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Section A: Directed Writing

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Cambridge IGCSE English Language · Paper 2

Section A: Directed Writing

The complete revision guide to Question 1(a) and Question 1(b) — evaluation, speeches, letters, articles, reports, and the grammar skills that hold it all together.

The Big Idea: Section A tests two related skills — first, can you dig meaning out of a text (Q1a), and second, can you take what you've understood from one or two texts and repackage it, in your own words and in a specific format, to persuade or inform a named audience (Q1b). You are never just quoting or summarising — you are always using the text to build something new.

Quick Overview

Question 1(a) — 5 marks

Reread a short extract and evaluate a person's attitude/feelings, using your own words and supporting detail.

Question 1(b) — 35 marks

Write a discursive/persuasive/argumentative response in a set format (speech, letter, article, or report), based on both texts.

GAP Analysis

Before writing 1(b), identify the Genre, Audience, and Purpose — this shapes everything about tone and content.

DAN FOREST PIE

The acronym for the persuasive language toolkit: Direct address, Audience, Not only/but also, Facts, Opinions, Rhetorical questions, Emotive language, Statistics, Triplets, Personal pronouns, Imperatives, Exaggeration.

SPaG (W5)

Accurate spelling, punctuation and grammar, plus a wide range of sentence forms and punctuation used purposefully.

Never Copy

Both questions reward your own words. Quoting or lifting phrases caps your reading marks — always transform, don't transcribe.

Question 1(a): The Evaluation Question

Question 1(a) is the "warm-up" — worth only 5 marks and meant to take just 5–10 minutes. But don't underestimate it: it's testing a very specific skill that a lot of students get wrong. You're not being asked to summarise a chunk of text. You're being asked to act like a detective — look at what someone says and work out what that reveals about how they feel.

What you're actually tested on

R3 — Analyse, evaluate and develop facts, ideas and opinions using support from the text (i.e., build an argument using the text as evidence).

R4 — Understand how writers achieve effects and influence readers (i.e., look at how something is written, not just what is written).

The Method — Step by Step

Think of this question like assembling a chain: quote → feeling → why. Every point you make should have all three links, or you won't get full marks.

Step	What to do
1. Highlight the question	Find the command word (usually "evaluate"), the focus (e.g. "Jaz's attitude to work"), and any extra instruction (e.g. "give details to justify your answer").
2. Scan & highlight	Go through the extract and mark anything relevant — usually adjectives, verbs, or emotive language that hint at feeling.
3. Identify the feeling	Don't just find a quote — decide what it reveals. This is where your own words come in.
4. Use the question's keywords	E.g. "Jaz's attitude to work is that they are very competitive..."
5. Support with a specific detail	"...as they were 'in pursuit' of a client that a colleague was also trying to 'net'."
6. Explain how it supports your point	"The use of hunting imagery suggests Jaz views the workplace as a battleground."

Why This Matters This "quote → feeling → why" chain is exactly what separates a Level 1 answer (just listing quotes) from a Level 3 answer (demonstrating real understanding). Examiners specifically say: "you need to do something with the quote" — not just drop it in and move on.

Common Mistakes

Summarising instead of evaluating — retelling what happens is not the task. You must interpret feeling and attitude.
Repeating the same point three times — giving three examples of someone being "hard-working" shows no range. Aim for 3–4 distinct points.
Copying quotes without using your own words — you must label the feeling yourself (e.g. label an action "ruthless" even though that word never appears in the text).
Writing an introduction or conclusion — don't. It's a 5-mark question; every sentence should be doing evaluative work.
Ignoring the command word — if it says "evaluate," you must reach a judgement, not just describe.

Practice Question

Reread this line from a text: "I'd worked for months to cultivate one prospective client," explains Jaz. "...I knew if I ignored the situation, he'd just seal the deal, profiting shamelessly from all my slaving away... At the time, I calculated the best way to fight back was to be just as devious as Ravi."

Use your own words to evaluate Jaz's attitude to work. Give details from the text to justify your answer. [5]

Question 1(b): The Directed Writing Task

This is the big one — 35 marks, roughly 45–50 minutes, and a 250–350 word target. You'll be given a scenario based on one or two texts, and asked to write in one of four formats: a speech, letter, article, or report.

How the marks split

Up to 10 marks for reading — how well you evaluate and use ideas from the text(s).

