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Directed Writing

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Directed Writing

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Neha Patel

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Booklet

IGCSE
FLE
PAPER 2
Pastpapers
plus samples

By Teacher Peris

teacherperisclassroom.com
Cambridge IGCSE First Language English 0500 syllabus for 2024, 2025 and 2026. Details of the assessment

Paper 2 Directed Writing and Composition

Written paper, 2 hours, 80 marks

Candidates answer two questions, one from each section.

The texts will be printed on the question paper insert.

Dictionaries may not be used.

Section A Directed Writing (40 marks)

Candidates answer one compulsory question on one or two texts totalling 650–750 words in length.

Candidates use, develop and evaluate the information in the text(s) to create a discursive/argumentative/
persuasive speech, letter or article.

Candidates write about 250–350 words.

This question tests the following writing assessment objectives (25 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.

This question also tests the following reading assessment objectives (15 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R5 select and use information for specific purposes.

Section B Composition (40 marks)

Candidates answer one question from a choice of four titles: two descriptive and two narrative.

Candidates use the title to develop and write a composition.

Candidates write about 350–450 words.

This question tests the following writing assessment objectives (40 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.

Back to contents page www.cambridgeinternational.org/igcse 15

Directed writing
Paper 2- Question 1
You are expected to read one or two texts totaling 650-750 words in length. You should then use
the texts to develop and evaluate its information. It is called Directed Writing because the texts
will be instructing you how to go about the writing.
What does evaluate mean?
When evaluating, it means that you need to probe the ideas in the texts, criticize it and also
weigh up the pros and cons of those writers’ opinions.
How will I be assessed?
This question is assessed out of 40 marks. This being a writing paper, more marks are available
for the quality of your writing. 25 marks is available for your writing while 15 marks is for the
content of your work.
Styles of writing
The directed writing question requires you to adopt a style of writing fit for your purpose. These
include:
1. Persuasive
This style of writing is used to convince or persuade a reader that your opinion of a topic or is
the right one. To do this, you will need a range of persuasive techniques creatively
incorporated in your writing.
2. Argumentative
Argumentative writing is used to establish a position on an issue by providing reasons and
supporting evidence. Just like Persuasive writing, you will need a range of persuasive
techniques to argue out your point of view.
3. Discursive
Just as the word suggests, this writing requires that you explore an idea in a balanced manner
without favouring a particular side. Therefore, it is more informative than persuasive.

Which text types will be tested.

In contrast to response to reading, directed writing only tests three text types:

• Letters
• Magazine Articles
• Speeches
You should therefore be prepared to write:
• Argumentative speeches
• Argumentative letters
• Argumentative articles
• Persuasive speeches
• Persuasive letters
• Persuasive articles
• Discursive speeches
• Discursive letters
• Discursive articles
Important tips for this question

• You should only evaluate the points in the text(s) given. DON’T evaluate your own ideas.
• The ideas you plan to evaluate should come from both texts. Not just one text.
• Considering that more marks are available for your quality of writing, ensure that your
work is spiced up with ambitious vocabulary, figurative language and techniques.
• Your work should be rich in persuasive techniques. This is the main secret to make your
argument stand out.
• As you tackle the two bullet points in the question, don’t analyse them independently.
Instead, elaborate them concurrently. This means that, each paragraph should contain
an evaluation as well as your own views about the question given.
• DON’T just state the points, you must demonstrate the ability to probe the ideas and
interact with it with more breadth.
• Use TAPC to give you a better ground of approaching the question. TEXT TYPE,
AUDIENCE, PURPOSE, CHARACTER/POINT OF VIEW
• Understand the correct style that the question demands.
• Understand your audience and write your argument specifically for them.
• Paragraph your work in a manner that makes the logic flow easy to follow.
• Your response should aim for accuracy: correct spellings, appropriate punctuation,
accurate grammar as well as a range of sentence structures.
Counter argument
To sound more persuasive, mention opposing views and then explain why you believe those
ideas are incorrect.
Example
Assuming you are writing an essay that is against the student school council in schools.
Then this can be a sample counter argument.
Example
Some may argue, that being a member of the student council derails our studies. They claim
that focusing on leadership responsibilities might distract us from achieving excellent grades.
My question is, does a good education solely depend on grades? Honestly speaking, I believe
students who are appointed as leaders are self-motivated and can easily manage their time to
ensure that there is a balance between their studies and other student council duties.
How to write an evaluative paragraph
An evaluative paragraph should show evidence of an understanding of the question and the
ability to challenge the ideas with a clear, strong and relevant argument.
Here is a sample evaluative structure that can work for each of your paragraphs.
✓ POINT TO BE EVALUATED
✓ EVALUATION OF THE GIVEN POINT
✓ A SUPPORTING EXAMPLE OR RESEARCH
✓ GIVE YOUR OWN VIEWS BASED ON THE EVALUATION GIVEN.
Example of an evaluative paragraph
• Firstly, school uniforms are impractical. (POINT)
• Not only are some of the materials non-breathable, but they also fail to accommodate
the changing seasons throughout the year. (EVALUATION)
• The other day, one of the junior students was forced to wear a blazer and a fleece
jacket on a warm morning all in the name of an ideal uniform. (EXAMPLE)
• In my view, the school administration should allow students to dress appropriately for
the weather, as long as they maintain a decent appearance. (OWN OPINION/VIEW)

HOW TO STRUCTURE YOUR ENTIRE RESPONSE.

As advised above, use the PEEO format for each of your evaluative paragraphs. Remember, you
should have at least 4 points well evaluated.
Sample structure for a directed writing question
• Introduction (brief and fit for either an article, speech or letter)
• First point + evaluation + example + own views
• Second point + evaluation + example + own views
• First counter argument. (An AGAINST point countered by your FOR point)
• Second Counter argument. (An AGAINST point countered by your FOR point)
• Conclusion
Space travel sample

Dear Uncle Tom,

I hope this letter finds you in good health and high spirits. I must admit, when I received your
inquiry about reserving a seat on one of the first tourist space flights, I was both thrilled by your
allure of space exploration and the opportunity to be part of history. As someone who has always
admired your sense of adventure and willingness to embrace new experiences, I wholeheartedly
encourage you to seize this extraordinary opportunity.

Firstly, space travel is giving rise to exciting career opportunities for young people. With
technology advancing rapidly, traditional office jobs are quickly becoming outdated. In fact, my
best friend aspires to be a space engineer; an intriguing pursuit for thrill-seekers. I believe that by
taking a leap of faith and booking a seat on this space flight, you will not only fulfill your own
dream but also inspire and create pathways for potential careers in future generations.

Secondly, space tourism appears to be a popular venture for entrepreneurs. With several private
companies establishing space launch systems, there is no doubt that the business world
recognizes the commercial potential of this industry. Just the other day, I read an article that
highlighted more than eleven such companies setting up their own space facilities. My dear
uncle, this is an opportunity for you to network with potential investors and possibly gain
insights to even establish your own company upon your return.

Some naysayers, might discourage you claiming that the trip is too expensive. They may try to
convince you that this money could be used for more “worthwhile” causes. However, money has
never been a problem for you, my dear uncle. I know you as a devoted philanthropist. I believe
that you can totally donate to children’s homes and shelters while treating yourself to this mind-
blowing experience. In my opinion, you shouldn’t let anyone dictate how you spend your own
money. We only live once, right?

It wouldn’t be surprising to hear some folks argue that you should travel to every corner of the
Earth before embarking on a space tour Look, I get it, exploring our beautiful planet is important.
But let’s face it, these space trips are like once-in-a-blue-moon opportunities. Miss this chance,
and you might miss it forever. So, my advice? Go ahead and book that seat. You can always
travel the world once you’re back.

My dear uncle, the decision rests in your hands. But seriously, I think you should embrace the
wonders of space, expand the horizons of human achievement, and leave an everlasting legacy.
The chance to be part of this transformative chapter in human history is a privilege that you
should not take lightly. Let me just wish you an awe-inspiring adventure among the stars.

Your favourite niece,

Teacher Peris
Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition October/November 2023

INSERT 2 hours

INFORMATION
*1169050461-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (LK) 315260/2
© UCLES 2023 [Turn over
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Read both texts, and then answer Question 1 on the question paper.

Text A: We should replace old buildings with new, better ones

Many older buildings, including some of our homes, schools and offices, were designed and
constructed for very different generations, with completely different expectations in terms of
lifestyle, comfort, connectivity and energy efficiency.

Empty historic buildings that were once local landmarks now get in the way of new projects (such
as repurposing of the land for parks, shops and recreational space) that might offer more benefit 5
to the community. If a building looks old and abandoned and you can’t find any good reason to
keep it, then you should consider demolishing and replacing it.

Buildings often outlive their original purposes. Even when still in use, the enormous cost of
repairing some very old buildings can be prohibitive, so they become shabby and unsightly.
Some older buildings may still look good on the outside, but have underlying problems such 10
as poor ventilation, outdated wiring and problems with the plumbing. Old buildings also tend to
develop weaker foundations, thanks to the materials used in their construction degrading to the
point that the structure becomes unstable or unsafe.

Constructing new, environmentally friendly ‘green’ buildings, which can be designed for flexibility
of purpose, is the obvious answer. Green buildings use as little energy as possible, generate their 15
own power, recycle water and can heat or cool themselves without the need for air-conditioning
or central heating. They also take account of how they affect the people living and working in
them.

‘The goal is to build more buildings that are more physically healthy for people,’ says award-
winning architect, Joy Yang. ‘Numerous studies show how a “healthy building” can reduce illness 20
and absenteeism among workers, increase worker productivity, raise test scores among students
and lead to greater workplace satisfaction.’

Modern software enables architects and engineers to visualise and calculate increasingly
complex shapes, so building designs are no longer limited by practicalities. Weird and wonderful
modern buildings in natural shapes are springing up, driven by cities’ desire to outdo each 25
other: a football stadium in the shape of a giant flower and an office development shaped like a
mountain range.

‘We’re trying to change how people think about buildings,’ Yang says. ‘We must recognise that
our cities are not museums, but living and evolving centres of commerce and culture.’

© UCLES 2023 0500/21/INSERT/O/N/23

Text B: Recycling old buildings

Internationally, old buildings are considered valuable resources. They add charm and human
scale to our cities and towns, attracting tourists and businesses and connecting us to our past.
They should be protected.

As populations grow, and cities around the world become increasingly built-up, interchangeable
and bland, saving not just iconic or famous buildings, but those we have grown up with around 5
us, is critical. They are living history. History we can feel and touch.

Some people argue that it is better for the climate to demolish an old energy-hungry building
and build a well-insulated, sustainable replacement. Others argue that we should try to find new
life in old buildings. ‘Adaptive reuse’ is a process that ‘recycles’ old buildings for new uses while
retaining many of their historic features, but older buildings have a far more enduring importance 10
to society as educational examples than they do as modern dwellings or workplaces.

Admittedly, through adaptive reuse, exciting new spaces have been created in unlikely old
buildings, such as former factories, sewage silos and power-stations. However, sometimes this
is achieved by traditional restoration of just the building’s exterior, and the interior is gutted to
create room for the sort of amenities people expect in a new property. Whether this is relevant or 15
possible depends on the history, significance and structure of the building itself, as well as where
it is. Some buildings must be entirely restored and repaired sensitively, at considerable expense,
before any upgrading for contemporary use is possible.

The most successful projects are those that respect and retain the building’s heritage but add
contemporary features that provide value for the future. We see former warehouses transformed 20
into attractive workplace environments, with green living roofs of plants and grasses, and disused
theatres repurposed as open office spaces with their grand staircases retained to encourage
physical activity. Sometimes, adaptive reuse is the only way that the building’s fabric will be
properly cared for, while making better use of the building itself.

When properly renovated to incorporate modern, green technologies, old buildings can even use 25
less energy than flashy new buildings that may take decades to save more emissions than were
created during their construction.

