Use and adapt forms and registers to suit different purposes and audiences.

Topic 3 – Writing: Use and Adapt Forms and Registers

Objective

Choose, adapt and combine appropriate forms and registers to meet the purpose and audience of a task, and demonstrate the language knowledge required for the Cambridge IGCSE English Language (0500) syllabus.

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1. Syllabus Overview – Assessment Objectives (AOs)

AO	Description (Cambridge 2027‑2029)	Weighting (overall)	How the notes address it
AO1 – Reading	Understand explicit and implicit meaning; analyse, evaluate, summarise and select information (R1‑R5).	50 % of Paper 1 (40 marks)	Section 9 gives a full breakdown of reading skills, question‑type strategies and links reading to writing (e.g., using ideas from a passage to plan a summary or article).
AO2 – Writing	Produce a range of text‑types; control purpose, audience, form and register; use accurate grammar, lexis, spelling and punctuation (W1‑W5).	50 % of Paper 2 (40 marks) / Component 3 (15 marks)	Sections 4‑8 detail every required text‑type, AO2 check‑lists, grammar/lexis and punctuation guidance, plus a step‑by‑step planner.
AO3 – Speaking & Listening (Component 4 – optional)	Plan and deliver spoken language; interact appropriately; use register, fluency and discourse markers (S1‑S4).	Separate (15 marks)	Section 10 provides the structure of the speaking task, marking rubric excerpts and sample cue‑cards.

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2. Exam Structure & Command‑Word Guide

Paper / Component	Duration	Components	Mark Allocation
Paper 1 – Reading (AO1)	2 hours	Four question types: 1. Comprehension (8‑10 marks) 2. Summary (6‑8 marks) 3. Language analysis (6‑8 marks) 4. Extended response (10‑12 marks)	40 marks (AO1)
Paper 2 – Writing (AO2)	2 hours	One task chosen from four text‑types (e.g., narrative, report, article, speech).	40 marks (AO2)
Component 3 – Speaking & Listening (AO3 – optional)	10‑12 minutes	Part 1: Individual talk (cue‑card) – 2 min preparation, 2 min talk. Part 2: Two‑person conversation – 8 min.	15 marks (AO3)

Common Command Words – What the Examiner Expects

Command word	Examiner expectation	Typical phrasing in a Cambridge prompt
Analyse	Break the text/idea into parts and examine language, structure and effect.	Analyse how the writer creates tension in the opening paragraph of the narrative.
Evaluate	Make a balanced judgement, weighing strengths and weaknesses, and justify it.	Evaluate the effectiveness of the recommendations in the report.
Justify	Provide reasons and evidence to support a choice or statement.	Justify your choice of register for the email.
Compare	Identify similarities and differences, usually using a balanced structure.	Compare the registers used in a formal letter and an informal email.
Summarise	Present the main points concisely in your own words.	Summarise the article in no more than 80 words.

Command‑Word Application by Text‑Type (sample prompts)

Text‑type	Sample Prompt (Cambridge style)	Key command word(s) to watch
Narrative (Composition)	Write a narrative of 300‑350 words that entertains a peer audience. Analyse how you use language to build suspense.	Analyse (language), Entertain (purpose)
Report	Write a report (250‑300 words) for your school principal recommending three ways to improve recycling. Justify each recommendation with evidence.	Justify (evidence), Recommend (purpose)
Article (Magazine)	Write an article (250‑300 words) for the school magazine that informs readers about the benefits of a healthy diet. Evaluate the reliability of two sources you have read.	Evaluate (source analysis), Inform (purpose)
Speech	Write a speech (200‑250 words) to persuade your classmates to join the environmental club. Compare two arguments for and against participation.	Compare (balanced argument), Persuade (purpose)

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3. Key Concepts

• Form – The overall structure or genre (e.g., narrative, report, letter).
• Register – The level of formality, tone and choice of vocabulary.
• Purpose – Why the writer is writing (inform, persuade, entertain, describe, evaluate, etc.).
• Audience – Who will read or hear the text and what they expect.

