Cambridge IGCSE English Language, Paper 2 is marked for Reading and Writing skills.

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1 igcse Paper 1

2 Outline of the Exam Cambridge IGCSE English Language, Paper 2 is marked for Reading and Writing skills. There are 40 marks for Reading and 10 marks for Writing available, which makes a total of 50 marks. The paper consists of 3 questions:- 1. Directed Writing 20 marks 2. Writer s Effect 10 marks 3. Summary 20 marks You will need to read two unseen passages. These could be non-fiction or fiction. The exam lasts for 2 hours. This paper is 40% of your total igcse exam grade, the other 60% is your Coursework Portfolio and Speaking and Listening Task.

3 Question 1 The questions asks students to read a passage and then recreate a piece of writing having inferred details from the passage given Students have read and annotated a passage before starting their response Students are required to write around two sides in 45 minutes Question 1: Often asks to carry on writing as the person in the text. The content of your answer will be marked out of 15 and the SPAG (spelling, punctuation and grammar) will be marked out of 5. Make sure you sound like the person in the text. Use your OWN words. You ll lose mark if you don t, Write the recommended amount which is usually 1 to 2 and a half pages. Follow the three points given in the question. Do not analyse Use information from the text and carry on writing a report, newsletter, story or journal.( You will be instructed on what to write)

4 Part 1 Passage A Question 1 o Read the question first. o Read Passage A with the question in mind. o Look at the question again to make sure you understand. o IMPORTANT: whatever the question asks you to create, it is VITAL that you include details from Passage A but EQUALLY VITAL that you include your own original ideas/details. o The mark scheme s top band says that the best marks will be awarded to students who make inferences from the information that is already there and who further develop (with original ideas) what is already expressed in Passage A. o IMPORTANT: you MUST create the type of document that the question asks for. If they ask for a newspaper report and you do it as a question-and-answer interview, for example, you will probably get a very low mark on this question. o The three points (listed underneath the question; it is usually three points) that you must include in your piece of writing MUST be included, although you do not have to use them in order. Moving them around MIGHT allow you to avoid summarising Passage A. o AVOID SUMMARISING!!! o Your language should sound appropriate to the task (e.g. if it is a newspaper report, the parts which are not quotations should sound fairly formal/not too chatty).

5 Examples of Q1 tasks over the last few years: 1. Imagine you are Aunt Pegg. After one week of looking after the children, you write a letter to their parents in which you: 2. Imagine you are a schools inspector and you have recently visited the school described in Passage A. You are not pleased with what you have observed. Write your report in which you: Imagine that you are Donovan Webster. 3. You are being interviewed for a television programme about your visit to Diudiu in Mongolia. Write the words of the interview.

6 1. Imagine you are a reporter, writing from the area. Write the newspaper report which would have appeared a week after the eruption of Vesuvius. 2. Write a report to the committee that organises the group. In your report give your reasons whether or not Dr. Zinc should be invited to speak at one of the debates. 3. Write a newspaper report using the headlines printed below. Base what you write closely on the reading material in Passage A. 4. You have recently stayed at the Shamrock Hotel and, most surprisingly, you thoroughly enjoyed your stay. Write a letter to Mr and Mrs Doyle explaining the reasons why you liked the hotel so much. You know that the Doyles will use your letter to advertise the hotel in future. 5. Imagine you are the writer of Passage A. Write a diary entry in which you explore your thoughts and feelings about the trip so far. You will be sending your diary entry to your friends and family.

7 News reports Practice turning passages into reports; they have a particular style, and structure which is different from any other kind of writing: 1. i) Style short paragraphs; short sentences; dramatic vocabulary; statistical information; stacking of adjectives and descriptive phrases before the noun (e.g. The Japanese-owned lightweight racing yacht Sunshine II, Divorced former model and mother of two, Susan Smith ) ii) The expression should be impersonal (do not use I or We and do not give any opinions). iii) Use interview material and direct speech as well as reported speech. iv) Structure contrary to normal chronological sequence, news reports begin with the very recent past (usually yesterday); go on to fill in past background prior to the event; return to the immediate present and how things are developing; then finally speculate about the future.

8 Interview Practice writing interviews between two people. Interviews typically adopt an empathetic tone. 1. Style question/answer format. If you must skip a line between questions and answers, or, use names in the margin like a play script to distinguish between the interviewer and interviewee. 2. The interviewer should not speak that much allowing the interviewer to speak the most. It is through the interviewee that you will show your understanding of the text as they will most likely be someone mentioned in the passage. 3. Write in first person perspective with personal language (do use I and we and do give opinions)

9 Diary Entry To show understanding of a viewpoint you may be asked to write a diary entry. Don t worry, it s easy. 1. Style almost identical to an informal letter, but packed full of thoughts and opinions. 2. The audience must be yourself, not the diary. Never treat a diary like a person! 3. Always include some kind of plan/intention for the future.

