Writing: Exercise 6 (Writing an article)
This is the final exercise of Paper 1 and 2. It can be an article, a report or a review writing. We’ll look at articles here.
You will be given a topic (more like a question to ponder up on) on which you have to write your views and opinions. This can either be a two-sided article (for and against) or a one-sided article (just your opinion). It is up to you to decide.
The topics usually given for this exercise are easy enough that you can come up with points right there in the exam, but it is good if you read upon various issues from around the word (obesity, technological influences, environmental issues, animal welfare, teenager issues etc).
So here’s how to attempt this question:
- Before you start it is a good idea that you come up with a plan . Use the blank space below the question to make your plan, in pencil. In your plan write down the answers to these questions:
- The audience : this will be specified in the question (it is almost always a school magazine). So when you write, keep in mind that you need to write to that audience. Your language, tone and vocabulary should reflect this.
- Is my article going to be two-sided or one-sided? If you know a lot about the topic and can weigh up the pros and cons, then go for two-sided. If you’re not too knowledgeable about it, stick to one-sided.
- How do I introduce the topic? Start off by saying what the topic is and how important the topic is in today’s world. Why it is such a problem? Or is it a problem?
- What’s in the body ? Write down three points . (If it’s two-sided write two pros and two cons) . You will develop your body based on these points. A few points will be given in your question paper, and you can use those!
- How will I conclude the article? You need to sum up your points and give your final opinion (even if it’s two-sided, give your final opinion on the matter).
- Organise . By now, you’ve pretty much come up with the contents of your article. Now organise your points into paragraphs.
- One-sided Article: Paragraph 1: Introduction
- Paragraph 2: First point with justification (or counter-argument)
- Paragraph 3: Second point with justification (or counter-argument)
- Paragraph 4: Opposing point which you contradict (here, you state a point said by people who have a different opinion from yours and explain why they are wrong. This is called argument and counter-argument )
- Paragraph 5: Conclusion- summary, (solution?), repeat your opinion
- Two-sided Article: Paragraph 1: Introduction
- Paragraph 2: Advantages/’For’
- Paragraph 3: Disadvantages/’Against’
- Paragraph 4: Conclusion- Summary and final opinion
- Write . Use a variety of connecting words and argumentative phrases . Examples:
- Expressing opinions: I agree/ disagree with the above statement that
- In my opinion
- I believe that
- I am in favour of
- I am against the idea of
- It seems to me that
- I sympathize with
- Presenting and contrasting opinions: The main argument in favour/ against is
- It is often said that
- First of all I should like to consider
- Apart from that
- Even though
- In addition
- Despite the fact that/ In spite of
- On the other hand
- On the contrary
- What is more
- What matters most in this case is
- It is a fact that
- There is no doubt that
- Reasoning: Because of
- As a result of
- On account of
- Concluding: To sum up
- To conclude
- It can be concluded that
- Thus, I am of the opinion that
- Argumentative verbs (use these instead of say/tell ):
Here’s an example of a one-sided article . This is one-sided because, even though it weighs up both ‘for’ and ‘against’ points, in each paragraph it contradicts the ‘for’ points and alludes to the same conclusion that zoos should be abolished. This is called the argument/counter-argument format.
- Use your own points , words and phrases as far as possible. The more original your content is, the better.
- Give a suitable title
- Keep to the word limit 150-200 words. Exceeding a little over 200 is not a problem.
- Always have an introduction and conclusion
- Always organise your points into paragraphs . One para for each point (one-sided) or all advantages in one para and disadvantages in another para (two-sided) is the ideal format.
- A final opinion has to be given.
- Punctuation, spelling and grammar is very important. Check your writing once you’re done.
For the core paper 1 take 20 minutes for this exercise
For the extended paper 2, 30 minutes should suffice to answer this question. Spend 10 minutes to come up with a plan, 15 minutes to organise and write your article. Use the 5 minutes left to read over your article, make changes and correct spelling, grammar and punctuation errors.
