Cambridge IGCSE

Cambridge IGCSE / IGCSE (9–1) English as a Second

Language 0510/0511 \ 0993/0991 (for examination from 2024)

Writing an informal email

Overview
The purpose of an informal email is to share information with the reader, usually to give news about what happened in
our personal lives. The audience of the informal email is someone we know quite well, usually a friend. This means that
the language and tone of the email tends to be informal and often includes examples of spoken English including
contractions, phrasal verbs and idioms.

Content
Content covers:

• Task fulfilment (i.e. whether the piece fulfills the task, how relevant the content is and an awareness of style,
register, purpose and audience).
• Development of ideas (i.e. the level of detail provided).

Language
Language covers:

• Range (i.e. the complexity of grammatical and lexical structures).

• Accuracy (i.e. the level of grammatical and lexical accuracy, the type of errors and whether these impede
communication).
• Organisation (i.e. whether ideas are organised and sequenced effectively, the range of linking words/phrases
and other cohesive devices).

Tips for writing an informal email

Language

• think about the suitable vocabulary for this text type to ensure the tone of your email is
appropriately informal
• to make your email sounds informal, you can also use appropriate phrasal verbs (e.g. give up),
idioms (e.g. out of the blue) and contractions (e.g. I’ve, it’s been, you’ll) instead of full forms
• include a range of topic related vocabulary (e.g. judges, audience, the first prize, compete in)
• to ensure your email is communicated skillfully and reads well, try to include clauses that begin
with ‘which’, ‘when’ ‘if’, etc.
• when you finish writing your email, read it through and check for missing words (e.g. prepositions
and articles) and your grammar and spelling.
Organisation
Your email should be divided into clear paragraphs. It is advisable to include the idea from each bullet
point in a separate paragraph. In addition to these, there should also be a brief opening and closing
paragraph. Most emails follow the structure below and may contain the following ideas:

• Brief opening paragraph 1 – you can ask how your friend is / apologise for something / state the
reason for writing the email.
• Paragraph 2 – your response to the idea in bullet point 1.
• Paragraph 3 – your response to the idea in bullet point 2.
• Paragraph 4 - your response to the idea in bullet point 3.
• Brief closing paragraph 5 – this paragraph can include questions you have for your friend / a
future invitation / a suggestion/recommendation for your friend.

To make it easier for the reader to understand and follow your email, you should link your ideas using a
range of cohesive devices. You can use linking devices to link ideas in sentences (e.g. that’s why, also,
while, soon after that), and also to introduce new ideas/sequence ideas in paragraphs (e.g. You’ll never
believe this, but…, anyway…, before anything else…, later that day…).

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Example task
This is an example of a Paper 1 Exercise 5 task. We have annotated the question below with some guidance
for candidates to help them prepare their answer and encourage them to focus on what the question is asking for. This
information is not given to candidates in the examination.

You should first read through the task and all the instructions very
carefully. Before you start writing your email, plan how many
paragraphs you will need and what ideas you want to include in each
paragraph.

The purpose of this

email is to provide
detailed information
about a school
competition and say
what happened that
was unusual. The
details are provided in
the three bullet points.
You must address all
three bullet points in
your email.

The response to this

question needs to be in
You recently took part in a school competition. Something unusual
the form of an email.
happened during the competition.
Writing an email to a friend about this.
In your email you should: The intended
audience for the
• explain what you did to prepare for the competition
email is a friend. This
• describe what happened during the competition
means that the
• say what you enjoyed most about the experience. register should be
informal. To achieve
this, use appropriate
Write about 120 to 160 words. grammatical and
lexical structures.
You will receive up to 6 marks for the content of your report and up to 9
The number of words is for guidance: write between 120 and 160
words. Paying attention to the guidance for word limits will help
you to plan your time in the examination more effectively.

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Example Candidate Response – high Examiner comments

Hi Andy, The candidate starts the email

with an opening salutation. The
candidate also includes an
Hope you’re doing OK and you had a loads of fun on your appropriate salutation at the end of
the email.
recent school trip. Sorry I haven’t wrote for while, because I was

so busy. The candidate starts the email

with a short opening paragraph,
asking how his friend is and
I don’t know if you remembered, but last week I’ve taken part
apologising for not writing earlier.
in a short story competition organised by my school. To prepare,

