STUDENTS SOCIETY
A GUIDE TO IGCSE ENGLISH
LANGUAGE B
FEBRUARY 2020
TABLE OF CONTENTS
Introduction ..................................................... 3
1. Language Devices ................................... 4
2. Language Analysis ................................... 6
3. Apostrophe............................................. 10
4. Comparative Analysis ............................ 11
5. Short Questions ..................................... 21
6. Informal Letter and Formal Letter ........... 21
7. Speech and Article ................................. 26
8. Essays .................................................... 31
9. Text Structures and Guidelines ............ 34
10. Acknowledgements
35
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INTRODUCTION
This document is created by keeping the students of Edexcel IGCSE (9-1) English Language B
in mind. This document contains some formats, guide to SECTION-A, B and C and some tips to
tackle your exams and obtain satisfactory marks.
This document must not be tampered with or be modified without any consent from the writer,
the CEOs of the organization or the organization. However, if any errors are found, please do
inform me. I will be happy to rectify the errors in future editions. This edition has been approved
after being reviewed by the CEOs.
You can inform me about any errors or your suggestions here:
nadeemomi2017@gmail.com
nadeemomi321@hotmail.com
www.facebook.com/nadeem.omi.321
www.facebook.com/nadeem.omi.16
You can also inform the organization here:
www.facebook.com/studentssociety2019
NADEEM OMI
February 12, 2020
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1. LANGUAGE DEVICES
What are Language Devices?
•
The definition: Language Device is a technique a writer uses to produce a special effect
in their writing. There are many language devices you should use in Section C and
Section B (All can’t be used in a single writing. It is likely that at least some of the LDs
can be used in a text)
•
Mission: Learn the definitions of the Language Device and understand it so that
you can precisely apply it in your writing.
Language Devices:
1) Personification: It is a figure of speech where human qualities are given to animals,
objects or ideas.
For example: The moon winked at us.
The car danced on the icy road.
2) Symbolism: It is a figure of speech where an object, person or situation has another
meaning than its literal meaning.
For Example: Ching Chua gave his wife a red rose. (In Chinese culture, the colour red symbolizes
property and happiness.)
Rebels raised a white flag to negotiate. (During war, the colour white symbolizes making
peace with the enemy. Otherwise, it represents purity and life.)
3) Cliff-hanger: It occurs when a story ends suddenly and is left unresolved. Due to this
suspense is created.
4) Paradox: A statement that appears to contradict itself.
EG:
Ignorance is strength
War is peace
5) Oxymoron: It is a figure of speech in which two opposite ideas are joined together to
create an effect.
EG:
Sir, Abdul is being regularly irregular in office these days.
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I am clearly confused. Can you please explain that again?
6) Allusion: It is an indirect reference to a person, place, idea. historical, cultural, literacy or
political significance.
Example: Don’t act like a Romeo in front of her
Your backyard is identical to the garden of Eden
7) Simile: A figure of speech involving the comparison of one thing with another thing of a
different kind, used to make a description more emphatic or vivid
(e.g: She is as brave as a lioness)
8) Metaphor: figure of speech in which a word or phrase is applied to an object or action to
which it is not literally applicable.
9) Alliteration: Alliteration is the conspicuous repetition of identical initial consonant sounds
in successive or closely associated syllables within a group of words, even those spelled
differently.
Eg: Peter Piper picked a peck of pickled peppers. ...
A good cook could cook as much cookies as a good cook who could cook cookies.
Black bug bit a big black bear. ...
Sheep should sleep in a shed.
10) Repetition in threes (Rule of threes or RO3): The rule of three is a writing principle that
suggests that a trio of events or characters is more humorous, satisfying, or effective than
other numbers.
Eg: The hot, blazing and the shiny sun made the view more spectacular and splendid
11) Exaggeration: A statement that represents something as better or worse than it really is.
Eg: He's running faster than the wind.
This bag weighs a ton.
That man is as tall as a house
12) Rhetorical Questions: They are questions that doesn’t have an answer.
13) Homophones: They are words with same pronunciation but different meaning and
spelling. Eg: Sun/Son, Sum/Some, Rain/Reign/Rein, etc.
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2. LANGUAGE ANALYSIS (SECTION-A)
•
Summary: What is Language Analysis?
 It is the understanding and explanation of the techniques used in a text by
the writer and how well does the writer present his ideas, experiences or
perspectives through language devices.
You will get marks according to how well you have understood it and how well you
have explained it
❖ Tips for Language analysis:
I.
Content: What is the main theme/purpose of the text?
II.
Language devices: a) Does the writer use rhetorical questions?
b) Does the writer use RO3?
c) Does the writer use exaggeration?
c) Does the writer use any other LDs?
III.
Vocabulary: a) Does the writer use biased/emotive vocabulary?
b) Does the writer use colon to introduce a list?
IV.
Punctuation: a) Does the writer use single/double dashes?
b) Does the writer use colon to introduce a list?
V.
Precise Details: a) Use of facts and statistics
b) Use of experts’ opinions
c) Think about the title
d) Use of Subheadings
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VI.
Using Quotations: Put your quotation inside your own sentence. This is
called embedding a sentence.
