1. English First Language Paper 2
Cambridge IGCSE
English First Language
Paper 2

2. Learning Objectives
Explain exam structure for the Directed Writing exam
Discuss Top Tips for the Directed Writing exam
Practice skills needed for IGCSE exams. (Tasks based on bbc.co.uk/education/guides)

3. Paper 2
Section 1
Directed Writing (25 marks)
Section 2
Composition (25 marks)
Candidates use, develop and evaluate information in a discursive/argumentative letter or article.
250–350 words.
Candidates answer one question from a choice of two descriptive and two narrative titles.
350–450 words.

4. Marks for writing
W1 articulate experience and express what is thought, felt and imagined
W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary.
W4 use register appropriate to audience and context
W5 make accurate use of spelling, punctuation and grammar.
Also, in Directed Writing:
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions.

5. Improving your writing
Vary sentence length and opening words
Be consistent in use of verb tenses
Plan story structure
Create an interesting opening and convincing close
Proofread

6. Sentence Length
Use your sentence lengths to reflect the pace of the action in the narrative. On a basic level, short sentences can show a faster pace whereas longer sentences slow it down.
Here is an example using a long sentence:
He looked out of the window, noticing the girl who at that moment was walking towards the heavy door to the library.
Notice the difference in pace when the same scene is described with short sentences:
He looked out of the window. He noticed the girl. She was walking towards the library door.

7. Vary sentence openings
Sentence opener type
Example
Simile - comparing something to something else
As quiet as a whisper, he turned to me
Preposition - informs you of the position of someone or something
Beyond the gate, the road stretched far away
Adverbs - an adjective to describe a verb
Cautiously, he moved away from the lion
Connectives – joining words
Despite the sunshine, Mr Tucker was wearing a heavy coat
Time preposition - moves the timeframe to a different point
Afterwards, it was clear that he regretted his actions

8. Examples Here’s a piece of writing that lacks variety:
I woke up. The sun was beaming through the window. I turned towards it. I closed my eyes. I stayed there for a moment, and then got out of bed. I padded across to the window. I opened it to hear the birds outside. It looked like it was going to be a good day.
How would you improve it?
Notice how sentence variety changes the feel of the piece:
I opened my eyes to the warmth of the sun that was beaming through the window. Turning towards it, I closed my eyes and enjoyed the moment. Moments later I got out of bed and padded across to the window. I opened it. I heard the birds outside. I knew it was going to be a good day.

9. Verb tenses
It is easiest to write in past tense, describing events as if they happened a few days, weeks or years ago. Be clear about the distance in time and use the same tense throughout your writing.
Here is a basic reminder of present and past tense verbs:
Present tense
Past tense
I walk
I walked
She laughs
She laughed
He is thinking
He was thinking
David goes to the window
David went to the window

10. Story Structure Setting/hook Character Problem Climax Resolution
Plan to help you write within the
time frame and word count.

11. Openings and endings Opening closing
In a fictional narrative, the first paragraph should hook the reader and grab their attention.
You might do this by describing the setting and giving specific detail in a way that sets the tone for the rest of the story.
Try to end in a convincing way, providing a realistic and believable ending to the narrative. Try to resolve the story and leave your reader feeling satisfied.

12. Proofread
When you have completed a piece of writing, it is a good idea to check over what you have created. Simple spelling errors, missing punctuation or words are common errors to make when you are writing creatively. Once you look back over a piece of work, it is easier for you to spot things and put them right.

13. An exam response. What do you think?
Write the opening part of a story about a place during a storm.
It was windy and wet and the road was full of big puddles. Walking along whistling he was making his way home from school in a bit of a dream. He’d got out early because of the bad weather. Which is why he’s whistling. He doesn’t much like wind or rain but he likes being let out of school early. That’s when it happens this car comes out of nowhere and just drove right through the biggest puddle you’d ever seen. It splashed up him as he stands there drenched not knowing what had hit him, he just knew he’d be in for it when he got home because his new parka was filthy and his mum would be furious.

14. Examiner feedback
The writer shows an awareness of the purpose of the task and begins to write an entertaining story.
There is some attempt to control the narrative voice but the verb tenses vary from present to past.
The ideas are linked well and the structure of the paragraph is good.
There is little sentence variety and the sentence lengths are all similar, some being too long because of punctuation errors.
The vocabulary choices are varied and effective but could be much more ambitious.

15. An exam response. What do you think?
Write the opening part of a story about a place during a storm.
The wind howled like a banshee turning the rain into a salvo of bullets. This was a November day in Oxford? It was more like the monsoon season in Delhi! The roads were covered in puddles the size of small lakes. Walking along and seemingly unaware of it all was a schoolboy. Whistling as he strolled along, hands in his pockets, he was casually making his way home from school. To say he was in a bit of a dream was an understatement. He’d been let out early because of the bad weather and, although he didn’t much like either wind or rain he was in his new parka and, best of all, he was thrilled to the core at being let out of school early. That was why he was whistling. To him it was a summer’s day!
That was when it happened.
A car came out of nowhere and drove right through a puddle that was doing a very good impression of a miniature lake. The water leapt up from the road with a life of its own and drenched the day- dreaming boy. He was jolted out of his reverie and stood there dazed and drenched. He didn’t know what to do; but he knew he’d be in for it when he got home. His brand new parka had turned from green to a kind of dirty khaki-brown and green mixed. This wasn’t going to be fun. The parka had been a very expensive present from mum and dad.

16. Examiner feedback The story is absorbing and convincing.
Tone, style and voice all match purpose, form and audience to create an engaging narrative.
The sentences are varied in length and type to create a lively style.
Punctuation is accurate throughout and sophisticated in places with good use of semicolons.
Spelling is accurate and vocabulary choices are ambitious (eg ‘banshee’, ‘understatement’, ‘reverie’ and ‘khaki-brown’).
The description is impressive with some great uses of figurative language and alliteration (eg ‘like a banshee’, ‘thrilled to the core’, ‘leapt up’ and ‘dazed and drenched’).

17. Your turn!
Write the opening part of a story about a place during a storm.