10 Question 2: Analysis:- The content of your answer will be marked out of 10. This question will ask you to analyse two specific pieces of information in particular texts. Carefully select effective words and phrases to analyse Analyse in depth or break down your points Include a readers response - what the text makes you think. Include 5 points for each question. Highlight effective words so it s easier to find. Effect of Language This question aims to determine whether or not you understand the importance of specific vocabulary. Why has the writer used the word fat instead of overweight and how did that word change the meaning of the text? You will be asked to look at the language that describes two different things from the passage. The beauty of question 2 is that it is always exactly the same! Select words and phrases and explain how the writer has created effects by using this language. You need to give equal attention to each part and provide at least half a page for each.

11 You should aim for 5 relevant quotations in each part of the question. Give the quotation, in quotation marks, explain its meaning, and then explain its effect on the passage. You cannot get higher than 3 marks if you only identify quotations, or higher than 6 marks if you discuss only meanings. For 10 out of 10 you should give a full range of explained effects and link them into an overview which shows understanding of what the writer was trying to achieve in the passage as a whole. Do not select a quotation which you do not understand as you will not be able to explain either its meaning or its effect. When explaining a quotation do not repeat the words used in it. Do not repeat quotations; you cannot get credit more than once. Generalised and gushing comments such as The writer makes me feel as though I am there.. and The passage is cleverly written gain no marks and give the impression that you are failing to find things to say.

12 There is no need to use technical terms, and they are no substitute for explaining an effect in your own words; if you do use technical terms, such as onomatopoeia, make sure they are actually correctly used and explain how they are successful don t just label it. Select brief quotations only, of between one and four words. Do not lift whole chunks of text, or clump quotations together, or list them. Each one must be focused on specific use of language and explained separately. Introduce your choices of language with phrases such as gives the impression of, this suggests that, makes me think that. Do not say over and over again This has the effect that Once you have arrived at an overview, do not contradict yourself, e.g. do not say that one quotation makes a character seem physically old and another one makes her seem physically young. This is not likely, so you need to look at the passage again. However, there are no right answers to this (or any other) part of the exam and you can score highly by engaging with the text and thinking about the way language is being used, whether or not your comments are what the examiner is expecting.

13 Things to look for are:- use of the five senses; use of contrast; use of colour; use of noise; links between subject and environment; surprising, or unusual words; words which create sound effects; unusual or dramatic punctuation; imagery (similes and metaphors)

14 Question 3: Summary (15 marks) This question, in response to Passage B, may be sub-divided. Candidates write their content points in note form and then their summary as continuous writing of words. This question tests the following reading assessment objectives (10 marks): R1 demonstrate understanding of explicit meanings R2 demonstrate understanding of implicit meanings and attitudes R5 select for specific purposes. The question also tests the following writing assessment objectives (5 marks): W1 articulate experience and express what is thought, felt and imagined W2 sequence facts, ideas and opinions W3 use a range of appropriate vocabulary.

15 Teacher s tips for this paper:- Do not write rough drafts. You cannot afford the time to write out every answer twice, and it is neither required nor desirable that you should do so; plans are sufficient. Use the three different coloured highlighters into the exam. You need to annotate all the passages, and it is especially useful to use two colours for the summary and other questions where there are three types of material asked for. But don t go mad with the highlighting! Only single words or short phrases should be highlighted in a text, otherwise you are not precisely identifying your useful phrases and will end up with a ridiculous amount of highlighted text. Regulate your time and keep an eye on it: question 2 should take half as long as questions 1 and 3, which carry double the marks and require more planning. If you run out of time on the last (summary) question write notes instead of full sentences. You will lose fewer marks for doing this than for continuing to write in sentences but leaving the answer incomplete. Indicate the points you would have made and you will get some credit for them. Suggestions for length are given as a number of pages and are there to help you understand what is expected and what is possible within the time limit. Answers which are shorter or longer will be selfpenalising.

16 However, the exam is assessing quality, rather than quantity. Do not waste time counting words either during or after you have finished your responses. The time would be better spent improving content, expression and accuracy. Avoid using and, but, so and then. These are immature ways of linking ideas and events. If you finish the exam early, go back and check your answers again; you may have missed something. Do the questions in the order in which they are printed on each exam paper, as there is a reason why they are in that order. In particular you should not read both passages on Paper 2 before answering question 1. Have a pen (and a spare) for the exam with which you can write legibly and neatly. It is good policy to get the examiner on your side with a well-presented script. Often untidy writing is associated with poor spelling and punctuation. Make your endings strong; they are what the examiner has in their mind when they are deciding on a mark. There is no point in repeating anything you have said earlier.

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