Eg: The writer has used simile. For example “He flew like a butterfly”
The writer uses simile of the boy flying like butterfly to convey an impression
that the boy is light and graceful
a) Making the most use of the quotations: Focus on a word from
the quotation and write about why it was chosen by the writer
b) Write about the connotation about the word
The word ‘snake’ could have the connotation of evil and might
and be used by the writer to create an ominous atmosphere.
c) The context of a word will also be important
d) The quotation might contain language devices (LDs). You have
to understand and write the effect it has on the readers, that
too precisely and clearly.
e) What is the readers’ response to the quotation?
VII.
Understand the question properly:
a) If the question asks “How does the writer convey his/her ideas,
experiences or perspectives?” You have to explain the methods and
techniques used by the writer in his/her text
b) If the question asks “Explain…” You have to make it clear to the examiner
how well have you understood the techniques and methods in the text
and the text itself.
c) If the question asks “Analyze…” You have to describe the details,
techniques and the writer’s experiences in your view
VIII.
Always follow this step for precision in Language Analysis: PEE: P-Point, EEvidence, E-Explain
IX.
You have to spend 20 mins on each LA. So total time to be spent:
20x2=40mins
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X.
Lastly but most importantly, always use examples from the texts. Please do
not directly copy from the text as you will lose marks. Use your own ideas.
And remember to conclude at the end.
SAMPLE OF LANGUAGE ANALYSIS
Question: How does Lucy Maddox presents teenagers in this article?
Support your answer with close reference to the passage, including
brief quotations.
 Lucy Maddox starts her article by sympathizing the teenagers due to
their actions. For example, she wrote ”Teenagers often get a bad
press. There are: ASBOs, underage drinking, hug a hoodie…” Through
this she meant to explain that teenagers face a bad time due to their
illegal and irrelevant activities. She states in the later part of her article
that the reason behind these activities of teenagers are due to
adolescence of teenagers as they grow up. For example she said “Are
the stereotypes fair? Is the idea of wild adolescence rooted in
evidence?” Here, she uses her own ideas to have an impact on the
mind of the reader.
The type of article by the writer is an argumentative article. She wrote
her article in a serious tone with informal and second person view (use
of you, etc). She structured her paragraphs in such a way that a person
who is reading her article can have a positive impact and easily
understand why are the teenagers doing things they should not be
doing.
The writer uses statistics by quoting several researchers to support her
views in front of the readers. She tries to make the readers believe
through these statistics that teenagers do illegal and irrelevant
activities due to their adolescence and developing brains.
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At first, she states-Philips Graham-a professor of psychiatry. According
to him, teenagers need to be encouraged so that they can take up a
challenge. He says “Young people of age 14,15, or 16 are thought to
be risk takers…they are people who are experimenting.” He also said
”Would you call a toddler who is learning to walk a risk taker?” Here,
he compares the teenagers with toddlers and tries to establish them
as learners in positive light. He also tries to explain to the readers that
teenagers need encouragement to succeed.
Other researchers Lucy stated also gave similar but different views and
ideas of teenagers’ adolescence. These researchers also offer some
advices for elders and teenagers to tackle the situation.
Overall, Lucy Maddox tries to present the teenagers in a positive light
by expressing them as a learner and that they don’t have any control
over their irrelevant activities.
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3. APOSTROPHE (‘)
WHAT IS AN APOSTROPHE?
 The apostrophe character is a punctuation mark. It is denoted by ‘
Examples:
a) The father’s complaints
b) The fathers’ complaints
c) The student’s papers
d) The students’ papers
❖ HOW TO USE:
1. If the possessor is singular, add ‘s
Eg: The sun’s rays
The boy’s book
2. If a proper noun ends in S, add an apostrophe only
Eg: Chris’ mother
Francis’ house
3. If the possessor is plural, add an apostrophe only
Eg: The teachers’ conference
The parents’ meeting
4. If the plural possessor doesn’t end in s, add ‘s
Eg: The men’s/women’s shout
The children’s department
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4. COMPARATIVE ANALYSIS (SECTION-A)
WHAT IS COMPARATIVE ANALYSIS?
 Comparative Analysis involves directly linking texts through their similarities and
differences. It is important to move equally between the two texts, and write about
them together, not separately.
COMPARING BY PURPOSE AND FORM
One way to link texts is through the purpose they are aiming to achieve and the form they are
using.
Form is the type of text, for example:
•
•
•
•
•
an article
a blog
a letter
a diary
a newspaper
It’s also useful to think about whether the form is for a public or private audience. For example,
a letter is usually for a private audience while a news article is usually for a public audience. This
will affect the purpose of the text and the language choices made by the writer.
Purpose is what the writer is trying to achieve, for example:
•
•
•
•
•
to entertain
to inform
to advise
to persuade
to argue
It’s very important to remember that often a writer will have more than one purpose. For
example, a fashion blog may want to entertain, as well as inform and advise.
When comparing texts, consider what they have in common AND what is different about them.
If they have the same main purpose:
•
Do they use similar methods? For example, a letter and a news article could use
persuasive methods to present completely different viewpoints of the same topic.
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•
Are they aimed at the same kind of audience or different ones? Within two
advertisements, the writers will aim to sell their product but might have a different target
audience in mind.
