IGCSE English Language Revision Guide Paper 2

IGCSE English Language Revision Guide Paper 2

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Contents Page

Outline of the Exam General Advice from the Examiner Directed Writing Writer's Effect Summary Timings A grade Example Paper Past Paper

Page 3 Page 3 Page 4 Page 7 Page 10 Page 13 Page 14 Page 18

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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 2. Writer's Effect 3. Summary

20 marks 10 marks 20 marks

You will need to read two unseen passages. These could be non-fiction or fiction.

The exam lasts for 2 hours.

General Advice from the Examiner:

give equal attention to all sections of each question plan each question response; cross out material which is not intended to form part of

the final answer explain points concisely, but in sufficient detail to convey clear meaning use your own words; do not lift whole phrases or sentences from the passages select only the material that is appropriate for the response to the question only make a point once in a response give thought to the structure and sequence of the material in the response adopt a suitable voice and register for the task, different for each question pay attention to length practice note-making, sequencing and concise expression.

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Directed Writing

This question asks you to read a passage and then use your understanding of the passage to write a new text in a given form and for a given audience.

You are marked for how many ideas you use from the text and how you develop them.

1. Read Passage A 2. Read and deconstruct the question (work out what it wants from you) CRAPF. 3. Return to Passage A and skim read for ideas to use in your response (underline or tick the details

that are relevant). 4. Work out which register (voice) you will be writing in 5. Work out who you are writing to 6. Work out why you are writing the text 7. Use three different coloured highlighters (one for each bulletpoint) to highlight relevant information

in the text. Use this to help you plan your response. 8. Take 2 minutes to plan your response REMEMBER to write in the format asked for in the question.

Use the bulletpoints to help you. Make sure you have material for each bulletpoint. 9. Write your response. 10. Spend a few minutes checking your response afterwards. Remember that you get 5 marks for

writing, so your use of paragraphs, spelling, punctuation, sentences and vocabulary are all important.

Top Tips:

Remember to use the bulletpoints! You should write equal amounts for each bulletpoint (2-3 paragraphs for each one).

Make sure that your points are relevant to the bulletpoints and that you are not just re-telling the story.

Develop your ideas by explaining what the details from the passage suggest about the character/place/situation/feelings/mood etc.

Remember to use your own words! If you just copy the words from the passage, then the examiner cannot tell if you understand them.

Content = What you have to write about it.

Register= Who you have to write as. What style will be appropriate?

Audience= Who you need to write for?

Purpose= Why you are writing, e.g. to advise, persuade etc.

Form= Type of writing, e.g. feature article, speech, interview etc.

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Directed Writing- What do the questions look like?

REGISTER= You need to write as both the reporter and as Julia's parents. You need to write in an appropriate style .

PURPOSE= The reason why you are writing. Here it is to explain the experience

AUDIENCE =

This tells you that you are writing for newspape r readers, so should write in a formal style.

1 Julia, during her recovery, fully explained her experience to her parents. A reporter for a newspaper interviews Julia's parents and asks the following three questions only: ? What made you choose to visit the rainforest in Ecuador with your daughter, Julia? ? How did Julia's accident happen, and what did she do to survive? ? What are your thoughts and feelings towards the Achuar people and their way of life? Write the words of the interview, beginning with the first question. Base your interview on what you have read in Passage A. Be careful to use your own words. Write between 1? and 2 sides, allowing for the size of your handwriting. Up to 15 marks are available for the content of your answer, and up to 5 marks for the quality of your writing.

(20 marks)

This tells you how much you should write.

This means that you are mainly marked for reading. You must use details from the passage to show you have read it. You must put these details into your own words.

CONTENT= The Answers to these three questions

FORM= This tells you the type of writing, i.e. an interview

Directed Writing- Examiner's Advice:

? Candidates must change the language of the passages in response to Question 1 and Question 3 in order to achieve a higher Reading and Writing mark.

? Answer all parts of the question, giving equal attention to each of the three sections.

? Answer in your own words and adapt material from the passage to the form and viewpoint of the response.

? Use all the main ideas in the passage and use detail to support them.

? Develop and extend some of the ideas relevantly.

? Create a suitable voice, tone and style for the persona in the response.

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Directed Writing- Mark scheme

A: Content (Reading): 15 marks

Band 1 13-15

Band 2 10-12

Band 3 7-9

Band 4 4-6 Band 5 1-3 Band 6 0

The answer reveals a thorough reading of the passage. There is an appropriate amount of supporting detail, which is well integrated into the text, contributing to a strong

sense of purpose and approach. Creates a consistent attitude for the `writer'. Takes on the role/character of the writer. Original ideas are consistently well related to the passage. There is evidence of a competent reading of the passage. Represents the attitude of the `writer'. Integrates some of the material with occasional effectiveness, and without repeating passage. There is some development, but not consistently sustained. There is some supporting detail throughout. The passage has been read reasonably well, but there may be some weakness in assimilating material. There may be evidence of a mechanical use of the passage. There is focus on the task and satisfactory reference, but opportunities for development and interpretation are not

always taken. Some reference to the text is made without much inference or more than brief, factual development. Answers may be thin, lack originality or in places, lack focus on the text. There is some evidence of general understanding of the main points of the passage. Answers are either very general with little specific reference to the text OR lift sections of the original. Content is insubstantial and there is little realisation of the need to modify material from the passage. There is little or no relevance to the question or to the passage.

