igcse english literature sample essays

IGCSE English Literature: Essay Writing Guide

Nuha ghouse.

• Created on May 7, 2019
• Blog , IGCSE , Learning Tips

Essay Writing Guide: How to Write Essay Writing for IGCSE

Guidelines for igcse essay writing.

While most of you have already had experience of essay writing, it is important to realise that essay writing at University level may be different from the practices you have so far encountered.

The aim of this tutorial is to discuss what is required of an English Literature essay at University level, including:

1. information on the criteria in relation to which your essay will be judged

2. how to plan and organise an essay

•     Planning an Essay: Essay Structure
•     Independence and Critical Reading
•     Use of Secondary Material

3. advice on writing style

4. a final checklist

Must Read: Cambridge IGCSE: Benefits, Subjects, Grading Scheme, and Tips

WHAT ARE THE CRITERIA?

In assessing essays , you are asked to bear in mind:

•  Relevance to the essay-subject as it has been set;
• A well-defined line of argument, with each stage clearly marked;
•  Appropriate, economical, and accurate illustration;
•  Mastery of the relevant background material (contextual, critical, theoretical), and evidence of independent and wide-ranging reading;
•  Evidence of independent thinking about the subject, and, where ideas are taken from critics, ability to apply them to materials of the student’s own choice;
•  Crisp expression. Failure to stay within the maximum number of words set for written work will be penalised;
•  Spelling, punctuation, grammar;
•  Accurate and comprehensive referencing of sources and list of Works Cited.

Must Read:  Notice Writing Format, Importance, Examples and How to Prepare

HOW TO PLAN AND ORGANISE AN ESSAY

Planning for IGCSE essay writing needs careful planning which is the key to producing a good essay.

Do NOT begin to write your essay the night before it is due to be submitted.

You should allow yourselves time to consider, plan, write, rewrite and revise, and proof read your essay before its submission.

The diagram and questions reproduced below will assist you in planning your essay .

Must Read:  Directed Writing: Format, Benefits, Topics, Common Mistakes and Examples

ESSAY STRUCTURE

Your essay should present a discussion and a reasoned argument:

it should not be a set of random reflections on the texts or topic you have chosen.

This will require some planning and organisation of your material before you begin to write, to ensure that your argument is coherent and engages directly with the question asked.

A good introduction is often the key to a good essay.

The first thing you should do is define any complex or potentially ambiguous terms in the question.

This can also be one good way of effecting an introduction. Another is to consider why the question might be asked, what makes it interesting, or why it is relevant to the texts you are considering.

You might also use your introduction to outline briefly your intentions in writing the essay: but remember that for a 1,000 or 2,000 word essay the introduction will necessarily be brief.

The body of the essay of the essay should relate to the issues you outline in your introduction. It also needs a coherent structure :

if you have used your introduction to identify the key issues of your discussion, structuring the essay becomes easier, as you can address these issues in separate paragraphs.

Make the links and transitions between paragraphs clear. Remember that every paragraph and sentence should contribute directly to your argument.

Your essay needs to strike a balance between argument and supporting evidence.

Avoid unsupported generalisations. Stating that ‘society is a patriarchy’ or that ‘evil is more interesting than good’ without offering evidence to support the assertion is little different from claiming that ‘the earth is flat’ or ‘tall people are more intelligent than short ones’.

Even your more particular points about texts or issues always need supporting evidence, often in the form of quotations from the texts. Remember that you may need to explain how your evidence supports your point.

Your essay needs a conclusion to avoid it petering out and losing its force. You might use the conclusion to draw together the threads of your argument, to re-visit the original question, or even to point towards new questions that your discussion has opened up. Whatever your conclusion, you should use it to step back slightly from the detail of the preceding argument to re-consider the wider picture.

INDEPENDENCE AND CRITICAL READING

The purpose of an essay is to develop and present your own thinking about the texts and issues raised by the question.