If they have a different purpose but the same subject:
•
•
How do they treat the subject differently? For example, if you are comparing two texts
about a natural disaster, how does the choice of methods show how the writer has aimed
their writing at a particular audience? For example, one text could be aimed at university
students studying the natural disaster and the other could be aimed at the general public.
How have the writers shown a different opinion about the same subject?
Example
Look at these headlines, from The Mirror and The Telegraph, from articles reporting the same
story. They have the same main purpose – to inform people about the landing of a space probe
on a comet.
Rock star-The Mirror
European Space Agency's Rosetta spacecraft lands probe on comet-The Telegraph
Analysis
•
•
•
The Mirror have used a pun, which grabs the attention, playing on the idea that a comet
is a rock, and this is a terrific achievement – so it’s like a ‘star’. But a ‘rock star’ plays on
ideas of celebrity. It’s a much shorter headline, which might be more able to grab the
attention of the reader, but does not necessarily inform them of the topic of the article.
The Telegraph headline provides a detailed level of information to the reader to indicate
the topic of the headline. The headline provides the reader with the name of the spacecraft
which adds to the educational tone of the headline. The newspaper uses a longer
sentence rather than making use of a particular technique, instead relying on the reader's
interest in the topic to attract them to read.
The difference in the approaches could be because of their different audiences – The
Telegraph might be assuming that their audience is already interested in science,
whereas The Mirror might feel they have to attract a reader and entertain, as well as
inform.
COMPARING A WRITER’S METHOD
Writers use different methods to achieve their purpose. The form of a non-fiction text will also
affect the writer’s choice of method. A comparison of two texts should focus on HOW the writer’s
methods are similar and/or different. For example, you could focus on a writer’s use of:
•
•
tone, eg humorous, serious, satirical
language, eg word choice, literary techniques, rhetorical devices
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•
structure, eg order of ideas, repetition, sentence structure
The writer’s choice of method will have an effect on the reader’s response: it’s important to think
about the impact on the reader when comparing texts. This is also where you can share your
opinion about a text. You are the reader, so think about how the text is making you feel and
respond.
Example
Read these two extracts that both focus on describing a dramatic event.
Extract 1
Experience: I fell out of the Sky
I pulled the brake lines to increase the angle of the wing for extra life. But I forgot that I had
tightened them before take-off and made them far more sensitive. I pulled too hard. That,
combined with the eddies swirling from the trees and building ahead, caused a break in the
airflow under the canopy. Instantly, it began to deflate.
I had just enough time to look up and see the thin material of my wing falling towards me like an
enormous bunch of useless laundry. I was dropping like a stone.
Tumbling through the air with no way to stop is a sensation of utter helplessness: a truly stomach
churning moment where you know you’re not going forwards or upwards; you’re just falling.
There is no time to think. One second became two, two became three. I closed my eyes. Wallop.
Magazine article, The Guardian Weekend, 2014
Skydiver survives 14,000 foot fall after his parachute and backup BOTH fail
A thrillseeker survived a 14,000 foot fall when both his parachute and the emergency backup
failed to deploy during a skydive in Melbourne, Australia. Brad Guy was doing a tandem skydive,
strapped to an instructor, when he plummeted towards the ground as his family watched helpless
in a nearby field. After making the jump, which was a gift for his 21st birthday, Brad felt the main
parachute deploy as they passed 4000 feet, but shortly after he heard his instructor begin to
swear.
The parachute had torn as it opened, causing the pair to spin wildly as they fell.
Recognising something was wrong, Brad asked his instructor: "Are we going to die?" The only
response his instructor, a veteran of 2000 tandem jumps, could give was "I don't know."
The backup parachute deployed at about 500 feet, but tangled with the remains of the main
parachute as they continued to spiral downward.
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Guy told local newspaper the Herald Sun: "Survival wasn't in my head at all. I was thinking, 'This
ground's going to hit me and when it does, I'll be gone. I've brought my family here to watch me
die.'"
Brad's mum Julie, dad Brian, boyfriend Artie and his three sisters and their families all watched
in horror as the nightmare unfolded.
News report, The Mirror, Mikey Smith
Analysis
Here are some similarities and differences between the two texts. In an exam you wouldn’t have
to cover all of these points.
Similarities
•
•
•
•
•
•
Purpose - both are informing and entertaining the reader.
They are both about a similar topic, an airborne accident.
Both use a specialist semantic field - The Guardian article refers to “brake lines…takeoff…canopy…” The Mirror report uses “deploy” and “tandem skydive”.
Both use dramatic, emotive language to excite the reader. The Mirror report uses
dramatic choices like “thrillseeker… plummeted… horror… nightmare” whilst The
Guardian article uses phrases like “utter helplessness” and “stomach churning.”
Both structure the last paragraph in the extract with a dramatic phrase. In the news report
“… as the nightmare unfolded” and in the article ‘Wallop’.
Both texts are written in the past tense and the readers know from both headlines that the
men survived.
Differences
•
•
•
•
•
Different form - extract 1 is a magazine article and extract 2 is an online news report.
The Mirror report is describing details of the accident after the event, so the reader is
presented with the emotions of the onlookers: “…his family watched helpless…all
watched in horror.” This emphasis on the man’s family watching makes the incident more
dramatic for the reader.
The paramotoring article is written from the perspective of the man involved in the
accident, so the reader is presented with his emotions. The focus is on his experience of
this dramatic event.
