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UPDATED TO 2023-2025 SYLLABUS

CAIE IGCSE
FIRST LANGUAGE ENGLISH
SUMMARIZED NOTES ON THE THEORY SYLLABUS
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CAIE IGCSE FIRST LANGUAGE ENGLISH

1. Role - who am I writing as?

1. Reading Response 1. Is the character formal (e.g., journalist) or
informal (writing in a diary)?
Syllabus Change IMP - for Paper 1 Reading: 2. What is the character’s writing style?
1. This can be gauged from the text if the
The assessment of W5: Make accurate use of spelling, character is mentioned
punctuation and grammar has been removed from 2. Character’s background influences
Paper 1 Reading only. tone and register - professionals like
W5 has been removed from Question 1f and Question 3. doctors or professors are unlikely to
use slang or colloquialisms
1.1. Identify the RAFTS - Role, Audience, 2. Audience - who are you writing for?
1. The audience will determine the type of
Format, Topic and Strong Voice language and persuasive techniques used,
e.g., a speech to school children versus a
letter to a principal.
3. Format - what text type is the response?
1. News report
2. Magazine article
3. Formal letter
4. Formal Report
5. Interview
6. Journal Entry
7. Speech script
4. Topic - what are the three bullet points asking
for?
1. Label each bullet with A1, A2 and A3 for
assessment objectives.
2. Annotate the points in the text that relate to
each bullet with A1, A2 or A3.
5. Strong Voice - what is the purpose of the writing?
1. This links strongly to the role. Ensure that the
tone you choose matches the role and
adequately conveys the message of the task.
1. I.e., A speech should use persuasive
techniques like power of three,
repetition and powerful adjectives or
adverbs. Punctuation can be used to
indicate emphasis in the speech.

1.2. Reading and Annotating

Reading and Annotating

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1. As you read, ensure you highlight/underline the key 1. Clear sentence structure
points relating to the question. 2. Correct grammar and spelling
1. Annotate the points in the text that relate to 3. Check punctuation
each bullet with A1, A2 or A3. 4. Content - have I addressed all the bullet points? Are
2. As part of the READING paper, your response my points communicated clearly with no doubt about
highly relies on what is provided in the text. It what I am trying to convey?
should only build on the material provided 5. Is my handwriting legible?
and is NOT a creative response. Thus, ensure
you understand the text thoroughly. 1.6. Summary Writing (120 words)
1.3. Planning Your Answer Steps

1. Extract the points and map them out according to 1. Read and underline relevant points with a pencil
the question. 2. Make a plan by writing the points in your own words
1. Choose the best points to include in your 3. Group the points logically- prioritize points
answer. 4. Check the summary (word count) decrease by
2. It is NOT THE QUANTITY of how many points changing punctuation or removing repetition. Add
from the text you include (3-5 per section of information by including more points that you think
the question is enough). You need to focus on are relevant.
the QUALITY of the points taken that you are
IMPORTANT: PLANNING-- The fluency of ideas presented by
able to develop well with details and personal you is crucial, so you need to plan in order to structure and
thought. sequence the points effectively. Also, don’t break down the
2. Plan the structure - the order in which you would summary into paragraphs. You have to write it in 1
like to address the question. At IGCSE, the question paragraph.
will give you the structure and flow of how you
Keep In Mind:
should write your answer.
1. Point, detail, development and evaluation Write in your own words as much as possible
must be included.
1. Point - answers the question Write in complex sentences to keep within the word
2. Detail - taken from the text limit
3. Development - your own extrapolation Clear and direct points
or evaluation based on what the text Use connectives
implies. Try to pick out 12-15 points from the text
Use umbrella terms
1.4. Writing Process No Opinions
1. Refer to your plan to make sure you do not stray Keep facts and quotes
away from what you are supposed to write about. Present tense
2. In essence, transfer and expand what you have in Paraphrase
your plan to the answer sheet in complete and well-
3rd person objective tone
structured sentences and paragraphs.
3. With a clear plan, there is no need to rush; therefore,
you can focus on using good handwriting and
ensuring that all the mechanics of spelling,
2. Writer’s Effect
punctuation and sentence structure can be applied
correctly. 2.1. Writer’s Effect
The following reading assessment goals are tested by
1.5. Checking and Proof-reading this question which is for 10 points:
Check your answer for:

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1. You must show that you grasp the clear meanings. 1. Skim through the passage first, and try to figure out
2. You must show that you grasp underlying attitudes the overall meaning and purpose of the passage.
and meanings. Additionally, make an effort to determine the
3. You must choose the information you use carefully passage's general mood, tone, and atmosphere.
and only for those purposes. 2. Only essential words or phrases should be
highlighted; do not highlight a large "chunk" of text.
The total mark awarded for the Writer’s Effect question is 1. Try to come up with three to five options for
15. 10 marks for the content of your answer and 5 for each section of the question.
your style of writing. 2. Don't underline large sections of the text. Only
the most powerful phrases should be
2.2. What to do While Reading the Text? highlighted.
3. Start your plan
Things to think about while reading the text: 1. Divide the selected quotations into the three
categories of Evidence, Explanation, and Effect
1. What did the author write about? Find the meaning on a table.
and the purpose of the text. 2. Pay attention to the particular impact the
2. How have they done it? Look for figurative devices phrase is having. Additionally, look for any
used to create an effect in order to achieve the figurative language that contributes to this
meaning or purpose of the text. effect.
3. Why have they done it? What was the writer’s 3. First, explain the explicit meaning of the
intention in including those particular phrases in the phrase then the implicit meaning tries looking
text? How did the author want you to feel? for connotations, etc.
4. Write the response
2.3. Writing Process 1. Start your response by discussing the
passage's overall impact.
2. Use one paragraph to cover one section of the
response, and a different paragraph for the
second section.
1. Explain Part A in 120 words and Part B
in 120 words
2. No conclusion is required

2.4. Key Vocabulary

Mood: Mainly to do with the emotion the character is
feeling internally.
Tone: The way the text/narrator sounds. Ex: The narrator
can sound frightened. We know this because of other
techniques used in the writing that lets us know that the
narrator is frightened.
Atmosphere: The feeling caused by the environment
around the narrator. It can be influenced by the objects
within the setting. Ex: When the principal reprimanded
the student in a stern tone, the atmosphere was
suffocating for the student. The student can react with a
frightened tone.

2.5. DOs and DONTs

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DOs
5. Assonance and Consonance
1. First, explain the explicit meaning of the phrase then 1. Assonance: the use of similar or identical
the implicit meaning tries looking for connotations, vowel sounds repeatedly inside words,
etc. phrases, or sentences.
2. Select diverse selections so that you don’t repeat
explanations/ don’t choose phrases that have a Example: They’re some creeps who I wouldn’t meet if you
similar effect. paid me a heap of cash!
3. Use technical terms correctly though they aren’t 2. Consonance: the group of consonants that are
required. repeatedly copied. It occurs when a line or sentence
4. Search for the type of sentence and see if there is has the same consonant sound several times, giving
repetition and see what effect the syntax plays. a rhythmic impression.
5. Look for synonyms for the word created before the
exam. Some synonyms could be designed or Example: Mike likes his new bike.
portrayed.
6. Anaphora: whenever a particular word or phrase is
DONTs repeated at the start of clauses or phrases.
7. Epistrophe: a repetition of a phrase or word at the
1. Don’t make general comments like stating that the end of subsequent sentences.
writer has used great imagery.
8. Euphemism: an alternative term or phrase that is
2. The following phrase “the writer created an effect used in place of potentially rude or improper ones.
of…” should be avoided as it is not recommended for
the effect to be stated explicitly, sometimes it is Example: “Passed away” instead of “died”.
unavoidable.
9. Hyperbole: statements that are over-exaggerated
2.6. Common Linguistic Devices (sometimes to a level at which it is inhumane) or
overly stressed.
1. Alliteration: the occurrence of the same letter or Example: I walked a million miles to get here.
sound at the start of words that are near together or
adjacent. 10. Onomatopoeia: a phrase that describes a sound by
imitating that sound
Example: “Tasty Tacos”
Example: “Pitter-patter”
2. Metaphors and Similes:
1. Metaphor: when a writer states that one 11. Personification: to give human-like qualities to non-
thing is another while comparing the 2 living things or abstract ideas
subjects
Example: The sun smiled down on us.
Example: She is a shining star.
12. Connotations: an abstract idea/ something a word
2. Simile: expressions that describe one suggests. Connotation can be determined by context
person/thing/attribute to another as well.
person/thing/attribute typically using the words “like”
or “as”. Example: The color blue can be associated with sadness.
Example 2: “As I tread through the forest, I brushed past
Example: Shine like a star shrubs, leaves biting at my ankles as I stepped over the
gnarled roots snaked around the forest floor.”
3. Pathetic Fallacy: when the writer describes the → Here, adjectives with negative connotations are used to
natural world as though it had feelings. create a dark atmosphere. “Biting” suggests the leaves are
Example: “Weeping Willow” sharp and dangerous, and the adjective “snaked” is less
positive than “swirled” or “twisted” which adds to this
4. Sibilance: the repetitive use of hissing or hushing-like atmosphere.
letter sounds.