© UCLES 2023 0500/21/INSERT/O/N/23

Cambridge IGCSE™
* 1 1 6 9 0 5 0 4 6 1 *

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition October/November 2023

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INSTRUCTIONS
● Answer two questions in total:
Section A: answer Question 1.
Section B: answer one question.
● Use a black or dark blue pen.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● If additional space is needed, you should use the lined pages at the end of this booklet; the question
number or numbers must be clearly shown.
● Dictionaries are not allowed.

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (LK) 315048/1
© UCLES 2023 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Imagine that you are a student of a school which is considering whether or not to demolish an old
building on its site.

Write the speech you give to a meeting of local people, expressing your views.

In your speech you should:

• evaluate the ideas, attitudes and opinions about buildings given in both texts
• based on what you have read, justify your views on whether the school’s old building should
be replaced or reused.

Base your speech on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

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© UCLES 2023 0500/21/O/N/23

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Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe a theme park or attraction when it is open and when it is closed.

Descriptive Writing

3 Describe a group of people meeting to rehearse or practise.

Narrative Writing

4 Write a story that includes the words, ‘… I realised it was my responsibility …’.

Narrative Writing

5 Write a story with the title, ‘The portrait’.

© UCLES 2023 0500/21/O/N/23

Please write your chosen question number here (2, 3, 4, 5): .............

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[40]
© UCLES 2023 0500/21/O/N/23
Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition October/November 2023

INSERT 2 hours

INFORMATION
*2027978988-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (LK) 315054/1
© UCLES 2023 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: The benefits of listening to podcasts

The writer of this blog entry works as a sales representative for a clothing company.

Podcasts have been around for years, but I have only recently discovered what a great use of
time they are. Most of my work colleagues always seemed to have their earphones in, but what
were they listening to? I had heard of podcasts. I knew they were a kind of audio programme you
could subscribe to and listen to, for example on your smartphone, whenever you like. I had not
realised how much I would enjoy them, especially when faced with administrative tasks in the 5
office. I whizz through those boring tasks now.

Podcasts come in a variety of lengths, so it’s easy to listen to an episode even if I only have half
an hour between meetings or video calls with clients. If you don’t finish listening in one sitting,
they’re always at your disposal on your phone, computer, or tablet to pick back up later. The best
podcasts sound like you are listening to a real conversation. They can really help to relieve stress 10
and give you something interesting to talk about at break.

Outside of work, I use podcasts to help me focus while running, cooking, and even cleaning (I get
more done that way). Friends joke that I am in my ‘own little podcast world’ most of the time.
Topics that I enjoy most include health, fashion and exercise – I find them incredibly motivational.
I subscribe to about 150 podcasts, and to fit them all in have started to ‘podfast’ (listening to 15
podcasts on double, sometimes triple speed, which I’m noticing boosts my energy levels).

Many studies on the benefits of podcasts show that they help us to become better listeners
and have a greater appreciation for simply listening. Podcasts stimulate mental imagery more
intensely than anything we watch or read.

There is nothing to lose by making podcasts a part of your regular lifestyle. Whether you want 20
to learn a new skill for work, keep up with the news or need to be inspired, there is a podcast
for you! I don’t listen to music as much any more as there’s so much out there to learn about.
Podcasts offer a vast range of topics and for the most part they’re free.

There truly is something for everyone.

© UCLES 2023 0500/22/INSERT/O/N/23

Text B: I listen to 35 hours of podcasts every week. Is that bad?

A few weeks ago, I caught the bus back from work, and before I even sat down, started
rummaging in my backpack for my earphones.

Content removed due to copyright restrictions.

While these studies don’t specifically look at the difference between music and spoken content,
could saturating our minds with information in audio form be just as problematic as spending
every waking hour consuming any other kind of media?

© UCLES 2023 0500/22/INSERT/O/N/23

Cambridge IGCSE™
* 2 0 2 7 9 7 8 9 8 8 *

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition October/November 2023

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (LK) 315053/2
© UCLES 2023 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Imagine you are an employee of a business in which listening to podcasts is not allowed.

Write a letter to persuade your boss that staff should be allowed to listen to podcasts in their
workplace.

In your letter you should:

• evaluate the ideas, attitudes and opinions about podcasts given in both texts
• consider the concerns your boss might have
• suggest some of the benefits of staff listening to podcasts, based on what you have read, for
both the staff and the business.

Base your letter on what you have read in both texts, but be careful to use your own words.
Address all of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

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© UCLES 2023 0500/22/O/N/23

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Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe an object that has been broken for a long time.

Descriptive Writing

3 Write a description with the title ‘A special building – inside and outside’.

Narrative Writing

4 Write a story that includes the words ‘… I realised I had been here before …’.

Narrative Writing

5 Write a story with the title ‘The ball’.

© UCLES 2023 0500/22/O/N/23

Please write your chosen question number here (2, 3, 4, 5): ............

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[40]
© UCLES 2023 0500/22/O/N/23
Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition October/November 2023

INSERT 2 hours

INFORMATION
*5360878886-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (LK) 315056/1
© UCLES 2023 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: What does ambition mean to you?

You’ve probably heard the word ‘ambition’ often throughout your life, perhaps from relatives
telling you to aim high and work harder to get there, or maybe from a coach or well-meaning
friend who thinks you should ‘just go for it’, however ridiculous or unlikely ‘it’ is.

You probably do have some dreams and ambitions of your own. Large or small, they are important
to you because you’re taught that you need them to guide you on your journey to success. This 5
message has surrounded you for as long as you can remember, so you probably have an idea
what ‘being ambitious’ means. However, ask around and you’ll discover that not everyone has
the same definition.

Old-fashioned dictionaries might define ambition as ‘a desire for some type of achievement or
distinction, and the willingness to strive for its attainment’. More modern explanations might 10
explain it as ‘trying hard to take on a goal of some kind – a goal that’s usually far too hard to
accomplish, so the ambitious person ends up only half-way there.’ Sounds way more familiar,
right?

Your ambitions shape your life, affecting your decisions and your sense of who you are. Maybe
you’re naturally prone to have big dreams and ideas that must be achieved at all costs – world 15
champion, best-selling author or famous actor? Or perhaps you really weren’t born with ambition,
but it seems like it is the key to success that everyone implies you should have. Nothing bad can
come from having an ambition or two, can it?

We look up to ambitious people – entrepreneurs, sports stars and celebrities. You grow up
believing that you should be just as ambitious and successful and do everything to achieve that. 20
To get ‘better’, you absolutely must get ‘bigger’ – so that not only you but everyone else in your
work, sport or activity will know that you have ambition.

But is there a difference between something being an ambition and something being an
expectation? Doesn’t achieving what is expected of you really depend on whether you were
ready for the challenge to start with, rather than how much you dream about it? 25

We’ve all been raised by media to believe that we can do everything we put our minds to –
become scientists, artists, and pop stars – that the world is ours. Well, how many people can
really say they succeeded? Not that many, probably. Redirecting ambition towards what is
genuinely important to you means you will be way more satisfied with your everyday life.

© UCLES 2023 0500/23/INSERT/O/N/23

Text B: Ambition – a positive in business?

Ambition is a positive quality – ask any successful entrepreneur. If you’re more naturally driven
to set goals and accomplish them, you’ll be more likely to succeed than someone who isn’t, yes?

Actually, no: this isn’t always the case. In fact, in some cases, extreme ambition may cause more
harm than good.

The first major side effect of excessive ambition is the tendency to focus too stubbornly on one 5
particular vision or end goal. For example, if you set out to make your fortune by the time you’re
30, everything that doesn’t immediately appear to get you closer to that goal may seem useless
to you and you miss out on the enjoyment of the ‘journey’.

Experts suggest that relationships are more important than ambition when determining a person’s
ability to succeed. Being ambitious often makes you inherently more selfish, driving you to pursue 10
individual goals at the possible expense of your family, friends and community.

Excessive ambition also hinders your ability to adapt to new circumstances (vital if you want
to be successful). If a competitor emerges to threaten your business, you may need to change
direction and readjust your goals. If you have too much ambition, you’ll find this hard.

Being overly ambitious can also make you too keen to progress too quickly. You’re better off 15
keeping your ambition in check and aiming for slower, steadier growth.

Few people are successful when trying to build their first business. This is natural and partly due
to lack of experience. Unfortunately, for the most ambitious entrepreneurs, a failure is seen as
devastating, something they had never thought about and impossible to recover from. However,
for people with more realistic ambitions, failure is just a temporary setback, part of the learning 20
experience.

According to recent studies, ambitious people do tend to be more materialistically successful

than their non-ambitious counterparts, progressing further in their careers and making more
money. However, they were only slightly happier and not always healthier.

© UCLES 2023 0500/23/INSERT/O/N/23

Cambridge IGCSE™
* 5 3 6 0 8 7 8 8 8 6 *

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition October/November 2023

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (LK) 315055
© UCLES 2023 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Imagine that your friend has an ambitious plan for their future and has asked for your views.

Write a letter to your friend offering your advice.

In your letter you should:

• evaluate the ideas, attitudes and opinions about ambition given in both texts
• based on what you have read, discuss the factors your friend needs to consider to decide if
they should follow their ambition.

Base your letter on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

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© UCLES 2023 0500/23/O/N/23
3

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[40]
© UCLES 2023 0500/23/O/N/23
6

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe the people waiting for an important visitor to arrive.

Descriptive Writing

3 Describe the contents of a drawer or cupboard.

Narrative Writing

4 Write a story about a time when you were in charge.

Narrative Writing

5 Write a story with the title, ‘Out of reach’.

© UCLES 2023 0500/23/O/N/23

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

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© UCLES 2023 0500/23/O/N/23 [Turn over
8

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© UCLES 2023 0500/23/O/N/23
9

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[40]
© UCLES 2023 0500/23/O/N/23
Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition May/June 2023

INSERT 2 hours

INFORMATION
*4700018105-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (EF) 315022/2
© UCLES 2023 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: Can the world be saved from over‑tourism?

We’ve officially entered the era of too much tourism. Sand has been removed by tourists from
famous beaches and some cities impose fines on weary tourists just for sitting down in crowded
hotspots. As local people fear being priced out of their towns and cities, stringent rules and
limitations are imposed on holiday rentals. In Thailand, one popular destination has been closed
indefinitely to allow its ecosystem to recover from the millions of tourists who have visited over 5
recent years. Tourism taxes are becoming more common and, in some areas, are being used to
restrict access to all but the wealthier clientele.

In a recent forum, tourism experts said that over‑tourism was real: ‘The overcrowding on the
streets, the rising rents, the hostility of residents – they can’t be denied.’

Over‑tourism takes different forms in different places. In European cities, the over‑crowding and 10
pressure on resources, such as energy, water and health services, are obvious, but in many
countries across the globe too many people are trying to gain access to fragile landscapes,
buildings and ancient monuments.

In Iceland, the situation is different. ‘The growth has been very fast,’ explained the country’s
head of tourism. She was quick to clarify there are advantages to this tourism boom. Iceland’s 15
economy has been transformed. ‘It’s improved our lives. We enjoy a wider range of services and
we can fly to more destinations.’

But pressure on popular tourist sites leaves environmental damage and changes people’s
attitudes. Social media plays a role and brings challenges and opportunities. Iceland’s landscape
attracts attention, with hot springs and dramatic landscapes. ‘Some celebrity puts out a selfie 20
and suddenly hundreds start visiting some remote waterfall that isn’t ready for the numbers. It
can be difficult to manage expectations.’

Over‑tourism impacts housing and the lives of local people and does not always bring benefits.
Tourists in big groups visit some of the oldest places in the world, using companies that don’t
share their wealth with local communities. That creates conflict with the population because they 25
consider that tourist hotspot to be theirs. ‘That’s their own culture, their own ancestors and they
get no benefit,’ said one expert.

© UCLES 2023 0500/21/INSERT/M/J/23

Text B is taken from a magazine article about living in a famous tourist destination.

In the summer, Paolo Santini shares his hometown with three million temporary residents. A
cultured man, Paolo has worked for 40 years in the city’s museum, curating the region’s ancient
treasures exhibited for the visitors. Indeed, the day I interviewed him the museum was packed
with weary families wandering aimlessly through Paolo’s beloved artefacts.