The multi-clause sentences in The Mirror report build a sense of anticipation, as the
details of the dramatic event unfold.
In the paramotoring article, lots of single clause, short sentences build the tension. The
informality of the word “Wallop” in the paramotoring article is shocking and also perhaps
creates an amusing tone for the reader.
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•
•
•
•
The humour is also suggested by the simile, “like an enormous bunch of useless
laundry…” The contrast of this humour with the serious subject matter makes the text
very effective.
The tone in The Mirror report is more factual: “…14,000 foot fall…2000 tandem jumps…”
The use of lots of statistics gives the report a more informative feel.
The paramotoring article is more descriptive and uses simple, effective images: “I was
dropping like a stone.” This simile gives a vivid, dramatic sense of the man’s experience.
The Mirror report uses first person interviews, "Survival wasn't in my head at all…”, to
make the story more dramatic.
COMPARING LITERARY NON-FICTION WITH NON-FICTION
Non-fiction and literary non-fiction often use many of the same techniques, and share the same
topics, so it makes sense that they can be compared.
You might compare the methods the writers use to create effective texts, but you might also
compare the approach of the writer to their subject. For example, you could be asked to focus
on the writer’s:
•
•
•
•
viewpoint
perspective
attitude
ideas
It might also be useful to think about the context of the non-fiction text - has it been written in the
19th century or the 21st century? How does this affect the attitudes and viewpoint of the writer?
Example
The two extracts below focus on the subject of swimming outdoors. One is a piece of non-fiction
from the 19th century and the other is a piece of literary non-fiction from the 21st century. Think
carefully about how the writers’ present different attitudes towards their subject.
Extract 1
The best moment for a bath is high tide: at low tide, or when the tide is coming in or going out,
there are certain drawbacks which it would take too long to explain here. One should never enter
the sea unless three hours have elapsed since the last meal, so that the digestive organs may
be in complete repose.
It is unwise to bathe if one happens to be very much excited, if one is suffering from any acute
or chronic malady, if one has had a sleepless night, or if one has been undergoing any violent
exercise. One should undress slowly, and, once in one's bathing costume, and wrapped in a
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cloak, it is a good thing to walk a little on the beach, so that the body may be warmed by exercise,
and therefore better able to resist the shock on entering the cold water.
Sea-Bathing, The Lady's Dressing Room, Baroness Staffe, 1983
Extract 2
A dark, dark day. After being up all night with diarrhoea and sickness, I felt rough as a dog before
I even took to the water. Perhaps it was inevitable that I’d pick up a bug en route – and here it
was. “Thames tummy” set in and set me back in a big way.
I just couldn’t keep anything down, and dehydration was a serious risk. Burning about 8,000
calories a day meant it was almost impossible to swim with no fuel in my tank, and we had to
keep stopping for the medics to check me over. I feared they’d pull the plug on the whole thing.
Thankfully, despite coming close, they let me carry on.
My Epic Thames Swim, David Walliams, The Telegraph, 2011
Analysis
Here are some similarities and differences between the two texts. In an exam you wouldn’t have
to cover all of these points.
Similarities
•
•
•
•
•
Both deal with a similar subject - swimming outdoors. Extract 1 focuses on bathing in
the sea and extract 2 is focused on a charity swim in the Thames river.
Both texts show the challenges of swimming in the outdoors. The 19th century text
implies that bathing in the sea is a potentially hazardous activity - “…better able to resist
the shock…"
We can also infer from the 21st century text that the writer finds the swim a challenge, but
is determined to overcome the difficulties “…they let me carry on.”
Both writers focus on the physical safety of the swimmers, the 21st century text uses
medical terms - “…dehydration was a serious risk.” The 19th century text also uses
medical terms - “..acute or chronic…”
Both texts have an informative, factual element - “Burning 8,000 calories a day…the best
moment for a bathe is high tide…”
Differences
•
•
•
Extract 1 is a non-fiction text from 1883, extract 2 is literary non-fiction from 2011.
The main purpose of the older text is to advise the reader on the appropriate and safe
way to bathe in the sea.
The main purpose of the 21st century text is to use a diary form to entertain the reader
by presenting the swim in a dramatic way.
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•
•
•
•
•
•
•
•
•
•
•
•
•
The two writers show different attitudes towards their subject matter. The advice text
has an informative heading: “Sea-bathing” whereas the David Walliams diary has a more
emotive title: ‘My Epic Thames swim.”
The tone of the 21st century text is conversational and informal: “…in a big way…it’s
worth saying…talk about relentless…” These phrases establish a friendly, frank tone.
In contrast the ‘Sea-Bathing’ article, at certain points, appears more patronising - “…which
it would take too long to explain here.”
The more personal tone of the diary is also established by the frequent use of the personal
pronoun ‘I’ : “I feared…I knew…”
The 19th century text uses the more impersonal pronoun ‘one’ - “if one..One should..”
This gives the advice a more formal feel, especially to the modern reader.
Walliams choice of simple figurative language, for example similes like “…rough as a
dog…” give the diary a down to earth feel. The use of colloquial metaphors like “…no fuel
I my tank…pull the plug…” also give the account an informal tone that engages the
reader.