B: Quality of Writing: Structure and Order, Style and Language: 5 marks

Band 1: 5

Band 2: 4

Band 3: 3

Band 4: 2

Band 5: 1

Band 6: 0

The language of the text has character and sounds real, possibly as the `writer' may write or speak. Comments are very clearly expressed and enhanced by a wide range of effective and/or interesting language. Structural presentation is sound throughout. Language is mainly fluent and there is clarity of explanation. There is a sufficient range of vocabulary to express thoughts and feelings with some precision. There are occasional hints of character or appropriate voice. The letter is mainly well structured. Language is clear and appropriate, but comparatively plain, expressing little character. Individual points are rarely extended, but explanations are adequate. There may be flaws in structural presentation of material. There may be some awkwardness of expression Language is too limited to express shades of meaning. Structural weakness in presentation of material. There are problems of expression and structure. Language is weak and undeveloped. There is little attempt to explain ideas. Sentence structures and language are unclear. The work is difficult to follow.

You need to aim to get into Band 3 to achieve a C grade.

Read the mark scheme. What do you need to do to achieve your target grade?

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Writer's Effect

This question asks you to analyse the writer's language choices. You need to select words which create images and write PEA paragraphs about them (Point, Evidence, Analyse).

1. Read the question. 2. Draw a box/circle around the relevant paragraph for question 2(a) and 2(b) 3. Underline words and phrases you will use ? annotate each for any senses, emotions,

atmosphere and IMAGE they create. Make sure they are relevant to the question. 4. Write your response: 5. Introduce the overall impression and write a L-ICE paragraph

i. about one word/phrase. ii. Write a second L-ICE about another effect choosing a different example

to comment on. iii. Write a third L-ICE about another effect choosing a different example to

comment on. iv. Leave a space and start on (b) ? come back at the end if you have time to

write another L-ICE paragraph 6. Exactly the same as above BUT on the SECOND paragraph you have been given in the

question. 7. Remember it is ESSENTIAL that you answer both parts of the question

Top Tips

Make sure the comments on Effects link back to the passage. Think: What is the effect of that word in that passage? Do not be too general or random!

Make sure your examples are images, i.e. create a picture in your head. Make sure your examples are relevant to the question.

Writer's Effect- What does the question look like?

This tells you that you should focus on descriptive language.

This tells you the subject for each part of the question. Make sure

you pick relevant examples.

This tells you that you should focus on individual

2 Re-read the descriptions of: (a) the rainforest and its wildlife in paragraph 1, from `The family was trudging...'; (b) Julia's walk through the rainforest in search of her parents in paragraph 4, from `Hours later...'. Select four powerful words or phrases from each paragraph. Your choices should

words, so

include imagery. Explain how each work or phrase is used effectively in the content.

only use

quotations

Write about 200 to 300 words.

between 1-

3 words long. This tells you how much you have to write.

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This tells you that you should explain how each of the words you choose creates an particular effect or

You should write a PEA(L-ICE) paragraph for each example.

impression of the topic.

This tells you where to find the example. Draw a box around the correct paragraphs to help you.

Write about 200 to 300 words.

Remember the iceberg?

Layers of ICE Quote Literal Meaning Implicit Meaning Connotations Effects

Writer's Effect Writing Frame.

You may wish to use the following writing frame to structure each paragraph:

The writer creates the impression of... in paragraph... The word ` ...' helps to create this effect. It literally means... However, it also suggests... The word has connotations of... The writer uses this word to create an image of...

Writer's Effect- Examiner's Advice

re-read the whole paragraph before making selections; choose the best and not those which happen to come first. Remember that you are not being asked to write about the whole paragraph but only about the language which relates to the particular question.

choose a range of words and phrases that seem powerful. Do not write out whole sentences, but also do not give only one word if it is part of a descriptive phrase. Do not write out the beginning and end of a long quotation with the key words missing from the middle.

remember to put quotation marks around your choices. This makes it easier for the Examiner to identify them and makes it easier for you to focus on the exact wording.

treat each of your choices separately and do not present them as a list or give a general comment which applies to all of them.

avoid general comments such as `the writer makes you feel that you are really there' or `this is a very descriptive phrase'. Such comments will not earn any marks at all.

if you are not sure about effects, try to at least give a meaning, in context, for each of your choices. That can earn half marks for the question.

to explain effects, think of what the reader sees and feels when reading the word or phrase, because of the connotations and associations of the language. Often there is more than one possible related effect.

include images from each paragraph, and try to explain them (but you do not need to know or give their technical names); think about sounds as well as visual effects.

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