‘I was born here,’ he says, ‘in what was a rural backwater a few miles away. My father had a 5
small farm and eked out a living, but it was tourism that gave me my profession and a decent
standard of living. A lot of money has gone into making this city a popular destination.’

He owns a modest house on the outskirts of the city, in what used to be a fishing village where his
ancestors sold their catch on the beach. It’s become a popular area in recent years for summer
homes for those who live elsewhere most of the year. Paolo says the summers are difficult for 10
locals. The traffic is suffocating, and the pavements are crowded and hot. ‘At least the city’s
facilities are open all year now. Everything used to close in the winter. Most of the cultural events
and festivals are still organised around the visitors. We’ve spent decades “improving the visitor
experience”, as they say.’ Paolo betrays only a hint of irony.

The city’s central squares are lined with cramped, packed cafes and restaurants, which make 15
me question the visitors’ experience. Local shops have been bought up and converted to cafes
and souvenir shops. ‘There are no chemists or butchers left in the centre now and the rents are
sky high,’ says Paolo. His adult son lives at home, unable to afford his own house. There are
rumblings of more organised discontent, with residents’ groups resisting further incursions of
tourism or the rising costs of living in a city they no longer recognise as theirs. 20

Paolo is ambivalent: ‘This city has given me a good life, better than I could have expected as a
child. In my line of work, cultural exchange between people is good and tourism can expand all
our horizons. But I hope we know how and when to put the brakes on it.’

© UCLES 2023 0500/21/INSERT/M/J/23

Cambridge IGCSE™
* 4 7 0 0 0 1 8 1 0 5 *

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition May/June 2023

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (EF) 315021/2
© UCLES 2023 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Write an article for young people, advising them what they need to consider when deciding on a
holiday destination.

In your article you should:

• evaluate the ideas, opinions and attitudes in both texts
• suggest what young people should consider in order to make a responsible decision.

Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2023 0500/21/M/J/23
3

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2023 0500/21/M/J/23 [Turn over
4

..........................................................................................................................................................

.................................................................................................................................................. [40]

© UCLES 2023 0500/21/M/J/23

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe a shop you remember visiting in the past.

Descriptive Writing

3 Describe the experience of seeing an animal.

Narrative Writing

4 Write a story which includes the words, ‘… I was convinced I was right …’.

Narrative Writing

5 Write a story with the title, ‘The silk ribbon’.

© UCLES 2023 0500/21/M/J/23

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2023 0500/21/M/J/23 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2023 0500/21/M/J/23
9

..........................................................................................................................................................

.................................................................................................................................................. [40]

© UCLES 2023 0500/21/M/J/23

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

..................................................................................................................................................................
© UCLES 2023 0500/21/M/J/23
Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition May/June 2023

INSERT 2 hours

INFORMATION
*2348456487-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (CJ) 315030/2
© UCLES 2023 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: What are you sorry for?

Yesterday, after complaints I’d made to an online retailer for their very poor customer service,
I finally received an email in reply. ‘At last,’ I thought, ‘an apology.’ And indeed, it was an apology
of sorts: a careful set of stock phrases which expressed some limited awareness of their
shortcomings with a flourish at the end, hoping that I would ‘return very soon to purchase from
our unique range of bestselling rugs and soft furnishings.’ Now, I know saying sorry is never 5
easy, but I was left with the impression that this writer had been schooled in some business
training session that taught employees how to turn an apology into a marketing tool!

There’s a lot of apologising these days. But, like my email, is there any real substance to such
acts of contrition if they are merely designed to reflect well on whoever is making them?

Everyday apologies are part of polite discourse in many cultures, of course. We apologise for 10
interrupting people in meetings – as we interrupt them – and we often apologise for things that
aren’t even our fault, just to keep the wheels of civilised life turning. I taught my children to
apologise for their misdemeanours as soon as they could speak, though it rarely prevented further
incidents of snatching toys from their siblings or having a tantrum in a shop. However, in adult
life, and especially at work, apologies (even for glaringly obvious errors) are often considered the 15
ultimate weakness.

Perhaps the online company who offered me their ‘apologies’ yesterday for wasting my time,
sending me the wrong item, taking my money and refusing to return it for weeks were reluctant
to admit their faults for fear I would require some compensation as a token of their sincerity.
Actually, a real apology would have been sufficient, and I might well have been more disposed to 20
peruse their unique ranges again as a result. As things are, I’ll be staying well clear of their soft
furnishings and their grudging apologies.

© UCLES 2023 0500/22/INSERT/M/J/23

Text B: The power of an apology

Saying ‘I’m sorry’, even when you’re not at fault, is an automatic reaction. You’ve probably said it
many times this week. Over-apologising for things you can’t control can make people think less
of you. Apologising for sneezing, being pushed into someone else or being interrupted could
backfire on you.

A leading psychotherapist says that over-apologising, or apologising because you think you 5
should, is harmful: you may think you’re presenting yourself as a caring person, but you’re
sending the message that you lack confidence and are ineffectual. ‘It can give some people
permission to treat you poorly,’ she warns.

Such behaviour can also lessen the impact of a necessary apology. If you say ‘I’m sorry’ for
every little thing, it will carry less weight for situations that warrant a sincere apology. We all know 10
someone who constantly apologises, and it can be irritating.

One study found that apologising for intentionally rejecting someone, such as cancelling plans
you’ve made, could make the other person feel that they have to forgive before they are ready.
Apologising for your own sake, rather than to acknowledge the hurt caused, can be perceived as
insulting. 15

Choosing not to apologise may even have psychological benefits. Researchers found that people
who refused to express remorse showed signs of greater self-esteem.

However, there are some circumstances in which a sincere apology is beneficial. A professor
of behavioural science explained that some apologies can encourage forgiveness and repair
relationships, but they require more than just saying ‘I’m sorry’: the person must express genuine 20
remorse and offer to make amends in a meaningful way. We protect ourselves from facing the
possibility that we messed up and from rejection. An apology, no matter how heartfelt, does not
always elicit forgiveness.

The debilitating effects of the shame we may feel when we’ve hurt another person can eat away
at us. By taking responsibility for our actions, we help rid ourselves of self-reproach and guilt. 25
Some people feel that genuinely apologising can help us develop self-respect if we have the
courage to admit we are wrong and don’t offer excuses. Saying sorry helps us remain emotionally
connected to others. Knowing we have wronged someone may cause us to distance ourselves
from the person, but once we have apologised, we can become closer.

© UCLES 2023 0500/22/INSERT/M/J/23

Cambridge IGCSE™
* 8 1 0 4 1 6 0 7 8 2 *

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition May/June 2022

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (NF) 302587/2
© UCLES 2022 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Write an article for young people about outdoor learning.

In your article you should:

• evaluate the ideas, opinions and attitudes given in both texts
• give your own views about whether or not an outdoor education for children and young people
is feasible or desirable.

Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

© UCLES 2022 0500/22/M/J/22

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/M/J/22 [Turn over
4

..........................................................................................................................................................

[Total: 40]
© UCLES 2022 0500/22/M/J/22
6

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe an outdoor event which is ruined by bad weather.

Descriptive Writing

3 Describe a group of people who are on holiday.

Narrative Writing

4 Write a story with the title, ‘The lake’.

Narrative Writing

5 Write a story that involves looking after a child.

© UCLES 2022 0500/22/M/J/22

Please write your chosen question number here (2, 3, 4, 5): .................

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/M/J/22 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/M/J/22
9

..........................................................................................................................................................

[40]
© UCLES 2022 0500/22/M/J/22
10

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition May/June 2022

INSERT 2 hours

INFORMATION
*2027406807-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (PQ) 302083/3
© UCLES 2022 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: Permission to play: let’s make fixing things cool again

This text is about encouraging people to repair their broken belongings.

Yellowed kitchen appliances, dust-streaked radios, unresponsive DVD players: the table was
strewn with stuff that even a junk shop’s discounts couldn’t make enticing. Most of the electronics
were broken and all of them had outlived their usefulness. Maybe our grandparents would have
had a go at fixing objects but the number of children that day, screwdrivers in hand, who crowded
the table just to get a look inside this stuff, made me hope we could revive old skills. 5

The participants of the event were a little different from those I usually cater for at iFixit, a free
online repair guide for everything from cracked mobile phones to oil changes for your car. My
company’s mission is to teach as many people as possible how to fix the stuff they own, kids
included.

And kids were just as eager to learn as we were to teach them. The venue was crowded and 10
noisy, but once they pried up the hood of a device, the world faded as pint-sized tech explorers
were let loose on intricate circuit boards and motors. One teenager spent two hours working on
an obsolete video player. It was amazing to watch the old relic whirr back to life.

Kids are born tinkerers: they like to fiddle with contraptions, experiment with ‘What happens if…?’
All they need is someone to put a device in one hand, a screwdriver in the other, and ask, ‘Do 15
you want to take this apart?’ and their eyes go wide with astonishment. After all, their parents
have been telling them not to take things apart their entire lives.

As adults, we enjoy our toys and gadgets too, though ours are more expensive so we keep
younger hands away. Give kids something to take apart and their faces light up with excitement.
Give adults the same device, and intimidation clouds their faces. That fear comes from a lifetime 20
of feeling like electronics are beyond us and we’re not qualified to tackle them. There are all
kinds of pressures on us to replace rather than fix.

© UCLES 2022 0500/23/INSERT/M/J/22

Text B: Can we fix it? The repair cafes waging war on throwaway culture

The following text is about the ‘repair shop cafe’ movement.

A vacuum cleaner, two laptops, an e-reader, a washing machine, hair clippers, three chairs, a
pair of jeans, and a remote-control helicopter. All broken.

It sounds like a pile of things that you’d stick in boxes and take to the rubbish tip. In fact, it’s a list
of things mended in a single afternoon by eager volunteers in just one of the many repair shop
cafes springing up. 5

This repair cafe is part of a burgeoning international network aimed at confronting a world of
‘stuff’, of fridges and dishwashers littering dumps in countries far from where they were bought
and the rubbish swilling through the oceans. There are now even TV programmes showing how
treasured objects are restored and fixed.

The hair clippers belong to William, who describes himself as ‘mechanically incompetent’. He sits 10
down at the table of Christine who volunteers at the cafe, where people can bring household items
to be fixed for free. In less than five minutes, Christine, a librarian, has unscrewed and removed
the blades, cleaned inside the machine, oiled the blades, and screwed it all back together.

Today, the repairers will divert 24 kg of waste from going to landfill. Some items can’t be fixed on
the spot but very little needs to be thrown away. 15

Some volunteers are drawn to repair cafes to combat this ‘throwaway culture’. The average
lifespan for a piece of clothing in many countries is 3.3 years. In some countries it’s less than
that.

Manufacturers design products to break down after a certain amount of time, and make them
difficult or expensive to fix. One repair cafe volunteer, Stuart Ward, explains, ‘Fixing items is 20
actively discouraged by many manufacturers. We believe in the right to repair. You own your
equipment; you should be allowed to take a screwdriver to it and play with it.’

‘Some repair cafes do the repair in front of the customer, not out in the back, not hidden,’ says
the lead IT technician in one repair cafe. ‘It’s a matter of confidence, not magic. Someone put it
together, someone can take it apart.’ 25

© UCLES 2022 0500/23/INSERT/M/J/22

Cambridge IGCSE™
* 2 0 2 7 4 0 6 8 0 7 *

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition May/June 2022

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (PQ) 302082/2
© UCLES 2022 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

The headteacher of your child’s school is considering setting up a repair café run by volunteers in
the school; the headteacher has asked for opinions from parents.

Write a letter to the headteacher giving your views as a parent.

In your letter you should:

• evaluate the ideas, attitudes and opinions given in the two texts
• give your views about whether or not a repair café is a good idea for students, staff and the
wider community.

Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/23/M/J/22
3

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/23/M/J/22 [Turn over
4

..........................................................................................................................................................