The 19th century text seeks to engage the reader with an assertive, yet polite tone. The
repeated use of the verb ‘should’ gives a forceful tone to the advice.
The advice text uses multi-clause sentences to present detailed guidance on how to
prepare for sea bathing.
In the diary, some of the longer sentences contrast with short sentences to give a sense
of anticipation – “Burning about 8,000 calories a day…I feared they’d pull the plug on the
whole thing.”
The advice text uses archaic diction like ‘repose’ and ‘malady’. The language is more
detached: ‘..the body…the digestive organs…” which has the effect of making the advice
more impersonal.
The writers have very different attitudes. The writer of the advice texts suggests that there
is a ‘proper’ way to prepare to bathe in the sea. The use of the adverb ‘undress slowly..’
suggests a sense of caution.
In contrast, the 21st century text presents swimming outdoors in a more dramatic way –
“A dark, dark day...up all night…” The language is more emotive and personal.
In contrast the writer of the advice text shares the viewpoint that sea bathing should be
avoided if someone is “…very much excited.”
PLANNING YOUR IDEAS:
Using spider diagrams
Spider diagrams are useful for a quick recording of thoughts and ideas. When you are writing
about one text, you may decide to use a spider diagram to jot down your ideas and then order
them.
When writing about two texts you need to make links between the points you have identified
about each of them. To do this, you could:
•
make separate spider diagrams for each text, and then look to link points between them
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•
make one spider diagram showing each point you make about one text (for example ‘the
author directly addresses the audience’), and checking to see if it’s true of the other text
too
Using tables
When you are practising how to compare texts, you might try using a table or Venn diagram to
structure your ideas - in exam conditions this format would not be as practical.
Here’s an example using the two extracts from the previous page:
Point
Example from extract 1
Example from extract 2
Both
show
the Bathing in the sea is a potentially The swimmer is determined to
challenges of swimming hazardous activity - "…better able to overcome the difficulties “…they
in the outdoors
resist the shock…"
let me carry on.”
Different
attitudes
Has an informative heading: "Sea- Has a more emotive title: "My
towards their subject
bathing"
Epic Thames swim"
matter
When you have connections between the points, you need to pick the most important ones, and
quickly decide on a rough order.
HOW TO STRUCTURE A COMPARISON RESPONSE
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Be sure to dicuss both texts through all of your answer.
A longer comparison response could follow this basic structure:
•
•
•
A very brief introduction linking the two texts (for example focusing on their purpose or
form).
Main points contrasting and/or comparing the two texts, supported by details. These could
include points on: tone, language choices/literary devices, structure and reader’s
response.
A very brief conclusion - this must use a key word from the question, and mention both
texts.
When you compare texts, it’s important to talk about both texts all the way through. Don’t write
all about one text, then all about the other.
In each paragraph, make sure you mention both, even if a point is mostly about one of them.
Sentence starters
Some key phrases can help you to compare texts.
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Similarities
Differences
Similarly…
In contrast…
Equally…
However…
In the same way
On the other hand…
Just as... so does.... Alternatively…
Both... and...
In a different way…
When comparing texts, you are making a point about two different texts, backing up ideas with
evidence and explaining the idea. Then using a linking statement, you can connect the two ideas
together.
Example
Take a look at the structure of the following example, where the writer compares how their
mother and father react to poor behaviour:
Both my Mum and Dad lose their temper sometimes when we misbehave, but in completely
different ways.
My Mum usually reacts to everything by losing her temper really quickly and screaming in
response to make sure everyone knows just how furious she is. The thing that causes her to
react strictly is usually leaving lights on. Sometimes she shouts, "If I have to tell you again to
turn those lights off, I will take the bulb out of your bedroom!". This shows that sometimes she
can exaggerate in her reactions.
On the other hand, Dad will hardly ever lose his temper, or raise his voice. Instead, he will just
stare at you silently, so you know instantly that you are in trouble. "Well" is the single word that
he says once he has stared at you for a minute, and this shows that whilst he doesn’t scream
and shout like Mum, he gives you a warning of the lecture that he is about to give.
Analysis
Notice how the writer makes a point about how each parent loses their temper, backs it up with
evidence and then explains their idea. The linking sentence starting with ‘on the other hand’
shows how the two ideas are similar or different.
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5. SHORT QUESTIONS (SECTION-A)
READ THE QUESTIONS PROPERLY AND UNDERSTAND WHAT THE QUESTION IS
ASKING YOU TO ANSWER. KEEP YOUR ANSWERS SHORT.
6. INFORMAL
(SECTION-B)
AND
FORMAL
LETTERS
INFORMAL LETTERS: FORMAT
ADDRESS
DATE
Dear [Recipient’s Name],
Your message body
With Love/ Yours Truly
Your Name
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Guide:
•
•
You must be familiar with the format of an informal letter: salutation (Dear/Dearest..),
introduction, body (maybe two paragraphs), conclusion, signature (With Love/Yours
Truly..)
The salutation and signature are simple. What about the others? Let’s take a look.
Introduction:
•
o
Start with a warm, friendly opening. Ditch the boring ‘How are you doing?‘. Go for
these:
•
o
▪
It was good to hear from you.
•
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o
▪
Sorry for not replying sooner. I have been very busy.
•
o
▪
I’m so sorry for taking so long to reply. I have been revising for my
exams.
