Select and use information for specific purposes.

Reading – Selecting and Using Information for Specific Purposes
Cambridge IGCSE English Language (0500)

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Syllabus Snapshot (Exam at a Glance)

Component	Paper / Task	Weighting	Time	Assessment Objectives (AOs)
Paper 1	Reading (multiple‑choice, short‑answer, extended response)	30 %	1 hour 30 min	R1‑R5
Paper 2	Writing (essay, article, report, letter, speech, summary)	30 %	1 hour 30 min	W1‑W5
Component 3	Speaking & Listening (conversation, presentation, interview, role‑play)	20 %	30 min (coursework) + 30 min (exam)	SL1‑SL5
Component 4	Alternative to Speaking & Listening (audio‑recorded tasks)	20 %	30 min (exam)	SL1‑SL5

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Official Assessment Objectives

Reading (R)	Writing (W)	Speaking & Listening (SL)
R1 – Demonstrate understanding of explicit meanings.	W1 – Plan and organise ideas.	SL1 – Understand spoken input.
R2 – Interpret implicit meaning, tone and attitude.	W2 – Write for a specific purpose and audience.	SL2 – Produce spoken output appropriate to purpose.
R3 – Analyse language, structure and literary techniques.	W3 – Use a range of vocabulary, grammar and punctuation.	SL3 – Use accurate pronunciation, intonation and stress.
R4 – Evaluate the writer’s effect on the reader.	W4 – Develop a coherent argument or narrative.	SL4 – Interact fluently and respond appropriately.
R5 – Select and use information for a specific purpose.	W5 – Adapt information to different written genres.	SL5 – Present and organise spoken information clearly.

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Why Selecting & Using Information (R5) Matters

• Locate the most relevant details quickly in a range of texts.
• Transform raw data, facts or opinions into summaries, reports, arguments or presentations.
• R5 underpins the majority of tasks in Paper 1, Paper 2 and the speaking/listening components.

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Key Steps for Selecting Information (R5)

Step	Action	Tips for Success
1	Read the task prompt carefully.	Underline the command word (e.g., Summarise, Compare, Evaluate) and note the required purpose.
2	Skim the passage for overall meaning.	Notice headings, sub‑headings, paragraph starters and any visual features.
3	Highlight keywords linked to the task.	Mark dates, names, numbers, adjectives of opinion and linking words (because, however, therefore).
4	Scan for specific information.	Move your eyes down the left margin; use a finger or ruler to keep a steady pace.
5	Evaluate relevance.	Ask “Does this detail answer the question or support the purpose?” Discard anything that does not.
6	Record the information in your own words.	Paraphrase to avoid plagiarism and to demonstrate understanding.
7	Organise the selected points logically.	Use bullet points, chronological order, cause‑effect chains, or compare‑contrast structures as required.

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Linking the Steps to the Reading AOs

• R1 (explicit meaning) – Step 2 (skim) helps you spot factual statements.
• R2 (implicit meaning) – Step 3 (highlight opinion words) uncovers attitude and tone.
• R3 (language & structure) – Step 4 (scan) encourages you to notice cohesive devices and paragraph organisation.
• R4 (writer’s effect) – Step 5 (evaluate relevance) asks you to consider why the writer chose a particular detail.
• R5 (select & use) – Steps 6‑7 are the core of this AO.

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Mini‑Lessons for the Missing Reading AOs

R1 – Identify Explicit Meaning

What it looks like in the exam: “What was the total investment in renewable energy in 2023?”

Key technique: Locate who, what, when, where, how many. Use “who/what/when/where/how” questions.

Marking cue: Accurate extraction of factual details; no inference required.

R2 – Interpret Implicit Meaning, Tone & Attitude

Sample question: “What does the word ‘limited’ suggest about the author’s view of storage technology?”

Key technique: Spot evaluative adjectives, adverbs, modal verbs and rhetorical questions.

Marking cue: Correct identification of attitude and explanation of its effect on the reader.

R3 – Analyse Language, Structure & Literary Techniques

Sample question: “How does the use of percentages affect the credibility of the passage?”

Key technique: Identify statistics, metaphors, repetition, parallelism, and paragraph layout.

Marking cue: Clear reference to the device and a reasoned comment on its impact.

R4 – Evaluate the Writer’s Effect

Sample question: “Why might the author have placed the critics’ view in the final sentence?”

Key technique: Consider placement, emphasis, contrast and the overall purpose of the text.

Marking cue: Insightful explanation linking the writer’s choice to the intended effect on the reader.