[Total: 40]

© UCLES 2022 0500/23/M/J/22

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive writing

2 Describe a group of people meeting for the first time after a long separation.

Descriptive writing

3 Describe a city street in very bad weather.

Narrative writing

4 Write a story with the title, ‘The prize’.

Narrative writing

5 Write a story which involves having to correct a mistake.

© UCLES 2022 0500/23/M/J/22

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

© UCLES 2022 0500/23/M/J/22 [Turn over

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/23/M/J/22
9

..........................................................................................................................................................

[Total: 40]
© UCLES 2022 0500/23/M/J/22
10

Additional page

If you use the following page to complete the answer to any question, the question number must be
clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition February/March 2023

INSERT 2 hours

INFORMATION
*5026858357-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (KN) 315196/1
© UCLES 2023 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: The paradox of fast fashion and the young

If the last few years have taught us anything about Generation Z (those born after 1996) it’s that
they’re environmentally aware. Protesting the state of the Earth they’re set to inherit is part of
their routine.

And yet when it comes to one of the most polluting industries on Earth, Generation Z presents
something of a paradox. Their coming-of-age has coincided with the height of social media and 5
the advent of ultra-fast fashion brands that target young people online with enticing discounts
and influencer partnerships. Environmentally engaged but seduced by what’s new and ‘now’,
young people face a dilemma.

Lauren Bravo is an author who tackles the effects of our shopping addiction. She understands
why fast fashion is attractive to young people. ‘The cost of living has rocketed over recent years; 10
it’s hardly surprising that today’s teens and twenty-somethings are buying cheap clothes as small
“pick-me-ups”,’ she says. ‘When expensive holidays and home ownership are off the agenda,
what do you do? You buy a cheap garment.’

‘Slow fashion’ advocate Caroline Jones attracted press coverage when she committed to
wearing only recycled outfits from second-hand clothes shops for a year. She has two teenage 15
children and can relate to that youthful frenzy of discovering new trends for the first time and
developing your own style. ‘For me, in my 50s, I’ve seen all of these trends before,’ she says, ‘but
when you’re young, everything’s shiny, new and exciting. You see on social media what these
influencers are styling up and the brands of affordable clothes being promoted.’ Her daughter
sometimes swaps clothes with her friends, but with the staggeringly low cost of clothes from 20
some outlets, she could purchase a new outfit for every event. Yet according to experts, simply
doubling the length of time we keep our clothes would cut carbon emissions by 44 per cent.

© UCLES 2023 0500/22/INSERT/F/M/23

Text B

The following passage is taken from an interview with a young student of fashion design, for a fashion
magazine.

Interviewer: Georgio, you’re about to study for a degree in fashion design, so I imagine fashion is
an essential part of your life!

Georgio: Of course, but I think most young people look to develop their own style, their own
identity and use clothes and fashion to express themselves. We’re not all obsessed with being
on trend. For young professionals like me, the prospect of a lifetime of drab suits, a strict uniform 5
or appropriate work attire is depressing. Many young people spend years encased in ugly school
uniforms and can’t wait to experiment with a range of different looks. Fashion is an inexpensive
way to lift your mood at a time when young people face many challenges.

Interviewer: The way that particular brands dominate the teenage market seems to suggest
there’s not much experimenting going on. I’ve read that an outfit worn more than three times is 10
considered ‘old’!

Georgio: Not everyone has the confidence to use clothes in a unique way. Young people also
use fashion to identify themselves as part of a group with its own look. But it’s easy for older
people to criticise. You’ve found a style that suits your lifestyle, your body and your image but
that takes time. Social media, advertising and so-called ‘influencers’ who promote certain brands 15
can make choices more confusing for young people, but we’re not mere followers. We’re aware
of the effects of our choices on the environment and on people who produce our clothes. While
older people can afford to limit their wardrobe to those expensive, ‘classic’ items, young people
are already doing their fair share of saving the planet in other ways. It’s a relatively short phase in
their lives when fashion provides a much-needed creative outlet. 20

Interviewer: What are your plans when you qualify as a fashion designer?

Georgio: The fashion industry can certainly do better, for the environment and its young clientele.
The vintage fashion market is burgeoning, which shows there’s an appetite for more sustainable
fashion that isn’t being met by companies producing cheap, synthetic clothes. But we must
accept that young people aren’t ready at 16 or 18 to buy only those items they’ll still be wearing 25
at 28 or 30. Expecting them to do that would deny them an important rite of passage that their
parents’ generation had.

© UCLES 2023 0500/22/INSERT/F/M/23

Cambridge IGCSE™
* 5 0 2 6 8 5 8 3 5 7 *

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition February/March 2023

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (KN) 315006/1
© UCLES 2023 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Write a speech for your year group explaining whether or not you think young people should
change their attitudes to fashion.

In your speech you should:

• evaluate the attitudes and ideas in both texts
• give your views, based on what you have read, on the effects a change in attitudes to fashion
might have on young people, the fashion business and the environment.

Base your speech on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

© UCLES 2023 0500/22/F/M/23

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2023 0500/22/F/M/23 [Turn over
4

..........................................................................................................................................................

.................................................................................................................................................. [40]

© UCLES 2023 0500/22/F/M/23

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Write a description of an untidy room.

Descriptive Writing

3 Write a description with the title, ‘A sunny day in a town or city’.

Narrative Writing

4 Write a story which includes the words, ‘… I had a feeling I might be wrong …’.

Narrative Writing

5 Write a story with the title, ‘The watch’.

© UCLES 2023 0500/22/F/M/23

Please write your chosen question number here (2, 3, 4, 5): .................

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2023 0500/22/F/M/23 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2023 0500/22/F/M/23
9

..........................................................................................................................................................

.................................................................................................................................................. [40]

© UCLES 2023 0500/22/F/M/23

Additional page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition October/November 2022

INSERT 2 hours

INFORMATION
*7122175344-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (CE) 302321/2
© UCLES 2022 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: Finding the perfect gift

This article was written by a manager of a successful chain of shops.

Gift-giving is an important part of human interaction. It has been documented throughout human
history, across all cultures, as a unique pastime that has helped to define relationships and
strengthen bonds between family, friends, workers and many more groups.

Most people expect to receive a quite high standard of gift, which can put pressure on the
individual who gives the present. Every gift has to be better than the last. 5

There is an enormous sense of satisfaction when seeing the joyful expression on the face
of someone you’ve given a gift to, and gift-giving really comes into play when you’re missing
someone or working away from home. Now, it’s a lot easier to order a gift online and send it.
It can be a replacement for not being there with the person. The right gift brings a little slice of
happiness. 10

Coming up with creative gift ideas is somewhat of an art form. And just like any other type of art,
some of us just aren’t that good at it. But if you want to avoid the dreaded silence that comes
after someone opens the worst gift ever – your gift – put in a little extra time and effort. Purchase
practical, quality gifts that the person will actually use and will last a lifetime.

The gift of a carefully chosen ornament displayed in the home for many years can be a source of 15
happiness to both giver and receiver.

Vintage gift ideas are very popular at the moment – unique and much sought-after items to be
treasured. Who can resist a gift that will hold, or even increase its value – a piece of antique
jewellery, a stylish photo frame perhaps?

Save money and reduce packaging waste by making your own gifts such as baked goods in 20
reusable containers, homemade soaps or homemade jewellery. Instead of buying cards, either
make your own using recyclable paper or send an e-card. There are lots of great websites where
you can make personalised, animated or traditional cards sent right to your friends’ and family’s
inbox.

And if you’re unlucky enough to have gift givers who often get it wrong, why not host a gift-swap 25
party with friends, family, or colleagues? It’s a great way to find a home for your unwanted gifts.

© UCLES 2022 0500/21/INSERT/O/N/22

Text B: Experience days and gift experiences

This online blog was written by the owner of a company which sells gift vouchers for experience
days and activities.

Things no longer matter. Experiences do.

Why? Because in the modern day, the need to own things is dissipating. We don’t need DVDs,
CDs or vinyl records anymore because we all have subscriptions to streaming platforms for
music, film and TV. We don’t need photo albums, calendars or books because everything exists
in environmentally friendly, digital form. 5

The media want us to think that buying things for ourselves and each other will make us happier.
A simple look at the facts shows us this isn’t the case, and it seems we have figured that out.

Recent surveys prove that experiences elicit more happiness than buying material things.

Yan Young of online adventure company, bestdaysever.com, explains, ‘Even your most treasured
possessions remain separate from you. Experiences become embedded in your memory: they’re 10
part of you.’

After all, would people rather hear about your new shoes or the time you took a ride in a hot-air
balloon over mountains?

Many of our parents didn’t have the ability to travel as much as we do, or the freedom to easily
change jobs, relocate or start a business like you can in today’s world. Therefore, they valued 15
things – jewellery, cars, houses – signs of prosperity and stability. Things showed you were
successful, they thought, but things can be lost, stolen or damaged.

Most of us have way too much stuff. One survey found that 1 in 7 Americans has a room in their
home that they can’t get into because it’s filled with things they rarely use. And the more things
we accumulate, the more miserable we become. Lifestyle gurus call it ‘Stuffocation’. Meanwhile, 20
the trend towards ‘no ownership’ advocates investing in experiences that improve life and don’t
need wrapping.

Online companies offer a range of experience gifts at increasingly competitive prices: cooking
classes, tickets to festivals, goat yoga (part exercise class, part petting zoo and 100 per cent
adorable), race-car driving, foreign travel, escape room (you’re locked in a room and forced to 25
find your way out by solving dozens of puzzles before the timer runs out), even a house-cleaning
service (an experience I’ll probably gift to myself).

© UCLES 2022 0500/21/INSERT/O/N/22

Cambridge IGCSE™
* 7 1 2 2 1 7 5 3 4 4 *

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition October/November 2022

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (CE) 302588/1
© UCLES 2022 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Imagine you have a friend who is considering whether to buy a gift experience for someone they
know, or to choose another type of gift. They have asked for your advice.

Write a letter to your friend offering your advice.

In your letter you should:

• evaluate the ideas, opinions and attitudes given in both texts
• explain what your friend needs to consider when deciding on the most appropriate type of gift
for this person
• give reasons to support your advice.

Base your letter on what you have read in both texts, but be careful to use your own words.
Address all of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/21/O/N/22
3

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/21/O/N/22 [Turn over
4

..........................................................................................................................................................

[40]
© UCLES 2022 0500/21/O/N/22
6

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive writing

2 Describe walking or riding along a path or track you have not explored before.

Descriptive writing

3 Write a description with the title, ‘Getting busier and busier’.

Narrative writing

4 Write a story that includes the words, ‘… this was like no creature I’d encountered before …’.

Narrative writing

5 Write a story with the title, ‘The forest’.

© UCLES 2022 0500/21/O/N/22

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/21/O/N/22 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/21/O/N/22
9

..........................................................................................................................................................

[Total: 40]
© UCLES 2022 0500/21/O/N/22
Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition February/March 2022

INSERT 2 hours

INFORMATION
*7996798325-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (NF) 302318/1
© UCLES 2022 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: Why can’t some people just keep still?

The following text discusses why some people fidget more than others.

Not long ago, handheld toys called fidget spinners became so popular that they had to be banned
from some schools. They were marketed as useful ‘stress relievers’ but had become distracting
in classrooms. However, it’s not just kids who like to fidget. Look around your office and you will
probably see people bouncing their legs up and down, turning pens over in their hands, chewing,
doodling – not because there’s something wrong with them: they’re just fidgety people! 5

We all know someone who can’t keep still, but why do some people fidget more than others? And
if fidgeting really helps to relieve stress, does that mean we should all embrace it?

Research suggests fidgeting or moving around might help us to increase or lower our attention,
depending on what is required – either calming or energising us.

People who fidget tend to do so when their minds are wandering and their fidgeting can affect 10
concentration. Memory and comprehension are sometimes badly affected by fidgeting, but for
some people it can provide a solution. Fidgeting could provide physiological stimulation to bring
our attention and energy to a level that allows our minds to better focus on the task at hand.