•
o
▪
Congratulations on your award! It’s been an hectic week over here. So sorry
I couldn’t write to you earlier. (This is a good opening, because it tells the
examiner that you know this person well).
•
o
•
•
Tell them why you’re writing the letter. This will be specified in the question paper
itself. Keep it very short. In the example above, you could say: I’ve been dying to
tell you about this circus that came to town last Friday!!
Body: This is the actual content of your letter. Provide more details about the topic. Use
lots of adjectives and verbs and really relay your thoughts and emotions. Use the
prompts and pictures in the question. You can write it in two paragraphs to organise
your
ideas.
In
the
example
above,
you
could
write:
Nobody knew about the circus arriving. But the moment they opened the entrance, all the
villagers started flocking in. Steve and I begged for mom and dad to take us there! It was
magnificent, in every sense of the word! There were talking parrots, tigers jumping
through fire hoops (Steve ran away scared when he saw the Tiger!), an elephant that
could predict your weight, a fortune teller and all sorts of things you see in the circuses
in
movies!
Mom was fascinated by the ‘Guess the Price’ tent and spent a lot of money on it but didn’t
guess a single one right. Dad and I went to every single tent. My favourite was this magic
show! The magician literally turned a rat into a rabbit! I have no idea how. It was truly
magical! We stayed there till dusk and then very reluctantly went back. The circus clearly
had won the hearts of all villagers!
Conclusion: The conclusion has to wrap up the letter. For example, I really wish you
were there! You would have loved it! Give my regards to Margret and Aunt Marie! Reply
soon!
TIPS
•
•
•
•
•
Take care of spelling, punctuation and grammar. It’s a writing task after all.
Don’t use abbreviations and slang such as ‘u’ and ‘OMG’! This is an international exam,
not an actual email to your friend!
Keep the tone very light and warm. An informal letter should be informal.
Writing a paragraph for each bullet point (given in the question) can be a good method
of keeping the letter organised.
Give personal anecdotes. Add details that tell the examiner you really know each other.
In my sample answer above, I used the names Steve, Margaret and Aunt Marie without
giving any explanation for who they exactly are, because my friend knows who they are!
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•
•
Try using time phrases. Eg: shortly after that/later/that afternoon/after dinner etc.
Keep to the word limit. It should be at least 150 words and shouldn’t exceed 200 words.
However, I remember my teacher telling me it was alright if I wrote 10-15 words in excess.
Any more than that, they would deduct marks.
FORMAL LETTERS (FORMAT ALONG WITH SAMPLE):
SENDER’S ADDRESS
DATE
RECIPIENT’S ADDRESS
Ref:/Subject: Why are you writing? And about what? Mention this here. Keep this part short
Eg: Laptop warranty and servicing
Dear Sir/Madam,
I am willing to explain the huge level of disappointment I feel in regard to recent services I
received from you.
Being a loyal customer for many years, I was devastated when my operating system crashed
causing the keyboard of my laptop malfunction and become unresponsive.
Once again, I am sorely disappointed at the level of service I received after the loyalty I have
shown you all these years. I feel it is now time that you show your loyalty to me, your customer,
in the form of a new laptop.
I look forward to your response and hope to hear from you swiftly and apologetically.
Your name
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GUIDE:
These will be written to somebody in a position of authority, usually to your school principal, the
manager of a company etc. I’ll give a very brief idea of how to write one.
•
Salutations and Signatures: use either of this format
•
o
•
o
•
•
Dear Sir or Madam……. Yours faithfully
Dear Ms Weasley………….Yours sincerely
Introduction: Dive straight into the point. Why are you writing? To appreciate, complain,
suggest, request or disagree? What are you writing in regards with? A new project, a
newspaper advertisement, an article or an event? Mention it. That’s your introduction.
Body: This can be divided into two paragraphs
•
o
Details of situation: give previous history of event or your background or
experience. Say what happened exactly if you are making a complaint, or focus
directly on the text you are arguing with. This section should include specific data
such as names, dates, facts and details.
•
o
•
Further development: Give further support to your claim or request. Summarise
the current situation and why you should be given consideration. Persuade the
reader.
Conclusion: Say what you wish to happen next. Suggest, firmly but politely, what may
happen if you do not receive a response to a complaint. Wrap up by once again, stating
your request/complaint/suggestion and politely say something along the lines of ‘I hope
you will consider this and take action as soon as possible’.
TIPS
•
•
•
•
•
Use formal vocabulary only. Instead of ‘can’t wait for your reply’ say ‘I hope you will
consider the above suggestion and take prompt action‘.
Don’t use contractions like can’t, won’t, don’t, we’re etc. Use their full forms.
Contractions are informal.
Don’t use exclamation marks.
Your tone should be serious and respectful.
Keep to the word limit.
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7. SPEECH AND ARTICLE (SECTION-B)
SPEECH: (GUIDE)
Purpose: To Inform, To persuade, To advise
Formality: Formal on informal. (Depends on topic) and usually
formal
Pronouns: Direct address the audience ‘you’, ’we’, ’us’
Do not use ‘I’ to give opinions
Format & Structure:
Paragraph-1: Greeting at the end of paragraph.
Start with a rhetorical question or anecdote.
