IGCSE English (0500)
Subject Guide & Exam Tips
“Candidates should recognise whether quotations or a candidate’s own words should be used. It may seem simplistic, but every year marks are
Written by: Tim SeedOver ten years experience as a Head of Department and worked at a top independent school in the North of England UK, teaching and coordinating the IGCSE English qualifications. Cambridge International Examiner for over five years.
dropped due to students missing these practicalities.”
Navigate the IGCSE English (0500) Subject Guide & Exam Tips page easily by clicking the section icons below.
Paper 1
In this write-up, we will deep-dive on Paper 1.
Paper One includes three different texts for students to read and answer the corresponding questions. The questions require different skills, from comprehension and understanding of vocabulary to writing about the effect of language choices and then reinterpreting a text in a creative task. It is important for candidates to be prepared for each task and to be familiar with their requirements.
Question 1
TEXT A: Short-Response Questions (a-e)
For the comprehension questions focusing on Text A, it is vital to carefully read the questions and be clear regarding the area of the text from which to find answers: take note or use a highlighter to make sure you know the specific paragraph the question is asking you to look in for the answers.
Look carefully at the number of marks for each question; for example, 1b allots two marks and you should give two different aspects of the phrase.
Candidates should recognise whether quotations or a candidate’s own words should be used. It may seem simplistic, but every year marks are dropped due to students missing these practicalities.
Question 1
TEXT B: Summary Writing (f)
For Text B, candidates are required to summarize the text with regards to the given question in part (f) of Question One.
Again, it is important that students pay close attention to the focus of the question, and do not attempt to write an overview of the entire text.
It is vital that the summary is written in full sentences, with no bullet points or note form.
Candidates should recognise whether quotations or a candidate’s own words should be used. It may seem simplistic, but every year marks are dropped due to students missing these practicalities.
Refrain from using quotations for this task. Candidates are recommended to use their own words.
After reading the question, candidates should reread Text B and highlight any examples that link to the task. Answers should include references to information from across the text, not just isolated paragraphs such as, typically, the beginning and end; aim to show the examiner an understanding of the whole text.
HONING YOUR SKILLS IN WRITING SUMMARIES
- First, arm yourself with a highlighter and find ten to twelve points that directly respond to the question. As you have plenty of examples highlighted, you will feel more confident about writing your answer
-
When writing the summary, planning is the key. Students should then refer to the plan rather than the text, therefore ensuring they do not quote the text directly.
-
Since the task requires a minimum word count of 120 words, paraphrasing examples in the shortest form must be considered. To do this, reword and rearrange examples from the text but without changing the meaning. Consider changing the order of words and look at which words you can best adapt. Proper nouns (names of specific people or places) and technical terms are difficult to change and are best written as they are.
-
Remember, the summary does not require interpretations or personal views, simply a demonstration that the views in the text have been understood and written concisely. You can practise this skill during your revision, simply think up or copy down a sentence such as:
They come so close to the camp that they all have to light fires and beat empty tins to scare the elephants away.
Then rewrite it with the same meaning, but not exactly the same words, e.g.
Elephants have to be frightened away.
This is a quick and effective task that will build your confidence with the skill of summarizing!
Question 2
TEXT C: Vocabulary/Language Questions (a-c)
The Question Two tasks that focus on Text C become more challenging and you will build on the skills you showed in the previous questions.
For (2a), candidates should find the correct version of the underlined word and provide it as their answer.
In (2b), where students must show their understanding of the writer’s meaning in underlined words, it is important that you do not give a dictionary definition as an answer, but really consider how the word is being used in the example. Pay close attention to the writer’s use, and the possible connotations, of the word on which you are focusing.
For (2c), candidates are asked to identify one example from a given extract and explain its effect. It is important here that students consider the connotations of the quotation they choose and that they do not attempt to offer more than one example because no additional marks will be awarded.
- Chosen quotations should be very concise, ranging from one word to a short phrase of three or four words.
- After your quotation, include what it suggests and then an elaboration of its effect.
- Remember that your explanation should be in your own words. In order to explore how words suggest feelings or experiences, consider the following:
- Portrays
- Conveys
- Demonstrates
- Connotes
- Suggests
- Implies
- Illustrates
- Alludes to
Here’s an example:
The writer describes Raposo as “wide-eyed”, which suggests that the leader is amazed at the sights. It conveys a feeling of shock at the surroundings and connotes a sense of wonder at the experience.
Question 2
TEXT C: Writer’s Effects (d)
In (2d), candidates must write an extended analysis of Text C and are required to discuss three quotations from each of two paragraphs. Students should be mindful that they should include six quotations overall. Not only are marks awarded for the quantity of examples, you should also aim for excellent quality of analysis. It is essential that there is a focus on the connotations of words, phrases and imagery. Answers should show an ability to interpret the effect and meaning of the writer’s language choices, not just the denotations of words or a listing of techniques.
The ability to refer to features such as metaphor, simile, personification, adjectives, adverbs and other word classes can be beneficial for this task, but only if accurate references are combined with a consistent focus on the specific effect of the words used.
As always, candidates should avoid giving interpretations like “it interests the reader” or “it makes the reader want to continue reading”; such statements are vague and could be applied to any quotation, demonstrating unhelpful generalization.
Remember, you do not need to compare and contrast quotations: analyse them separately and be specific with your ideas.
When you are exploring the effects of the imagery and language you use as examples, remember the vocabulary recommended for (2c), it will enable you to make detailed interpretations.
Question 2
TEXT C: Extended Responses
The final task for Paper One is the Extended Response, also known as Question 3. Candidates are required to produce a piece of original writing based on their reading of Text C. Close attention should be paid to the specifics of the task and to the bullet points provided.
The question will require students to write in a certain genre, for example a letter or journal, and marks are awarded on the extent to which the answer reflects the genre.
Make sure you are certain of the requirements in terms of purpose, audience, tone and style. You should not be too creative here: all information in your writing should be clearly linked to the events and ideas presented in Text C.
Highlight the information given in the bullet points and identify the details that can be used from the text.
Rereading Text C numerous times will ensure clear understanding of the focus of the task and will help to create ideas regarding reinterpretation of the text.
Aim to note down fifteen content points that you can divide between the bullet points provided, doing so will make sure you include ideas that are completely relevant to the question.
The task will specify the intended audience of the writing, and you should pay close attention to this requirement.
For example, a letter for a mother is likely to be very different in tone to an interview conducted for a newspaper, and the candidate’s choice of language reflecting this will be highly awarded.
A clear plan should be made prior to writing, and it should include ideas regarding the tone of the piece, this will be created by language choices and will demonstrate the character’s mood and personality: informal or formal vocabulary may be employed, there may be elements of humour, questions may be included to demonstrate uncertainty or frustration.
Whatever the decisions made by the candidate, it is important that the tone is consistent and does not fluctuate unrealistically because doing so will not accurately convey the ideas presented in Text C.
Simply repeating the events of the text will not yield strong marks; instead, candidates should show their understanding of the events but include additional information that shows their engagement with the emotions of the characters, their thought processes and imaginative insights into the point of view of the character.
Remember, up to ten marks are awarded for the quality of writing, so including effective descriptions and demonstrating a strong range of vocabulary will be of great benefit, especially when combined with observations that show your understanding of Text C.
IGCSE English (0500)
Subject Guide & Exam Tips
Note: Visit the official Cambridge International website for a more the most updated information on the requirements for this subject
We hope you enjoyed our IGCSE English (0500) Subject Guide & Exam Tips Page!
Check out our full list of IB & IGCSE Exam Tips & Subject Guides here.