All essays are likely to draw on ideas taken from others, whether from critical books, lectures or discussions.

But clearly an essay is not intended to be simply an anthology of others’ ideas: those ideas should only be introduced in order to form and advance your own argument, which is both the substance and the purpose of the essay.

USE OF SECONDARY (CRITICAL) MATERIAL

Critical books and articles are often useful in stimulating your ideas about the literature you are writing on.

It is also important to develop some awareness of the ongoing critical debate about works and literary issues; sometimes you may even be asked to write about the critical or theoretical works themselves.

But ideas and words from other writers should never simply replace your own, either directly, or in the form of paraphrase.

Quoted or paraphrased thoughts and words from another critic should be included in the text of your essay only if you wish to say something about them. You may want to take issue with them, or to develop them, or to illustrate a particular view which you then discuss.

It is not helpful to quote from or paraphrase critics simply because you think their words sound more authoritative than your own.

While you will often draw on other critics’ ideas, you need to distinguish their words and opinions clearly from your own.

Students should exercise caution and care in the use of paraphrase in particular.

It is imperative that the reader should always be able 7 to distinguish your voice and argument from that of the critics you cite.

So avoid simply ventriloquising critical arguments and conduct instead a critical engagement with them. For example, do not accept interpretations in critical works as matters of fact; demonstrate to the reader of your essay the ways in which you have produced a thoughtful response to the critics that you have employed.

If you do not ensure that there is no confusion in an essay about the origin of its arguments, you will find that your readers are unable to judge your arguments. You will also lay yourself open to a charge of plagiarism, which is a serious academic offence.

Access the Learning Platform

University level essays should be written in a formal style and demonstrate your understanding of the codes of academic discourse as they relate to the study of English Literature.

While there are variations between different disciplines, there are three main characteristics that are common to all academic essays. These are:

• An overriding concern to interpret and make meaning through the presentation of arguments;
•  Careful attention to the marshalling of relevant and valid facts, examples and other kinds of evidence to substantiate or refute arguments and interpretations;
•  A structure or organisational framework which has not been chosen arbitrarily, but is instead designed to present arguments and evidence in a coherent and logically appropriate form

Clarity and expressiveness of language is obviously particularly important in essays on literature, and the development of an accurate and engaging writing style is one of the aims of a degree in this discipline.

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Prose [Demo] - IGCSE Literature in English 0475

Topic outline.

• Resource Plus Cambridge IGCSE ™ / IGCSE (9-1) Literature in English (Demo) - Prose

Assessment objectives

Teaching packs.

• Classroom activities
• Language, structure & form
• Tone & Voice

Candidate Responses

• Show detailed knowledge of the content of literary texts in the three main forms (drama, poetry and prose), supported by reference to the text.

• When you use selected quotations, and develop explanations of meaning, significance and context in your paragraphs then you are addressing AO1 and AO2
• When you use these same quotations to analyse the range of effects created by the writer’s use of language and structure devices, then you are meeting AO3
• AO4 relates to the entirety of a candidate’s response, but it can be explicitly addressed and reinforced in a well-developed conclusion.
• In poetry you have a wide range of structural devices to draw upon which are absent in Prose
• In drama you can consider and discuss the use of stagecraft in your responses
• In Prose, the narrative style is an important element that can be different from techniques used in Drama and Poetry texts
• Understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes.

• Recognise and appreciate ways in which writers use language, structure and form to create and shape meanings and effects.
• Communicate a sensitive and informed personal response to literary texts.

Teaching Pack

Hard Times animation

Hard Times quiz

Only available with subscription Available as part of a Resource Plus subscription, this section provides summary animations and transcripts. These animations include full audio narration for direct use in the classroom with learners. ">

Example Candidate Responses

IGCSE English Literature: Exam Study Guides

The International General Certificate of Secondary Education (IGCSE) English Literature examination is a comprehensive assessment of a student's understanding of literature and literary analysis. To excel in this exam, it's essential to have a structured study plan and access to effective study guides. In this article, we'll provide you with study guides and strategies to prepare for the IGCSE English Literature exam.

