EXAMINER TIPS FOR IGCSE ENGLISH AS A SECOND LANGUAGE (0510) How to use these t !

s These tips highlight some common mistakes made by students. They are collected under various subheadings to help you when you revise. Many of the tips relate to June 2004 papers. Re"# $% "$# &' t $% (P"!e's 1 "$# () Parts and 2 ! "ou should keep your answers short in Parts and 2 of the Paper. Many students write much more than they need to here # $%aminers only want to see that the &uestion has been understood' and answered briefly but accurately. (on)t give more detail*information than you need to # be precise. 2 + ! ,t might be helpful if you decide &uickly on what type of &uestion is being asked. ,s it a -when) &uestion. /r -where)' or -how). 0etting this right from the start' should make it easier for you to find the information*answer. 4 1 ! 2opying the correct phrase from an article is allowed # but it also acceptable to use some of your own words to communicate the answer. ,t)s best to check' though' that what you have written can be understood by someone else clearly' and that it doesn)t lead to a confusing answer. ! ,f you don)t know the answer to a &uestion' you can attempt a guess by choosing what you think is a relevant section from the article' but you should write down only one point 5or more if the &uestion asks for more6. 7isting a number of possible answers is not a good idea8 it will 9ust waste your time. ! <e careful not to offer an inference when the answer is actually stated in the te%t. "ou)re looking 5by scanning and skimming6 for information that is there # you are not e%pected to work out or estimate what an answer might be' or should be. ! Try to make sure that your answer includes all of the re&uired information. =dding two or three words can often make sure of this. ,s the answer you have given complete. 2 + ! <e clear on how many answers 5or points6 are re&uired. The &uestions will state this clearly' so make sure you have provided the number of points asked for. 4 1 ! (on)t look for the answer in the &uestion> ?ome students think that if they turn the words around in the &uestion' they might find the answer. This is never the case # the answers are always found in the passage that you will have read. 3 4 ! @here a map' or a chart' or a diagram is included in the article' it is likely that the answer to one of the &uestions will be found there. Make sure you read through all the resources you are given carefully.

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Part + $%tended writing ! Part + re&uires longer and more detailed responses than Parts 2 + and 2.

! The word length is given for Part +' and you should check 5perhaps as you finish each paragraph6 that you are keeping within the range allowed. ?hort responses could lead to marks being reduced8 $%aminers will not mark any writing which comes after the stated word limit. ! ?ome students have divided their Papers into columns to answer Part +' where longer' essayAtype responses are needed. This is not a good idea as it might cause you to write too few words. ! (on)t 9ust regard e%tended writing as a chance to show how many linking words and phrases you know. ,t is important to write fluently' and link your ideas using phrases' sentences' and then paragraphs. <ut it)s also important that your whole piece of writing makes sense' reads nicely and answers the &uestion' addressing each of the prompts.

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! (ecide straight away on the appropriate tone to use # you can work this out by considering the content and the audience. ,s a formal tone needed. /r should the tone be more informal. ! ?tick to the task> ,t)s &uite easy to wander away from the original prompts. ,t might help if you look back and read the &uestion*prompts again after you finish each paragraph. ! (on)t forget to write in paragraphs. ! (on)t miss out one of the prompts 5bullet points6. "ou will lose marks if you don)t respond to each of the points 5there are usually three6. =lso' make sure that you have the appropriate structure in your longer pieces of writing # a beginning' a middle section 5where you perhaps develop your piece by adding e%amples6 and an ending. ! = little bit of general adviceB try to grab the reader)s attention right from the start' and write in a lively manner.

L ste$ $% (P"!e's ) "$# *) 2 + 4 1 3 ! Make sure you read the introduction to each &uestion' as this often provides clues as to what will happen in the e%ercise. Cemember' part of the skill of listening is to be able to predict what might be said ne%t 5some teachers might call this -preAlistening)6. ! ,f a &uestion is concerned with the cost of an item' the answer is e%pected to be given in the original currency. = numerical amount alone is not enough. ! "ou should spend some time practising listening to numbers' particularly numbers which sound alike # e.g. fourteen and forty.

