descriptive essay igcse sample

Lux Writing Center

Personal writing instruction for all ages, igcse first language english paper 2: descriptive writing.

The Cambridge IGCSE First Language English Paper 2 is title Directed Writing and Composition. Section A tests both reading and writing skills. You can check out our previous post on genres to learn more about that. Section B, though, tests only the student’s writing skills.

Section B of Paper 2 gives the student four options to choose from: two descriptive prompts and two narrative prompts. This post will give some suggestions for succeeding in the descriptive writing .

Below are sample descriptive prompts:

• Write a description with the title ‘The playground.’
• Write a description with the title, ‘The factory’.
• Write a description of a place where animals are kept in captivity, such as a zoo, wildlife park or sea-life centre.
• Describe the inside of an interesting shop.
• Describe waking up to find the scene around you has changed.
• Describe a group of tourists outside an attraction.

Mark Scheme

24 marks are given for style and accuracy: Precise, well-chosen vocabulary and varied sentence structures, chosen for effect; consistent well-chosen register suitable for the context; spelling, punctuation, and grammar almost always accurate.

16 marks are given for content and structure: Many well-defined and developed ideas and images create a convincing overall picture with varieties of focus.

Tips, Practice, and Feedback

If you would like individualized, daily instruction to help prepare for the IGCSE English or AS English exams, Mr. Lux is a trained Cambridge teacher who can help you. Mr. Lux can provide tips, practice, and feedback as you prepare for your exams.

For $85 USD a month, you receive daily communication with a trained Cambridge teacher who has more than 10 years of teaching experience. Visit the About and Enrollment pages for more information. You can also learn more about what Lux Writing Center offers through other posts .

2 thoughts on “ IGCSE First Language English Paper 2: Descriptive Writing ”

• Pingback: IGCSE First Language English Paper 2: Narrative Writing | Lux Writing Center

Nice post really helpful and straight to the point Would definately recomend to others

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Sunday, June 16, 2013

Writing a* composition for igcse or as - descriptive writing.

•   pre-write - read the question carefully, 
• do a quick plan (Nerdvark did a spider diagram to make sure he was mentioning all five senses in his descriptive piece, and using a very short time span. You'll notice that he also paid attention to atmosphere, and has a switch part way through, from a pleasant atmosphere of a welcoming island where he feels relieved to be safe, to a dangerous island where he is under attack, but there is a bit of foreshadowing in the diction at the beginning of the passage. All this comes from planning .), 
• draft (Nerdvark wrote like crazy for about 45 minutes without stopping - he knew what he was aiming for because he read the question carefully and did a good plan, and he knew he'd have time to revise and edit before handing in his paper.)
• revise (Nerdvark ended up with too many words at first, in other words he was wordy, and had to revise it to be more succinct and more clear. He also tends to be a bit repetitive. You'll notice that the marking guide specifically mentions not to be repetitive. Don't be repetitive. Nerdvark crossed out the repeated bits when he revised the piece.), 
• and a final edit for errors (in the marking guide it says "linguistically strong and accurate"; i.e. no errors.)

24 comments:

Wow..write up is worth A*

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Wunderkind Education

Igcse english: check the quality of a 'decent' descriptive essay sample.

What makes a narrative essay decent and guarantees a high mark would be a solid storyline of the story that communicates convincingly.

In contrast, Descriptive Essay requires a bit of different tasks, its concentration lies more on how well a scene or situation is “expressed”. 

Let's look at a sample essay and check out the Top 5 Literary devices most frequently used in descriptive essays.

Check out the colours to see how often and in what ways such devices are being used to ‘vividly’ illustrate the given situation. 

PERSONIFICATION

JUXTAPOSITION

Q: Describe a busy port or harbour

The sun beams happily  in the sky as the rays bounce off the glistening waves. The golden rays look like arrows being shot from heaven. The fierce light from the sun bathes a throng of visitors in a romantic  glow and happy faces reflect the positive  rays back towards the sky.

White bubble clouds hover tentatively in the sky and  look as fragile as a glass about to break.  The clouds slowly climb closer and closer to the dominant sun, threatening to hide  its rays and bring cool breezes to those under its temporary protection. Screeches and squawks can be heard all around. The creators of this cacophony laugh together as they soar above the heads of those down below. The seagulls aggressively whirl and dip as they hunt for their next meal.

Their eyes scavenging the scene for anything that can be pilfered: a juicy burger held loosely in the hand of a child; a dripping ice-cream cone about to plummet to the ground or even a packet of crisps that has only just been opened by an excited child.  These scavengers of the sky don’t hear the melody of cries as children mourn their lost treats, nor do they care about the angry words screamed in their direction.  As a seagull swoops down from the sky like a comet hurtling towards earth, a pair of siblings whirl around their parents trying to poke each other in the ribs.