I read a lots different stories and studied the writers’ styles very The candidate develops the idea
from the first bullet point by providing
carefully. When I finally wrote my own story, I kept tweaking it examples of how he prepared for the
and make it perfect. Then I just practised endlessly reading it competition. This also shows an
excellent sense of purpose. The ideas
out loud. from the second and third bullet
points are also well developed.
When the day came, you’ll never guess what happened! I got on
The candidate uses a range of
the stage and, out of blue, there was a power-cut. I haven’t topic related vocabulary (e.g. ‘writers’
styles’, ‘tweaking’, ‘reading it out’,
memorised the whole story, so I panicked. But then the audience
‘stage’, ‘win’). The candidate also
switched on the lights on their phones to help me finish reading uses a range of common as well as
uncommon vocabulary (e.g.
out my story.
‘practised endlessly’, ‘a power-cut’,
‘memorised’).
I must say – the audience were amazing – I’ll never forget this
The candidate’s choice of linking
moment. I didn’t win but I was so proud about myself that I
words and other phrases is
didn’t give up and carried on. consistently appropriate for the style
and register of an informal email.
Anyway, let me know when you’re free. We got to meet and
The candidate includes a concise
talk more. closing paragraph suggesting a
meeting.
Best wishes,
Mark for Content = 6 out of 6

Karim Mark for Language = 8 out of 9

Total mark awarded = 14 out of 15

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Writing an email
Overview
The purpose of an email is often to inform and persuade the reader. Emails are a quicker way to communicate than sending
a letter by post and so are often used for ongoing situations or discussions. Emails can give the reader immediate feedback,
opinions or information about a certain topic. Emails can also be used to persuade the reader that the writer’s view is
correct and that some sort of action or decision is required. However, emails can also provide a balanced argument which
suggests possible alternatives, but lets the reader make up their own mind about the topic. The ways you use language
and vocabulary when writing an email will depend on the audience and the purpose you are writing for.

Tips for writing an email

Language – think about:

• the audience that the email is for – often emails are sent to one person, but they can also be sent to
multiple readers at the same time. An email sent to a group of people is likely to be semi -formal and
would usually not include slang.
• the context and your relationship to the reader – the tone of most emails should be semi-formal,
but some emails can be a little more relaxed in tone; for example, if you are mailing someone of your
own age who you know well. Emails can also be more formal; for example, if you are emailing your
boss about a situation at work.
• how long your reader has to read your email – busy people often receive a lot of emails each day,
so making sure that your formal email sounds clear, professional and polite is important to make sure
your message gets through.
• the impression you create for your reader – unless your email is to your friends and is just for
social purposes avoid using emojis or informal abbreviations such as ASAP.

Organisation:
• Plan the main points you will deal with in your email before you start writing it – an email
should deal with just one overall topic, so stay focused and avoid adding unnecessary detail. The
structure of a formal or semi-formal email is usually in three parts. For example:
1. a subject line – just two or three words so that your reader can tell at a glance what the topic is,
then a brief introduction to explain why you are writing. For example, if you are emailing a
stranger, introduce yourself very briefly and then get straight to the point. If it is someone you
know, or a response to an email you have received, you may need to remind your reader of the
situation so far.
2. the body of the response – include relevant points about the topic, developed and supported
appropriately – you should divide your explanation into fairly short paragraphs, each dealing with
a key aspect of the topic.
3. a closing section – explain briefly what is next. If you want your reader to do something, make
that clear here; for example, please let me know by Thursday if …’ or to show that you are open
to further discussion, end your email on a friendly note; for example, thank you for your help with
this – let’s keep in touch.
• Make your email easy to read and follow – for example, you can use headings or short lists where
it’s appropriate. You can also choose to emphasise the most important information with bold - but do
not overdo it. Appropriate connecting words and phrases can often do a better job – for example,
‘However, it is crucial to remember …‘
• Use a suitable greeting and sign off appropriately – this will depend on who you are writing to
and why, so for example ‘Dear Mr Green’ and perhaps ‘Best wishes’, or ‘Dear Sir/Madam’ and ‘Yours
faithfully’ .If you are writing to a group informally and don’t want to use all their names ‘Greetings’
might be a useful opening.
Example of an email

Comments

Subject: ‘Room-for-a-break campaign The learner uses a subject line

that identifies the topic of the email.
Hello Team,
The email is to be sent to all staff
working at the company, so a greeting
Thank you to everyone who has contributed to the recent
that includes everyone is appropriate.
discussions about whether or not our company should join the

‘Room-for-a-break’ campaign. I have researched the campaign,

taken all of your opinions into consideration and will explain why I

have decided we should join with some slight changes. In this paragraph, the learner
reminds readers of the situation and
Some say that taking a nap at work is counter-productive, while introduces the decision that will be
others say that it will increase effectiveness at work. The problem explained.

is if you have the ability of bouncing back after a relaxing nap or

not. Other companies which have nap rooms have found that some

people take napping too far, but I am confident that will not be a

problem for us. Mid-afternoon napping will be encouraged only

Each paragraph deals with just
when it is necessary. one feature of the campaign.