! ,t)s probably more important on the 7istening Papers to make sure you supply the e%act number of answers re&uired. $ach &uestion will state clearly how many points are needed # e.g. 0ive three items which D A you should check to make sure that you have given the right number. $%aminers often say that many students fail to get this right. ! <ear in mind that for many &uestions on the Paper' you will need to produce more than one point*answer to get a single mark. ,f you give only one point where two are re&uired 5for one mark6' the $%aminer will not be able to give you the mark.

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! @atch out for plurals. Millions' is not the same as million. 2 ! Cemember' you will hear everything twice. There is a chance' therefore' to try and work some answers out. "ou are allowed to make some notes' and you can use the blank areas on the e%am paper to do this. + 4 ! <y all means' have a guess as a last resort' but be aware that $%aminers are looking to see that you really do know the words you are writing down. This means that you can make spelling mistakes' but you will only usually get the mark if your word is close to the correct word' and if it does not form another recognised $nglish word. Eor e%ample' if you answer -chance) when the correct answer is -chants)' you will not get the mark. Fowever' if you really do know the word -chant)' but you spell it incorrectly as -chante)' you will get the mark. 1 3 ! Eor answers which re&uire longer 5sentenceAlength6 responses' try to make sure that you have communicated the point*idea clearly. "ou can use some of your own words to do this' but remember' the 7istening $%am is a test mainly of your ability to write down what you have heard. ,n other words' all the details 5evidence6 you need will have been given by the speakers on the tape. =n e%ample of using your own words to convey an answer would be' GPeter said that he liked to go swimming ' in response to a &uestion which asked what Peter did after school almost every day.

+Fo' "$# A%" $st+ ess",s - %u #e /ne type of argumentative essay is that which gives advantages and disadvantages 5for and against6. ,t is a formal piece of writing in which a topic is considered from opposing points of view. = good essay of this type should consist ofB

an introductory paragraph in which you state the topic. This means that you talk generally about the topic without giving your opinion8 a main body in which the points for and the points against' along with your 9ustification' appear in two separate paragraphs8 and a closing paragraph in which you give either your opinion or a balanced consideration of the topic.

Note. ,n this type of essay writing' you must not include opinion words 5, believe' , think' etc.6 in the introduction or the main body. /pinion words can only be used in the final paragraph' where you may state your opinion on the topic. Po $ts to /o$s #e'

Make a list of the points for and against a topic before you start writing. @rite wellAdeveloped paragraphs in which the points you present are supported with 9ustification' 5i.e. reasons or e%amples6. Make sure each paragraph has more than one sentence' e.g. /ne advantage of using a word processor is that it saves time. ,t is much &uicker to make corrections on one than it is to do them by hand.

(o not use informal style 5e.g. short forms' collo&uial language' etc.6 or strong language 5e.g. , firmly believe' etc.6 Try to include a &uotation relevant to the topic you are writing about. Eor e%ample' if you are writing an essay on space e%ploration' a &uotation you may include isB H/ne small step for a man' one giant leap for mankind.H 5Ieil =rmstrong6

<egin each paragraph with a topic sentence which summarises what the paragraph is about.

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To $t'o#u/e !o $ts. one ma9or advantage 5or disadvantage6 of' a further advantage' one point of view in favour of*against To 2 st !o $ts. in the first place' first of all' to start with' secondly' thirdly' finally' last but not least To "## 3o'e !o $ts to the s"3e to! /. what is more' furthermore' also' in addition to this*that' besides' apart from this*that' not to mention the fact that To 3"0e /o$t'"st $% !o $ts. on the other hand' however' in spite of' while' nevertheless' despite' even though' although' it can be argued that To $t'o#u/e e4"3!2es. for e%ample' for instance' like' especially' such as' in particular To /o$/2u#e. to sum up' all in all' all things considered' in conclusion' on the whole' taking everything into account' as was previously stated

Te/h$ 5ues 6o' 7e% $$ $%s "$# e$# $%s The first paragraph mayB

3"0e 'e6e'e$/e to " st'"$%e s/e$e o' s tu"t o$8 e.g. ?ome scientists believe that in tne future everyone will be genetically perfect "##'ess the 'e"#e' # 'e/t2,8 e.g. =re you aware of any characteristics which you may have inherited from your parents. or ask a rhetorical &uestion 5&uestion to which no answer is e%pected6' e.g. isnJt it amaKing how some children look so much like their parents.