Their happy war consumes their attention and causes others to stare in mock irritation. Their melodious laughter  rings throughout the harbour and bounces off the ships standing nearby. A lone couple stroll by holding hands and pause to look up at the army of birds encircling the area above them. They cover their eyes with their hands but the sun pierces through the latticework of their fingers, creating a patchwork of light on their upturned faces. Vendors’ voices mingle together into an orchestra as they vie for the attention of those strolling up and down the boardwalk.

The sweet smell of candied apples rises  from a busy stall as throngs of people jostle in the snaking line to the front. The aroma of sugar and bitter apples stings the nose. However,  like an enchanting song it entices all those who breathe in the intoxicating fragrance. Leaving the fragrance behind, many visitors find themselves staring dreamily into the water. The waves glisten and wink as the gentle breeze plays with the rhythm and motion of the water.

The sound of water lapping against the moss covered wall sounds like muffled clapping. The lazy sun starts to blink as the white bubble clouds creep across the golden haze in the sky. The light dims and turns from  golden to grey. The breeze begins to grow in strength and whips the clothes and hats of the visitors merrily perusing the shops on the boardwalk.

Fiercely small droplets of rain begin to spatter the wooden boards underfoot and the wood darkens in protest at this sudden change.   The sun finally succumbs  to the slow battery of the rain and retreats in defeat.

• GCSE/MYP English

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Comentários

The English Language for IGCSE

Tuesday, june 7, 2016, descriptive writing, 29 comments:.

really good, recommended this.

Thanks Rabia!

Your blog is really, really helpful!!!!!

Thanks, glad you liked it!

A good website for childrens

“Childrens”

Teachers are giving SA from this website and students can copy them

I think it's up to teachers to recognize when students are plagiarizing work and up to students to be honest and realize that copying answers isn't going to help them on the final exam, when they won't know what question will be asked. I don't think it's fair to take down resources that are helping the majority just because a minority may be using them dishonestly.

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One thing I would say is that it is in the wrong tense to the question

You're right - in hindsight, I should have written it in present tense. Thanks for pointing this out!

do you have a website for english ib as well?

Unfortunately not - I have taken English Lang & Lit SL, though, so if you need help with that feel free to email me!

I really need help with literature if you could help me. my teacher is very ‘stupid’ and I have 3 months till my final igcse exams. i dont even know how to properloy frame an answer and how many quotes/points i need to present

Hi Het, feel free email me if you need help! I can talk about this in greater detail.

We dont use 'I' in descriptive writings - its an observation.

Helpfully blog

Do you give advice on other type of writing

Very good! I'm sooo impressed, at least now I know, what my teacher was actually expecting from me, and that I gave her serious bullshit!

Very impressive. But for your descriptive essay, shouldn't be not include the narrator performing any actions that adds to any form of plotline?

Amazing blog 👍👌

The mood and imagery was excellent! I felt, even I was in a theme park. Great stuff!

This comment has been removed by the author.

i dont think i would ever be able to write something like this

This was really helpful thanks a lot

really nice

How do you write so good? Please give some tips

Can you help me in English IGCSE

How to Score High for Descriptive Writing

Descriptive writing is one of those tasks where the instructions sound simple.

For example:

Describe a little village.

The question is too simple. Already, you may start picturing a ‘little village’. And then it dawns upon you - this is for 40 marks ! What do I DO?

Suddenly it feels like you are going round in circles - you have already described the little houses and the sunset. You have described the trees and maybe a farm somewhere, and a church. What now? You are deciding whether you should mention a pond. And maybe the houses again?

This is the descriptive writing trap.

You run out of things to describe.

There are some things we can do to avoid this. One thing we can do before we start writing is thinking - Okay I will mention the mountains near the little village, the sun lavishly rising up from beyond them, and the general feel of the village.

There are 2 main methods to describe things vividly, and also not run out of things to say:

1) Use adjectives and provide details

There was a farm a bit far away.

This is not a bad sentence by any means. However, we can instantly liven up the sentence by adding a few adjectives:

There was a pleasant old farm at the very edge of the village, from where the grasslands began.

By mentioning the farm as 'a pleasant old farm', there is an understanding about the farm itself now, which was not clear in the previous sentence.

Also, by replacing ‘a bit far away’ with a bunch of details concerning the distance, there is now a bit more of a visualisation available in your writing!

If you are not getting ideas, resort to your favourite books or movies to gain inspiration from, and get an insight from. This is something you need a lot of guidance in, but with some patience, you might figure out a way!

As another example, let us try to describe something that has nothing to do with a village. We will try to describe something completely fictional, so brace yourselves:

It was a large dog with three heads - it also had three eyes, three noses and three mouths!