Innovation rooms on the other hand I believe will increase

everyone’s creativity. In our innovation room there will be couches,

music, coffee and dim lights. It will be a room for staff to relax in

and to think in. You will be able to stay there and socialise or just

think how we could improve our company. I hope you will use it

wisely so that it can become something permanent after the

Each paragraph includes relevant
campaign.
support and details to explain what
has been decided about each part of
Sporting equipment will also be made available in the office. This is
the campaign.
better than going to a separate gym because it saves time and you

will not miss out on important discussions with your co-workers. It

means you can exercise and carry on working so you will not get

behind with important deadlines but will still get a break.

The focus of each paragraph is
clear in its first line.
At the end of the campaign we will look at how productive

everyone has been to decide if we should carry on with nap rooms,

innovation rooms and sporting activities in the office or not. I am

impressed with the extra work you have all put in to make this

happen so I am trusting you with this campaign. There is a short

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 Comments

survey to fill in before we start – please complete this before

Friday. The closing section explains what

will happen next and what employees
Let’s make room for a break and see how it goes. are expected to do.

[Name] The sign off makes it clear that a

final decision is still to be made.

© Cambridge University Press & Assessment 2023 v1

3
Writing an article
Overview
The purpose of an article is often to inform and persuade the reader. Articles give the reader information about a certain
topic, bringing together and discussing different perspectives to provide a balanced argument which lets the reader make
up their own mind about the topic. Articles can also be used to persuade the reader that a certain viewpoint is correct. For
example, articles in newspapers or magazines might express a particular viewpoint or perspective; this may be positive or
negative depending on the topic. The ways you use language and organise your ideas when writing an article will depend
on the audience and the purpose you are writing for.

Tips for writing an article

Language – think about:

• the audience that the article is for – when writing an article, you do not usually know your readers
personally and so you will need to think about their likely interests and experience before you write.
• how you expect, or want, your audience to react – remember that the tone of most articles should
be semi-formal, so before deciding on your tone imagine your article being read out loud and how that
might sound to your reader. For example, an article reviewing a film may be humorous, even
sarcastic, but that would not work well for more serious readers or topics.
• the purpose for the article – is the purpose, or reason, for writing your article to persuade your
readers to agree with you or to invite your readers to think about different points of view and decide
for themselves? For example, do you need to sound reliable and well informed, or choose words that
strongly convey a particular emotion?
• how to keep your readers interest – imagine how boring it would be for your reader if you used the
same kind of sentences and simple repetitive vocabulary all the way through your article. Try to
include a range of grammatical structures and relevant vocabulary to make sure that your reader
wants to keep reading.

Organisation:
• Plan a route through your article before you start writing it – the structure of an article is usually
in three parts. For example:
1. an introduction – engage your reader’s interest and introduce your argument or the main points
of the topic to be discussed.
2. a middle – develop relevant and interesting points about the topic to interest and/or convince
your readers to think about a particular perspective.
3. an end – draw your points together and leave your reader with a clear impression of the
argument you want them to believe or the viewpoints you would like them to consider.
• Organise your ideas into paragraphs as appropriate – this will help you to develop and support
your points convincingly, to build your argument and/or offer a full explanation of a particular point of
view.
• Show your reader at a glance what your article is about – articles usually have a suitable headline
to attract their readers’ attention and you can choose to use subheadings (a bit like mini headlines) to
help break your article up and move your reader on. Do not overdo these, but well-chosen
subheadings can help to catch and keep your reader’s attention, as well as sum up the main points
you are making.
• Show the connections between ideas in sentences and paragraphs – for example, where a new
point or idea follows on from what you have already said you might use linking words or phrases such
as,‘in addition’, ‘likewise’ or ‘similarly’.
Example of an article

Comments

Online friendships – true or false? The learner uses a heading that

is relevant to the topic of the article.
In recent years, technology has taken over our daily lives. Many

people claim that they simply couldn’t imagine a life without the

internet and social media. So are your online friendships doing you
The learner introduces the topic in
more harm than good? the first paragraph and uses a
rhetorical question to engage the
It has become commonplace in our society to argue that reader.

technology is the reason for people being socially distant and

experiencing loneliness. Some studies do show a correlation The paragraph identifies

contrasting viewpoints, making it clear
between social media usage and low self-esteem, although there is where there is support for one view or
no solid proof showing that this is the main cause. Indeed, others another.

have come to the defence of the internet and claim it has done the
The learner is trying to vary
opposite – helped to revive social relationships. Some people find it
sentence structure and vocabulary.
easier to form relationships when they are hidden behind a screen.

It allows them to be themselves without fear of rejection, ridicule

and judgement. Soon, they become confident enough to merge

their virtual personalities with their offline personalities, becoming

a more authentic version of themselves.