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4. Forms & Text‑Types Required for the Exam

Form / Text‑type	Typical purpose	Typical audience	Key features (AO2)	AO2 Checklist (W1‑W5)	Typical weighting in Paper 2	Sample prompt
Narrative (Composition)	Entertain, illustrate a point, develop a theme.	Peers / general readers.	Plot arc, characters, setting, climax, resolution; vivid sensory language; clear paragraphing.	W1 – Choose narrative form. W2 – Structure: introduction, development, climax, resolution. W3 – Varied lexis, figurative language, clause variety. W4 – Consistent informal‑neutral register. W5 – Spelling, punctuation, paragraphing.	One of the four options (≈ 25 % of Paper 2 marks).	Write a narrative (300‑350 words) that entertains a peer audience. Analyse how you create tension.
Descriptive (Composition)	Paint a vivid picture; create atmosphere.	General readers.	Sensory details, figurative language, precise adjectives, logical spatial/chronological order.	W1 – Select descriptive form. W2 – Organise description (spatial, chronological, logical). W3 – Use varied lexis, similes/metaphors. W4 – Neutral‑formal register. W5 – Accurate spelling, punctuation, paragraphing.	≈ 25 % of Paper 2 marks (if chosen).	Describe a historic building (250‑300 words) for a travel brochure. Justify your choice of descriptive language.
Letter (formal)	Request, inform, complain, persuade.	Authority figures, organisations.	Standard heading, date, address, salutation, body, closing, polite formulae.	W1 – Identify correct letter format. W2 – Include all required parts. W3 – Use formal register, appropriate tone. W4 – Correct conventions (dates, addresses). W5 – Spelling, punctuation, grammar.	≈ 25 % of Paper 2 marks (if chosen).	Write a formal letter (150‑200 words) to your local council requesting a new park. Evaluate the possible benefits.
Email (informal)	Maintain relationships, convey information quickly.	Friends, classmates, teachers (when informal is permitted).	Conversational tone, contractions, optional emojis, clear subject line, greeting and sign‑off.	W1 – Choose email format. W2 – Structure with subject, greeting, body, sign‑off. W3 – Use informal register consistently. W4 – Appropriate abbreviations & emoticons (if allowed). W5 – Accuracy of spelling and punctuation.	≈ 25 % of Paper 2 marks (if chosen).	Write an informal email (120‑150 words) to a friend inviting them to a school event. Justify why the event is worth attending.
Report	Present findings, analyse data, recommend actions.	Teachers, employers, officials.	Headings/sub‑headings, bullet points, formal language, objective tone, conclusions & recommendations.	W1 – Select report format. W2 – Use headings, logical order, clear paragraphs. W3 – Employ formal register, passive where appropriate. W4 – Include factual data, evidence, recommendations. W5 – Technical accuracy (spelling, punctuation, units).	≈ 25 % of Paper 2 marks (if chosen).	Write a report (250‑300 words) on the results of a school survey about lunchtime preferences. Justify two recommendations.
Article (Magazine/Journal)	Inform or entertain a specific readership.	Readers of the publication (e.g., school magazine, online blog).	Hook, sub‑headings, balanced tone, quotes, factual support, word‑limit awareness.	W1 – Identify article conventions. W2 – Use engaging opening and clear structure. W3 – Vary register to suit readership (often neutral‑informal). W4 – Provide evidence, examples, quotations. W5 – Accurate spelling, punctuation, citation.	≈ 25 % of Paper 2 marks (if chosen).	Write an article (250‑300 words) for the school magazine that informs readers about the benefits of a digital detox. Evaluate two sources of information.
Speech	Address a live or broadcast audience; persuade, inform, motivate.	Live listeners, broadcast viewers.	Rhetorical questions, repetition, pauses, direct address, clear sign‑posting, persuasive devices.	W1 – Choose speech format. W2 – Structure with introduction, body, conclusion. W3 – Use spoken register (contractions, short sentences). W4 – Include persuasive/engaging devices. W5 – Accurate grammar and punctuation for the written script.	≈ 25 % of Paper 2 marks (if chosen).	Write a speech (200‑250 words) to persuade classmates to join the environmental club. Compare two arguments for and against participation.
Review	Evaluate a product, event or work; recommend to others.	Potential users, audience members.	Criteria, personal response, balanced judgement, recommendation, rating (if appropriate).	W1 – Identify review conventions. W2 – Present criteria and evidence. W3 – Use appropriate register (usually neutral‑formal). W4 – Provide clear recommendation. W5 – Accurate spelling, punctuation, genre‑specific terminology.	≈ 25 % of Paper 2 marks (if chosen).	Write a review (250‑300 words) of the latest school play. Justify your overall rating.
Summary (Expository)	Condense a longer text, preserving essential information.	General or specialist readers needing a quick overview.	Logical order, paraphrasing, omission of examples, strict word‑limit.	W1 – Choose summary format. W2 – Retain main ideas only. W3 – Use neutral register, avoid personal opinion. W4 – Maintain cohesion with linking words. W5 – Accurate spelling, punctuation, word count.	≈ 25 % of Paper 2 marks (if chosen).	Summarise the article “Renewable energy in schools” in no more than 80 words. Analyse the main argument.
Interview (Transcript)	Present a question‑and‑answer exchange; reveal information or opinion.	Readers of a magazine, website, or broadcast audience.	Clear speaker labels, natural spoken language, follow‑up questions, logical flow.	W1 – Use interview format. W2 – Include both questions and answers. W3 – Keep register appropriate to speakers. W4 – Show progression of ideas through follow‑ups. W5 – Accurate spelling, punctuation, speaker attribution.	≈ 25 % of Paper 2 marks (if chosen).	Write a transcript (200‑250 words) of an interview with a local artist about their new exhibition. Evaluate the artist’s view on community impact.