Notes submitted by Lintha
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42 thoughts on “ Writing: Exercise 6 (Writing an article) ”
Hi, this post was really helpful, but I have a question. Is it ok to take a stand (for or against) in magazine article writing? It is not a persuasive writing.
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How to Write an Article - IGCSE English
What is an article.
An article is a piece of writing intended for a wider audience. An article is usually written for magazines, journals and newspapers. The subjects range from public interest to current events to the writer's personal interests.
This question mostly appears in Paper 1 of your English Language and Literature question paper and in Paper 1 or 2 of your English as a Second Language question papers and for Cambridge IGCSE Lower Secondary .
How to Attempt the Question
You will be given a reading booklet insert containing the passage for the article writing. Read through the passage carefully. The adjacent question will be provided in the question paper booklet.
You would have to choose relevant points from the passage after having a thorough understanding of the question.
Now, convert the passage's selected points into your own words. After that, you can start putting the points together in a cohesive manner in the form of an article.
Let’s take a look at an example on how to convert the selected points from the passage into your own words.
“Many parents will make the argument that they watched hours of TV every day while growing up and They turned out fine, but content and access have changed. Kids today can potentially see whatever they want, whenever they want, and can stumble on inappropriate content accidentally, unlike those in previous generations.”
Parents nowadays argue that they used to watch TV for many hours each day when they were young and are doing well now. But the world has changed now there are different contents on the internet and television available 24/7. Children could see whatever they desire at any place and time and could potentially stumble upon inappropriate content by mistake.
- The title, introduction, body, and conclusion are the four main sections of an article. Let's take a look at how to tackle the four main sections effectively:
- Title : It is important to choose an appropriate title for your article. The title chosen should be relevant and include the main concept of your article.
Consider a situation where you would have to write about the pros and cons of switching into an e-vehicle. The potential titles can be:
“Are E-vehicles a better choice?” or “Electric Vehicles - The new way of life”
- Introduction : An effective introduction should begin with a query that entices the reader's interest. It should tempt them to continue reading. Then you can offer a short overview of the main topic to be discussed.
For example you can begin your introduction like:
“Do you think electric vehicles are safe? Electric vehicles are becoming more mainstream, and you’re likely not alone in wondering whether an electric car is right for you. There are concerns raised about the environment. But does it have the capacity to cater the needs of a common man with average wage? Let us see the advantages and disadvantages of both of these types of vehicles.”
- Body : The body should compose of one or two paragraphs, The converted points should be included here. Begin the first paragraph with adverbial time phrases such as now, recently, in the past, ten years ago, and so on. After that, state your main point and substantiate it with evidence. When starting your second paragraph create a contrast with a different point of view compared to the first paragraph if the nature of the question is argumentative. Use joining points such as however, on the other hand, nevertheless, and so on to begin the second paragraph.
Here’s a model for how your body paragraph should look like:
“Recently, people are switching to electric vehicles due to many reasons such as cost cutting, environmental factors, the growing scarcity and high rates of fuels, maintenance and so on. Even though e-vehicles cost more compared to conventional gas vehicles they are a long term investment. There are studies showing the maintenance of an e-vehicle is less compared to a gas vehicle. There is no need for gas, no oil changes, no smog tests, and fewer moving parts to break or wear out. Automotive giants such as Volvo are voicing their commitment to converting to electric car-only production in the very near future; and even luxury electric vehicles like Tesla are offering more affordable options to the consumer, altering public perception of electric cars as something only approachable by the elite.”
- Conclusion : When writing your conclusion always avoid summarising the points made in the introduction and body paragraphs. Conclusion can be your opinion on the matter, or you can begin or end with a rhetorical question to give the reader something to think about.
This is a model of how you can conclude your article:
“Personally speaking I'd rather have a hybrid any day, if you're stuck somewhere without access to electric charging, a traditional mode will come in handy, and once the crisis situation is averted you can switch to charging your vehicle. There are discussions on this happening all over the world. Some people support the revolution and are open to reform, while others are adamant in their ever so convenient way. What are your thoughts on this? Will we achieve 100% electric car usage by 2050”
Here’s the complete Article:
Q1) Are e-vehicles better for our environment?