The learner uses an appropriate
linking word at the beginning of the
However, it can be said that online relationships are weaker and paragraph to show they are about to
not as real as face-to-face relationships. Online relationships are offer a new contrasting argument.

formed easily and quickly. They’re not the same as a physical

relationship. You might not know anything about an online friend

other than the things they choose to post on the internet. Unless

you make a point of communicating with all of them for at least

two hours every week, you can’t even call it a real friendship. The

strength of an offline relationship lies in the experiences you share

together in the real world.

True, it could be argued that online relationships are not

particularly meaningful, but saying that social media friendships

are false is not correct. ‘You and your real friends may not The learner develops the
always be able to meet in person,’ explains one lifestyle expert. argument that online friendships are
useful and supports it by reference to
Social media can be used to keep in touch and ensure that your a quotation from an expert.
relationship stays in tact until the next time you meet, and where

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 Comments

else can you bond over silly and fun things like memes and cute

cat videos? Your social media friendship ensures that no matter Having discussed a number of the
arguments, the learner leaves the
how far apart you are, you can always be there for each other.
reader with a strong impression of the
value of social media friendships.

© Cambridge University Press & Assessment 2023 v1

3
 Cambridge IGCSE™

Cambridge IGCSE / IGCSE (9–1) English as a Second

Language 0510/0511 \ 0993/0991 (for examination from 2024)

Writing a review
Overview
The main purpose of a review is to give your opinion about something (e.g. a film, website, video game, product,
restaurant, concert, etc.) and to say whether you would recommend it to the readers and why. The review needs to
engage the audience from the beginning to the end and there should be a conclusion. Unlike in a report, candidates can
be subjective and give their own opinions in the answer to the exam question – this can include both positive and
negative opinions. The review should include all relevant details. The review will include examples and evidence to
support the opinions expressed, e.g. give an example of good (or bad) acting.

Content
Content covers:
• Task fulfilment (i.e. whether the piece fulfills the task, how relevant the content is and an awareness of style,
register, purpose and audience).
• Development of ideas (i.e. the detail/explanation provided).

Language
Language covers:
• Range (i.e. complexity of grammatical and lexical structures).
• Accuracy (i.e. the level of grammatical and lexical accuracy, the type of errors and whether these impede
communication).
• Organisation (i.e. whether ideas are organised and sequenced effectively, the range of linking words/phrases
and other cohesive devices).

Tips for writing a review

Language
• think about the audience that the review is for
• the tone of the review can be personal and informal
• if writing for adults, the style may be more formal than if writing for teenagers
• your review should be informative, persuasive, and engaging
• a review should include functional language to express the following:
° to inform (give details about, e.g. the location, the author, what something looks like, etc.)
° to analyse (give opinions about the positive and/or negative points)
° to advise (make a final judgement and provide recommendations to the reader).
• the review should also include topic related vocabulary (e.g. films, restaurants, concerts, etc.)
• avoid writing very simple sentences with simple repetitive vocabulary (e.g. nice).
Organisation
A review should be divided into paragraphs. Link the ideas in each paragraph using a range of linking
words/phrases appropriate for this style (e.g. what’s more, that’s why, as well as, etc.).
One way to structure your review is to:
• provide information about what is being reviewed (e.g. a course, something you’ve bought, a
museum, an event you went to, etc.)
• give your opinions and/or highlight interesting points about some aspects (e.g. the facilities of a
museum, the special effects in a film, the quality of food/service in a restaurant, etc.)
• give your final opinion and recommendations.

2
Example task
This is an example of a Paper 1 Exercise 6 task. We have annotated the question below with some guidance
for candidates to help them prepare their answer and encourage them to focus on what the question is asking for. This
information is not given to candidates in the examination.

The purpose of this review is

to write about a new shopping
Once you have read through the task and all the instructions, you centre. The reader should be
should also read the comments. Before you start writing, plan how informed about what you think
many paragraphs you will need and what ideas you want to include in the positive and negative points
each paragraph. are and whether you would
recommend the shopping
centre.

You recently visited a new shopping centre in your town. You have decided to
write a review of the centre for your school magazine.
Other students
from your school
Here are some comments about the new shopping centre from other young people:
are the intended
audience for this
the review.
Everything seems
It’s easy to get to. quite expensive.
You can use some of the
ideas from the comments
in your review, but you
We couldn’t find a should expand on them
It’s a good place to
good sports shop. and/or include other ideas
meet friends.
of your own.

Now write a review of the new shopping centre for your school magazine, The response to this
giving your views. question needs to be in
the form of a review for
The comments above may give you some ideas, and you should also use some a school magazine, so
ideas of your own. the register should be
informal to semi-
Write about 120 to 160 words. formal but should avoid
language that is too
You will receive up to 6 marks for the content of your review, and up to 9 marks idiomatic and colloquial.
for the language used.

The number of words is for guidance: write about 120 to 160

words. Paying attention to the guidance for word limits will help
you to plan your time in the examination more effectively.