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5. Registers – Levels of Formality

Register	Typical language features	Typical IGCSE situation	Example (sentence)
Formal	Full sentences, no contractions, technical/academic vocabulary, passive voice where appropriate, third‑person pronouns.	Formal letters, reports, speeches to officials.	“I would like to draw your attention to the recent decline in attendance.”
Neutral	Balanced tone, occasional contractions, clear concise language, first‑person limited.	Emails to teachers, magazine articles, neutral‑tone speeches.	“We’ve noticed a rise in recycling rates this term.”
Informal	Contractions, colloquial expressions, friendly tone, first‑person pronouns.	Personal letters, informal emails, blog posts.	“Hey Sam, I’m really excited about the concert tomorrow!”
Colloquial / Slang	Regional idioms, abbreviations, emojis, very casual phrasing.	Text messages, social‑media comments (not examined for AO2 but useful for register awareness).	“Yo! Can’t wait 2 see u 😎”

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6. Adapting Form and Register – Step‑by‑Step Planner (with reading integration)

1. Identify the purpose. (inform, persuade, entertain, describe, evaluate, etc.)
2. Identify the audience. Consider age, knowledge, expectations and relationship to the writer.
3. Choose the most suitable form. Refer to the “Forms & Text‑Types” table.
4. Select the appropriate register. Match form‑purpose‑audience to formal, neutral or informal.
5. Read the stimulus (if provided).
   • Highlight key ideas, tone, and any data that can be reused.
   • Note any language features the examiner may want you to analyse or evaluate.
6. Plan the structure.
   • Opening – hook, greeting or context‑setting (aligns with purpose).
   • Body – develop ideas using language that fits the chosen register; embed evidence from the reading if required.
   • Conclusion – summarise, call‑to‑action or final impression.
7. Check language features.
   • Contractions only in informal/neutral registers.
   • Technical terms explained for non‑specialist readers.
   • Sentence length varied for readability.
   • Linking devices appropriate to register.
8. Proofread for register consistency. Avoid mixing formal and informal language unless deliberately contrasting.
9. Verify AO2 criteria (W1‑W5). Use the checklist in the relevant text‑type row.
10. Word‑count check. Ensure you are within the required limit; delete non‑essential material first.

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7. Reading (AO1) – Skills, Question Types & Integration with Writing

Paper 1 tests four distinct skills. Mastery of each supports the writing tasks (AO2) because ideas, vocabulary and structures can be recycled.

Question Type	What is required (R1‑R5)	Key strategies	Link to AO2
Comprehension (8‑10 marks)	R1 – Locate explicit information; R2 – Infer meaning; R3 – Interpret writer’s attitude; R4 – Analyse language/structure; R5 – Evaluate effectiveness.	Read the question first; underline key verbs (e.g., “describe”, “explain”). Skim for gist, then locate evidence line‑by‑line. Use quotation marks in answers.	Extract useful ideas, useful phrases and register cues for the writing task.
Summary (6‑8 marks)	R1 – Identify main ideas; R2 – Paraphrase; R5 – Keep within word limit.	Highlight topic sentences, ignore examples, use linking words, check word count.	Practice condensing information – a skill needed for article introductions and report abstracts.
Language analysis (6‑8 marks)	R3 – Analyse effect of language choices; R4 – Discuss structural techniques; R5 – Evaluate overall impact.	Make a quick table of “Word/phrase – Effect – Why it works”. Cite line numbers.	Develop analytical vocabulary (e.g., “the writer uses vivid imagery to…”) for AO2 tasks that require analysis.
Extended response (10‑12 marks)	R1‑R5 – Combine comprehension, inference, evaluation and personal response in a cohesive essay.	Plan a short paragraph outline before writing; use a clear thesis and supporting points.	Strengthens essay‑writing structure for AO2 tasks such as articles or reviews.