Supporting this, one study found that people who were allowed to doodle or draw during a
conversation remembered more facts from it than those who weren’t. We also know that some 15
children with specific attention problems perform better when they are engaged in spontaneous
physical activity, though no such effect was seen for children without such problems.

Fidgeting might also help us to unconsciously maintain our weight. How can such tiny movements
make a difference? Well, it turns out fidgeting while sitting or standing actually increases the
calories you burn and can use up around 800 calories a day. One study following 12,000 adults 20
over time found that high levels of fidgeting reduced mortality amongst those with more sedentary
lifestyles.

You can’t learn to become a fidgety person – it seems some people are just born fidgeters.
Studies show that levels of spontaneous physical activity do run in families.

One final explanation for fidgeting is that it is a behavioural coping mechanism for stress. It 25
seems that being bored can cause stress. Physiological signs of stress rise significantly during
periods of sustained attention, such as listening in lessons, so learners may fidget to relieve that
stress.

© UCLES 2022 0500/22/INSERT/F/M/22

Text B: The fidget fad

The following text, written by a teacher, is about the use of fidget gadgets in their lessons.

Having already endured many teenage fads, I was beginning to hope that we could make it to
the end of the academic year without another craze. Then came various so-called fidget gadgets.

One example is the Fidget Cube, the brainchild of dynamic business partners Dominic and
Yvonne Duchamp. It has graced many classrooms recently. It is a small plastic device with
temptingly clickable, twistable and flickable surfaces. The makers claim the cube reduces 5
more disruptive fidgeting such as rulers being wobbled on the edge of tables. They also claim
it increases memory capacity and boosts creativity. To be fair, my mother can’t sit still either,
even in old age – she knits all the time – and many workers’ devices are packed with pleasantly
distracting apps and games.

Many users of fidget gadgets defend them as a relief to classroom tedium. The Duchamps 10
hoped to highlight that fidgeting itself ought not to be ‘stigmatised and mocked’. I agree that
these gadgets benefit some students in certain situations, but to claim that they will destigmatise
fidgeting is spurious.

My problem with these devices is not with the dubious claims of the beneficial effects on users
but with the effect they have on others in the home or the classroom. They’re an inescapable 15
distraction. While most adults at work may use these devices responsibly, teenagers lack the
self-discipline to avoid making a display of their new toy.

If I were a parent, I would want to maximise my child’s learning in whichever way I could but
where’s the evidence these gadgets work? I would simply ask them to consider whether their
child really needs one. 20

© UCLES 2022 0500/22/INSERT/F/M/22

Cambridge IGCSE™
* 0 1 6 2 8 3 6 6 2 6 *

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition October/November 2022

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (NF) 302589/1
© UCLES 2022 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Imagine that schools in your area are considering either introducing or abandoning handwriting
lessons for all younger students. You have been invited to speak at a meeting of teachers and
parents to discuss the idea.

Write the words of your speech.

In your speech you should:

• evaluate the ideas, attitudes and opinions given in both texts about handwriting and keyboard
skills
• give your own views, based on what you have read, about whether or not handwriting lessons
in school are a good idea.

Base your speech on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/O/N/22
3

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/O/N/22 [Turn over
4

..........................................................................................................................................................

[40]
© UCLES 2022 0500/22/O/N/22
6

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive writing

2 Describe a flying object or creature as it takes off, moves through the air and then lands again.

Descriptive writing

3 Write a description with the title, ‘A moment of stillness’.

Narrative writing

4 Write a story that includes the words, ‘… this opportunity was too good to miss …’.

Narrative writing

5 Write a story with the title, ‘Lost’.

© UCLES 2022 0500/22/O/N/22

Please write your chosen question number here (2, 3, 4, 5): ............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/O/N/22 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/O/N/22
9

..........................................................................................................................................................

[40]
© UCLES 2022 0500/22/O/N/22
10

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition October/November 2022

INSERT 2 hours

INFORMATION
*0118378045-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (NF) 302317/1
© UCLES 2022 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: No more long school holidays

This text is a letter from the headteacher of Champion School.

Dear Parent/Guardian,

I am delighted to announce that from next month, Champion School will become an all‑year‑round
school – the first in the district. As you join me in celebrating the exciting news, I would like to
outline the new schedule and share with you some of the benefits all‑year‑round schooling offers
your child. 5

All‑year‑round schools have been trialled in other countries with some success. The typical
all‑year‑round schedule has students attending school for nine weeks, then taking a three‑week
holiday to help them reset, rest and catch up with any school work they have not finished. We
plan to improve on this model – following a ‘six‑weeks‑on, one‑week‑off’ schedule, with one extra
week’s holiday in the summer to allow for visiting relatives overseas. 10

During traditional lengthy summer breaks, students often experience difficulty retaining skills and
knowledge. Students from lower‑income families especially may find themselves losing ground
that they gained during the previous school year. Mathematics and reading, in particular, often
have to be retaught at the beginning of each school year. Avoiding this ‘summer slide’ is easier
when teachers have access to the children all year. 15

As a parent of teenagers myself, I know that during the long hot months of our summer holiday
students and parents can easily become frustrated and bored, putting relationships under strain.
With all‑year‑round school, there is no need to reset routines before embarking on a new school
year. The breaks aren’t long enough to disturb the usual pattern and you’re cooped up with your
family for less time. A report from those at the forefront of educational reform says that all school 20
holidays should be shortened so that children are not left unsupervised – cutting youth crime and
raising education standards.

More frequent breaks benefit students and teachers, improving working relationships. Looming
deadlines, large projects and big end‑of‑term tests can be stressful for everyone, whereas
the more regular assessments of all‑year‑round schooling offer more opportunities to relax. 25
All‑year‑round school has many academic advantages for our students. They will learn more
effectively.

On a practical level, there will be further details soon regarding sports fixtures planned against
other schools, national summer camp programmes and extra‑curricular activities. Meanwhile,
our teacher–parent association is planning an extra meeting to discuss the challenge of childcare 30
for any parents who rely on the school to provide care for their children during the working day
and/or who have other children in more traditional schools in the area.

Yours faithfully,
R. Laz

© UCLES 2022 0500/23/INSERT/O/N/22

Text B: Coping with long school holidays

This text is an online blog written by a parent of young children.

I’ve been talking with friends about the school holidays – some of them have run out of ideas,
money and patience!

The holidays aren’t all swings, games and happy faces. There’s a lot of boredom to deal with too,
because the summer break is long. Really long!

It’s an interesting topic for my family because I have a husband who’s a teacher. When I asked 5
him if school holidays were too long, I got the big N.O. And while it might seem like the obvious
answer from a teacher, I wondered if his opinion might have changed given that he’s now become
primary caregiver for our kids during the holidays while I’ve been off working. Being a freelance
radio announcer there’s a lot of work for me over the summer. I’ve been working six days a week
recently. 10

I thought maybe he’d be craving some routine again, instead of thinking ‘what are we going to do
today?’ every day.

For my little guys, activities have included riding bikes, spending time with grandparents,
paint‑with‑water books, trips to the park, zoo, pony riding and ‘Science Adventure’ (expensive,
but worth it apparently). 15

A survey of my friends suggested six weeks for school summer holidays was about right. They
said they loved sleep‑ins and not having to rush to get ready in the mornings or iron school
uniforms. They valued spending quality time as a family. One made a good point that it would be
cruel to send children to school in the extreme heat. When your kids are old enough to catch a
bus to the beach or be dropped off at the movies, I imagine school holidays are easier. 20

But others, mostly parents who worked full‑time, thought the summer break was too long,
especially given they themselves only had four weeks off annually. School holidays involved
much strategic manoeuvring, calling in favours so their kids were looked after. These parents
were looking forward to getting back to their ‘usual routine’.

© UCLES 2022 0500/23/INSERT/O/N/22

Cambridge IGCSE™
* 0 1 1 8 3 7 8 0 4 5 *

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition October/November 2022

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (NF) 302590/2
© UCLES 2022 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Imagine that you are a student at another school in the same district as Champion School. Your
school is considering whether to follow the same plan as Champion School or not.

Write a speech to give to a meeting of parents and teachers from your school about why all-year-
round schooling would not be a good idea.

In your speech you should:

• evaluate the ideas, attitudes and opinions about all-year-round schooling given in the texts
• explain your concerns about changing to all-year-round schooling and how it would affect
parents, teachers and the wider community.

Base your speech on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

© UCLES 2022 0500/23/O/N/22

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/23/O/N/22 [Turn over
4

..........................................................................................................................................................

[Total: 40]

© UCLES 2022 0500/23/O/N/22

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive writing

2 Describe a journey through, on or over water.

Descriptive writing

3 Describe a group of people celebrating a special occasion.

Narrative writing

4 Write a story that involves a loss of confidence or belief.

Narrative writing

5 Write a story with the title, ‘Leaving’.

© UCLES 2022 0500/23/O/N/22

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/23/O/N/22 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/23/O/N/22
9

..........................................................................................................................................................

[Total: 40]
© UCLES 2022 0500/23/O/N/22
10

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition May/June 2022

INSERT 2 hours

INFORMATION
*2046952535-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (PQ) 302319/1
© UCLES 2022 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: The joys of bilingualism

The following text, written by a parent, is about being able to speak more than one language.

Everyone knows that it’s intriguing to watch your children change over the years. But to hear
them alter their language, over the course of a few weeks, is almost surreal. Until we moved to
their mother’s country, Italy, my children had always lived in England and their English was what
you would expect: fluent and full of pre-teen playground slang.

What’s breathtaking since we moved isn’t just their language acquisition, it’s the way their 5
personalities subtly shift. Our eldest daughter, abrupt at the best of times, is strangely sweet
in Italian; the middle child, our funny girl in English, is precise and serious; and the youngest is
even more boisterous in Italian.

I, too, feel altered. If you’re a writer, and words are your currency, hopefully you’re eloquent. But
when you live in a language not your own, however fluent you are, your accent is ever obvious 10
and you lack the nuances. Humour is hard. In a language as melodious as Italian, you will always
be blunt. The children, though, will hopefully become what I can never be: truly bilingual.

Until recently, bilingualism was considered damaging to a child’s development. If, for example,
immigrants maintained a mother tongue at home, it would impede integration at school and
probably lead to academic regression. These ideas changed with growing research on the brains 15
and behaviour of bilingual children leading some to believe that bilingualism may offer some
advantages.

Research also suggests that being bilingual increases your ability to empathise, to see a situation
from another’s perspective and there’s some evidence that bilingual people develop dementia
later than monolinguals. A flexibility of mind makes multi-tasking less problematic for bilinguals, 20
apparently.

It would be very easy to become smug, but there are clear drawbacks as well as advantages.
The verbal aptitude of bilinguals in each language is generally less than that of monolingual
speakers; the vocabulary size is smaller and there is a slower response time for understanding
and producing words. 25

It’s as if some bilinguals can speak, say, 95 per cent of two languages, rather than a 100 per cent
of one. If children are to be articulate and sophisticated language users, that missing 5 per cent
is a major hole, especially if you want them fully to appreciate the culture of both. And people
lose old languages, or don’t gain new ones, for reasons that have nothing to do with a careful
measurement of potential benefits. 30

In another language, you don’t just learn new words, or sounds, but new notions. It’s like putting
on different spectacles and seeing the world with different eyes. You gain a different perspective
and sometimes, if you’re lucky, you become more, rather than less, eloquent.

© UCLES 2022 0500/21/INSERT/M/J/22

Text B

The following text is about being bilingual.

Being able to switch between two or more languages in conversation is pretty cool. This week a
study from the University of Washington found that bilingual babies will have developed ‘better’
brains before they even utter a first word. But it’s not all brain development and top grades.

It’s true people will find you cultured, worldly and intelligent, even though you probably didn’t have
a choice about learning an extra language. You either picked it up as a baby or you were forced 5
to learn it when you moved to another country. But bilingual people are rarely equally proficient in
both languages and it’s easy to make mistakes in one language or the other. It takes real effort
to keep both if you don’t use them equally. Many people lose one of their languages over time.