Here, I am trying to describe a creature which belongs only in stories - only within the imagination. In my mind, I had a clear visualisation, of a creature which is quite scary and foreboding. My visualisation looked something very similar to this:

Remember this scary dog from the Harry Potter movies?

This is the image I had in mind while I was describing the fictional creature. It is actually the image of Cerberus - the hound of Hades, the three-headed monstrosity which is prevalent in Greek mythology.

Describing something fictional is harder than describing something that is not - because you are describing something that only you are understanding! Such a dog does not exist of course, so you have to help your reader understand what you are imagining.

In the Harry Potter books , this is how the description of the creature goes:

… straight into the eyes of a monstrous dog, a dog that filled the whole space between ceiling and floor. J. K Rowling, Chapter 10, Harry Potter and the Philosopher’s Stone

The use of the adjective, ‘monstrous’, immediately has us realizing that the creature is not pleasant, and is in fact, dangerous. This, as well as the size of the dog, were necessary details that was missing in my own description above.

And the quote continues:

… It had three heads. Three pairs of rolling, mad eyes ; three noses, twitching and quivering in their direction ; three drooling mouths, saliva hanging in slippery ropes from yellowish fangs.

Here, there is detail being added to each visual.

• The eyes are rolling, and mad.
• The noses are twitching, quivering in an upward motion.
• The mouths are drooling, with sticky saliva dropping from yellow fangs.

Do you not think this is descriptive?

The adjectives and the details are giving life to the description. You may think details are hard to think of, but all it takes is a bit of practice and guidance - and keep an eye out for descriptions of anything.

2) Focus on the setting and atmosphere

If the setting is something smaller, like just a room - you are limited in your description of the landscape. However, the setting is now the room, so only the scope of your description has changed, and not the description itself.

You can now describe all the intricate details you are noticing in a fascinating room - if you are spending a lot of time describing a room, why not make it an interesting one?

How many windows does the room have? What are the windows made of, and what is their shape? Can you imagine how the windows would let the light enter the room on a bright sunny day? What is the view from the window? Can you see the landscape from the window?

Here, we have an extract by Charlotte Bronte in Jane Eyre, as she is describing a garden inside a school compound:

The garden was a wide enclosure, surrounded with walls so high as to exclude every glimpse of prospect; a covered verandah ran down one side, and broad walks bordered a middle space divided into scores of little beds: these beds were assigned as gardens for the pupils to cultivate, and each bed had an owner. Chapter 5

Here, the garden is surrounded by an enclosure, so the outside world is excluded - you now have to describe everything within the wall. Would you do the same when you write, by intentionally leaving out the landscape by cutting the character’s access to it?

Here, she is continuing with the description of the garden:

When full of flowers they would doubtless look pretty; but now, at the latter end of January, all was wintry blight and brown decay. I shuddered as I stood and looked round me: it was an inclement day for outdoor exercise; not positively rainy, but darkened by a drizzling yellow fog; all under foot was still soaking wet with the floods of yesterday.

Here, with the limited landscape, she is now looking at the sky, and then at the wet ground under her feet, while musing about the rain from the previous day.

What else will she describe now?

The stronger among the girls ran about and engaged in active games, but sundry pale and thin ones herded together for shelter and warmth in the verandah; and amongst these, as the dense mist penetrated to their shivering frames, I heard frequently the sound of a hollow cough.

Her lines here are describing the people present in the garden! This is enough visual imagery for a setting, because right after this, she speaks about her thoughts and feelings while she is in that setting.

How can the description move forward? She can surely visit another section of the school? She can notice something important in the garden, which will carry things forward, and add more meaning to the scene? The possibilities are endless.

Descriptive writing is easier and more effective than writing a story, especiallly in IGCSE English, with a limited wordcount. If you will like a little bit of guidance, we can make sure you score well for your exams. Click here to get equipped with tools for your English skills.

How to Write an Outstanding IGCSE English Essay?

• Author: Litera Centre
• Updated: November 27, 2023
• Language: English

Writing an outstanding IGCSE English essay is a skill that can elevate your academic performance and equip you with invaluable communication abilities. Whether you’re a student aiming to excel in your IGCSE examinations or an aspiring writer looking to hone your craft, mastering the art of essay composition is essential. 

In this blog, we’ll delve into the intricacies of crafting exceptional IGCSE English essays. From understanding the essay prompt and organizing your thoughts to perfecting your writing style and enhancing your argumentation, we’ll provide you with a comprehensive guide to help you tackle this academic endeavor with confidence and finesse. 

Let’s dig deeper to unlock the secrets of impressive essay writing.

The Significance of IGCSE English Essay!