Up to 25 marks for writing — clarity, structure, vocabulary, appropriate language, and accuracy.

The GAP Analysis (Do This First — Always)

Before you write a single word, decode the task using what the guide calls the "3 Ws." This takes 30 seconds and prevents the single most common way to lose marks: writing the wrong kind of answer entirely.

G	A	P
Genre — What am I writing? (speech/letter/article/report)	Audience — Who am I writing for?	Purpose — Why am I writing? (to explain / argue / persuade)

Exam Trap Examiners specifically warn against "writing letters to indiscriminate recipients, or writing speeches for unspecified events." Respond to what the task actually is — not what you hoped it would be. If it says "write a letter to your relative," don't drift into writing a generic article-style rant.

Matching Language to Audience

Part of what's being assessed is your ability to adapt your tone. The same idea sounds completely different depending on who's listening:

Audience	Adapted example
Teenagers	"I'm sure we've all had our parents moan at us for how long we spend on our gaming machines. However, gaming can help us develop important skills..." (inclusive pronouns, colloquial "awesome")
Adults / serious topic	"Using animals for sports... has been debated for many years, and it is an issue which elicits strong emotions from both sides." (sophisticated vocabulary, complex sentences)
Older people / unfamiliar topic	"The purpose of wearable technology... is to make staying connected as easy and hands-free as possible." (simple explanations, no jargon)

The Persuasive Toolkit: DAN FOREST PIE

This acronym packs in the language devices examiners want to see used purposefully — not just sprinkled in for the sake of it.

D — Direct address

Speaking straight to the reader: "You cannot stand back and not take a stand."

A — Audience

Naming the whole group: "Parents, you must surely agree..."

N — Not only, but also

Stacking a second reason onto the first for extra weight.

F — Facts

Provable statements: "London Zoo is the oldest zoo in the UK."

O — Opinions

Presented with total confidence, as if beyond dispute.

R — Rhetorical questions

Questions that don't need an answer — they make the reader think.

E — Emotive language

Words chosen specifically to provoke a feeling: "horribly cruel, brutal."

S — Statistics

Numbers used persuasively: "80% of commuters agree..."

T — Triplets

Three ideas in a row for emphasis: "nutritious, delicious and environmentally conscious."

P — Personal/inclusive pronouns

"I", "you", "we", "us" — building rapport and shared responsibility.

I — Imperatives

Command verbs: "Act now, as further delay could be catastrophic."

E — Exaggeration

Hyperbole for dramatic effect: "we will regret our inaction for the rest of eternity."

The Golden Rule of Q1(b) Your ideas MUST come from the text(s) — but your words must be your own. You are not summarising or quoting; you are inferring implicit meanings, developing them into your own argument, and dressing them in the right format and tone. Copying phrases directly caps your reading marks hard.

Planning: The 5-Minute "Feel → Do" Method

Don't skip planning — but don't over-write it either. This is for your benefit, not the examiner's, so bullet points and single words are enough.

THINK: This question splits between Purpose and Form. Remember persuasive theory (ethos/pathos/logos) and the conventions of your assigned format.
FEEL: Write down three words summing up how you feel about the arguments in the text.
DO: Draw a quick FOR / AGAINST table. Find 5–6 arguments from the text (e.g. 4-for-1-against, depending which side you're arguing). Label each with E (emotional), L (logical), or A (authoritative) to guarantee a varied, multi-faceted argument.

Practice Question

A relative is considering moving abroad where they and their teenage children will have to learn a new language. Write a letter to your relative giving your views on whether this is a good idea, evaluating ideas from two texts about bilingualism and explaining how successful the move might be for adults vs. children. (250–350 words)

Before writing anything — do the GAP analysis. What's the Genre, Audience, and Purpose here?

The Four Formats — What Each One Needs

The content-finding process (GAP analysis, planning, DAN FOREST PIE) is the same for all four formats. What changes is the shape — the conventions that signal "I know exactly what a speech/letter/article/report looks like."

