All the Advice for Paper 2 0522 and 0500 Cambridge IGCSE

Question 1
Use three highlighter colours to highlight the bullet points in the question, and
the corresponding information in the text.
Use this as a tick list to write in three separate sections.
Use this as a tick list to make sure they have included at least 5 points in each
of those sections.
Use this as a tick list to see if any ideas have been highlighted, but not included
in the answer.
Use the examiners annotations of dev to show what development means.
Model writing genres = e.g. newspaper report.
Question 2
You may have been approaching this question logically as a literature question,
demanding PEE or PEA paragraph responses.
This is not the exam skill. Instead use the mark scheme and student responses to
show why students should:
a Use the word imagery/image where they cant identify simile, metaphor or
personification.
b Any reference to sound or alliteration counts as imagery
c Directly after the quotation, the student should write a dictionary definition of
the words.
d Directly after the dictionary definition, the student should write the effect is
and explain it.
e This explanation is one sentence, or two. It does not need to be developed
beyond this.
f After the 4 quotations from the paragraph, the student must write an overview
using these words, the general effect is.
g Repeat for the second paragraph.
Question 3
As with all the questions, students need specific training on underlining the key words.
This is vital in this question, because it will force the student to ignore lots of the
factual information that is not relevant.
a Only the first 15 bullet points count.
b Fill the line for a bullet point if the student goes beyond it, this will count as
the second bullet point.
c Dont write any similar bullet points, or linked information. This will count for
only one mark, and therefore waste a bullet point.
d Dont infer, only include facts.
e Code these bullet points into two categories (which will be dictated by the
question). This will enable students to group points together in their summary.
f Teach students to be concise in their summary by:
Linking ideas with connectives
Writing complex sentences that demand several commas
Hitting the word limit of 200 to 250 words
Not inferring
Using their own words, not quoting
Do not persuade!

This is the last question, yet is worth double the marks of question 2. If students run
out of time on this question it is therefore much more costly. Similarly, if they run out
of stamina (very likely for unmotivated students, especially some boys).
Consequently, train students to do this question after question 1, saving question 2 till
last.