- Yes, I think it can help reduce pollution.
- Not really, the cost and storage can be a major issue..
Write an article for your school magazine putting forwards your views and arguments.
Are E-Vehicles a better choice?
Recently, people are switching to electric vehicles due to many reasons such as cost cutting, environmental factors, the growing scarcity and high rates of fuels, maintenance and so on. Even though e-vehicles cost more compared to conventional gas vehicles they are a long term investment. There are studies showing the maintenance of an e-vehicle is less compared to a gas vehicle. There is no need for gas, no oil changes, no smog tests, and fewer moving parts to break or wear out. Automotive giants such as Volvo are voicing their commitment to converting to electric car-only production in the very near future; and even luxury electric vehicles like Tesla are offering more affordable options to the consumer, altering public perception of electric cars as something only approachable by the elite.
However, gas-powered cars remain relevant even as the EV revolution comes in full swing. Automakers can make proclamations about the robust future of EVs as much as they desire, but there are more than 100 years of history behind gas-powered cars. Which not even the biggest auto brands in the world, can just sweep under the rug. Electric cars offer advantages in a handful of ways, but they still have a long way to go to prove to the people that they’re better than gas-powered cars. The problem with electric cars, at least compared to their gas-powered counterparts, is that they're less likely to sustain that quickness because of the lack of a transmission to channel that power to higher notches. Gas-powered cars, on the other hand, don't have that problem.
Personally speaking I’d rather have a hybrid vehicle any day, if you're stuck somewhere without access to electric charging, a traditional mode will come in handy, and once the crisis situation is averted you can switch to charging your vehicle. There are discussions on this happening all over the world. Some people support the revolution and are open to reform, while others are adamant in their ever so convenient way. What are your thoughts on this? Will we achieve 100% electric car usage by 2050.
Are you having trouble understanding these concepts? Do you want assistance from a subject matter expert? Here, at Vidyalai we help your child achieve the grade they aspire for. Our SMEs are trained and experienced tutors who will provide you with each and every help when required. We are just a click away. Request your first lesson now. . We guarantee 100% satisfaction on your first session, if you are not satisfied,the session will be absolutely free.
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You are here: Home > Secondary Teachers > English > Cambridge IGCSE® English as a Second Language sample lesson
Cambridge IGCSE® English as a Second Language sample lesson
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As a trainer and examiner, teachers often ask me for advice on developing secure and fluent speaking skills in the context of a focused discussion. I’ve put together a sample lesson using resources from the Oxford University Press and Cambridge Assessment International Education Exam Skills Builders , so you can try the unique approach to skills development in your classroom. All of the sample resources, including worksheets and recordings, are available below. Drive discussion First, I would play students an authentic student response to the Freedom to Travel topic , from the English as a Second Language Exam Skills Builder CD. Working in pairs or small groups, I would then ask students to apply the marking criteria to the recording. This facilitates peer assessment and discussion, helping students think critically about the skills to acquire. Students might notice, for example, that this candidate tries to give full responses, but does not always develop them – crucial for the Development and Fluency criteria. Practise specific exam skills To follow up, I’d ask students to prepare their own commentary, for a short presentation. They might include examples of where they felt the candidate did well, or where he could have given a better response. They might also demonstrate how they personally might have responded to the prompts. Here, they will be thinking critically about the conversation – and practising their own speaking skills. To get your students ready for the 2014 requirements, encourage them to use each discussion prompt in sequence. Aim for a 6 to 9 minute discussion which has covered all five prompts, but added to these with spontaneous and relevant points. Next steps Here are some ideas for extra practice using the sample resources below: Use Task 2 from the Examiner commentary to conduct a more detailed analysis of the Addiction recording, as a group discussion. Once individual notes have been been made, use this Worksheet to prompt the group to discuss their findings and views. Dean is the author of English as a Second Language for Cambridge IGCSE .
Download Dean's sample resources
Freedom to Travel recording (MP3)
Marking criteria (PDF)
Examiner Commentary (PDF)
Addiction recording (mp3).