Speech

Structure to follow

1. Directly address the audience + hook with a rhetorical question or triplet
2. Develop your argument (inferred from the text)
3. Use an anecdote to build rapport
4. Include a counter-argument (for balance)
5. Offer "research" (statistics, an expert quote — based on the reading text)
6. End with an emotive plea, ideally a punchy final sentence/triplet

Example opening (annotated): "Education, education, education." [triplet grabs attention] The importance of this word has been drilled into us since the age of four... But how many employers actually care what grades we achieve in our GCSEs? [rhetorical question] Fellow students, I am here today to explain... [direct address].

Letter — Informal vs. Formal

Informal (to a friend/relative)	Formal (to authority/editor)
"Dear [First name]," + warm opening ("It was good to hear from you")	Include a date. "Dear Sir/Madam" if name unknown, "Dear Editor" if responding to a publication
Sign off: "Best wishes," / "Hope to see you soon."	Sign off: "Yours faithfully," (name unknown) or "Yours sincerely," (name known)
No abbreviations or slang — it's still an exam answer	Introduction states what you're writing about, why, and your opinion

Time-Saving Tip Don't waste time perfecting a fake address at the top of a formal letter — it earns zero extra marks. Spend that time on developing your arguments instead.

Article

Structure to follow

1. Snappy heading — alliteration, a pun, or a rhetorical question (capitalise all but filler words)
2. Strapline underneath summarising your viewpoint
3. Optional sub-headings if useful
4. 5–6 paragraphs of varying length, one idea developed per paragraph
5. Never open with "I'm writing this because..." — hook the reader instead

Example: Heading — "First Place for Corruption goes to Sport" [pun] · Strapline — "Fair, fun and accessible? In an ideal world maybe..." [alliteration + triplet + rhetorical question].

Report

Structure to follow

Title — functional, precise (e.g. "Report on workplace attitudes and challenges for new employees")
Introduction — states purpose and audience clearly
2–3 Subheadings — one per bullet point in the task, grouping related facts/ideas
Conclusion — brief summary + recommendations

Unlike a speech or article, a report should be formal and evaluative but detached — no slang, no contractions ("don't" → "do not"), and opinions should sound like weighed judgements rather than a personal rant. Think of it as writing to help someone make a decision, so you must genuinely weigh pros and cons rather than push one biased line.

Practice Question

You're asked to write an article for young people evaluating ideas about friendship from two texts (one arguing online friendships are just as valid as in-person ones; one arguing that meaningful friendship requires real-life shared experience). Draft just the heading and strapline — nothing else.

SPaG: The Skill That Quietly Decides Your Grade

W5 tests accurate spelling, punctuation and grammar — and it matters more than students think, because sloppy technical accuracy can drag a strong-content answer down to a Level 3 ceiling.

Sentence Demarcation

This just means: capital letter to start, and a full stop / question mark / exclamation mark to end. Sounds obvious — but comma-splicing (using a comma where a full stop belongs) is one of the most common accuracy errors in the exam.

Comma-Splice Example (wrong) "...the mobile phone is no longer just a phone in fact they are our lives we network, socialise, gossip and get information from them, we have our bus passes..."

Corrected "...the mobile phone is no longer just a phone. In fact, they are our lives. We network, socialise, gossip and get information from them. We have our bus passes..."

Range of Punctuation & Sentence Forms

For top marks you need to show range, used purposefully — not just correctness. Think of punctuation like a pyramid: full stops and commas are the wide base everyone uses; semicolons, colons, and dashes sit near the top and, used sparingly and correctly, signal real control.

Device	Use	Example
Colon	Introduce a list, quote, or explanation	The media officer advised: "We take welfare extremely seriously."
Semicolon	Join two related independent sentences without a conjunction	Most celebrities do very little; they rely on social media to do the work for them.

Varying sentence openers (avoid starting every sentence with "I" or the same word): try an adverb ("Suddenly..."), a preposition ("In the distance..."), a verb ("Having had many years of experience..."), a double adjective ("Strong and powerful..."), or a connective ("Furthermore...").

Four sentence types to mix for rhythm: Simple (one clause), Compound (two independent clauses + and/but/so), Complex (main clause + dependent clause), Compound-complex (multiple independent + at least one dependent clause).

Practical Tip Leave the last 5 minutes to proofread. Under exam pressure it's very easy to make silly slips — and a quick reread catches most of them before they cost you marks.

What to Memorise

The GAP Analysis

Genre — what format?
Audience — who for?
Purpose — why?