Example: Using words like “strange”, “sight” and “glass” in a 3. Directed Writing
sentence, for example.
3.1. Reading the Question and
Understanding the Prompt

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1. Read the instructions 1. Extract the points and map it out according to the
2. Read the question. Identify: question. Choose the best points to include in your
1. Role - who am I as the writer? answer. It is NOT THE QUANTITY to how many points
2. Audience - who is reading what I have written? from the text you include (3-5 per section of the
3. Format - is this an article, speech, letter or question is enough). You need to focus on the
interview? QUALITY of the points taken that you are able to
1. What are the structural features that develop well with details and personal thought.
need to be included? i.e. heading 2. Plan the structure - the order of how you would like
4. Topic - what is the focus of the two bullet to address the question. At IGCSE the question will
points? give you the structure and flow of how you should
5. Strong Voice - what is the purpose of the write your answer.
writing? 1. Point, detail, development and evaluation
must be included.
3.2. Annotating the Text 2. Evaluation is emphasized for directed writing,
which makes it different from a reading
1. Identify the relevant information according to what response. Some ways to produce evaluations
was given in the question. can be by asking the following questions:
1. Highlight and annotate the text. Label what 1. Are there alternatives to the
you find. solutions/suggestions provided by the
2. You must clearly identify points under TWO text?
different POV 2. What can be learnt or improved upon
from examples in the text?
3. What are some arguments against the
3.3. Planning Your Response ones in the text?
4. Which arguments are more important?
Weigh the options against the
stakeholders involved. For example, a
proposition to start school 2 hours
later. The stakeholders are:
1. Students
2. Teachers
3. Parents
3. Be as organized as possible at this stage. Check your
plan to ensure that you have everything you need to
write in the answer.

3.4. Writing Your Answer

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1. Refer to your plan to make sure you do not deter 1. Choose a Question
away from what you are supposed to write about. Pick one that inspires you.
2. In essence, transfer and expand what you have in 2. Use the SAFES Template
your plan to the answer sheet in complete and well-
structured sentences and paragraphs. S - Senses
3. With a clear plan, there is no need to rush; therefore,
you can focus on using good handwriting and Describe what you see, smell, hear, touch, and
ensuring that all the mechanics of spelling, taste.
punctuation and sentence structure can be applied Use all five senses for a rich description.
correctly.
A - Association
4. Descriptive Writing Think of an extended metaphor or theme.
Examples: time, weather, emotions.
4.1. Steps F - Format
Introduction
Provide an overview of the scene.
Body Paragraphs
Zoom in on specific areas.
Atmosphere
Describe emotions and enhance sensory
details.

E - Emotion
Decide on the overall mood.
Choose 2-3 emotions to focus on.

S - Story
Link your descriptions to create cohesion.
Possible ideas: a journey, time passing, weather
changes.

4.2. Tips
Be Vivid
Use detailed imagery to paint a picture.
Stay Focused
Keep the chosen emotions and themes consistent.
Show, Don't Tell
Let readers experience the scene through your
descriptions.
Avoid Too Much Narrative
While you can include movement, focus on
description over plot.

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1. Abrupt ending
5. Narrative Writing 2. Plot twist
3. Circular narration: The story comes back to how it all
started.
5.1. Narrative Writing 4. “Happily-Ever-After”/Resolved
5. Cliff hanger
Exposition/Orientation: It is the backstory of the 6. Implied/Open ending
characters and place that is explained at the beginning of
the story.
Rising action: It is made up of a succession of events 5.5. Rules to Write Dialogues
that build on the conflict and heighten the suspense,
propelling the story to a dramatic climax. 1. Use a new line for each new speaker
Inciting incident: It is the event that initiates the plot 2. Use speech marks
and pushes the main character into the action. 3. Try implementing various dialogue tags
Climax: The conflict is confronted during the story's 4. Punctuate your sentence within the speech marks
primary, most dramatic event. The climax of a narrative 5. Don’t use quotation marks when writing speech in
is the highest point of tension or drama in the tale. multiple paragraphs
Falling Action: One can see the results of the climax. 6. Capitalize only at the start of sentences
Things start to fall into place. 7. Use single quotation marks to quote within a quote
Resolution: The story is concluded TIPS to consider when writing DIALOGUES