An extra language makes you more marketable for employers since the 21st century world is a
globalised economy. If employees can speak another language they can interact with more of the 10
world, provided they have the range of vocabulary and fluency for a professional setting. Some
bilinguals have been educated in a language they don’t speak outside of school or college. They
might be fluent there but not so much in the big, wide world.

Your first language can keep you in touch with your roots wherever you go, through books or
through music. Although I moved to the UK when I was 10 and absorbed much of the surrounding 15
culture, I’ll never forget where I’m from since my mother frequently likes to remind me of proverbs
that really don’t make much sense in English.

Apparently, those who speak different languages can experience personality changes when
switching from one to another. That explains why my friends say I sound angry when I’m on the
phone to my parents! 20

© UCLES 2022 0500/21/INSERT/M/J/22

Cambridge IGCSE™
* 2 0 4 6 9 5 2 5 3 5 *

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition May/June 2022

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (PQ) 302586/2
© UCLES 2022 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

A relative is considering moving to another country where they and their teenage children will
have to learn a new language.

Write a letter to your relative giving your views about whether or not this is a good idea.

In your letter you should:

• evaluate the ideas, opinions and attitudes in both texts
• explain how successful you think the move will be for the adults and their children.

Base your letter on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/21/M/J/22
3

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/21/M/J/22 [Turn over
4

..........................................................................................................................................................

[Total: 40]

© UCLES 2022 0500/21/M/J/22

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Write a description with the title, ‘The nest’.

Descriptive Writing

3 Describe the preparations you make for an important journey.

Narrative Writing

4 Write a story which involves an injustice.

Narrative Writing

5 Write a story with the title, ‘Cancelled’.

© UCLES 2022 0500/21/M/J/22

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

© UCLES 2022 0500/21/M/J/22 [Turn over

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/21/M/J/22
9

..........................................................................................................................................................

[Total: 40]

© UCLES 2022 0500/21/M/J/22

Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition May/June 2022

INSERT 2 hours

INFORMATION
*8104160782-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (NF) 302320/1
© UCLES 2022 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: We need more wilderness in education

In the following text the writer discusses a different approach to education.

Instead of obsessing about introducing the latest technology to schools and adopting the most
fashionable teaching methods, we should focus on wellbeing and encourage children to connect
with the natural world. Children have become cogs in a box-ticking machine.

This matters to me a great deal since becoming a father. I don’t want my children to feel the
same sense of failure I did if they don’t do well in a conventional classroom. 5

For some, our minds crumbled under pressure; classroom-based learning left me feeling
worthless and destroyed my confidence. The worse I did, the more pressure I felt. Eventually,
when I was rejected by my university choices, I spiralled into depression.

The wilderness rescued me. I have been shaped by my experiences in the great outdoors.
Feeling comfortable in the wild gave me back my confidence. There is a natural simplicity to 10
nature; it is far more tactile and tangible than the classroom. It’s a leveller; it strengthened my
character and set me back on track.

I’m not suggesting the abolition of the current system of education, but we could certainly allow
more time for children to explore the world around them. It doesn’t need a huge investment
either. Even if you don’t have easy access, wilderness camps and schools work with inner-city 15
children. Part of the beauty of wilderness schooling is that the overheads are low. You want a
classroom? Build a shelter from nature’s store. You want to eat? Forage for it. There are plenty of
places where children can roam freely or permission from the landowner can be sought.

There’s evidence that shows connecting with nature really works. It’s good for social and
emotional development, improves self-awareness, and makes young children more co-operative. 20
There is also evidence that the wilderness can reduce hyperactivity and has a soothing effect
on children. German visionary Kurt Hahn was one of the early pioneers of outdoor education.
His educational vision encompassed craftsmanship, community service, outdoor pursuits and
physical skills.

Scandinavia has led the way in this field, teaching by topics rather than subjects, such as nature’s 25
life cycle. Wilderness schooling involves team-work, working together in nature, not sitting in rows
while teachers lecture. Lessons are collaborative, geared towards improving communication,
character and resilience rather than staring through the window in boredom.

As my own children step onto the conveyor belt, I am determined to give them a rounded
education. We all have a responsibility to ensure every child has access to the same life-enhancing 30
opportunities. It’s time to turn everything on its head and to turn classrooms inside out.

© UCLES 2022 0500/22/INSERT/M/J/22

Text B: Outdoor learning – a good idea or another educational fad?

The following text discusses outdoor learning in schools.

Apparently, many people find the arguments for taking children out of the classroom and into the
great outdoors compelling. 85 per cent of parents in the UK, and many elsewhere too, say they
believe that young children should spend more school time away from their desks and learning
outdoors. Not that they necessarily want to give their children these experiences themselves, but
schools should do it. And not just taking your books outside to sit on the grass on a sunny day 5
either. The majority of a child’s school day, rain or shine, should be spent outdoors, building their
self-esteem by log-jumping or developing team-work skills by literally building bridges.

It’s true that most young kids like being outdoors. There’s evidence to show that even working
in a classroom with a view of greenery outside is better for their wellbeing. The argument that
the social and physical benefits of an outdoors education will sustain children as they grow older 10
is, maybe, convincing. But whether it’s the extremes of weather or the need to prove yourself to
universities and employers, there are limitations to adopting a whole-scale outdoors education
model, especially beyond the early years of schooling. What about the bookish kids, or those
with allergies or disabilities? What about the shift of resources from books and new technology
to outdoor spaces? There will have to be risk assessment processes and teacher retraining. How 15
can the same ethos of outdoor learning be maintained as pupils transition from one school to
another? Those same parents who wanted more outdoor learning for their young offspring might
wish they’d settled for a few more plants in the classroom instead.

© UCLES 2022 0500/22/INSERT/M/J/22

Cambridge IGCSE™
* 8 1 0 4 1 6 0 7 8 2 *

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition May/June 2022

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (NF) 302587/2
© UCLES 2022 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Write an article for young people about outdoor learning.

In your article you should:

• evaluate the ideas, opinions and attitudes given in both texts
• give your own views about whether or not an outdoor education for children and young people
is feasible or desirable.

Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

© UCLES 2022 0500/22/M/J/22

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/M/J/22 [Turn over
4

..........................................................................................................................................................

[Total: 40]
© UCLES 2022 0500/22/M/J/22
6

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe an outdoor event which is ruined by bad weather.

Descriptive Writing

3 Describe a group of people who are on holiday.

Narrative Writing

4 Write a story with the title, ‘The lake’.

Narrative Writing

5 Write a story that involves looking after a child.

© UCLES 2022 0500/22/M/J/22

Please write your chosen question number here (2, 3, 4, 5): .................

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/M/J/22 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/M/J/22
9

..........................................................................................................................................................

[40]
© UCLES 2022 0500/22/M/J/22
10

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition May/June 2022

INSERT 2 hours

INFORMATION
*2027406807-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (PQ) 302083/3
© UCLES 2022 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: Permission to play: let’s make fixing things cool again

This text is about encouraging people to repair their broken belongings.

© UCLES 2022 0500/23/INSERT/M/J/22

Text B: Can we fix it? The repair cafes waging war on throwaway culture

The following text is about the ‘repair shop cafe’ movement.

A vacuum cleaner, two laptops, an e-reader, a washing machine, hair clippers, three chairs, a
pair of jeans, and a remote-control helicopter. All broken.

Today, the repairers will divert 24 kg of waste from going to landfill. Some items can’t be fixed on
the spot but very little needs to be thrown away. 15

Some volunteers are drawn to repair cafes to combat this ‘throwaway culture’. The average
lifespan for a piece of clothing in many countries is 3.3 years. In some countries it’s less than
that.

© UCLES 2022 0500/23/INSERT/M/J/22

Cambridge IGCSE™
* 2 0 2 7 4 0 6 8 0 7 *

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition May/June 2022

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (PQ) 302082/2
© UCLES 2022 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

The headteacher of your child’s school is considering setting up a repair café run by volunteers in
the school; the headteacher has asked for opinions from parents.

Write a letter to the headteacher giving your views as a parent.

In your letter you should:

• evaluate the ideas, attitudes and opinions given in the two texts
• give your views about whether or not a repair café is a good idea for students, staff and the
wider community.

Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/23/M/J/22
3

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/23/M/J/22 [Turn over
4

..........................................................................................................................................................

[Total: 40]

© UCLES 2022 0500/23/M/J/22

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive writing

2 Describe a group of people meeting for the first time after a long separation.

Descriptive writing

3 Describe a city street in very bad weather.

Narrative writing

4 Write a story with the title, ‘The prize’.

Narrative writing

5 Write a story which involves having to correct a mistake.

© UCLES 2022 0500/23/M/J/22

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

© UCLES 2022 0500/23/M/J/22 [Turn over

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/23/M/J/22
9

..........................................................................................................................................................

[Total: 40]
© UCLES 2022 0500/23/M/J/22
10

Additional page

If you use the following page to complete the answer to any question, the question number must be
clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition February/March 2022

INSERT 2 hours

INFORMATION
*7996798325-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (NF) 302318/1
© UCLES 2022 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: Why can’t some people just keep still?

The following text discusses why some people fidget more than others.

We all know someone who can’t keep still, but why do some people fidget more than others? And
if fidgeting really helps to relieve stress, does that mean we should all embrace it?

Research suggests fidgeting or moving around might help us to increase or lower our attention,
depending on what is required – either calming or energising us.

You can’t learn to become a fidgety person – it seems some people are just born fidgeters.
Studies show that levels of spontaneous physical activity do run in families.

© UCLES 2022 0500/22/INSERT/F/M/22

Text B: The fidget fad

The following text, written by a teacher, is about the use of fidget gadgets in their lessons.

Having already endured many teenage fads, I was beginning to hope that we could make it to
the end of the academic year without another craze. Then came various so-called fidget gadgets.

© UCLES 2022 0500/22/INSERT/F/M/22

Cambridge IGCSE™
* 7 9 9 6 7 9 8 3 2 5 *

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition February/March 2022

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (NF) 220571
© UCLES 2022 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

The headteacher of your school or college is considering whether or not to allow learners to use
fidget gadgets in lessons. Write a letter to the headteacher giving your views.

In your letter you should:

• evaluate the ideas, opinions and attitudes in both texts
• give your own views about the possible effects on learners and teachers of allowing fidget
gadgets to be used in lessons.

Base your letter on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/F/M/22
3

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/F/M/22 [Turn over
4

..........................................................................................................................................................

.................................................................................................................................................. [40]

© UCLES 2022 0500/22/F/M/22

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe a street which has changed over time.

Descriptive Writing

3 Write a description of a group of people who have become stuck somewhere.

Narrative Writing

4 Write a story with the title, ‘The dark mountain’.

Narrative Writing

5 Write a story that involves a plan that goes wrong.

© UCLES 2022 0500/22/F/M/22

Please write your chosen question number here (2, 3, 4, 5): .................

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/F/M/22 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2022 0500/22/F/M/22
9

..........................................................................................................................................................

.................................................................................................................................................. [40]

© UCLES 2022 0500/22/F/M/22

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition October/November 2021

INSERT 2 hours

INFORMATION
*1180314280-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (MB) 201722
© UCLES 2021 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: The problems of putting things off and why we do it

Have you ever sat down to complete an important task only to discover a fascinating Wikipedia1
entry about ants, or decided that you should go ahead and ‘get lunch out of the way’, even
though it’s only 11:00 a.m.?

The next thing you know, it’s the end of the day; your important task remains unfinished with the
deadline looming. 5

For many of us, procrastination (putting off or delaying something) is a habit that stops us tackling
the most urgent tasks, decisions and ambitions in our lives. We waste time doing things that
aren’t important, reading emails and checking our diaries, because being busy makes us feel
productive – even if we’re not.

Procrastination is a dangerous force. Victims can perform poorly at work, put off medical 10
treatment or delay saving for retirement. A recent study found that procrastinators among
university students ended up with higher stress and lower grades.