Paragraph-2: Body
Last Para: Say thank you
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A good speech contains:
 Rhetorical Questions
 Rule of threes
 Repetition
 Direct Address
 Facts/Stats/Evidence
 Emotive Language
 LDs
Sample of formal speech:
Oprah Winfrey's Eulogy for Rosa Parks:
I feel it an honor to be here to come and say a final goodbye. I grew up in the South, and
Rosa Parks was a hero to me long before I recognized and understood the power and
impact that her life embodied. I remember my father telling me about this colored woman
who had refused to give up her seat. And in my child's mind, I thought, "She must be
really big." I thought she must be at least a hundred feet tall. I imagined her being stalwart
and strong and carrying a shield to hold back the white folks. And then I grew up and had
the esteemed honor of meeting her. And wasn't that a surprise. Here was this petite,
almost delicate lady who was the personification of grace and goodness. And I thanked
her then. I said, "Thank you," for myself and for every colored girl, every colored boy,
who didn't have heroes who were celebrated. I thanked her then.
And after our first meeting I realized that God uses good people to do great things. And
I'm here today to say a final thank you, Sister Rosa, for being a great woman who used
your life to serve, to serve us all. That day that you refused to give up your seat on the
bus, you, Sister Rosa, changed the trajectory of my life and the lives of so many other
people in the world. I would not be standing here today nor standing where I stand every
day had she not chosen to sit down. I know that. I know that. I know that. I know that, and
I honor that. Had she not chosen to say we shall not -- we shall not be moved.
27
So I thank you again, Sister Rosa, for not only confronting the one white man whose seat
you took, not only confronting the bus driver, not only for confronting the law, but for
confronting history, a history that for 400 years said that you were not even worthy of a
glance,
certainly
no
consideration.
I
thank
you
for
not
moving.
And in that moment when you resolved to stay in that seat, you reclaimed your humanity
and you gave us all back a piece of our own. I thank you for that. I thank you for acting
without concern. I often thought about what that took, knowing the climate of the times
and what could have happened to you, what it took to stay seated. You acted without
concern for yourself and made life better for us all. We shall not be moved. I marvel at
your will. I celebrate your strength to this day. And I am forever grateful, Sister Rosa, for
your courage, your conviction. I owe you to succeed. I will not be moved.
ARTICLE (Newspaper/Magazine/Web)
Purpose:
To inform/To advise/Indirectly give your opinions
Format:
Headline: Max 5 words. Should be attention grabbing
Try to use some alliteration
Needs to be two lines big
All capital
Name of the writer should be under the headline in capitals
Conclude at the last para
28
Use good vocabularies and LDs
Example Format:
IMPORTANCE OF HANDWRITING
ADAM SANDLER
Starting para
Body
Last para: Conclusion
Sample:
This is an extract from Stephen Hawking’s ‘A Brief
History of Time’
OUR PICTURE OF THE UNIVERSE
STEPHEN HAWKING
A well-known scientist (some say it was Bertrand Russell) once gave a public lecture on
astronomy. He described how the earth orbits around the sun and how the sun, in turn, orbits
around the center of a vast collection of stars called our galaxy. At the end of the lecture, a little
old lady at the back of the room got up and said: “What you have told us is rubbish. The world
is really a flat plate supported on the back of a giant tortoise.” The scientist gave a superior smile
before replying, “What is the tortoise standing on?” “You’re very clever, young man, very clever,”
said the old lady. “But it’s turtles all the way down!” Most people would find the picture of our
universe as an infinite tower of tortoises rather ridiculous, but why do we think we know better?
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What do we know about the universe, and how do we know it? Where did the universe come
from, and where is it going? Did the universe have a beginning, and if so, what happened before
then? What is the nature of time? Will it ever come to an end? Can we go back in time? Recent
breakthroughs in physics, made possible in part by fantastic new technologies, suggest answers
to some of these longstanding questions. Someday these answers may seem as obvious to us
as the earth orbiting the sun—or perhaps as ridiculous as a tower of tortoises. Only time
(whatever that may be) will tell. As long ago as 340 B.C. the Greek philosopher Aristotle, in his
book On the Heavens, was able to put forward two good arguments for believing that the earth
was a round sphere rather than a flat plate. First, he realized that eclipses of the moon were
caused by the earth coming between the sun and the moon. The earth’s shadow on the moon
was always round, which would be true only if the earth was spherical. If the earth had been a
flat disk, the shadow would have been elongated and elliptical, unless the eclipse always
occurred at a time when the sun was directly under the center of the disk. Second, the Greeks
knew from their travels that the North Star appeared lower in the sky when viewed in the south
than it did in more northerly regions. (Since the North Star lies over the North Pole, it appears to
be directly above an observer at the North Pole, but to someone looking from the equator, it
appears to lie just at the horizon. From the difference in the apparent position of the North Star
in Egypt and Greece, Aristotle even quoted an estimate that the distance around the earth was
400,000 stadia. It is not known exactly what length a stadium was, but it may have been about
200 yards, which would make Aristotle’s estimate about twice the currently accepted figure. The
Greeks even had a third argument that the earth must be round, for why else does one first see
the sails of a ship coming over the horizon, and only later see the hull? Aristotle thought the
earth was stationary and that the sun, the moon, the planets, and the stars moved in circular
orbits about the earth. He believed this because he felt, for mystical reasons, that the earth was
the center of the universe, and that circular motion was the most perfect. This idea was
elaborated by Ptolemy in the second century A.D. into a complete cosmological model. The
earth stood at the center, surrounded by eight spheres that carried the moon, the sun, the stars,
and the five planets known at the time, Mercury, Venus, Mars, Jupiter, and Saturn. The planets
themselves moved on smaller circles attached to their respective spheres in order to account for
their rather complicated observed paths in the sky. The outermost sphere carried the so-called
fixed stars, which always stay in the same positions relative to each other but which rotate
together across the sky. What lay beyond the last sphere was never made very clear, but it
certainly was not part of mankind’s observable universe.