st"'t w th " 5uot"t o$8 e.g. H0enetics holds the key to the futureH

The last paragraph mayB

st"te " !e'so$"2 o! $ o$8 e.g. ,n my opinion' , believe' in my view' ,t seems to me. The way , see it' , think' etc. % 9e the 'e"#e' so3eth $% to /o$s #e'8 e.g. Perhaps the world would be a safer and more efficient piace if everyone was geneticaliLJ perfect e$# w th " 5uot"t o$8 e.g. H0enetics holds the key to tne futureJJ' or a rhetorical &uestion

Des/' 7 $% !eo!2e - %u #e A #es/' !t o$ o6 " !e'so$ shou2# /o$s st o6.

an introduction where you give some brief information about the person 5his* her name' time or place you met*saw him*her' how you heard about him*her68 a main body where you describe physical appearance' personality characteristics and hobbies' interests' everyday activities in separate paragraphs8 and a conclusion which includes your comments and*or feelings about the person.

?uch descriptions can be found in articles' letters' witness statements' novels' etc. Po $ts to /o$s #e' $ach paragraph starts with a topic sentence which introduces the sub9ect of the paragraph. = variety of linking words should be used to connect ideas. To describe physical appearance' details should be given as followsB height or build' age' facial features' hair' clothes' moving from the most general aspects to the more specific details' e.g. :oh$ s " t"228 s2 3 3"$ $ h s 3 # 6o't es; He h"s " th $ 6"/e8 72ue e,es "$# " 2"'%e $ose; H s sho't h" ' s %'e, $% "t the te3!2es; He s usu"22, /"su"22, #'esse#; To describe character and behaviour you can support your description with e%amples' e.g. S"22, s 9e', so/ "72e; She 2o9es %o $% to !"'t es "$# #"$/es; I6 ,ou w"$t to 3e$t o$ "$, $e%"t 9e 5u"2 t es8 use 3 2# 2"$%u"%e 5tends to' seems to' is rather' can occasionally be' etc.6. e.g. ,nstead of saying ?ally is arrogant' it is better to say ?ally tends to be rather arrogant. Mariety in the use of ad9ectives will make your description more interesting' e.g. goodA natured' wellAbehaved' gorgeous' etc. Present tenses can be used to describe someone connected to the present' e.g. someone you see every day. Past tenses can be used to describe someone related to

the past' e.g. someone who is no longer alive' someone whom you wonJt meet again... etc. N"'"'t 9e te/h$ 5ues Iarrative techni&ues 5use of direct speech' weather description' use of dramatic language to create mystery' suspense' reference to feelings' moods etc6 can be used when describing people. This will make your composition more interesting to the reader. ?ee how an ordinary beginning can be made more e%citingB ,nstead of sayingB I 6 'st 3et Ste9e$8 the se/'et"', o6 the 3"$"%e' o6 Su$$ $%to$ Lt#8 2"st Mo$#",' you could sayB = cold wind was blowing down the street last Monday morning as , pushed open the heavy glass door of ?unnington 7td. 2hilled and nervous , walked up to Mr TibbsJ secretary. = pair of friendly dark eyes met mine. ?o this was ?teven> 5weather description' your feelings' suspense6 HMr Tibbs is at a meeting. @ould you like to wait. FeJll be about ten minutes.H Fe had a sharp clear voice' and a narrow intelligent face. , could see why Mr Tibbs' the manager of ?unnington 7td' spoke so highfy of ?teven. 5direct speech' mystery6 Des/' 7 $% !2"/es N"''"t 9e te/h$ 5ues Iarrative techni&ues can be used when you describe a place or building. "ou can start or end your description byB

using your senses to describe the weather' surroundings' etc. asking a rhetorical &uestion 5a &uestion which e%pects no answer6 using direct speech describing peopleJs feelings or reactions about the place or building using a &uotation 5e.g. =s (r ?amuel Johnson once said' H@hen a man is tired of 7ondon' he is tired of life.H6 creating mystery' anticipation or suspense

addressing the reader

@hen you describe places' you may use prepositional phrases or verbs. Prepositional phrases such as "22 "'ou$#8 to the 2e6t o68 "t the to! o68 "s 6"' "s the e,e /"$ see8 et/ are used to describe static features. Merbs such as 62ow8 'u$8 st'et/h8 w $#8 /u'9e8 ' se8 et/ are used to describe features which suggest movement.