Use a range of vocabulary and sentence structures appropriate to context.

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Directed Writing and Composition – IGCSE English Language (0500)

1. Objective & Assessment Objectives

Produce a piece of directed writing that:

  • uses a wide range of vocabulary and sentence structures suited to the purpose, audience and format of the task (AO W4);
  • demonstrates accurate spelling, punctuation and grammar (AO W5).

Both AO W4 and AO W5 apply to **all** directed‑writing text‑types (letter, report, article, speech, review, advertisement/brochure).

2. Exam Context (Paper 2 – Directed Writing)

  • Time allowed: 2 hours
  • Weighting: 40 marks (≈ 25 % of the total English Language mark)
  • Word limit: 250 – 350 words. Exceeding the limit can lead to marks being deducted under AO W5 for “accuracy”.
  • Assessment Objectives:
    • W4 – Language appropriate to purpose and audience
    • W5 – Accurate spelling, punctuation and grammar
    • When a source text is supplied, R3‑R5 (reading) are also assessed.

3. Mark‑Scheme Overview (Level Descriptors)

Level Content (AO W1‑W4) Organisation (AO W3) Language (AO W4) Accuracy (AO W5)
Level 5 (9‑10) Fully addresses the prompt; ideas are fully developed. Logical, well‑structured paragraphs with effective linking. Wide range of vocabulary and sentence structures; highly appropriate register. Very few errors; no impact on readability.
Level 4 (7‑8) Addresses most parts of the prompt; ideas are clear. Clear paragraphing and adequate linking. Good range of vocabulary and structures; mostly appropriate register. Some errors but they do not impede communication.
Level 3 (5‑6) Partial coverage of the prompt; ideas may be under‑developed. Paragraphing present but linking is weak. Limited range; occasional inappropriate register. Frequent errors that occasionally hinder meaning.
Level 2 (3‑4) Very limited response to the prompt. Paragraphing inconsistent; poor cohesion. Very limited range; many inappropriate choices. Errors seriously affect readability.
Level 1 (1‑2) Fails to address the task. No clear organisation. Very limited or inaccurate language. Errors make the text unintelligible.

Quick pitfalls: Level 3 often lacks clear paragraphing; Level 2 frequently omits a concluding sentence; Level 1 usually mixes registers.

4. Understanding the Task (AO W4)

  1. Read the prompt carefully and underline:
    • Purpose – inform, persuade, entertain, describe, instruct.
    • Audience – e.g., school peers, teachers, a wider public, a specific client.
    • Format / Text‑type – letter, report, article, speech, review, advertisement/brochure.
  2. Note any mandatory ideas, data or quotations that must be included.
  3. Decide on the overall tone (formal, semi‑formal, informal) and any persuasive techniques required.

5. Text‑type Overview – Structure, Register & Common Pitfalls (AO W3 & W4)

Text‑type Typical Purpose Essential Structural Elements (Cambridge) Register Guidance Quick Pitfall
Formal Letter Request, complaint, invitation, application Sender’s address, date, recipient’s address, salutation, body (intro‑main‑closing), complimentary close, signature Formal register; avoid contractions, use “I would be grateful”, “I enclose”. Missing complimentary close or signature.
Informal Letter / Email Personal news, invitation, thanks Opening greeting, friendly tone, body (anecdotes), closing, first‑name signature Conversational register; contractions and colloquial expressions are acceptable. Over‑formal language that sounds stiff.
Article (magazine / newspaper) Inform or persuade a general readership Catchy headline, lead paragraph, body (optional sub‑headings), conclusion, author’s by‑line (optional) Neutral to semi‑formal register; mix descriptive and evidential language. Weak lead that fails to hook the reader.
Speech / Presentation Address an audience directly, often persuasive Opening hook, purpose statement, main points with rhetorical devices, concluding call‑to‑action, thank‑you Direct, engaging register; use of rhetorical questions and emphatic language. Too many long sentences – loses oral impact.
Report (scientific, investigative, business) Present findings, analyse data, make recommendations Title, (optional) executive summary, headings/sub‑headings, bullet points/tables, conclusion, recommendations, references (if required) Formal, technical register; include subject‑specific terminology. Missing recommendations or conclusions.
Review (book, film, product) Evaluate and recommend Title, brief description, criteria for judgement, balanced evaluation, overall recommendation, rating (optional) Balanced register – mix descriptive, evaluative and emotive language. Over‑general statements without supporting evidence.
Advertisement / Brochure Persuade the reader to buy, join, or act Attention‑grabbing headline, persuasive language, key features/benefits, call‑to‑action, contact details, visual layout cues (e.g., bullet points) Highly persuasive, often semi‑formal; use strong imperatives and emotive adjectives. Missing clear call‑to‑action.