3
Example candidate response and examiner comments

Example Candidate Response – middle Examiner comments

A new shopping centre

The candidate begins their
review with an introduction
A shopping centre is a place where people visit to buy clothes, highlighting the role that
supermarkets play for local residents
food as well as furnitures. It is not only used to purchase things, in general.

others can go there to meet friends as well as to get fresh air.

The candidate attempts some
more complex structures with a
The new shopping centre in our town that was recently opened varied level of success.

overcame many problems that we had at the beginning. We do The candidate shows a good
sense of purpose in this paragraph.
not need to travel to other towns to purchase things as a result
The candidate also tries to engage
this saves time and money. Moreover it is a good place to meet the reader by introducing the idea of
overcoming problems, which are
friends as we will have a variety of shops that we can buy food to later listed in the same paragraph.
However, the candidate merely lifts
eat as well as to do window shopping. the ideas from the prompts and there
is little expansion here.
However everything that is sold there seems quite expensive
There are some attempts at less
therefore people don’t usually go there as the spending takes them common vocabulary (e.g. ‘window
shopping.’, ‘In a nutshell’ etc.)
out of budget. Moreover many shops that we also need they are
The candidate introduces the
not yet there, as a result people are forced to change their plans
negative points in this paragraph by
of purchasing. using ‘however’. The ideas are again
mostly lifted from the prompts with
little development.
In a nutshell the shopping centre really helped us, although
The candidate uses a range of
there are some loopholes, which we belive they will be fixed as time linking words to link their ideas within
paragraphs (e.g. ‘as well as’,
goes on. ‘therefore’), but also to introduce a
new idea at the start of the
paragraphs (e.g. ‘However’). Some
of these linking words are rather
formal for this style however (e.g.
‘Moreover’) and this may also have a
negative effect on the reader.

The review is clearly structured

and ends with a concise conclusion.
However, it is not very persuasive
and lacks a clear recommendation
from the candidate.

Mark for Content = 4 out of 6

Mark for Language = 6 out of 9
Total mark awarded = 10 out of 15

4
Writing a report
Overview
The purpose of a report is often to present relevant information in an ordered way and to make carefully considered
suggestions based on that information. Reports are usually a mixture of fact and opinion, reflecting on key facts and details
to offer suggestions to the reader. Reports can also be used to offer an objective view of a situation, proposing alternatives
for the reader to consider. For example, reports in a workplace might include statistics to support different plans for the
future of the business so that people can decide on the best option. The audience of a report is often someone in charge,
for example a teacher, or an employer, so the language and tone of a report tends to be more formal.

Tips for writing a report

Language – think about:

• the audience that the report is for – are you writing this report for one reader, or for a group of
people such as the organisers of an event?
• the impression you want your reader to have of you – usually a report should be impersonal and
relatively formal since you are writing to someone who is in charge. You would not normally use slang
or contractions ( such as don’t or can’t) .It is usually best to avoid attempts at humour or sarcasm.
• the purpose for the report – you may have been asked to make suggestions or recommendations in
your report based on personal experience, or to offer an overview of a more complex situation. Try to
include a range of topic related vocabulary used appropriately.
• how to reassure your reader that your report is going to be useful – imagine if your report was
full of emotive words and personal appeals based on your own viewpoint, your reader might not be
convinced that you were offering them an objective and accurate evaluation. For your report to be
effective you will need to sound calm and polite.

Organisation:
• Identify and group the key information, facts and details your report needs to include before
you start writing – the structure of a report is usually in three parts. For example:
1. an overview – briefly introduce the topic of the report and the key areas you will consider. Your
reader should be able to understand what you will be writing about and why by just reading this
section.
2. a middle – develop and support the relevant facts and opinions about the topic that you or others
have noticed.
3. an end – offer a brief summary of your suggestions, recommendations or solutions. Here you
might like to include any new points you think should be considered in the future.
• Organise different aspects of the report into paragraphs as appropriate – this will help you to
explain, develop and support your points.
• Help your reader to locate the information they need more easily – a report should be well-
organised and clear. Reports often use headings to show the reader what information can be found in
each section. Sometimes bullet points might also be used to highlight key information to the reader.
Do not overdo these, but a precise, short, bulleted list can help to draw your reader’s attention to the
key points you are making.
• Connect the points you are making logically – for example, where you are offering suggestions
based on points you made earlier you might use a linking word or phrase such as ‘in conclusion’, ‘as
a consequence’ or ‘finally’.
Example of a report

Comments

To the Principal

A report on the school career day

Career day, held on the 20th September this year, gave many
students an opportunity to discuss their existing career plans with
experienced professionals. This report outlines what students felt
the day offered them, what they most enjoyed about careers day The learner introduces the topic
and outlines the key aspects the
and what they learned as well as how the day could have been
report will focus on.
improved further.