 Understanding the IGCSE English Literature Exam

The IGCSE English Literature exam typically assesses your knowledge of literary texts, themes, characters, and your ability to analyze and interpret them. It often includes a combination of multiple-choice questions, short responses, and essay questions.

 Effective Study Strategies for IGCSE English Literature

1. read actively: .

Begin by reading the prescribed texts actively. Take notes, underline or highlight key passages, and jot down your initial reactions and thoughts.

2. Analyze Themes and Characters:

Understand the major themes, characters, and literary devices used in the texts. Consider how these elements contribute to the overall meaning of the work.

3. Practice Essay Writing: 

Improve your essay writing skills. Practice writing essays that analyze themes, characters, and the author's techniques. Be sure to provide evidence from the text to support your arguments.

4. Study Literary Techniques: 

Familiarize yourself with common literary techniques such as symbolism, foreshadowing, imagery, and irony. Recognizing these techniques in the text will aid in your analysis.

5. Review Past Papers: 

Access past IGCSE English Literature papers to get a sense of the exam format and types of questions that may be asked. Practice solving these papers under timed conditions.

6. Use Study Guides: 

Utilize official textbooks and study guides that cover the prescribed texts and provide analysis, themes, and sample essay questions. These guides often contain insightful information about the texts.

7. Seek Peer and Teacher Feedback: 

Share your essays with peers or teachers for feedback. Constructive criticism can help you identify areas for improvement.

8. Create a Study Schedule: 

Develop a study schedule that allocates time for reading and analyzing the texts, practicing essay writing, and revising past papers. Consistent study is crucial.

9. Join Study Groups: 

Collaborate with peers in study groups to discuss the texts, share ideas, and review each other's essays. Different perspectives can enrich your understanding.

 Prescribed Texts for IGCSE English Literature

The texts you need to study for the IGCSE English Literature exam may vary depending on your examination board and the specific year you are taking the exam. Commonly studied texts include works by William Shakespeare, classic novels, and contemporary literature. Consult your syllabus or ask your teacher for the list of prescribed texts.

 Sample IGCSE English Literature Study Guides

Here are some sample study guides for common IGCSE English Literature texts:

1. "Romeo and Juliet" by William Shakespeare:

   - Study guides and analysis resources for this classic tragedy are readily available online. They cover themes, characters, and key scenes.

2. "To Kill a Mockingbird" by Harper Lee:

   - Study guides for this novel often include character analysis, discussion of themes like racial prejudice, and sample essay questions.

3. "Lord of the Flies" by William Golding:

   - Study guides explore themes of civilization and savagery, character analysis, and literary techniques used in the novel.

4. Contemporary Literature: 

For more recent novels or works, consult official study guides, online literary analysis resources, and teacher-provided materials.

 Conclusion

IGCSE English Literature demands a deep understanding of literary texts and effective essay writing skills. By actively reading, analyzing themes and characters, practicing essay writing, and using study guides, you can prepare thoroughly for the exam. Remember to consult the prescribed texts for your specific examination board and seek guidance from your teacher. With consistent study and a well-structured approach, you can perform well in the IGCSE English Literature exam.

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IGCSE 0500 First Language English – Narrative Composition: Two Sample Essays

One of the most crucial aspects of any student’s journey is learning how to write well and to understand the criteria for the mark scheme… But how do you make sure that your understanding of the criteria and the mark scheme actually reflects that of an examiner?

This makes it such that it is very important to have good examples…

…And that’s exactly what this essay aims to resolve today!

Here’s a set of two sample essays for Narrative Writing for the IGCSE. Each essay is written to match a specific level descriptor and has been validated with the experience of our team, and reflects the way that we would assign marks based on the mark scheme.