6. Planning (Why Planning Matters – AO W3)

  • Brain‑storm every idea, fact and quotation from the source (if provided).
  • Cluster ideas into logical groups that will become paragraphs.
  • Choose a paragraph plan that matches the text‑type (e.g., intro‑body‑conclusion for an article; headings‑sub‑headings for a report).
  • Write a brief outline showing:
    • Paragraph number
    • Main point / purpose of the paragraph
    • Key vocabulary or linking expression you intend to use
  • Planning ensures that all parts of the prompt are addressed and that ideas are sequenced logically, which directly supports AO W3 (organisation).

7. Vocabulary – Register, Purpose & Example Sentences (AO W4)

Register Typical Purpose Typical Words / Phrases Example Sentence (in context)
Formal Show respect, authority, objectivity commence, therefore, consequently, hereby, pursuant to The committee will commence its investigation; therefore the final report will be issued by June.
Informal / Conversational Create a friendly, personal tone yeah, cool, get together, stuff, I’m Hey, it was cool to see everyone get together for the charity run.
Neutral (default) Suitable for most articles, reports, reviews increase, affect, demonstrate, illustrate, suggest The data illustrate a steady increase in enrolment over the past five years.
Descriptive Paint a vivid picture for the reader gleaming, thunderous, delicate, sprawling, vibrant The market was vibrant, with stalls brimming with gleaming produce.
Emotive Evoke feeling and persuade heart‑wrenching, exhilarating, dreadful, joyous, inspiring The volunteers described the experience as exhilarating and inspiring.
Technical / Subject‑specific Demonstrate knowledge of the topic photosynthesis, hypothesis, market share, legislation, algorithm The hypothesis predicts that increased sunlight will boost photosynthesis rates.

8. Sentence Structures & Embedding Evidence (AO W4)

Structure Key Features Example (with embedded evidence)
Simple One independent clause. The festival attracted 2,000 visitors.
Compound Two independent clauses joined by a coordinating conjunction (and, but, or, so, yet). The festival attracted 2,000 visitors, and local businesses reported a 15 % rise in sales.
Complex One independent clause + one or more dependent clauses (subordinate, relative, adverbial). Because the festival was heavily promoted on social media, attendance exceeded expectations.
Compound‑Complex At least two independent clauses and at least one dependent clause. Because the festival was heavily promoted on social media, attendance exceeded expectations, and the council decided to fund a larger event next year.
Embedding Evidence – Relative clause Insert a quotation or data without breaking the flow. The report, which was published last month, states that volunteer numbers have risen by 20 %.
Embedding Evidence – Noun clause Introduce paraphrase or direct quote with “that” or “whether”. The principal argued that ‘regular reading habits improve literacy outcomes’.