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Common Text Types & Their AO Links

Text Type	Typical Exam Tasks	Relevant Reading AOs	Relevant Writing AOs
Article / Report	Summarise, evaluate, or write a short report.	R1‑R5	W1‑W5
Letter / Email	Extract information, rewrite for a different audience.	R1‑R5	W1‑W5
Extract from a novel or short story	Analyse character, theme, or writer’s technique.	R1‑R4	W1‑W4
Statistical passage (tables, graphs, charts)	Report data, compare trends, write a description.	R1‑R5	W1‑W5
Opinion piece / Editorial	Identify arguments, evaluate persuasion, summarise stance.	R1‑R4	W1‑W4
Speech / Interview transcript	Extract key points, analyse rhetorical devices.	R1‑R4	W1‑W4

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Techniques for Different Purposes (R5)

1. Summarising – Reduce the text to its main ideas (≈ 30 % of the original length). Keep the original meaning; avoid personal opinions.
2. Comparing – Identify similarities and differences. Use linking words such as “both”, “however”, “in contrast”.
3. Evaluating – Distinguish fact from opinion, assess the strength of arguments, and comment on the writer’s effectiveness.
4. Reporting data – Convert numbers into concise statements. Use verbs of increase/decrease (rose, fell, doubled) and proportion (accounted for, made up … of).

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Writing‑Focus Sidebar (W2 & W5)

Purpose‑driven writing draws directly on the information you have selected (R5). After extracting facts and opinions, follow this quick checklist before you begin:

• Purpose & audience – State whether you are informing, persuading or describing; choose an appropriate register (formal, semi‑formal, informal).
• Structure – Introduction (purpose + brief overview), body paragraphs (each with one main point + supporting evidence), conclusion (summary + final comment).
• Vocabulary – Use topic‑specific terminology (e.g., “investment”, “capacity”, “subsidies”) and synonyms to avoid repetition.
• Grammar & punctuation – Ensure subject‑verb agreement, tense consistency, and correct use of commas, colons and semi‑colons.
• Paraphrasing & citation – Restate facts in your own words; attribute opinions (e.g., “According to experts …”).

These steps satisfy W2 (write for a specific purpose and audience) and W5 (adapt information to different written genres).

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Speaking & Listening – Extracting & Presenting Information (SL5)

• Typical tasks
  • Describe a graph or chart for 1 minute.
  • Summarise a short article and give your opinion.
  • Participate in a role‑play where you must give instructions based on written notes.
• Key language devices – linking words (firstly, moreover), hedging phrases (it seems that, might), discourse markers (anyway, moving on).
• Listening strategies
  • Predict content from the question.
  • Take brief notes of numbers, dates and key opinions.
  • Check your notes against the question before answering.

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Practice Activity – Selecting Information

Task: The following excerpt is taken from a newspaper article about renewable energy. Answer the questions that follow.

In 2023, global investment in renewable energy reached $500 billion, a 12 % increase from the previous year. Solar power accounted for 45 % of new capacity, while wind contributed 35 %. The remaining 20 % was split between hydroelectric and bio‑energy projects. Experts argue that government subsidies and falling technology costs are the main drivers of this growth. However, critics point out that storage technology has not kept pace, limiting the reliability of renewable sources during peak demand periods.

1. List three factual pieces of information you would need to write a short report on the growth of renewable energy in 2023.
2. Identify one opinion expressed in the excerpt and the source of that opinion.
3. Using only the facts you listed, write a 50‑word summary of the excerpt.

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Marking Checklist (Teacher Use)

Criterion	What to Look For	Marks
Identification of facts (R1)	Accurate selection of numbers, dates and specific details.	2
Recognition of opinion (R2)	Correctly cites the speaker (e.g., “experts” or “critics”) and distinguishes fact from viewpoint.	1
Paraphrasing (W3)	Information is restated in the student’s own words without copying phrases.	2
Word‑limit and clarity (W4)	Summary stays within 50 words and conveys the main idea clearly.	1

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Extension Activities

• Create a mind‑map that links facts, opinions and implied meanings from a chosen article; colour‑code each category.
• Convert a statistical paragraph into a hand‑drawn bar chart and write a caption using appropriate data‑reporting language.
• Role‑play: one student acts as a journalist extracting information for a news brief; another acts as an editor checking relevance, accuracy and word‑count.
• Listening‑to‑reading bridge: listen to a short news report, take notes, then write a 40‑word summary using only the notes.

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Exam Tips – Maximising R5 Performance

• Underline or highlight the command word in the question before you start reading.
• Allocate a fixed scanning time (e.g., 30 seconds per paragraph) and stick to it.
• Write brief marginal notes – these become the building blocks for your answer.
• After selecting a piece of information, ask yourself: “Does this directly answer the task?” If not, discard it.
• Before moving to the next paragraph, double‑check that you have captured any numbers, dates or opinion markers.
• In the final minute, review your answer for:
  • Correct paraphrasing (no verbatim copying).
  • Word‑limit compliance.
  • Logical ordering of points.