Have a look at this, think about it, and hopefully it will help you to understand what is required and desirable in the exam 🙂

We’ll start with two essays from the Winter 2022 Paper 2; more examples will come soon (and even more for our paid members!), and we will soon publish a book of narrative writing AND descriptive writing essays as well; it will be available on both Shopee and Lazada as well as from this site, so make sure that you’re following this blog!

Without further ado, here are the examples!

Example A: 

Title: “Write a story with the title ‘Lost’.” – Winter 2022, Paper 2 Variant 2. Tom, a 12-year-old boy, lived in a small town surrounded by a vast, mysterious forest. He spent most of his weekends exploring the woods with his loyal dog, Max. They had many exciting adventures, discovering hidden trails, secret clearings, and beautiful wildlife. Tom felt a sense of freedom and wonder every time he ventured into the woods. One sunny Saturday morning, Tom and Max set out on another adventure. They walked deeper into the forest than they had ever gone before, captivated by the vibrant colours and enchanting sounds of nature. Hours passed, and they were blissfully unaware of how far they had strayed from home. As the sun began to set, Tom realized they were in an unfamiliar part of the woods. He tried to retrace their steps, but the shadows cast by the towering trees made it difficult to navigate. Panic began to set in as they wandered aimlessly, desperately searching for a familiar landmark. The sun dipped below the horizon, and the forest was soon enveloped in darkness. Tom’s fear escalated, and Max, sensing his distress, stayed close by his side. As they stumbled through the darkness, they suddenly spotted a flickering light in the distance. Approaching the light, they discovered a small, old cabin with a warm glow emanating from its windows. Tom hesitated, but he knew they needed help. He mustered the courage to knock on the door. An elderly man with a kind face and a long, white beard opened the door. Tom nervously explained their predicament, and the man agreed to help them find their way home. He grabbed a flashlight and a map, and together, they set off into the night. They walked for hours, following the map and the man’s vast knowledge of the forest. The journey was long, and Tom’s exhaustion began to take over. But, just as hope seemed to be fading, they reached the familiar edge of the woods. Tom’s house came into view, and relief washed over him. Tom thanked the old man, who offered some wise advice before departing. “Remember, young one, the forest can be both magical and dangerous. Always be prepared and respect its power.”

Comment: “The essay “Lost” deserves a level 4 in both Table A: Content and Structure and Table B: Style and Accuracy. The story’s plot is relevant and cohesive, featuring narrative elements such as character development and setting the scene. The content is relevant, with some development (W1), and the structure is competently managed (W2). The story falls short of level 5 as the plot could be more strongly developed with further description, character interaction, or a more effective climax.

For Table B, the essay displays some precise vocabulary and a range of sentence structures used occasionally for effect (W3). The story maintains an appropriate register for the context (W4), and the spelling, punctuation, and grammar are generally accurate, with some errors (W5). It does not reach level 5 due to the vocabulary and sentence structures not being consistently precise or well-chosen for effect.

The essay does not deserve a level 6 because the content is not complex, engaging, or effective enough (W1), and the structure is not as well-balanced or carefully managed for deliberate effect (W2). Furthermore, the vocabulary is not consistently well-chosen for effect (W3), and the spelling, punctuation, and grammar are not almost always accurate (W5).

Lastly, the essay does not deserve a level lower than 4 because it does not exhibit the characteristics of lower levels, such as limited or unclear content (W1), partially organized or ineffective structure (W2), simple vocabulary or sentence structures (W3), or persistent grammatical errors (W5).

Now, on the other hand… What does a Level 6 essay look like?

Have a look!