But the reasons people procrastinate aren’t well understood. Some researchers view
procrastination as a failure of self-control – like other bad behaviours such as overspending.
Others say it’s not a matter of laziness or poor time-management, as many smart overachievers 15
procrastinate.

Many experts see procrastination as an avoidance behaviour, happening when people fear,
or have anxiety about, the important task awaiting them. To avoid this negative feeling, people
procrastinate – they open up a video game or magazine instead. They feel better temporarily, but
unfortunately, reality comes back to bite them in the end. 20

Once the reality of a deadline sets in again, procrastinators feel shame and guilt. These negative
feelings become another reason to put the task off. The behaviour turns into a vicious, self-
defeating cycle.

Some people thrive on deadlines, others panic, putting off tasks and decisions without thinking of
the implications for their future self. Some procrastinators are perfectionists, so keen to achieve 25
a flawless end result that they’re unable to take the first step.

A recent study found that we waste on average 69 minutes a day on procrastination – interesting,
but unsurprising with the advent of mobile phones, text messages and the internet, and the
massive temptations and opportunities they offer for wasting time.

The typical advice for procrastinators – essentially, to stop it and get down to work – isn’t useful. 30
Procrastination isn’t something that extreme procrastinators feel they can control. Interestingly,
research suggests that one of the most effective things that procrastinators can do is to forgive
themselves for procrastinating. This reduces the guilt they feel about procrastinating – one of the
main triggers for procrastinating in the first place.

1Wikipedia: an online encyclopaedia which is free to use

© UCLES 2021 0500/21/INSERT/O/N/21

Text B: Procrastination is positively good for you

In the past, my procrastination was always a massive waste of time. Rather than complete work
I should be doing, I’d play video games, eat junk food or nap for hours during the day. Today,
I’d call myself a positive procrastinator. It’s not that I don’t procrastinate anymore. It’s just that
I procrastinate on a much higher level. Nowadays, the time I spend procrastinating is almost
always productive. I read a book, hit the gym or listen to a podcast while going for a walk. 5

You see, I may not always have the willpower to work on my most pressing priority, but at least
I’m busy with other activities. Just because I don’t get the most important thing done doesn’t
mean I can’t get anything done at all.

Let’s say I need to prepare for an important meeting, but can’t get myself to do it. What now?
Well, I make a list of activities and see if there’s a more attractive task I could be working on 10
instead. I might do the laundry or paint a picture. This way, I’m getting things done and my
to-do list is getting shorter. Avoiding something worse means I’m likely to finish all sorts of other
unpleasant tasks.

We think of procrastination as a curse. Roughly 20 per cent of adults report being chronic
procrastinators; we can only guess how much higher the estimate would be if more of them got 15
around to filling out the survey.

But here’s some good news for all procrastinators out there: the right kind of procrastination is
good for you.

An online article I was reading earlier argued that we should find time for procrastination as it
makes us more creative. Apparently, delaying finishing a task allows the mind to wander and 20
help us come up with more creative ideas than our first, more conventional, ones. Added to that,
any decision you were struggling to make might by now be redundant – you didn’t need to worry
after all.

© UCLES 2021 0500/21/INSERT/O/N/21

Cambridge IGCSE™
* 1 1 8 0 3 1 4 2 8 0 *

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition October/November 2021

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (MB) 201721/1
© UCLES 2021 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Write a magazine article for young people with the title, ‘I’ll do that tomorrow’.

In your magazine article you should:

• evaluate the views given in both texts about procrastination
• give your own views, based on what you have read, about the best ways to approach urgent
or important tasks and decisions.

Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/21/O/N/21
3

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/21/O/N/21 [Turn over
4

..........................................................................................................................................................

[40]
© UCLES 2021 0500/21/O/N/21
6

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe the inside of an interesting shop.

Descriptive Writing

3 Write a description of a place where animals are kept in captivity, such as a zoo, wildlife park or
sea-life centre.

Narrative Writing

4 Write a story with the title, ‘Visitors’.

Narrative Writing

5 Write a story which involves a mistake in the sending or receiving of a message.

© UCLES 2021 0500/21/O/N/21

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/21/O/N/21 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/21/O/N/21
9

..........................................................................................................................................................

[Total: 40]
© UCLES 2021 0500/21/O/N/21
10

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition October/November 2021

INSERT 2 hours

INFORMATION
*6091380015-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (MB) 201724
© UCLES 2021 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: Can older workers compete in a youth-obsessed business world?

Many of us dread the thought of getting older. It is human nature to want to keep ourselves looking
and feeling young – just take a look around at the number of different anti-ageing products on
the market. Ageing happens to all of us though, so should getting older really be considered a
disadvantage? Most importantly, how will this ageing process affect our careers or livelihood?

Research suggests that age discrimination is a worldwide issue. Career experts even advise 5
older applicants when applying for a new job not to include their birth date on their CV and
to ‘soften’ job titles they have had so as not to appear over-qualified. If they even make it to
interview, older applicants are often faced with questions such as, ‘Would you be able to work for
a younger manager?’

Long-time employees of a global technology company recently argued that the company had 10
discriminated against them based on their age when it fired them as part of its plan to build an
internal network of young employees. The company has eliminated more than 20 000 employees
aged 40 and over in the last 6 years, referring to them in company meetings as ‘grey hairs’
and ‘old heads’ and labelling them as ‘uncollaborative, technologically unsophisticated, less
innovative and generally out of touch’. 15

Ageism – prejudice or discrimination on the basis of a person’s age – is nothing new. However, it
is gaining new attention because people are living and working longer.

Data suggests that there is a place for older workers in today’s economy. A recent study by
global recruitment specialists found multigenerational teams to be more innovative, resourceful
and preferable to work in. The more age-diverse teams are, the better they perform and the 20
better they connect with customers. Thankfully, ideas about the need for more age diversity are
beginning to change attitudes regarding the role of age in the workplace.

© UCLES 2021 0500/22/INSERT/O/N/21

Text B: The dumbest generation

In 2008, Ira Wolfe, aged 58, wrote a book. He meant it as a how-to guide for getting people of
different ages to work in harmony. In chapter nine, ‘The Dumbest Generation’, he writes about
the workforce’s youngest members. This article responds to Wolfe’s views.

‘What a difference a few decades can make,’ Wolfe complains. ‘A young student was once
embarrassed and her parents shamed by poor grades. A young worker was remorseful if he
disappointed his boss. No longer.’ Wolfe whines that the basic decencies of past generations
are absent in this one. He criticises a generation who ‘grew up reading blogs instead of books’
and ‘read updates about their friends on social media instead of reading about current events in 5
newspapers’.

Nothing new there then? The ageist argument is that we ‘youngsters’ know more about virtual
reality than about the real world – a recycled nostalgia that each new generation is a disappointing
version of the older, better one.

This story is as old as time. These grey old fogies love to scare themselves with alarming tales of 10
a degenerate youth, but always seem to forget how the narrative turns out: the next generation is
always fine. Capable. Better, even.

Look around. Everything we know – everything humans have ever relied upon, or been
impressed by, or desired – was created by a generation who had been dismissed by the one
before it. If we really worsened over generations, rather than improved, we’d be banging our 15
heads against the ruins of the pyramids. Instead, we built the modern world. Our lives today are
incontrovertible evidence that the ageist grumps who came before us were wrong. All of them.
Every time. Without exception.

Ageism is a complex and nasty jealous monster that closes doors and makes the workplace
uncomfortable, if not downright hostile, to young people. 20

Let me give you some examples from my own experience:

• I teach a computing class at different university campuses. Every time I walk into a new
computer lab, at least one person asks something like: ‘Are you supposed to be in here
without your teacher?’
• I am regularly referred to as ‘inexperienced’, ‘new’, or ‘just starting out’. I have been 25
working in the industry for eight years.
• I was filling in worksheets on my tablet in a communal office space, when I was gently
reprimanded by an elderly colleague for being unprofessional and failing to greet him
as I was ‘too busy texting or whatever on my cell phone’.

Reading this list, I can imagine a sceptic saying, that’s not ageism, but I note a distinct flavour of 30
‘You are so young. Do you really belong here?’ beneath these events. Isn’t it time such attitudes
retired with their owners or went off for a quiet nap?

© UCLES 2021 0500/22/INSERT/O/N/21

Cambridge IGCSE™
* 6 0 9 1 3 8 0 0 1 5 *

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition October/November 2021

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (MB) 201723/1
© UCLES 2021 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Imagine you are the boss of a company that tries to recruit workers of different ages.

Write a speech to be given to new members of staff on their first day explaining how and why the
company values workers of all ages.

In your speech you should:

• evaluate the views given in both texts
• persuade your workers that the company’s approach is the right one for them and the
company.

Base your speech on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/22/O/N/21
3

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© UCLES 2021 0500/22/O/N/21 [Turn over
4

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[40]
© UCLES 2021 0500/22/O/N/21
6

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe a wild place.

Descriptive Writing

3 Write a description with the title, ‘An unexpected meeting’.

Narrative Writing

4 Write a story that includes the words, ‘… I realised it wasn’t working …’.

Narrative Writing

5 Write a story with the title, ‘The right time’.

© UCLES 2021 0500/22/O/N/21

Please write your chosen question number here (2, 3, 4, 5): ............

..........................................................................................................................................................

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© UCLES 2021 0500/22/O/N/21 [Turn over
8

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© UCLES 2021 0500/22/O/N/21
9

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[40]
© UCLES 2021 0500/22/O/N/21
10

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition October/November 2021

INSERT 2 hours

INFORMATION
*9566341990-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (CJ) 201726
© UCLES 2021 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: Why I hate museums

Sophisticated travellers visit museums. Forget beautiful parks, and trendy cafés – what tourists
really want, you’re told by the tour guide, is to spend an ‘unforgettable hour’ inside the city’s
thrill-a-minute Pencil Museum. Apparently, it hosts drawing workshops for families and the
biggest pencil collection in the world ... can’t wait.

Before entering, ask yourself honestly whether this is really what you want to do. On a recent 5
day trip to a capital city, I was told that I shouldn’t leave without visiting a particular museum.
When my friend and I arrived there, queueing times were estimated at 45 minutes. I was torn, but
she simply asked: ‘What do you really feel like doing?’ We left the museum, bought street food
from a nearby stall and spent two hours relaxing by the river, enjoying idle conversation. It was
wonderful. 10

If you want to witness busloads of school parties shuffling in silence down hospital-like corridors
and bored security guards waiting to pounce on anyone who dares to laugh or eat a biscuit, then
museums are for you.

There are some decent museums. I enjoyed a trip to the Old Operating Theatre and Museum in
London but perhaps that’s because I find human organs in pickling jars and medical equipment 15
endlessly compelling. Ceramics, on the other hand, are just dull and old paintings all look the
same.

Museum visitors, and staff, are pretty clueless when it comes to, say, Oriental tapestry, yet
museums offer painfully little information about the items on display. How useful is a notice that
reads ‘clay pot, 1200–1300, Russia’? 20

In 2005, street artist Banksy managed to hang a piece of fake prehistoric rock art, depicting a cave
man with a shopping trolley, on the wall of a well-known museum. Days passed before anyone
noticed. It’s estimated that around 20 per cent of the paintings held by our major museums are
fakes.

Famous museums are too crowded: tourists make a beeline to the only painting they’ve heard of. 25
Worse still, there was even a #museumselfie day last year to add to the shallow and irrelevant
‘interactive’ displays. Not all museums are free to enter and most of the objects are kept out of
sight. In 2004, Australian museums held a total of 54.9 million objects and artworks, but only
5.3 million of these were on display for public viewing.

Finally, no museum visit is complete without being asked to exit through the gift shop, where 30
you’ll be lured into purchasing overpriced postcards and novelty mugs.

© UCLES 2021 0500/23/INSERT/O/N/21

Text B: Museums are changing

As guests enter the lobby of the museum they are greeted by a two-metre tall blue plastic snail,
surrounded by a group of squealing, joyful children daring to touch it. It might not be what most
people expect from one of the oldest museums in the country.