Before giving you the tips to ace the IGCSE English essay writing, let’s know the significance of this section first: 

Global Recognition & Standardization: 

The IGCSE English Essay holds immense significance due to its global recognition and standardization. It is administered by Cambridge Assessment International Education, which is respected worldwide for its rigorous curriculum and assessments. This means that when a student completes the IGCSE English Essay, their achievement is recognized and respected by educational institutions and employers around the world.

Enhanced Language Proficiency: 

The IGCSE English Essay plays a pivotal role in enhancing a student’s language proficiency. It encourages students to engage with diverse texts, fostering their reading, writing, and comprehension skills. As a result, students become more adept at expressing their ideas and thoughts clearly and effectively, a crucial skill in both academic and professional settings.

Critical Thinking and Analytical Skills:

Another significant aspect of the IGCSE English Essay is its emphasis on critical thinking and analytical skills. Through analyzing literary texts, students develop the ability to dissect complex ideas, interpret themes, and make persuasive arguments. These skills are not only essential for success in the English subject but are transferable to various fields, including law, journalism, and research.

Cultural Awareness & Empathy: 

The IGCSE English Essay often includes a variety of literary works from different cultures and periods. This exposure fosters cultural awareness and empathy in students as they explore the perspectives and experiences of characters from diverse backgrounds. Such awareness is vital in today’s interconnected world, promoting tolerance and understanding.

Preparation for Advanced Study and Careers: 

Beyond its academic benefits, the IGCSE English Essay serves as a crucial stepping stone for students planning to pursue further education or careers that require strong communication and writing skills. It provides a solid foundation for more advanced English courses, including A-levels and university-level studies. Additionally, in a professional context, effective writing and communication skills are highly valued and can open doors to a wide range of career opportunities.

In conclusion, the IGCSE English Essay holds great significance in a student’s educational journey. It offers a standardized platform for language development, fosters critical thinking, promotes cultural awareness, and equips students with skills that are valuable both in academia and the professional world. Its benefits extend far beyond the classroom, making it a valuable and worthwhile component of a student’s education.

Step-to-Step Process to Write an Excellent IGCSE English Essay: 

Here are seven steps you must follow to write an outstanding IGCSE English essay: 

Step 1: Understand the Essay Prompt: 

This step involves dissecting the essay question meticulously. In simpler words, you need to identify essential keywords as well as directives, such as “analyze,” “discuss,” or “compare.” 

By carefully deconstructing the prompt, you gain a clear understanding of what the essay requires. This initial comprehension is vital, as it forms the basis for your essay’s direction and structure. It ensures that you don’t deviate from the essay’s core purpose and helps you focus on addressing the specific elements the prompt intends to evaluate, setting the stage for a well-structured and on-point essay.

Step 2: Brainstorm and Plan: 

Here, you take time to gather your thoughts and devise a strategic approach. Start by brainstorming ideas related to the essay prompt, considering potential arguments, themes, and examples. This brainstorming helps clarify your thoughts and allows you to identify the most compelling points to include in your essay. 

Subsequently, create an outline or a mind map that organizes these ideas into a coherent structure. This plan serves as a roadmap for your essay, ensuring that your arguments flow logically and are well-organized. 

By investing time in this step, you set yourself up for a more organized and effective essay.

Step 3: Introduction with a Strong Thesis Statement: 

Needless to say, the introduction serves as the gateway to your essay, and it should be engaging to capture the reader’s attention. It begins with a hook, which can be a quote, a question, or a compelling statement relevant to the topic. 

Following the hook, you must present a clear and concise thesis statement that outlines the central argument or purpose of your essay. 

The thesis statement is the essay’s backbone, providing a roadmap for what the reader can expect. It sets the tone and direction for the entire essay and is essential for a well-structured and coherent piece of writing.

Step 4: Body Paragraphs with Evidence and Analysis:

Each body paragraph should begin with a clear topic sentence, summarizing the main point of that specific paragraph. Following this, you should provide supporting evidence, which may include quotes from the text, examples, or references to literary elements. 

Once the evidence is presented, you need to engage in in-depth analysis. This means interpreting and explaining the significance of the evidence in your thesis statement. 

The combination of evidence and analysis reinforces your arguments and ensures that your essay is not just a summary, but a critical exploration of the topic, fostering a deeper understanding of the text and its themes.

Step 6: Transition Smoothly Between Paragraphs: 

To maintain the coherence and flow of your essay, you should use transitional words and phrases effectively. These transitions connect your ideas, guide the reader through your argument, and establish logical relationships between paragraphs. 

Common transitional words and phrases include “furthermore,” “however,” “in contrast,” and “conversely.” 

By implementing these transitions, you create a seamless narrative that allows the reader to follow your essay’s progression effortlessly. This step is essential for making your IGCSE English Essay more comprehensible and ensuring that your arguments are presented in a clear and interconnected manner.

