produce written texts with a range of grammatical and lexical structures

IGCSE English as a Second Language (0510) – Writing Revision Guide

This guide follows the Cambridge IGCSE 0510 syllabus (2027‑2029) and shows how the writing component interlinks with Reading, Listening and Speaking. It is designed for classroom revision or independent study.

1. Syllabus Overview & Assessment Objectives

2. Quick‑Reference Sheet – Text‑type Requirements (0510)

3. Integrated Skills – How Reading, Listening & Speaking Support Writing

3.1 Reading Refresher (AO1)

• Text‑type identification – article, report, review, narrative, opinion essay, notice/leaflet.
• Typical question formats – multiple‑choice, gapped‑text, short‑answer, matching.
• One tip per format:
  • Inference (multiple‑choice): underline modal verbs or adverbs that signal attitude.
  • Gapped‑text: look for linking devices (however, therefore) that often signal the missing clause.
  • Scanning for detail: use the “first‑letter” technique – locate the initial letter of a keyword.

3.2 Listening Quick‑Guide (AO3)

• Three audio genres in the exam:
  1. Monologue (e.g., a talk or news report)
  2. Dialogue (e.g., a conversation between two speakers)
  3. Interview (question‑answer format)
• Marking objectives – L1 (understanding gist), L2 (specific information), L3 (inference), L4 (attitude & implied meaning).
• 3‑step note‑taking framework:
  1. Predict – read the question, guess possible key words.
  2. Listen – write down only nouns, numbers and modal verbs.
  3. Check – compare notes with the options before the recording ends.

3.3 Speaking Prep Box (AO4)

• Three parts of the speaking test:
  1. Interview – personal questions (2 min).
  2. Long turn – short talk on a visual prompt (1 min preparation, 1 min speaking).
  3. Collaborative discussion – exchange ideas with a partner (2 min).
• Marking criteria – Grammar, Vocabulary, Development of ideas, Pronunciation/intonation.
• Useful discourse marker for “development”: “Furthermore, …” or “On the other hand, …”.

3.4 Cross‑Skill Tip

Before you start writing, spend 2‑3 minutes on the other skills:

1. Read a short article on the same topic, underline three useful collocations.
2. Listen to a 30‑second news clip; jot down two key phrases and one modal verb that shows attitude.
3. Give yourself a 30‑second “talk aloud” on the prompt – this warms up fluency and helps you decide on register.

4. Producing Written Texts – Grammar & Lexical Structures (AO2 W4)

4.1 Grammar Checklist

4.2 Lexical Checklist

4.3 Register Grid (by Task Type)

5. Planning Your Text (with Word‑Count Reminder)

1. Read the prompt carefully – note purpose, audience, format, and word‑limit (120‑160 words for the two writing tasks; add a 5‑word buffer).
2. Skim any source material – use reading strategies (headline, first/last paragraph) to select relevant ideas (AO1).
3. Brain‑storm – list main points, supporting details, and specialised vocabulary.
4. Choose a structure – typical layout: introduction, body paragraph(s), conclusion.
5. Make a sentence‑type outline – beside each line note the grammar you will use (e.g., “Complex sentence for contrast”, “Passive voice for emphasis”).
6. Draft quickly – keep an eye on the word‑count; stop when you are 5‑10 words under the maximum.
7. Revise for cohesion and register – check linking devices, paragraphing, and that the tone matches the task (AO2 W2‑W3).
8. Proofread – focus on subject‑verb agreement, article use, punctuation, spelling and the accurate use of the grammatical forms listed in the checklist (AO2 W4).

Cross‑Skill Reminder

After drafting, spend a minute:

• Scanning a related article for two new collocations (Reading – AO1).
• Listening to a short clip and noting one modal verb that shows attitude (Listening – AO3).
• Speaking the opening sentence aloud to check fluency and pronunciation (Speaking – AO4).

6. Sample Tasks & Model Answers

Task 1 – Article (180‑200 words)

Prompt: Write an article for the school magazine about the benefits of learning a second language. Use at least three different sentence types and a range of vocabulary.

Model Answer (200 words)

Learning a second language opens doors to new cultures and career opportunities. Not only does it improve cognitive skills, but it also boosts confidence when travelling. Many schools now offer bilingual programmes, which enable students to study subjects in both English and another language. For example, a pupil who studies Spanish alongside mathematics can discuss complex problems in two linguistic frameworks, thereby deepening understanding. Moreover, employers increasingly value multilingual staff; as a result, graduates with language proficiency often enjoy a competitive edge in the job market. Although mastering a new language requires dedication, the long‑term rewards far outweigh the effort. In short, embracing a second language is not just an academic exercise – it is a life‑changing skill that broadens horizons and enriches personal growth.

Task 2 – Formal Email (120‑160 words)

Prompt: Write a formal email to the headteacher requesting permission to organise a charity bake‑sale in the school hall. Include the purpose, proposed date, and how you will manage safety.

Model Answer (148 words)

Subject: Request to Hold a Charity Bake‑Sale in the School Hall

Dear Mr Hawkins,

I am writing to request permission to organise a charity bake‑sale in the school hall on Friday, 15 March 2025. The event will raise funds for the local children’s hospice, a cause supported by many pupils and staff members.

The bake‑sale will run from 10.00 am to 2.00 pm. To ensure safety, I will supervise all food preparation, display clear allergen labels, and keep a first‑aid kit readily available. In addition, I will coordinate with the custodial team to keep the hall tidy and to manage waste responsibly.

I would be grateful if you could confirm whether the proposed date is convenient and advise of any additional procedures we should follow.

Thank you for considering this request.

Yours faithfully,

Emma Patel  
Year 10 Representative, Student Council

7. Self‑Assessment Checklist (AO2 + Links to AO1‑AO4)

8. Final Tips for Exam Day

• Keep the word‑count sheet on the side of your answer booklet – it’s easier to check than to guess.
• Underline the task keywords (e.g., “formal”, “recommend”, “explain”) before you start planning.
• Use the first minute to write a quick outline – it saves time later.
• When you finish, read your answer aloud; this catches missing articles, subject‑verb errors and awkward register.
• Remember: the examiner awards marks for **range** (variety of structures/lexis) **and** **accuracy** (correct use). Aim for both.