Insights
The learner uses clear, relevant
All of those who had been asked to present on their industry were sub-headings to show organisation
honest and open about what they see as the pros and cons within and clarity.
their fields. This new knowledge required students to think
critically about how and whether various career paths may suit
their individual interests and values. Most people enjoyed the
The learner has grouped points
skills and personality quiz which we took part in before break. together helpfully for the benefit of the
Whilst many found it fun to reflect on themselves through the reader. This shows an excellent
sense of purpose.
quiz, resulting in high levels of engagement, some said that the
results have made them think about niche career paths which they
had never considered before. The learner uses a range of
appropriate vocabulary.
Highlights

Having discussed the career day with classmates, I noticed that

The learner’s choice of linking
some aspects of the day were mentioned consistently. Particular words, phrases and grammatical
highlights included the set of presentations outlined in A Day in structures are consistently appropriate
for the style and register of a report.
the life and the time set aside to talk with visitors who had each

been set up on their own table. Whilst a small number of students

did find it difficult to drop into conversations and intimidating to

approach somebody for a specific discussion about a career which

they had only just been introduced to, others were more confident.

It was suggested that some less formal time being to mingle at the

beginning may have resulted in more beneficial or easier

The learner distances themselves
interactions. from the criticism and maintains an
objective perspective, reporting what
Learning was said indirectly.

The majority of students overwhelmingly enjoyed the career day

and learned a lot about themselves and what they might want to

do in the future. The personality quiz certainly helped me to

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 Comments

progress with my own thinking and the presentations promoted

me to look more closely at joining the navy rather than pursuing a

career in banking which I had been considering beforehand.

The learner includes a concise
To summarise, I personally feel that the careers day was well conclusion and offers their
organised with plenty of different industries involved and overall recommendation.

was very useful. I recommend that the day is also run for future

year groups, with changes incorporated as you see fit as I believe

they will be able to benefit similarly.

© Cambridge University Press & Assessment 2023 v1

3
Writing an essay
Overview
The purpose of an essay is to present an argument or point of view 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. An essay should be written in a formal or
neutral register and should be well organised, with an introduction, main body and a conclusion. It should include
language appropriate for expressing opinions, agreeing and disagreeing. The vocabulary required will depend upon the
topic.

Tips for writing an essay

Language
• think about the audience that the essay is for
• the tone of most essays should be neutral or formal
• your essay should clearly present opinions related to the topic
• include a range of grammatical structures and related vocabulary
• avoid writing very simple sentences with the same grammatical structures and simple repetitive
vocabulary.

Organisation:
An essay should be well organised, with an introduction, main body and a conclusion. It should include well-
developed ideas.

You should use linking words/phrases which suit a more formal type of writing (e.g. furthermore, however, in
conclusion, etc.) to link ideas in sentences and paragraphs.

One way to structure your essay is to have a balanced argument focusing on one side of the argument, then
on the other side of the argument:
• Introduction – briefly outline the argument that the essay will discuss. Engage the reader to make
them interested in the topic, for example, ask a rhetorical question to make a point and create a
stronger effect.
• Present one side of the argument. Support your ideas with examples and/or reasons.
• Present the other side of the argument. Support your ideas with examples and/or reasons.
• Conclusion – this should briefly summarise what you have said and what you think about the
argument. You can link your conclusion back to the beginning and/or encourage the reader to
decide what they think about the same viewpoint.

Alternatively, an essay can be one-sided. You present one side of the argument, supported with examples
and/or reasons. In this case, the organisation of your essay would be the same as above, with either one
extended paragraph for the main body, or two or more shorter paragraphs each presenting a different
reason to support your point of view.
Example of an essay

Comments

The candidate introduces the topic

in the first paragraph and uses a
Teenagers love fast food. But is it good for them, or should they rhetorical question to engage the
avoid it? reader. No heading is required for an
essay.

To begin with, it’s usually quite tasty. Furthermore, it’s The candidate presents
quick and easy if you choose to eat fast food. You walk in to a arguments in favour of fast food. The
second opinion is well supported with
restaurant, give your order, and your food is ready in just few reasons.
minutes. When you’re in a hurry, getting fast food is a good option.
The candidate uses a range of
appropriate linking words, ‘to begin
However, there are some disadvantages. The main one is with’, ‘furthermore’, ‘so’, ‘however’ and
health. Fast food contains fat, sugar and salt – all things that ‘also’, to link their ideas together.

are bad for you and make you gain weight and becoming ill. The In the third paragraph, the
candidate presents arguments against
truth is that fresh food, cooked at home, is much better for you, fast food and both opinions are well
even if it sounds boring to most teenagers. Fast food is also waste supported with reasons.

of money. It might to seem cheap, but if you buy it a lot, your The candidate includes the ideas
money will soon disappear. from the comments, but uses their
own language, by changing
grammatical structures and
Overall, I believe eating fast food ocasionally isn’t a problem,
vocabulary where possible.
but fresh home-cooked food is best.
The candidate uses some
extended sentences and makes a few
attempts at more complex structures.