Step 7: Conclusion and Final Thoughts: 

In this stage, you need to summarize the key points you’ve made in the body of your essay, restate your thesis statement using different wording, and provide a sense of closure to your argument. 

Your conclusion should offer a concise reflection on the main themes and arguments, reinforcing their significance and relevance. It should leave a lasting impression on the reader, helping them understand the broader implications of your analysis. 

A strong conclusion ties up your essay neatly, leaving a lasting impact and ensuring that your message resonates with the reader.

Step 8: Proofread and Edit: 

This step involves a comprehensive review of your work to eliminate grammatical errors, spelling mistakes, and punctuation issues. In addition to basic mechanics, you should also assess the clarity and coherence of your writing. 

Ensure that your arguments and ideas are logically presented and that your essay is well-structured. Reading your essay aloud can help identify awkward phrasing or convoluted sentences. 

Editing is a critical step that polishes your work, ensuring it is clear, concise, and free from distractions. It guarantees that your message is communicated effectively and leaves a lasting positive impression on the reader.

How Can Litera Centre Help You? 

So, are you preparing for the IGCSE English examination, with a specific focus on essay writing? Look no further, as Litera Centre is here to provide you with the expert guidance, valuable resources, and personalized coaching you need to excel in your IGCSE journey.

At Litera Centre, we understand the importance of excelling in the IGCSE English Essay examination, and we are dedicated to helping you achieve your academic goals. Our team of experienced educators and English language experts are here to provide you with the knowledge, skills, and strategies necessary to tackle the essay writing component of the exam with confidence and precision.

With our tailored coaching, you’ll receive personalized attention and support, ensuring that you fully grasp the intricacies of essay writing, including structure, argument development, and grammar. 

Don’t leave your IGCSE English success to chance. Let Litera Centre be your partner in achieving excellence in your examinations. Join us today and take a step closer to taking your IGCSE English examination.

References:

https://www.oxford-royale.com/articles/how-to-write-brilliant-essays/

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Exercise 6: Writing an essay for examination from 2024 (Ultimate Guide)

Exercise 6 of the Reading and Writing paper of the IGCSE English as a Second Language (ESL) exam (0510/0511/0991/0993) is always a formal or semi-formal writing. It can be an article, an essay, a report, or a review.

In this article, you will discover how to write an almost-perfect essay that impresses the examiner and gets you the highest band. So, are you ready? Let’s dive in!

So, what is an essay?

An essay is a short piece of writing on a particular subject. The purpose of an essay is to present an argument or point of view about a particular topic and give examples or reasons to support it. The topic will be a question or an issue which people generally have different opinions about.

The essay could present both sides of the argument, or just one, depending on the instructions given in the task. So, if the instructions ask you to give your opinion, you can address just this one point of view, or you can discuss the arguments for and against. But if the task instructions state that arguments for and against should be included, then you should address both points of view.

The Tone and Register of an Essay

In the exam, the essay is usually for your teacher, so the tone and register should be formal or semi-formal . Therefore, it should avoid language that is too idiomatic and colloquial.

Now, before diving into the details of how to write a successful essay, let’s first explore a few differences between articles and essays.

Differences between an article and an essay

An essay is very similar to an article with only a few key differences.

An article is usually published in a newspaper or a magazine, so as far as the exam is concerned, the audience is often students at your school (school magazine article), or sometimes your teacher or the local newspaper.

The audience of an essay is often your teacher (who requested the essay in the first place).

An article is generally written to inform and persuade the reader that a certain viewpoint is correct.

An essay is generally written as a response to a question or a proposition (often by your teacher). It presents an argument or point of view about a particular topic and gives examples or reasons to support it.

Tone and style:

Articles generally have a more objective tone and style, focusing on presenting information in a neutral or balanced manner.

Essays are generally subjective, reflecting the writer’s opinion and perspective.

An article may have a heading to grab the reader’s attention (though not compulsory in the exam).

An essay does not require a heading.

The format of a one-sided argument essay

A one-sided argument essay can have two formats, depending on whether you include a counterargument from the opposing viewpoint or not.

Paragraph 1:  Introduction (including your opinion)

Paragraph 2:  First point supporting your opinion with an explanation

Paragraph 3:  Second point supporting your opinion with an explanation

Paragraph 4:  State a counterargument (an idea from the opposing viewpoint) and counter the counterargument (i.e., explain why this counterargument is invalid). In other words, state a point made by people who have a different opinion from yours and explain why they are wrong.