Listening worksheet (PDF)
Build all the skills central to cambridge assessment.
Cambridge IGCSE Exam Skills Builders for English
Written with Cambridge Assessment International Education to fully develop all the crucial assessment skills. Contain real, examiner-graded past responses to build confidence and critical thought.
New - English as a Second Language for Cambridge IGCSE
Build listening confidence
Mapped to the latest syllabus, with crucial practice in complex listening skills, like Listening for inference.
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Report writing: Cambridge IGCSE English as a Second Language
Cambridge IGCSE ESL English as a Second Language
Cambridge IGCSE ESL Examinations
This article focuses on the new topic of formal writing in the revised pattern of examinations starting from 2019 in Cambridge IGCSE English as a Second Language which needs to be answered together with a few basic rules related to formal register. It then describes various features you should include when you use the formal register. It also focuses on specific phrases and expressions used for reporting accurately, giving opinions and making recommendations, and also to put forward your views and arguments too.
Apart from friendly letters or emails, you need to produce either a report, a review or a school magazine article which you need to be completed in a formal register. You should never forget that your readers or audiences will be a group of students or your teachers so you have to present the facts and recommendations in a formal or semi-formal tone depending on the topics.
Formal language structure is the most important part of your writing that you need for making formal writing. An exam type question usually contains function words, for example, write a report giving suggestions or recommendations and opinion.
The best way to master the formal language is that learning to use phrases associated with language functions, for example, it is high time that a government increased the tax.
Some general tips for formal writing
1. When writing formally it is appropriate to include formal tone and register
2. You should not use the words and phrases that belong to the friendly register.
3. No slang words or phrases.
4. No humor because topics are serious of nature or factual.
5. No personal style (should be impersonal)
6. You should always keep your audience in your mind.
Basic tools for informal writing
Time fixer Phrases
I soon as we reached there…
We arrived at the site…
Once we all arrived
Phrases for introduction
The aim of this report is to highlight what we learned…
The report aims to highlight…
This report aims to investigate …
This report aims to recommend…
The purpose of this report to highlight…
This report aims to present what we learned from the trip…
Phrases for generalisation
A significant number of students…
I love the number of parents…
Almost all students…
A vast majority of students…
A large number of teachers…
Phrases for the positive side
Many students were captivated to see…
It was fascinating to see…
We all got insight into the importance…
We managed to study fascinating facts about…
The vast majority of students were stunned as they discovered …
Phrases for negative sides
It was appalling to see…
However many people felt that it was
Notwithstanding the boons, it was totally saddening to see that…
A large number of students found that the trip was a bit haphazard…
I strongly believe that…
I vehemently believe that …
Phrases for recommendations
I would recommend that…
Perhaps we could also consider asking…
For the reasons, I have mentioned I highly recommend visiting…
I am convinced that they…
In the remaining sections, we examine in detail performing languages which have been traveling to interactions positive signs recommendations and opinions
For more tips and model answers: mail us : [email protected]
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Cambridge Assessment International Education
Programmes & qualifications, cambridge igcse (9-1) english as a second language (count-in speaking) (0991), syllabus overview.
Cambridge IGCSE (9-1) English as a Second Language is for learners who already have a working knowledge of the language.
- is suitable for learners whose first language is not English, but who study through the English-medium.
- develops learners’ ability to understand and use English in a range of situations
- builds learners’ awareness of the nature of language and the four language-learning skills: reading, writing, listening and speaking
- focuses on practical communication for everyday use, which can also form the basis for further, more in-depth language study
- develops transferable skills to complement other areas of the curriculum.
Marks for the speaking component in Cambridge IGCSE (9-1) English as a Second Language (0991) do contribute to the overall grade. A speaking endorsement component is offered in Cambridge IGCSE (9-1) English as a Second Language (0993) .
The syllabus year refers to the year in which the examination will be taken.
- -->2022 - 2023 Syllabus update (PDF, 162KB)
- -->2024 - 2026 Syllabus update (PDF, 211KB)
We have updated this syllabus to make it clearer and more accessible for both teachers and learners and to make sure that it reflects current educational thinking.