Title: “Write a story with the title ‘Lost’.” – Winter 2022, Paper 2 Variant 2. In the quaint town of Willowbrook, nestled in the heart of the valley, nine-year-old Lucy found solace in the dense, enchanting woods that surrounded her home. The forest was her sanctuary, a place where she could let her imagination run wild. Alongside her trusty companion, a golden retriever named Jasper, she would spend countless hours exploring its depths, discovering its secrets. One day, as the sun dipped below the horizon, Lucy and Jasper ventured further into the woods than they ever had before. They traversed moss-covered trails, played hide-and-seek among the towering trees, and splashed in the crystal-clear stream. As they roamed deeper into the woods, the sun’s fading light cast long shadows across their path, but they continued on, oblivious to the encroaching darkness. It wasn’t until the last rays of sunlight vanished that Lucy realized they were lost. Panic surged through her veins as she clung to Jasper for comfort, whispering, “We’ll find our way back, won’t we?” The woods had transformed into an eerie, unfamiliar world. Shadows danced in the moonlight, and the once melodic bird songs were replaced by unfamiliar, haunting sounds. Together, they stumbled through the dark, moonlit forest, guided only by instinct and the faint glimmer of hope. As they pressed on, the forest seemed to close in around them, the darkness growing thicker with each step. Suddenly, they came upon a mysterious, ancient oak tree. It stood tall and majestic, its gnarled roots digging deep into the earth, as though it had been there for centuries. The tree seemed to beckon them, and as they approached, they noticed a glowing inscription carved into the trunk. It read, “Whisper your fears, and I shall show the way.” With trepidation, Lucy leaned in and whispered her fears to the tree, her breath quivering. As she finished, the inscription shimmered, and a trail of luminous fireflies emerged from the tree, leading them through the darkness. As they followed the swarm, the menacing shadows receded, and the forest gradually regained its familiar allure. The fireflies weaved through the trees, illuminating their path and casting a warm, comforting glow. The journey through the forest felt like an eternity, but eventually, the fireflies led them to the edge of the woods, where they caught a glimpse of their town’s warm glow. Overwhelmed with relief, Lucy hugged Jasper tightly, tears streaming down her cheeks. Together, they raced towards the town, grateful for the guidance that had delivered them from the clutches of the unknown. Upon their return, Lucy shared the tale of their adventure with her family, who listened in awe. The ancient oak tree and its magical fireflies became a cherished part of local folklore, a symbol of hope for those who found themselves lost, both literally and metaphorically. And for Lucy, the woods remained her sanctuary, but she never ventured too far from the guiding light of home.

The essay “Lost” deserves the highest possible grade, as it demonstrates complex, engaging, and effective content (W1) with a secure, well-balanced, and carefully managed structure for effect (W2). The story plot contains well-defined and developed ideas as well as images to create a convincing overall picture with varieties of focus. As for writing for effect, it contains a good range of sentence structures and precise vocabulary, used effectively for effect (W3), while maintaining a consistent, well-chosen register suitable for the context (W4). Spelling, punctuation, and grammar are almost always accurate (W5).

To improve the story, the writer can incorporate more sensory details to further immerse the reader in the setting. By adding these elements, the essay is able to evoke even more vivid images and emotions, further enhancing the reader’s experience and appreciation.

Okay, and we’re done! 🙂

I hope that you enjoyed this post, and that you will find it valuable!

If you did, do feel free to share it with your friends! We will proceed onwards with descriptive writing examples pretty soon – these will be part of the membership site component of the site materials, and we will also create more of these materials for you soon!

Thank you once again, and we look forward to sharing more with you soon!

Programmes & Qualifications

Cambridge igcse literature in english (0475).

• Syllabus overview

The syllabus enables learners to read, interpret and evaluate texts through the study of literature in English. Learners develop an understanding of literal meaning, relevant contexts and of the deeper themes or attitudes that may be expressed. Through their studies, they learn to recognise and appreciate the ways in which writers use English to achieve a range of effects, and will be able to present an informed, personal response to the material they have studied.

The syllabus also encourages the exploration of wider and universal issues, promoting learners' better understanding of themselves and of the world around them.