Paragraph 5:  Conclusion (including your opinion again but in different words)

Paragraph 2:  One or two points supporting your opinion with an explanation

Paragraph 3:  One or two points (different from those of the previous paragraph) supporting your opinion with an explanation

Paragraph 4:  Conclusion (including your opinion again but in different words)

The format of a two-sided argument essay

Paragraph 1:  Introduction (without your opinion)

Paragraph 2:  One side of the argument

Paragraph 3:  The other side of the argument

Paragraph 4:  Conclusion (including your opinion)

Introduction

The purpose of the introduction is to  inform the reader  about the main point (topic) of the essay and  engage the reader  to make them interested in the topic. The main components of an effective introduction are:

• Topic sentence

Start your essay with a brief topic sentence that outlines the argument that the essay will discuss. Give  forceful statements  rather than “I think that”, “maybe” or “perhaps”. For example, “Teenagers love fast food.”, “Nowadays, music plays an indispensable role in our lives.”, etc.

To write an effective topic sentence, you might  use adverbial time phrases  and  generalizations . Here are some examples of each.

Adverbial time phrases

• Nowadays/these days/currently
• Every day/week/year
• Recently/for many years/decades
• In the past
• 10 years ago
• In the last (few/five) (days/weeks/months/years/decades)

Generalization

• A large number of / The vast majority (of)
• Several/some
• Not many/hardly any/ few
• In almost all cases
• In the majority of cases
• In a large number of cases
• In most cases
• In some cases
• On the whole/ Overall
• Rhetorical question(s)

Use rhetorical questions (questions that don’t require an answer but make your reader think) to get the reader interested in the topic and encourage them to read on. For example:

• How much longer do animals have to suffer?
• Could you live with yourself if you missed out on this opportunity?
• How could we possibly stand the …?
• What would happen if …?
• Could your conscience cope with …?
• Is it really worth …?
• Do you want to be part of …?
• Should students do sport at school?
• Should teenagers completely avoid fast food?
• We all love convenience food. But is it the best thing for our waistlines, our wallets and our world?
• Your opinion (if it is a one-sided argument essay)

If you are writing a two-sided argument essay,  DO NOT  give your opinion in the introduction.

If you are writing a one-sided argument essay, you MUST give your opinion (whether you support or oppose the viewpoint expressed in the statement).

Here are some opinion phrases to help you express your opinion.

• In my opinion/view
• From my perspective
• From my point of view
• I concur/agree
• I believe/think (that)
• It seems to me that
• I am in favour of
• I am against the idea of
• I am strongly opposed to
• I disagree/cannot accept

You may also kill two birds with one stone and begin your essay with a rhetorical question that introduces the topic to the reader, thus acting as a topic sentence. Here are some examples.

“Have you ever thought how school life would be if the school day started later? In my perspective, this will have countless benefits.”

“Should students do sport at school? This is a question which people have different opinions about.”

One-sided essay structure:

Body paragraph 1:  First idea supporting your opinion with an explanation

Body paragraph 2:  Second idea supporting your opinion with an explanation ( should be different from the first idea )

Body paragraph 3:  State a counterargument (an idea from the opposing viewpoint)  AND  counter the counterargument (i.e., explain why this counterargument is invalid). In other words, state a point made by people who have a different opinion from yours and explain why they are wrong.

Body Paragraph 1:  one or two points supporting your opinion with an explanation

Body Paragraph 2:  one or two points (different from those of the previous paragraph) supporting your opinion with an explanation

When introducing the counterargument in the 3 rd  body paragraph, use any of the following phrases.

• Opponents of this idea claim/assert/argue that …
• Those who disagree/are against these ideas may say/insist that …
• Some people allege/argue/contend that …
• Some people may suggest/point out that …
• A common counterargument is that …
• It can be argued that …

When countering the counterargument in the 3 rd  body paragraph, use any of the following phrases depending on the context.

• Although true to a certain extent, …
• While this may be true to some extent, …
• While it is true that …, it is important to consider…
• While some may believe that … recent studies have shown that …
• What this invalid argument misses is …
• What these people fail to notice/take note of is …
• The evidence, however, disproves this argument because …
• However, upon closer examination, it becomes clear that …
• However, a closer analysis reveals that …
• However, this flawed argument overlooks the fact that …

Two-sided essay structure:

Body paragraph 1:  One side of the argument either in favour or against ( mention 2 different ideas )

Body paragraph 2:  The other side of the argument either in favour or against ( mention 2 different ideas )

General guidelines for both kinds of essays:

• Read the question carefully  and  draft a plan  for your essay in the blank space below the question using a pencil. Here are some steps to follow.
• Separate the blank space into two parts, one for and one against.
• Jot down any points that come to your mind in the correct part, along with any interesting vocabulary or expressions suitable for the task. Remember to write briefly and in bullet points.
• Decide whether you will write a one-sided essay or a two-sided essay. If the instructions in the question state that you must include arguments for and against, then choose the best 2 points supporting each side and write a two-sided essay. If it’s not mentioned that you must include arguments for and against, then the choice is yours.
• Consider how you will begin your essay and how you will engage the reader at the start. For example, write some variations of the topic sentence and rhetorical questions that you could use.
• Choose the most effective ones and begin writing. Remember to  spend no more than 5 minutes on the plan.
• Start your body paragraphs with a topic sentence rather than just jumping into the advantages or disadvantages (especially if you’re writing a two-sided essay). This helps to organize your writing and makes the purpose of the paragraph clear to the reader. For example, in an essay discussing the advantages and disadvantages of fast food, it is better to start your first body paragraph with a topic sentence like “There are some obvious advantages of fast food. Firstly, …” rather than just getting into the first point and writing, “To begin with, it’s quite tasty.”.
• You can use the few prompts given in the question, but it is better to  use your own ideas  if you want to get higher marks. If, however, you are out of ideas, use the ideas in the question and make sure to paraphrase them (write them in different words) and develop them well.
• Support your ideas with reasons, evidence, or examples . Keep in mind that the examiner knows the evidence or examples will be made up and doesn’t expect these to be correct. Yes, you can make up your own statistics! Just make sure it’s not overly unrealistic.
• Keep to the topic  (don’t wander away from the main subject of the essay). Remind yourself constantly by looking again at the question.
• Use a variety of linking words and cohesive devices  (mainly formal) to create a smooth and logical flow in your writing. Here are some examples.

When presenting the first point (used in the 1 st  body paragraph of both one-sided essays and two-sided essays)

• There are some obvious advantages of
• Those in support of … believe that …
• People who think … say that …
• The main argument in favour of/against is
• The main point/reason is
• The most important point/reason is
• The first point/reason is
• First of all
• First and foremost

When  adding  more points to the same side of the argument

• In addition,
• Furthermore,
• Additionally,
• Not only … but also…
• As well as.
• Another noteworthy point is …
• Apart from that
• What is more

When  contrasting  ideas (typically used to introduce the opposite viewpoint in the 2 nd  body paragraph of a two-sided essay

• Some people argue that …
• Nevertheless
• Even though
• In spite of
• On the other hand
• On the contrary
• By contrast

When giving examples

• For example
• For instance
• One clear example is
• To illustrate
• In other words

When reasoning:

• Results and consequences: as a result, consequently, therefore, thus, hence, for this reason, as a result (of), which means that, etc.
• Reasons and causes: owing to, because (of), on account of, due to, since, as, etc.   

When highlighting and stressing

• Particularly
• In particular
• Specifically

The purpose of the conclusion is to  sum up what you have said  and  express (or re-express) your opinion.

In the conclusion:

• Briefly summarize your main points using concluding phrases. Here are some examples.
• In conclusion
• To conclude
• To reiterate
• On the whole
• All things considered
• After weighing the benefits and drawbacks
• I believe that …
• Thus, I am of the opinion that …
• Given these points

Remember to use different words from those used to express the points in the body.

• Give your final opinion (regardless of whether it’s a one-sided or a two-sided essay) and any solution or suggestion if applicable.

The solution or suggestion might be part of your opinion if you’re writing a two-sided essay and want to take a balanced view on the issue rather than siding with one side. For example, “Overall, I believe eating fast food occasionally isn’t a problem, but fresh home-cooked food is best.” Use the opinion phrases stated earlier in the Introduction section to express your opinion, and if it’s a one-sided essay, make sure to use different words from those used in the introduction.

• End with a strong, impactful statement that leaves the reader with something to think about. This could be a rhetorical question or a statement that encourages the reader to decide what they think about the same viewpoint. For example:
• “To conclude, I wholeheartedly believe that everyone should pursue higher education. Why not embrace this invaluable opportunity to fast-track your career, build your confidence, and broaden your social circle?”
• “Overall, I believe eating fast food occasionally isn’t a problem, but fresh home-cooked food is best. Do you not think so?”
• “After weighing the benefits and the drawbacks, it is apparent that convenience food, while palatable, may negatively impact other areas of your life. Think about this before you reach for your next snack!”

It’s worth mentioning that this step is PREFERABLE . So don’t stress too much about ending your essay with an impactful statement or a rhetorical question. Just make sure that the conclusion reflects the argument presented in the main body of the essay and that your final opinion is clear to the reader.