DAN FOREST PIE

Direct address, Audience, Not only/but also, Facts, Opinions, Rhetorical questions, Emotive language, Statistics, Triplets, Personal/inclusive pronouns, Imperatives, Exaggeration

Q1(a) Chain

Quote → Feeling → Why (never quote alone)
3–4 distinct points, own words, no summary

Mark Split for Q1(b)

10 marks reading (evaluate & integrate both texts)
25 marks writing (structure, style, accuracy)

FEEL → DO Planning

3 words summing up your feeling on the topic
FOR/AGAINST table, 5–6 arguments
Label each E (emotional) / L (logical) / A (authoritative)

Formal Letter Sign-offs

Name unknown → "Dear Sir/Madam" ... "Yours faithfully,"
Name known → "Dear [Name]" ... "Yours sincerely,"

Sentence End Punctuation

Full stop (statement) · Question mark (direct question) · Exclamation mark (surprise/shock/anger)

Word Count Target

250–350 words for Q1(b)
Significantly under/over hurts marks

Concepts Checklist

I can explain the difference between what Q1(a) and Q1(b) each test
I can identify command words ("evaluate," "analyse") and know what each demands
I can build a full "quote → feeling → why" chain for Q1(a), not just drop a quote
I always do a GAP analysis (Genre/Audience/Purpose) before writing Q1(b)
I can adapt tone and vocabulary to match a stated audience (teenagers vs adults vs elderly)
I know the DAN FOREST PIE persuasive devices and can use them purposefully, not randomly
I know the specific conventions of a speech (hook, anecdote, counter-argument, emotive plea)
I know the difference between informal and formal letter conventions, including sign-offs
I can write a snappy article heading + strapline using alliteration, puns, or rhetorical questions
I know a report needs a functional title, subheadings per bullet point, and a formal/detached tone
I always use my own words and never lift phrases directly from the source text(s)
I address both/all bullet points in the task, roughly equally
I avoid comma-splicing and can demarcate sentences correctly
I vary my sentence openers and sentence types (simple/compound/complex/compound-complex)
I can use a colon and semicolon correctly, at least once each, without overusing them
I plan for 5 minutes before writing Q1(b) and leave 5 minutes at the end to proofread
I keep within the 250–350 word target for Q1(b)

Exam Tips & Common Traps

Trap 1 — Summarising instead of evaluating In Q1(a), retelling "what happens" earns almost nothing. The examiner wants interpretation of feeling/attitude, not plot recap.

Trap 2 — Quoting or copying phrases in Q1(b) You are not assessed on your ability to quote — you're assessed on using, evaluating, and developing ideas in your own words. Direct copying seriously limits both reading and writing marks.

Trap 3 — Writing the wrong format Writing a letter when the task asked for a speech (or vice versa) loses marks even if the content is excellent. Always check the format instruction first.

Trap 4 — Ignoring one of the bullet points Every task has 2 bullet points to address. Answers that only tackle one are capped — plan so both get roughly equal development.

Trap 5 — Overusing one persuasive device Rhetorical questions especially — using too many makes writing sound unsophisticated. Always ask: why am I using this device, and what effect do I want?

Trap 6 — Sounding like an advertisement Persuasive writing should be passionate but not aggressive, and it should never sound like a sales pitch. Present opinions as reasoned truths, not slogans.

Trap 7 — Comma-splicing and inconsistent tense These are the two most-flagged technical errors. Pick a tense (usually past or present) and stay consistent unless you deliberately shift for effect.

What Examiners Are Actually Looking For

Skill	What "good" looks like
Integration (reading)	Ideas from both texts woven together seamlessly — not dealt with as two separate blocks
Development (reading)	Taking a point from the text and explaining its consequences or applying it to your argument — not just listing facts
Range (reading)	A wide spread of ideas used; listing points one-by-one caps you at Level 3
Structure (writing)	A carefully organised response that guides the reader — not one that just follows the order of the original text
Style & register (writing)	Highly effective and perfectly suited to the stated audience
Accuracy (writing)	Spelling, punctuation and grammar "almost always accurate" — frequent errors drop you to Level 3 or below

Final Reminder Ambitious vocabulary impresses examiners — but only when it's accurate and precise. Never reach for a "fancier" word just because it sounds impressive if you're not 100% sure of its meaning. A simple, correct sentence always beats a sophisticated, wrong one.

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