What are the main changes to the syllabus?
To support teachers and learners, we have:
- removed tiering (research suggests that in language qualifications students should access the full grade set to achieve their best possible outcome)
- made the Listening paper 100% multiple-choice in response to feedback from teachers
- simplified and improved the accessibility of the teacher/examiner notes in the speaking component
- removed the summary task from the Reading and Writing paper and replaced it with a new multiple-choice question based on feedback from teachers who told us that some students struggle with the summary task.
What are the main changes to the assessment?
- With the removal of tiering, there are now three components which are accessible to all candidates: Paper 1 Reading and Writing, Paper 2 Listening and Component 3 Speaking Test.
- We have made changes to the duration and number of marks available on the Listening paper and Speaking test.
- We have split the assessed part of the Speaking test into three smaller parts to make it clearer to teachers/examiners and students what is expected from them. Teachers/examiners can also now make notes in the test.
- To reduce the burden on teachers/examiners and to allow them to focus on assessing the candidate, we have listed all the questions on the Speaking assessment card.
- The mark schemes have been updated for all components.
When do these changes take place?
The updated syllabus is for examination from June 2024 onwards. Examinations are available in June and November.
Please see the 2024-2026 syllabus above for full details.
We are developing a comprehensive range of resources to help teachers deliver this updated syllabus.
We aim to provide a scheme of work and other relevant classroom resources. Example Candidate Responses will be available following the first examination in 2024. Visit the School Support Hub from June 2022 onwards for details.
Cambridge IGCSE English as a Second Language (Sixth edition) (Cambridge University Press)
Build key English reading, writing, speaking and listening skills through exciting topics such as fashion and food with clear and accessible guidance. Also includes step-by-step writing activities and language/grammar tips. CEFR Exit Level B1/B2.
Read more on the Cambridge University Press website
Cambridge IGCSE English as a Second Language (Second edition) (Marshall Cavendish Education)
The series focuses on building strong communication skills and linking language in real-world contexts to prepare students to be future-ready.
Read more on the Marshall Cavendish Education website
Success International English Skills for Cambridge IGCSE (Fifth edition) (Cambridge University Press)
Explore ten engaging topic-based units whilst advancing English writing, speaking, reading and listening skills. Guidance to help students understand how they learn and exam-style activities are also included. CEFR Exit Level B2+/C1.
Cambridge IGCSE English as a Second Language (Second edition) (Hodder Education)
Confidently navigate the Cambridge IGCSE English as a Second Language syllabus with an all-encompassing course companion. Expertly formulated to ensure students develop practical language skills and key cultural knowledge, it provides real-world, internationally focused guidance.
Read more on the Hodder website
Cambridge IGCSE English as a Second Language (Third edition) ( Collins)
This course provides complete coverage of the updated syllabus for examination from 2024 and features a wide variety of topics, authentic texts and creative activities that cover all four skills.
Read more on the Collins website
In June, this syllabus is available in Administrative zone 3 and for centres in Oman and UAE. In November, this syllabus is available in Administrative zone 3 only. Check the administrative zones for your school .
Please note that if you make an entry for the 9-1 grading scale, it is not then possible to switch to the A*-G grading scale once the entries deadline has passed. If you find that you have accidentally made an entry for the 9-1 syllabus, you must withdraw and re-enter before the entries deadline.
Find out more about our range of English syllabuses to suit every level and ambition.
For some subjects, the syllabus states that grade descriptions will be made available after first assessment in 2020, 2021 or 2022.
Publication of grade descriptions was paused in response to the Covid-19 pandemic and the temporary changes to the grading standard that have been in place for 2020, 2021 and 2022. We are currently working on producing these grade descriptions. This work will make sure that grade descriptions reflect examination outcomes appropriately and are based on the more stable grading standard that we expect to have in place for June 2023 onwards.
Check the Submit for Assessment page and the samples database for information and guidance on submitting moderated and examined work using Submit for Assessment.