The candidate provides a clear

conclusion which shows that the
essay is effectively sequenced and
organised. The candidate uses an
appropriate choice of words for a
neutral to formal register.

© Cambridge University Press & Assessment 2023 v1

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Writing a speech
Overview
The purpose of a speech is often to inform or persuade an audience. Speeches are usually written to be spoken directly
to an audience and can be used to entertain, influencing the listeners that the viewpoint of the speaker is correct. Speeches
can also be used to encourage the audience to take action or to change their behaviour in some way; for example, to join
a particular school club or society, or to recycle more. The ways you use language and vocabulary when writing the words
of a speech will depend on the audience and the purpose you are writing for; for example, in a speech to a group of
teachers and parents giving your views on a recent proposal, formal language is most appropriate.

Tips for writing a speech

Language – think about:

• the audience that the speech is for – are you giving your speech to a group of people you know, or
do not know, or a mixture of both? If you know your audience well, you may be able to relax a little, but
a speech is still a formal kind of talk and would usually not include slang.
• whether your audience are likely to disagree with what you say – you will need to consider any
possible objections and deal with them. Use language carefully to make objections seem less
significant; for example, using phrases like ‘A few people may still think, however’.
• the reason you are giving this speech and how you feel about this topic – try to imagine the
words of your speech as you would speak them out loud. Your tone of voice must match your
message, so choose words that appeal to the emotions of your listeners. Focus on what you want
your audience to know and feel by the end of your speech.
• how to engage your listeners – for example, you might use inclusive words or phrases like ‘we’, ‘all
of us’ and ‘our’ to make your listeners feel that you are all on the same side.

Organisation:
• Plan where you want to finish your speech and how you will get there before you start writing.
The structure of a speech is often in three parts. For example:
1. an opening that grabs your audience’s attention and makes the overall topic of your
speech clear – for example, pose a question to the audience where you can predict the answer.
2. a well-structured, supported and developed argument – for example, to support your
argument you might use real life examples or anecdotes.
3. a powerful conclusion – for example, group your final words or ideas in threes to help make
them memorable or end with a thought- provoking question or image and thank your audience for
listening.
• Organise your ideas into paragraphs as appropriate – this will help you to develop and support
your points convincingly, to build your argument and/or offer a full explanation of a particular point of
view.
• Show the connections between ideas in sentences and paragraphs – where a new point or idea
follows on from what you have already said you might use linking words or phrases such as,‘in
addition’, ‘likewise’ or ‘similarly’.
Example of a speech

Comments

Good morning everyone. How did you all spend your weekend? Did The learner poses a question to
involve the audience.
you go hiking perhaps or climb the mountains? Guess what I

did. Not hiking, not climbing, no – I spent the whole of The learner is showing that they
are thinking about how these words
yesterday afternoon learning vocab with my best friend Tony! That would be spoken – varying the pace
sounds a bit weird and boring, doesn’t it? But in fact it was and using a dramatic pause to
engage their audience.
quite the opposite so keep listening and I’ll tell you more…
The learner is taking account of
Let me think, it was probably a Friday afternoon when Tony and I
the audience reactions.
were on our way home after school and both noticed a giant
poster placed just at the entrance of subway line 1 ‘Volunteers
The learner uses appropriate
wanted - £50 awards to be won.’ £50 – it’s a lot right?
linking words and phrases to connect
Obviously, Tony and I stopped to read this poster in more detail. their ideas together, maintaining a
semi-formal but relaxed tone.
This poster says: ‘A test about computer-based vocab learning
The learner makes a few attempts
method needs volunteers’. Specifically, ‘volunteers are divided to
at more complex structures.
two groups. The first group will learn with computers, while the

second group will learn the same words with traditional printed

books.’ Fellow classmates, you know how torturing it is to

memorise English vocabulary, don’t you? But as Tony and I The learner uses rhetorical
both wanted the £50 award, we still decided to apply to be devices appropriately to keep their
audience engaged and make sure
volunteers and luckily we ended up in the first group. they are on the same side.

It was fun because it was designed like a game. First of all, the

screen shows you 5 words and their meanings, and then a teacher

pops up and reads each word aloud and explains its usage in

sentences and context. You then have to read these words as

correctly as possible so that the computer can identify the words

and give you a score. Then you enter a battle part – yes, that’s

right, the fun part is you get a chance to test your skills and beat

others.

Although Tony and I didn’t get the £50, this computer-based

The learner has organised their
learning experience completely changed our attitudes to lexical anecdote into clear paragraphs and
offers some detail and development in
learning and was a great way to spend our weekend. each, finishing back full circle where
the speech began with the
Thank you Miss Stanley for asking me to deliver this speech and observation that they had had a fun
thank you all for listening. weekend.