Mini‑Practice Activity (for revision)

1. Read the short passage (provided in your textbook or teacher’s hand‑out).
2. Answer one comprehension question, one language‑analysis question and write a 80‑word summary.
3. From the passage, note three lexical items you could reuse in a formal report about the same topic.

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8. Grammar & Lexis Sidebar (linked to AO2 W3‑W4)

• Clause types – simple, compound (co‑ordinating conjunctions), complex (subordinate clauses), relative clauses. Use them to vary sentence length.
• Passive voice – “The data were collected by the research team.” Appropriate for formal reports and articles.
• Modal verbs – can, could, may, might, must, should – express possibility, obligation, advice; useful in recommendations and evaluations.
• Collocations & lexical sets – e.g., “make a decision”, “take a risk”, “high‑impact”, “strong argument”. Include at least three in any AO2 response.
• Linking devices – however, moreover, consequently, on the other hand, in addition. Choose devices that suit the register (formal: “Moreover”, informal: “Also”).
• Verb tenses – present simple for facts, present perfect for recent past, past simple for narrative, future forms for predictions or proposals. Keep tense consistent within each paragraph.

Typical error patterns (past paper analysis)

• Mixing contractions in formal registers.
• Inconsistent use of passive voice in reports.
• Incorrect preposition after collocations (e.g., “interested **in**” vs. “interested **on**”).
• Missing commas before non‑essential clauses.

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9. Spelling & Punctuation Quick‑Reference (AO2 W5)

• Commonly confused words: affect / effect, its / it's, there / their / they're, whose / who's.
• Hyphenation: compound adjectives before nouns (well‑known author) vs. open compounds after nouns (the author is well known).
• Quotation marks: double for main quotation, single for a quote within a quote.
• Comma rules: after introductory elements; in lists; before coordinating conjunctions joining independent clauses; to set off non‑essential clauses.
• Semicolons: link closely related independent clauses or separate items in a complex list.
• Apostrophes: possessive nouns (students’ library) and contractions (don’t).

Proof‑reading checklist (W5)

1. Check all proper nouns are capitalised.
2. Verify hyphenation of compound adjectives.
3. Confirm commas before “but”, “or”, “so” when they join two independent clauses.
4. Ensure quotation marks are paired correctly.
5. Run a spell‑check, then read the text aloud to catch homophone errors.

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10. Speaking & Listening (AO3 – optional Component 4)

Structure & Marking (S1‑S4)

Part	Task	Time	Marking criteria
Part 1 – Individual talk	Cue‑card (topic, two prompts). Candidate speaks for 2 min after 2 min preparation.	4 min total	S1 – Content (relevant ideas, development). S2 – Organisation (clear structure, signposting). S3 – Language (range, accuracy, register). S4 – Interaction (fluency, pronunciation, intonation).
Part 2 – Two‑person conversation	Examiner asks follow‑up questions; candidate responds and asks at least two questions.	8 min	S1 – Content (relevant, appropriate). S2 – Organisation (turn‑taking, coherence). S3 – Language (lexical range, grammatical accuracy, register). S4 – Interaction (listening, responding, extending the conversation).

Sample Cue‑Card (S1 – S4 practice)

Topic: “Describe a memorable event from your school life.”
Prompts:

1. Explain why the event was memorable.
2. Discuss how it affected you or your classmates.
3. Suggest how the school could organise a similar event in the future.

Speaking Practice Tips

• Use a clear opening (“I’d like to talk about…”) – S2.
• Vary register: informal for personal recollection, slightly more formal when giving a suggestion – S3.
• Employ discourse markers (firstly, moreover, finally) – S2.
• Ask the examiner a follow‑up question (“What do you think would make the event more inclusive?”) – S4.

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11. Revision Checklist – AO1, AO2, AO3

AO	Key actions to practise	Resources / Activities
AO1 – Reading	Identify purpose, audience and register in a range of texts. Practice all four question types under timed conditions. Extract useful language for later writing.	Past paper passages, teacher‑provided extracts, online reading packs.
AO2 – Writing	Complete the planner for each text‑type. Write full answers to at least one sample prompt per text‑type. Self‑check using the W1‑W5 check‑lists. Peer‑review focusing on register consistency and word‑limit.	Sample prompts (see Section 4), marking rubrics, peer‑review sheets.
AO3 – Speaking & Listening	Practice cue‑card talks with a timer. Record yourself and note fluency, pronunciation and register. Do role‑play conversations, ensuring you ask at least two questions.	Audio recorder, speaking partner, examiner‑style cue‑cards.

Use this checklist regularly; mark your progress and focus on any weak areas before the exam.