IGCSE ESL writing: the email, article, report and review tasks (0510, 0511)

The two writing tasks

Component 1 is 70% of the grade in 0510 and 50% in 0511. The four reading exercises carry the other 30 marks. Dictionaries are not allowed.

What earns the content and language marks

Content marks are mostly about covering the prompts and developing each one. If the email asks you to describe a trip, say what you enjoyed most and suggest a plan for next time, all three need a short paragraph. A missing prompt caps content, and a prompt answered in one flat sentence does too. Development means a detail, reason or example that makes the point specific.

Language marks reward range (varied vocabulary and sentence structures, including complex ones), accuracy, and organisation (paragraphs, linking words, a clear opening and close). Register is part of this: an informal email can use contractions, direct questions and a friendly sign-off; an article or report should be neutral or formal, with no slang and no text-message style.

The 120 to 160 word limit is short. It rewards students who plan: one opening sentence, one paragraph per prompt, one closing line. Students who write 250 words usually make more errors and lose organisation, and the extra words do not add marks.

Model structures

1. Email (Exercise 5): greeting (Hi Sara,), a friendly opening line that links to the situation, one short paragraph per prompt, a closing line that looks forward (Can't wait to hear what you think!), sign-off and name.
2. Article (Exercise 6): a title, an opening that engages the reader, paragraphs giving views on each prompt with reasons, a conclusion with your opinion.
3. Report: a title, a sentence stating the purpose, short sections (headings are acceptable) covering what happened or what was found, and a recommendation.
4. Review: name what is being reviewed, describe it briefly, give strengths and weaknesses with examples, end with a recommendation and who it suits.
5. Essay or opinion piece: introduce the issue, give one view, give the other, conclude with your own view and a reason.

Worked example: an informal email

Task (invented): 'You recently went on a school trip to a science museum. Write an email to a friend. Say what you saw, what you enjoyed most, and suggest visiting together.'

Model answer (135 words): 'Hi Leila, I hope you're well! I've just got back from our class trip to the new science museum, and I had to tell you about it. The building is huge, with five floors of exhibits on everything from space to the human body. My favourite part was the planetarium. We lay back in reclining seats while the whole ceiling turned into the night sky, and a guide pointed out constellations I had never noticed before. It was so peaceful that a couple of my friends nearly fell asleep! I think you'd love it, especially because you're so interested in astronomy. Why don't we go together during the holiday? There's a special show on Thursdays, so we could book tickets online and get lunch afterwards. Let me know which day suits you. Speak soon, Maryam'

Why it scores well: all three prompts are covered and each is developed with detail; the register is informal but correct; sentences vary (a relative clause, a 'so ... that' structure, a suggestion with 'Why don't we'); paragraphs follow the prompts; and it fits within the word limit.

Common mistakes

• Missing or barely touching one of the prompts.
• Writing far beyond 160 words, which usually brings more errors and weaker organisation.
• Using informal language in the article or report (gonna, guys, lol) or a stiff, formal tone in the email.
• No paragraphs, so organisation marks drop even when language is good.
• Memorised 'impressive' phrases that do not fit the task.
• Repeating the rubric word for word instead of using your own phrasing.
• Leaving the writing to the last ten minutes. Plan your time so each task gets about 25 minutes.

How one-to-one lessons help with ESL writing

Short writing tasks are ideal for one-to-one work because a tutor can read a whole answer in a minute and give precise feedback. A typical lesson starts with a past-style task, ten minutes of planning together, then the student writes alone against the clock. The tutor marks it against the content and language criteria, then the two of them rewrite three or four sentences to show how range and accuracy improve the score.

Over weeks the tutor builds a short list of the student's own repeated errors, often articles, prepositions, verb tenses or sentence boundaries, and sets targeted practice on them. Students also practise switching register between an email and a report on the same topic, which is the clearest way to understand what Exercise 6 wants. Arabic-speaking tutors are available for some subjects, ask when you book, though most students benefit from lessons run entirely in English.

Self-check

• Have I covered every prompt with at least one developed point?
• Is the register right for the form and audience?
• Have I used paragraphs and linking words?
• Have I used a range of structures (relative clauses, conditionals, comparatives)?
• Is my answer between 120 and 160 words?
• Have I checked articles, prepositions, verb tenses and capital letters?