© Cambridge University Press & Assessment 2023 v1

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Writing a letter
Overview
The purpose of a letter is often to inform or communicate an experience or point of view to the reader. Letters give the
reader information about a certain topic and can also be used to persuade the reader; for example, to ask for the writer’s
opinion to be considered. Letters can be formal; for example, if the letter is being used to apply for a job. Letters can also
be more informal; for example, if it is a letter to someone you know well to tell them about your holiday and persuade them
to try visiting the same place. The ways you use language and vocabulary when writing a letter will depend on the audience
and the purpose you are writing for.

Tips for writing a letter

Language – think about:

• the audience that the letter is for – usually letters are written to one person, although for more formal
letters you will not always know that person’s name. If you do not know your reader’s name, you can
start your letter with ‘Dear Sir/Madam’ and will need to end your letter with ‘Yours faithfully’.
• how you expect, or want, your audience to react – for example, if you are trying to persuade your
reader to agree with a particular idea or project, your language might be positive and cheerful in tone.
• the purpose for the letter – for example, if you are writing to complain you are likely to be more
formal and may use emotive words to describe aspects of poor service or a bad experience.
• how to influence your reader to take your point of view or suggestions seriously – remain calm
and polite, even when you feel strongly and avoid writing very simple sentences with the same
grammatical structures or simple repetitive vocabulary.

Organisation:
• Plan a route through your letter before you start writing it – the structure of a formal letter is
usually in three parts. For example:
1. the opening paragraph – outline the overall aim of the letter and make it clear why you are
writing.
2. a middle – explain and develop your points making sure they are relevant to the purpose of the
letter.
3. an end – draw your points together; for example, summarise the main points you want your
reader to remember, or the action now required.
• Use a conventional structure – include the address of the writer at the top, a date and an opening
greeting ‘Dear …’. You should end your letter with a standard phrase such as ‘Yours sincerely’ (if you
know the reader’s name). Formal letters also include the address of the reader at the top.
• Use linking words and phrases which suit a more formal type of writing – for example, you could
use ‘furthermore’, ‘however’, ‘in conclusion’ to link ideas in sentences and paragraphs.
• Make any timescales involved clear to your reader – for example, ‘I am currently’, ‘previously’,
‘prior to that’.
Example of a letter

Comments

Dear Hotel Manager, The learner uses the title of the

I am writing this letter in connection to the wedding celebrated at person they are writing to since they
do not know the manager personally
your hotel of my son, and his now wife, that was on 16th April,
and are writing about a matter related
2022. Overall, the celebration was enjoyable and we would like to the hotel.
to thank your decoration team especially for doing such an
The learner introduces the topic in
excellent job. All our guests liked the simple, yet elegant, this opening paragraph.
combination of gold and silver. The lighting was perfect as well.
The learner politely acknowledges
the positive aspects of the hotel’s
However, there were several mistakes that put a dent in our
work to suggest they are taking a
otherwise great experience. Firstly, even though the quality of the reasonable and balanced view.
food was admittedly fantastic, some guests were served with food The candidate uses a range of
appropriate linking words to connect
they had never ordered. Secondly, many guests had to wait or did
their points, e.g. ‘firstly’, ‘admittedly’
not get any of the items they had asked for. My wife and I ordered ‘however’, ‘furthermore’ ‘likewise’,
‘moreover’.
the lamb chops and shrimp sizzlings. It was almost ten o’clock

when our food finally arrived and instead of lamb chops and

shrimp sizzlings, we got fish cutlets! Furthermore, the hotel was

told that there would be around 140 guests, hence, to prepare

food for 14o people. Disappointingly, there was food for just 110

and some of the 127 who arrived had to be served something else.

Embarrassingly, the hotel team had also misspelled my daughter-

in-law’s name on the wedding cake. Likewise, several guests There is good evidence of a sense
of purpose and audience in this
who had booked to stay the night were informed at the last
paragraph.
minute that there were no rooms available after all. Moreover, on

leaving the hotel they discovered that their cars were blocked into

the car park and it took staff hours to find the drivers.

I expect the hotel to compensate for these mistakes and refund my

son the money he paid for the food for thirty people more than

we got. Additionally, I would request that you send the newlyweds

a new cake with their names spelled correctly and an apology

The learner maintains a calm and
for the accident. Finally, I expect that you take the necessary
firm tone in this concluding paragraph
actions to avoid such situations with car parking in future. I trust to make it clear what action they are
expecting from the hotel.
you will be agreeable to my requests.

Your faithfully, The learner uses an appropriate

sign off.
[Full Name]

© Cambridge University Press & Assessment 2023 v1

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