School Support Hub
We provide a wide range of support so that teachers can give their learners the best possible preparation for Cambridge programmes and qualifications. For teachers at registered Cambridge schools, support materials for specific syllabuses are available from the School Support Hub (username and password required).
Stay up to date
Sign up for updates about changes to the syllabuses you teach
For the core paper 1 take 20 minutes for this exercise. For the extended paper 2, 30 minutes should suffice to answer this question. Spend 10 minutes to come up with a plan, 15 minutes to organise and write your article. Use the 5 minutes left to read over your article, make changes and correct spelling, grammar and punctuation errors.
Tips for writing an article . Cambridge IGCSE ™ Language . Think about the audience that the article is for. The tone of the article should be formal but should be engaging. Each paragraph should have a different idea. Use linking words which suit a formal type of writing, such as 'Firstly', 'Furthermore' or 'In conclusion.'
Cambridge IGCSE™ Cambridge IGCSE™ English as a Second Language (for examination from 2019) Writing an article The purpose of an article is often to inform and persuade the reader. Articles gives information about a certain topic and can also be used to persuade the reader that a certain viewpoint is correct. However, they often provide a balanced argument which lets the reader make up ...
How to Attempt the Question. You will be given a reading booklet insert containing the passage for the article writing. Read through the passage carefully. The adjacent question will be provided in the question paper booklet. You would have to choose relevant points from the passage after having a thorough understanding of the question.
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Exam Tip. If the purpose is to discuss/inform, then remember you're trying to educate the reader about the issue in the question. There are, generally, two ways of doing this: DIDACTIC: Comes from the Greek 'to teach' - it means giving instructing, particularly a moral one, in a lecturing-type of way. This style has its place (like when ...
Written by English as a second language specialist, Peter Lucantoni, this series provides clear and accessible guidance for English reading, writing, speaking and listening skills. Engaging topics, such as lifestyles and food, bring authentic English to life. This series has been developed to support teachers and students of the Cambridge IGCSE ...
Cambridge IGCSE English as a Second Language is for learners who already have a working knowledge of the language. The syllabus: is suitable for learners whose first language is not English. develops learners' ability to understand and use English in a range of situations. builds learners' awareness of the nature of language and the four ...
Learn and revise the best techniques for writing a piece of non-fiction with this BBC Bitesize GCSE English (Edexcel) Language study guide.
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IGCSE English as a Second Language 0511 (count-in speaking): The speaking component of 0511/05 contributes 20% to the final syllabus grade. It is reported on a standard IGCSE grade scale of A* to G. The other components are weighted as follows: Reading/Writing 60%, Listening 20%.
Show all resources in Cambridge IGCSE® English as a Second Language sample lesson. As a trainer and examiner, teachers often ask me for advice on developing secure and fluent speaking skills in the context of a focused discussion. I've put together a sample lesson using resources from the Oxford University Press and Cambridge Assessment ...
Here you may be asked to write an article, a report, or a review. In this blog we will discuss some tips of article writing. Here, a topic will be given to you on which you will be expected to write your views and opinions. This can be a two-sided article (for and against) or a one-sided argument, i.e. talking about your opinion only.
This article focuses on the new topic of formal writing in the revised pattern of examinations starting from 2019 in Cambridge IGCSE English as a Second Language which needs to be answered together with a few basic rules related to formal register. It then describes various features you should include when you use the formal register.
Cambridge IGCSE English as a Second Language (Sixth edition) (Cambridge University Press) Build key English reading, writing, speaking and listening skills through exciting topics such as fashion and food with clear and accessible guidance. Also includes step-by-step writing activities and language/grammar tips. CEFR Exit Level B1/B2.
are sometimes used to signpost the content of each. Language. The language of an article depends upon the purpose and audience; usually, the vocabulary of the article will fit the topic content ...
Ask students to think of some more sentences. They should take their cue from the word lists and aim for a range of people, actions and qualities. Next, ask them to sketch images of these new sentences on paper, pinning them around the classroom walls. Invite the students to circulate, describing verbally what each picture shows.