5.2. Narrators 1. Don’t add any dialogue that doesn’t drive the story
forward.
First-person: The narrator appears to recall their role in 2. Dialogue can be used for characterization. For
the events described, either as a witness to the action or example, a character speaking in a certain slang can
as an integral participant in it. tell the reader more about where the character is
Second person: This narrative voice implies that the from and his/her background.
reader is the protagonist or a character in the novel and 3. Try to be ambitious while selecting verbs to use.
that the events are taking place to them.
Identifier: “You”
5.6. Narrative Techniques
Third Person Omniscient: All-knowing perspective of Backstory- Provide background information of the
the story. The narrator talks about the thoughts and character
situations of every character in the story. Foreshadowing- Hinting events that are yet to happen in
Third Person Limited: The narrator only knows the the story
thoughts and feelings of a single character. Ex: A common phrase used to foreshadow a negative event
Identifier of third person POV: “He/She/They” is “I have a bad feeling about this.”
Dual narration: You can write the story from multiple Chekhov’s Gun- A seemingly irrelevant object/person
viewpoints by making sections for different narrators/ responsible for plot development
characters to voice their opinions.
Ex: The knowledge that Katniss’ had about the poisonous
5.3. Story Openings & Narrative Hooks plants, because it is a significant character trait that helped
her trick the Capitol into taking Peeta and herself would
1. Scene-settings survive the Hunger games.
2. In Medias Res
3. Mystery/Mysterious opening Flashback- When you alter the time sequence of the
narrative (interrupt the chronology of the narrative) to
4. Dialogue
take the reader back to a scene that happened before
5. Third/First person narrator speaking to the reader
6. Questions the story began or a past event in the character’s life.
7. Bold statements This technique helpful in developing characterization.

Ex: The opening line of The Great Gatsby by F.Scott

5.4. Story Endings Fitzgerald occurs in flashback.
Frame Story- A story within a story

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Ex: . The story of Frankenstein contains the story of a Rather than explicitly describing a character's attributes, an
creature, and the story of the creature briefly contains the author portrays the character as he or she travels through
story of the family with which he has been living. the world, leaving the reader to deduce the character's
qualities from his or her actions through indirect
In Medias Res- Beginning the story in middle of some characterization.
action
Thoughts of the character
Ex: This technique is usually used in films. This opening can The actions of the character
be seen in the tv show Breaking Bad. Word choice of the character including dialect
Plot twist The appearance of the character
Red Herring- diverting attention from a significant The actions and mannerisms of the character
object. Essentially it is misleading or a false clue. The character's interactions with others (and how others
react to the character)
Ex: Harry Potter regards Sirius Black as a dangerous criminal
and murderer. Slowly, Harry discovers that this man Why?
murdered his parents and is pursuing him to do the job. Characterization is an important component of writing a
When Harry eventually meets Black, he discovers that Sirius novel or short story because it allows you to understand
is not a murderer at all. your characters and how their personalities and
perspectives can help push the storyline forward.
Unreliable narration- bias in narration
Ticking clock scenario- time limit for characters to 5.8. How to Build Tension?
successfully complete their mission
1. Create conflict to characters (external or internal)
Ex: In RUN LOLA RUN (a film) Lola has only 20 minutes to 2. If your protagonist is unable to attain his or her goal,
deliver 100,000 German Marks in order to save her keep escalating the stakes or the impact of the
boyfriend’s life. repercussions.
Deus Ex Machina- Hand of god 3. Dramatic Irony: when the audience knows something
that the protagonist doesn’t
Ex: In William Golding's Lord of the Flies, the abandoned
boys spend the whole novel both establishing and tearing 5.9. Highlights from the Examiner's
down their fragile civilization. When rescue does not arrive
despite the continual signal fire, the boys lose hope and turn Report
viciously against one another. It appears that all is lost until a
navy ship arrives and rescues the guys. What do examiners like?

Mac Guffin- When the whole story is centered around 1. Usage of short sentences to create surprise or
an ordinary object emphasis.
2. Usage of subordinate clauses to begin a sentence.
Ex: It is used in the movie Titanic. The Heart of the Ocean is 3. Detailed description of the atmosphere then zooming
emphasized not because it aids the plot to move forward, in on a character or two (using each paragraph as a
but is used to open and close the movie. different camera)- zooming in or out.
Tip: Use literary devices like Pathetic Fallacy, Imagery, 4. Pathetic fallacy
extended metaphors 5. Circular narration
6. Usage of extended metaphors
5.7. Characterisation 7. Plot twists

What don’t examiners like?

Characterization is the representation of a character's
features, motives, and personality in a narrative.
Direct
The author directly describes the characteristics of a
character.
Indirect

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1. Lack of planning that results in a bad/incomplete

ending.
2. They do not recommend taking extra pages.
3. Do not use incorrect punctuation, especially comma
splicing.
4. Make sure that the synonyms you use for a common
word fit the context.

5.10. Tips
1. Your story should use only one tense that should be
past tense. Unless you're using narrative techniques
such as flashbacks or others.
2. Making a plan starting from the resolution to the
exposition is a good idea.
3. Try to limit your coverage to one or two major events.
A short story cannot have numerous occurrences.
4. Collect a few dialogue tags before hand to use.
5. Don't use first person narration if you character is
going to die at the ending.
6. Do not end your story by saying it was all a dream.
7. Create a plot that is adaptable to a variety of
prompts. You can also design characters ahead of
time.
8. Try to focus your story on a particular theme such as,
loss, friendship etc.

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CAIE IGCSE
First Language English

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