newspaper article about the rise of e‑learning. Write a formal letter to the editor expressing your opinion on its benefits and drawbacks.
Dear Editor,
I am writing in response to your recent article on the rapid growth of e‑learning. While I recognise its potential to broaden access to education, I believe that certain limitations must also be considered.
Firstly, e‑learning offers unparalleled flexibility, enabling students to study at their own pace and from any location. This is especially advantageous for those living in remote areas where traditional schools are scarce.
However, the reliance on digital platforms can exacerbate the digital divide. Students without reliable internet access are at risk of falling behind, which consequently widens existing educational inequalities.
In light of these points, I recommend that policymakers invest in infrastructure to ensure equitable internet access, thereby maximising the benefits of e‑learning for all.
Sincerely,
Alex Morgan
Key features highlighted
- Purpose & audience stated in opening paragraph (AO1).
- Problem‑solution structure in paragraph 1, cause‑and‑effect in paragraph 2 (AO2).
- Formal register, appropriate modal verbs, no contractions (AO3).
- Correct layout: salutation, body, closing, signature; word‑count within 150‑200 (AO4).
12. Additional Sample Prompts (Other Genres)
- Report: Your school is considering a ban on single‑use plastic bottles. Write a report for the school council outlining the advantages and disadvantages, and make two recommendations.
- Article: Write an article for a teen magazine about how social media can both help and hinder mental health.
- Speech: Deliver a speech to a community group encouraging volunteers to support a local food bank.
- Descriptive Piece: Describe a bustling city market at dusk, focusing on sounds and smells.
- Narrative: Write a short story about a student who discovers a hidden room in the school library.
13. Examiner’s Checklist (Aligned with AOs)
- Genre chosen correctly and conventions observed? (AO3)
- Purpose and audience clearly addressed? (AO1)
- Ideas are relevant, accurate and drawn from the stimulus? (AO1)
- Logical organisation, appropriate macro‑structure and paragraphing? (AO2)
- Each paragraph follows the topic‑support‑link model? (AO2)
- Effective use of linking devices for cohesion? (AO2)
- Language is varied, register‑appropriate and grammatically accurate? (AO3)
- Spelling, punctuation and layout meet presentation standards; word‑count within limits? (AO4)
14. Common Pitfalls to Avoid
- Leaving the stimulus behind – every claim must be traceable to the given material.
- Mixing registers (e.g., informal slang in a formal report).
- Over‑loading a paragraph with unrelated points – stick to one main idea per paragraph.
- Omitting linking devices – leads to a choppy, hard‑to‑follow text.
- Exceeding or falling short of the word limit – penalises AO4.
- Missing genre‑specific layout features (e.g., salutation in a letter, headings in a report).
15. Link to Speaking & Listening (Component 4)
Why it matters: The same stimulus used for directed writing can be adapted for the individual oral task.
- SL‑AO1 (Listening): Understand the stimulus and extract key points – the same skills you used for R1‑R5.
- SL‑AO2 (Speaking – Individual Talk): Use the ideas generated for your written response to develop a 2‑minute talk, adding personal anecdotes or reflections.
- SL‑AO3‑AO5 (Interaction, Pronunciation, Fluency): Practice delivering the speech or talk you have drafted, paying attention to intonation, eye‑contact and timing.
- Tip: After planning your written piece, jot down 2‑3 personal examples that could be spoken about. This creates a seamless bridge between Paper 2 and Component 4.
16. Summary – “Plan → Write → Review” Flowchart
1. Analyse stimulus (R1‑R5) → 2. Identify purpose, audience, genre → 3. Choose macro‑structure (chronological, cause‑effect, etc.) → 4. Outline paragraphs using topic‑support‑link → 5. Insert linking devices → 6. Draft with appropriate register → 7. Check layout, spelling, punctuation, word‑count → 8. Revise for AO1‑AO4 compliance.
17. Suggested Diagram for Revision
A simple flowchart (hand‑drawn or digital) showing the steps above, with colour‑coded boxes for each AO (AO1‑blue, AO2‑green, AO3‑orange, AO4‑purple). This visual aid helps students see how each stage contributes to the final mark.