Points to keep in mind

• Read the task carefully to make sure that the ideas and supporting information you include are relevant to the topic. Students often lose focus and write about wider, more general issues associated with the topic, which significantly affects their marks.
• Organize your essay into 4-5 paragraphs . Leave a line between paragraphs or indent the first line of each new paragraph. Don’t do both!
• Take care of spelling, punctuation, and grammar . This is important as the examiner will look at the accuracy of your language.
• Use a combination of simple, compound, and complex sentences . A series of long sentences will make your writing difficult to read, and a series of short simple sentences will make your writing boring to read. Balance is the key.
• Use a wide range of formal vocabulary, including some advanced and less commonly used ones .
• Include a range of topic-related vocabulary to show that you have a good understanding of the topic.
• Use a wide variety of formal linking words to link ideas in sentences and paragraphs.  Examples have been mentioned earlier.
• Use advanced punctuation sparingly  (1-3 in the whole essay), for example, colon (:) and semicolon (;).
• Include language appropriate for expressing opinions, agreeing, and disagreeing. In addition to mentioning your opinion in the introduction and/or conclusion, your viewpoint can also be included in the body paragraphs (whether it’s a one-sided or a two-sided essay) by:
• Mentioning personal examples or experiences (which implies that you agree with this point of view)
• Explicitly agreeing while presenting a point in the body paragraph. Here is an example: “People who think sports lessons are a good idea say that students need exercise, and I agree that doing sports helps to make you healthy and avoid getting overweight.”
• Aim to complete towards the maximum word limit  (approximately 160 words). Exceeding the word limit slightly (15-20 words) is fine as long as you write accurately and complete the task within the correct time. If you exceed the word limit by any number of words, be it even 100, no marks will be cut directly, but you increase your chances of making more mistakes and spending more time than required for this exercise, which may affect your mark indirectly. If you write towards the lower limit or below, you are highly unlikely to achieve the highest band for Content as your content is not well developed.
• Spend about 30 minutes on this exercise : the initial 5 minutes for planning and the last 2-3 minutes for checking your work for simple spelling, punctuation, and grammatical mistakes.
• Write legibly

Don’ts

• Do not write a heading.
• Avoid colloquial or ‘chatty’ language (which includes informal vocabulary, abbreviations, or slang such as how r u, OMG, BTW, etc.).
• Avoid listing  (firstly, secondly, thirdly, etc.). There is no problem in writing “firstly”, but avoid writing “secondly” and “thirdly”.
• Avoid repetition of vocabulary and beginning your sentences with the same words . Sometimes, students write 3 or more sentences in a row starting with “The”!
• Avoid including too many different ideas in your essay. It is better to include fewer ideas and develop one or two in greater depth rather than writing many ideas which are not well-developed.
• Avoid writing an overlong introduction and conclusion. It would be more effective to utilize the limited word count to develop your ideas within the body of the essay. Also, avoid pre-learned language for these parts of the essay, as this may not be totally relevant or might sound unnatural.
• It’s preferable to avoid contractions , but they can be used as the essay can have a semi-formal tone and register. In both cases, remember to be consistent throughout. So, if you used contractions, use them throughout your whole essay, and if not, avoid them altogether.

Practice a lot of past papers and get feedback on your writing. We know that essay writing is newly added to the syllabus, but you can still practice writing essays in response to past years’ article writing questions as they are very similar.

Finally, don’t forget to check out our samples page and if you find this helpful, please share it with your friends.

Good luck! Go get that A*!

17 responses to “Exercise 6: Writing an essay for examination from 2024 (Ultimate Guide)”

Appreciate this post! Very helpful to me as a teacher.

Thank you! We really appreciate your positive feedback!

Thank you so much for giving us the ideas how to write an essay. Specially, phrases how to begin sentences from each paragraph

You’re welcome 🙂 We’re glad it helped!

Wonderful materials for my students who are going to take the exam next May. Thank you so much

Thank you so much for your kind feedback! We’re glad our notes are benefiting your students! Good luck to them!

Thank you so much for your help! Could you also post some sample essays, it would be very helpful for us!!

Hi Sara, thank you for your comment! We will definitely consider adding them after completing the review writing notes which we are currently working on.

What do you mean by do not write a heading? Do you mean we shouldn’t have a title for the essay?

Yes, an essay doesn’t require a title. Trying to come up with one will use up your exam time unnecessarily.

Is there going to be direct deduction of marks if written?

yes no title in essay

Hello, I’m having my exam in 4 months and I can’t believe I didn’t know about this website before, seriously I wholeheartedly appreciate what you do, I heard there’s a service where you can correct or give feedback on pieces of writings and grade them, is it available?

Thank you so much for your nice comment! We really appreciate it! Our marking service was available, but unfortunately, it is now suspended as it requires a lot of time and effort, which we can’t provide at the moment. We apologize for this! And we wish you good luck with your exam!

THANK YOU SO MUCH FOR YOUR EFFORT AND TIME CREATING THESE SUPER AMAZING NOTES AND TIPS FOR WRITING EXERCISES

Thank you for your kind words! We’re really glad you found them helpful!

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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!

victortanws

March 23, 2023 7:33 am

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