9. Cohesion & Coherence (AO W3 – Cohesive Devices)

  • Linking (cohesive) devices – use a mix of:
    • Additive: moreover, furthermore, additionally
    • Adversative: however, nevertheless, on the other hand
    • Cause‑effect: consequently, as a result, therefore
    • Chronological: firstly, subsequently, finally
  • Referencing – pronouns, demonstratives (this, those) and synonyms to avoid repetition while keeping the thread clear.
  • Logical order – choose a structure that matches the purpose:
    • Chronological (speech, article)
    • Cause‑effect (report, advertisement)
    • Problem‑solution (letter of complaint, report)
  • Paragraphing – each paragraph should contain:
    1. Topic sentence
    2. Supporting sentences (evidence, explanation)
    3. Concluding or transition sentence

10. Register & Tone – Matching Language to Audience (AO W4)

Before you begin, answer the mini‑checklist:

  1. Who is the reader? (e.g., school principal, general public, potential customers)
  2. What level of formality does the task demand?
  3. Which register(s) – formal, informal, technical, descriptive, emotive – will best achieve the purpose?

Examples:

  • Formal report to a school board: No contractions; use “commence”, “therefore”, and subject‑specific terms such as “attendance rate”.
  • Informal letter to a friend: Contractions and colloquial expressions (“that’s awesome”) create a friendly tone.

11. Spelling, Punctuation & Grammar (AO W5)

Common error checklist

  • Subject‑verb agreement with collective nouns (e.g., “The team is” vs. “The team are”).
  • Correct use of articles (a, an, the), especially with abstract nouns.
  • Possessive forms vs. plurals (e.g., “students’ results” vs. “students results”).
  • Comma placement in complex sentences (after introductory clauses, before coordinating conjunctions joining independent clauses).
  • Apostrophes in contractions and possessives.
  • Consistent tense throughout the piece.

Self‑check routine (after writing)

  1. Read the text aloud – listen for run‑ons or missing pauses.
  2. Highlight every comma; confirm it follows a rule.
  3. Check every “‑’s” for correct possessive use.
  4. Run a quick spell‑check, then verify homophones (their/there/they’re).

12. Using the Source Text (Reading Objectives R3‑R5)

  • Extract ideas – underline key points, data and quotations.
  • Paraphrase – restate the idea in your own words while preserving meaning.
  • Integrate quotations – embed them using relative or noun clauses (see Section 8).
  • Avoid plagiarism – attribute ideas (“According to the article…”) and never copy more than a few words without quotation marks.

13. Final Draft Checklist (aligned with the mark‑scheme)

  1. Have I addressed every part of the prompt? (AO W1‑W4)
  2. Is the intended audience clearly considered and reflected in my register? (AO W4)
  3. Did I use at least four different sentence structures, including:
    • Two complex sentences
    • One compound‑complex sentence
  4. Did I incorporate a range of vocabulary (formal, descriptive, emotive, technical) appropriate to the purpose? (AO W4)
  5. Are paragraphs well‑structured with clear topic sentences and logical transitions? (AO W3)
  6. Have I used a variety of linking (cohesive) words to achieve cohesion? (AO W3)
  7. Is spelling, punctuation and grammar accurate (no more than 2‑3 minor errors)? (AO W5)
  8. If a source text was provided, have I paraphrased, embedded evidence and cited it correctly? (R3‑R5)
  9. Is the word count between 250 – 350 words? (exceeding may affect AO W5)

14. Practice Activity

Task (250‑350 words): You have been asked to write a report for your school’s environmental committee. The committee has received the following data from the recent “Green Campus” survey:

  • 78 % of students recycle regularly.
  • Only 42 % use reusable water bottles.
  • The school’s carbon footprint has risen by 12 % over the last year.

Using the data, produce a report that:

  1. Summarises the key findings.
  2. Analyses possible reasons for the decline in reusable bottle use.
  3. Recommends two practical actions the school could take to reduce its carbon footprint.

Remember to:

  • Choose an appropriate formal register.
  • Use at least four different sentence structures.
  • Embed at least one piece of evidence using a relative or noun clause.
  • Include headings, bullet points (if appropriate) and a clear conclusion.

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