This syllabus replaces Cambridge IGCSE Literature (English) (0486) from 2020 onwards. The only change is the title and the syllabus code. Past papers and other resources for are still largely applicable for teaching Cambridge IGCSE Literature in English (0475).

The last series for Cambridge IGCSE Literature (English) (0486) will be November 2019.

The syllabus year refers to the year in which the examination will be taken.

• -->2023-2025 Syllabus update (PDF, 128KB)
• -->2026 Syllabus (PDF, 820KB)

Syllabus support

• -->Support for Literature in English (PDF, 1MB)

Important notices

Please note that if you make an entry for the A*-G grading scale, it is not then possible to switch to the 9-1 grading scale once the entries deadline has passed. If you find that you have accidentally made an entry for the A*-G syllabus, you must withdraw and re-enter before the entries deadline.

Find out more about our range of English syllabuses to suit every level and ambition.

For some subjects, we publish grade descriptions to help understand the level of performance candidates’ grades represent.

We paused the publication of grade descriptions in response to the Covid-19 pandemic and the temporary changes to the awarding standard in 2020, 2021 and 2022.

As the awarding standard has now returned to the pre-pandemic standard, we are working to produce up-to-date grade descriptions for most of our general qualifications. These will be based on the awarding standards in place from June 2023 onwards.

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GCSE English Literature

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Exampro: interactive student examples [exampro.co.uk]

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Question paper: Paper 1P Poetry anthology - June 2022

Published 14 Jul 2023 | PDF | 223 KB

Question paper (Modified A4 18pt): Paper 1P Poetry anthology - June 2022

Published 14 Jul 2023 | PDF | 154 KB

Question paper (Modified A3 36pt): Paper 1P Poetry anthology - June 2022

Published 14 Jul 2023 | PDF | 163 KB

Question paper: Paper 1M Modern prose and drama - June 2022

Published 14 Jul 2023 | PDF | 336 KB

Question paper (Modified A4 18pt): Paper 1M Modern prose and drama - June 2022

Published 14 Jul 2023 | PDF | 191 KB

Question paper (Modified A3 36pt): Paper 1M Modern prose and drama - June 2022

Published 14 Jul 2023 | PDF | 200 KB

Examiner report: Paper 1M Modern prose and drama - June 2022

Published 14 Jul 2023 | PDF | 148 KB

Examiner report: Paper 1P Poetry anthology - June 2022

Published 14 Jul 2023 | PDF | 159 KB

Question paper: Paper 2 Shakespeare and unseen poetry - June 2022

Published 14 Jul 2023 | PDF | 339 KB

Examiner report: Paper 1N The 19th-century novel - June 2022

Published 14 Jul 2023 | PDF | 178 KB

Question paper (Modified A3 36pt): Paper 2 Shakespeare and unseen poetry - June 2022

Published 14 Jul 2023 | PDF | 222 KB

Question paper (Modified A4 18pt): Paper 2 Shakespeare and unseen poetry - June 2022

Published 14 Jul 2023 | PDF | 204 KB

Mark scheme: Paper 1P Poetry anthology - June 2022

Published 14 Jul 2023 | PDF | 243 KB

Question paper: Paper 1N The 19th-century novel - June 2022

Published 14 Jul 2023 | PDF | 321 KB

Examiner report: Paper 2 Shakespeare and unseen poetry - June 2022

Published 14 Jul 2023 | PDF | 184 KB

Mark scheme: Paper 1N The 19th-century novel - June 2022

Published 14 Jul 2023 | PDF | 282 KB

Question paper (Modified A3 36pt): Paper 1N The 19th-century novel - June 2022

Published 14 Jul 2023 | PDF | 219 KB

Question paper (Modified A4 18pt): Paper 1N The 19th-century novel - June 2022

Published 14 Jul 2023 | PDF | 205 KB

Mark scheme: Paper 2 Shakespeare and unseen poetry - June 2022

Published 14 Jul 2023 | PDF | 319 KB