30
8. ESSAYS (SECTION-C)
NARRATIVE ESSAYS (GUIDE)
Make sure your story is well structured using a clean
introduction, problem, climax and ending.
 Decide on an atmosphere: sad, happy, eerie, etc. and stick
to it.
 Choose whether you are writing in third person (he/she) or
first person (I, my)
 Focus on one or two characters
 Choose a past or present tense and stick to it
 Give the opening sentence an impact
 Use senses to precisely plot your article and give it an
impact
 Aim for something realistic
 Keep the time scale and plot sort. There is no word limit.
However, you have to keep your article between the
specified limit in the question. If your article is good, you will
get marks even for a short article
 Each paragraph should start with different words
 Use language devices and good vocabulary and rhetorical
questions if applicable

31

Check your story for silly mistakes in punctuations,
spellings, parenthesis (comas, full stops, etc.), grammar,
capital, etc.
ARGUMENTATIVE ESSAY (GUIDE):
Techniques you can use to argue:
 RQs
 RO3
 Exaggeration
 Facts/Statistics/Evidence
 Counter Argument
 Quotations
 Personal Anecdotes
Format(Follow timing guide from Narrative essay):
Introduction
Point-1
Point-2
Point-3
Counter Argument
Conclusion
32
DESCRIPTIVE ESSAY(GUIDE):
 Describe what you see
 Use your senses to improve your description
 Use strong adjectives
 Use adverbs
 Use imagery: Similes and Metaphors
 Use personification
 Follow timing guideline from narrative essays
33
9. TEXT STRUCTURES AND GUIDELINES
Text structure refers to how the information within a written text is
organized.
There are 5 types of text structures:
Chronological=Timeline
 Cause and effect
 Compare and contrast
 Problem and Solution
 Sequence=Step by Step

TIMING GUIDELINE: Below are information on how much time
you have to spend on each section.
Section-A= Short Questions => 6 minutes
Language Analysis=> 20x2=40 minutes
Comparative Analysis=> 15-20 minutes
Section-B= 45-50 minutes
Section C= 45-50 minutes Do not focus on word limit. Focus on
how well you can write in Section-C
34
10. ACKNOWLEDGEMENTS
I WOULD LIKE TO THANK MR. AMINUR RASHID MONJUR (MONJUR
SIR), MY PARENTS AND ONE OF MY CLASSMATES FOR THEIR HELP AND
SUPPORT DURING MY ENGLISH COURSE FROM JULY 2019 TO DECEMBER
2019. THANK YOU AGAIN MONJUR SIR FOR INSPIRING YOUR STUDENTS
SINCE THE VERY FIRST DAY. YOUR STUDENTS COULD FINISH THEIR
COURSE SUCCESSFULLY IN 5 AND HALF MONTHS DUE TO YOUR
ENCOURAGEMENT AND SUPPORT.
I WOULD ALSO LIKE TO THANK MY TEAMMATES AT STUDENTS SOCIETY
FOR PROOFREADING THIS DOCUMENT.
Notes on Chapter 1, Chapter 2 and Chapter 3 are the notes I collected
during my course at Monjur Sir’s.
©2019 Aminur Rashid Monjur (Chapter 1, Chapter 2 and Chapter 3)
Notes
on
Chapter
4
are
collected
from
BBC
Bitesize
UK
https://www.bbc.co.uk/bitesize
©2020 BBC
Bitesize™ is a registered trademark of BBC.
Notes on Chapter 5 are my personal comments
©2020 Nadeem Omi (Chapter 5)
Formats on Chapter 6 are collected during my course at Monjur Sir’s
©2019 Aminur Rashid Monjur (Formats on chapter 6)
35
Chapter
6
Guides
obtained
from
IGCSE
AID
https://igcseaid.wordpress.com
©2020 IGCSE AID (Chapter 6 Guides)
Guides on Chapter 7 are collected during my course at Monjur Sir’s
©2019 Aminur Rashid Monjur (Formats on chapter 7)
©2005 Oprah Winfrey for the extract ‘Oprah Winfrey's Eulogy for Rosa
Parks’
©1988, 1996 Stephen Hawking for the extract “OUR PICTURE OF THE
UNIVERSE”
Notes and guides on Chapter 8 and Chapter 9 are collected during my
course at Monjur Sir’s
©2019 Aminur Rashid Monjur (Notes on chapter 8 and chapter 9)
© 2020 Nadeem Omi and Students Society
A GUIDE TO IGCSE ENGLISH LANGUAGE B
Published by
STUDENTS SOCIETY
All RIGHTS RESERVED
36