The new identity is part of a rebranding trend. Museums are taking revolutionary steps – some
cheered, some not – to attract wider, more diverse audiences and their money. 5

‘Museums need to offer new experiences which may be novel, inspirational and meaningful,’ said
museum director Michael Karatzas. ‘The business model at our museum was not sustainable.’

In 2019, the museum, which had previously not charged local residents or students for admission,
introduced new fees. The museum also cut staff, reducing the number of curators. The changes
worried many. University student, Taylor Parker, 19, says she finds browsing the exhibits calming 10
and knows the health benefits. She admits she won’t visit as frequently now she has to pay.

The museum’s collection of regional art is worth the long drive from town to get here. Perhaps its
most instantly recognisable object is the ‘LOVE’ sculpture. Since it was moved to the museum’s
great hall last year, ten weddings have taken place in front of its huge letters.

Visiting museums regularly as an adult has been linked to positive emotions, such as optimism, 15
hope and enjoyment along with increased self-esteem, a sense of identity and community. Many
museums are adapting their access plans to consider health and wellbeing benefits, targeting
specific groups such as those people who are vulnerable, socially isolated, lonely or unemployed.

‘The museum industry must modernise,’ explains Karatzas, ‘or galleries full of the world’s truly
greatest creative art will be unseen.’ 20

About that giant blue snail: it’s a precursor to an exhibition opening in June of brightly coloured
animals made of regenerated plastic. They will be scattered around the museum with information
about the environment and the impact of plastics. A virtual tour can be accessed via the museum’s
website.

© UCLES 2021 0500/23/INSERT/O/N/21

Cambridge IGCSE™
* 9 5 6 6 3 4 1 9 9 0 *

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition October/November 2021

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (CJ) 201725/1
© UCLES 2021 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Imagine that your school is proposing a programme of visits to different museums for all students
in your year group. Your headteacher has asked for your opinion.

Write a letter to your Headteacher.

In your letter you should:

• evaluate the views about museums in both texts
• give your own views, based on what you have read, about whether or not a programme of
visits would be a good idea.

Base your letter on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

© UCLES 2021 0500/23/O/N/21

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/23/O/N/21 [Turn over
4

..........................................................................................................................................................

[40]
© UCLES 2021 0500/23/O/N/21
6

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe a busy workplace.

Descriptive Writing

3 Write a description with the title, ‘The beach by night’.

Narrative Writing

4 Write a story with the title, ‘The bridge’.

Narrative Writing

5 Write a story that includes the words, ‘... I couldn’t put it off any longer ...’.

© UCLES 2021 0500/23/O/N/21

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/23/O/N/21 [Turn over
8

..........................................................................................................................................................

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© UCLES 2021 0500/23/O/N/21
9

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[40]
© UCLES 2021 0500/23/O/N/21
10

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition May/June 2021

INSERT 2 hours

INFORMATION
*4718045748-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (MB) 200506/1
© UCLES 2021 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: Green shopping won’t save the planet

The following text is an article about individuals and the environment.

It’s easy being green … too easy. From adorable reusable shopping bags to plastic-free beauty
products, the proliferation of green goods makes doing our bit for the planet fun. Indeed, a poll
released recently found that most Americans, for example, are shopping for the good of the
planet: 76 per cent said they’d bought a product specifically because they thought it was better
for the environment. 5

Shopping habits have become one manifestation of how saving the planet has become a
matter of personal change rather than of collective action. However, every example of major
environmental progress – reducing acid rain, improving air quality, restoring the ozone layer –
has been the result of national legislation or a global treaty. We reduced acid rain by restricting
industry’s emissions, not by all going out and sprinkling bicarbonate on sensitive forests and 10
lakes. Ozone-chomping CFC chemicals were banned by international laws, not by everyone
giving up spray cans and air conditioning.

Environmental progress is made by forcing people and industry to stop doing environmentally bad
things and start doing environmentally good things, not by relying on individuals’ green goodwill.
Recycling figures are up in most countries but acquiring consumer goods, a very environmentally 15
damaging pursuit, is also up. In the ‘reduce, reuse, recycle’ mantra, recycling is the last resort,
after all.

Just to be clear: recycling, cutting energy use, buying locally and the rest of the ‘what you can do’
agenda is better than the opposite. I use public transport (easy in cities, of course), walk almost
everywhere else, recycle, sun-dry clothes, keep the house cold in winter and hot in summer 20
– some sacrifice for the sake of the planet, let me tell you! The problem with the emphasis on
changing individual behaviour is this: it makes too many of us believe we have done our part.

In her new book, ‘Green Gone Wrong’, journalist Heather Rogers calls the emphasis on individual
green acts – especially shopping – rather than collective ones, ‘lazy environmentalism’. But it’s
nearly ubiquitous. When Rogers gives speeches about garbage, someone always tells her they 25
thought ‘we could cure our environmental ills by consuming the right products,’ she writes.

The message that we cannot consume our way out of climate change, or shop our way out
of crashing fisheries, or vanishing species or depleted seas isn’t as much fun as, ‘Buy green!’
Compared with the scale of the disaster, changing individual behaviour is pathetically inadequate.

© UCLES 2021 0500/21/INSERT/M/J/21

Text B: Giving up hope won’t save the planet

The following text is an interview given by a well known conservationist.

We are destroying the world at a very rapid rate; many people are giving up hope and thinking,
‘Well, there’s nothing I can do on my own.’ The rain forests are disappearing everywhere. Big
dams are draining whole countries of their water supply as water becomes more precious than
gold; there’s mining, there’s fracking, there’s drilling for oil. We’re in the middle of a great species
extinction; we’re losing biodiversity everywhere and we’re burning fossil fuels very, very fast. 5

We are breeding billions of animals just to eat them. This means that whole habitats are being
destroyed to grow grain; fossil fuels are being used to take the grain to the animals, the animals
to slaughter, and the meat to the table. In addition, the animals are producing masses of methane
gas, and that’s a very virulent greenhouse gas which speeds up climate change.

We need to start thinking about how everybody can lead more sustainable lives. The wealthy 10
need to start thinking about their environmental footprint – What do I buy? What do I eat? What
do I wear? How was it made? Where did it come from? – and thinking whether they need all the
stuff that they buy, the meat they eat and the plastics they use.

I support an environmental project for young people called Roots and Shoots. It started with 12
high school students in Tanzania, and now has members from kindergarten to university in 100 15
countries. The project’s main message is that every individual, every school or college, every
community makes a difference every day. Every group chooses itself three projects that are
important to the area around them and that can make things better for people, for animals and for
the environment – everything from planting trees to recycling, from reducing waste or changing
what money is spent on within their organisation, to growing organic food. 20

Young people care about the planet and their future on it. We have a window of opportunity for
making some changes, for slowing down climate change. But it’s going to require a lot of effort.

© UCLES 2021 0500/21/INSERT/M/J/21

Cambridge IGCSE™
* 4 7 1 8 0 4 5 7 4 8 *

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition May/June 2021

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (MB) 200513/1
© UCLES 2021 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Write an article for your school or college magazine with the title, ‘Small Change, Big Difference?’

In your article you should:

• evaluate the views given in both texts about saving the planet
• give your own views, based on what you have read, about whether your school or college can
make a difference and how.

Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

© UCLES 2021 0500/21/M/J/21

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/21/M/J/21 [Turn over
4

..........................................................................................................................................................

[Total: 40]

© UCLES 2021 0500/21/M/J/21

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe an object you find hidden somewhere outdoors.

Descriptive Writing

3 Describe the moment you receive some welcome news.

Narrative Writing

4 Write a story which includes the words, ‘… there was no signal at all …’.

Narrative Writing

5 Write a story which involves getting help from an unusual source.

© UCLES 2021 0500/21/M/J/21

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/21/M/J/21 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/21/M/J/21
9

..........................................................................................................................................................

[Total: 40]

© UCLES 2021 0500/21/M/J/21

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition May/June 2021

INSERT 2 hours

INFORMATION
*7921269015-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (MB) 201718/1
© UCLES 2021 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: My best friendships happen online but that doesn’t make them any less valid

The following text is about online friendships.

We blame the internet for all human sins. It has grown popular to berate the internet for its role in
our ever-growing loneliness epidemic.

Scientists regularly release studies that suggest a correlation between social media use and
loneliness, low self-esteem and social isolation. But even they have to admit we do not know
what came first: the loneliness or the social media. 5

I’d like to defend the internet. I’ve just spent a year researching friendship for my book, which is
about precisely this: the intersection between loneliness and friendship.

I’ve spoken to countless people, both my own friends and strangers from the internet, who would
simply not have access to the same social life without social media. I know a woman who met all
three of her bridesmaids – the women she cherishes most in the world – online. She says she 10
feels like her most authentic self when she’s online.

This is perhaps exactly the point: we can no longer quite so easily distinguish between our online
selves and our ‘real’ selves. We are becoming confident enough to merge our online and offline
selves as we realise that social media is an important platform for friendship.

My best friends in the world live in Melbourne, New York, Los Angeles and New Orleans. I am, at 15
any time, a minimum of 5 000 kilometres away from them. Catch-ups over lunch are not possible
for us. Our group chat has become a glorious mishmash of the trivial and the meaningful – home
to career advice, dog pictures, memes and moral support. I am indignant and distressed by
anyone who would suggest our largely online friendship is in any way less valid than people who
have the luxury of sharing oxygen in the same physical place. 20

Besides, befriending apps are popping up all over. Some alleviate the loneliness for new mums
or help you find new friends when you move to a new city. The clever thing about so many of
these apps is they use the very thing we blame for our disconnection from others – technology –
to bring us back together. They take away the difficulty of usual social interaction and reduce the
chance of rejection. Think how many people this technology might particularly help: introverts, 25
people with disabilities that make it difficult to leave the house or even speak, deaf people, people
with mental health problems, people who just find social interaction terrifying.

The internet could be just the thing to help us revive friendship.

© UCLES 2021 0500/22/INSERT/M/J/21

Text B: The limits of friendship

The following text is about the changing nature of friendship.

Robin Dunbar, an anthropologist working with primates some years ago, was researching why
primates spend so much time in groups. He moved from there to humans and claimed that
the average person could have up to 150 people in their social group. Anything beyond that
is unmanageable. Since then, Dunbar has been exploring whether our ever-expanding social
networks have done anything to change it. 5

Within the group of 150 only 5 will be your closest support group. Dunbar found that while the
group sizes are stable, their composition is fluid. Your five today may not be your five next week.

As constant use of social media has become normal, people have challenged the relevance of
Dunbar’s number. Isn’t it easier to have more friends when we have social media to help us to
cultivate and maintain them? Our real-world friends tend to know each other but online we can 10
expand our networks. Yet, 150 has remained constant, despite the ease of online connections
compared with face-to-face ones.

However, social media is changing the nature of human interaction. It allows you to keep track of
people who would otherwise disappear. What keeps face-to-face friendships strong is the nature
of shared experience. The social media equivalent – sharing, liking, knowing that your friends 15
have looked at the same cat video – lacks the synchronicity of shared experience. We’ve seen
the same movie, but we cannot bond over it in the same way.

With social media, we can easily keep up with the lives of far more people. But without investing
the face-to-face time, we lack deeper connections with them, and the time we invest in superficial
relationships comes at the expense of more profound ones. We may widen our network to 400 20
people that we see as friends, but keeping up an actual friendship requires time. Putting in the
effort to ‘like’, comment and interact with an ever-widening network means we have less time
and capacity left for our closer friends – the ones that really matter.

© UCLES 2021 0500/22/INSERT/M/J/21

Cambridge IGCSE™
* 7 9 2 1 2 6 9 0 1 5 *

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition May/June 2021

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (MB) 201717/2
© UCLES 2021 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Write a magazine article for young people about modern friendship.

In your article you should:

• evaluate the ideas about friendship given in both texts
• explain, based on what you read, to what extent you think social media affects friendship.

Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

© UCLES 2021 0500/22/M/J/21

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/22/M/J/21 [Turn over
4

..........................................................................................................................................................

[40]

© UCLES 2021 0500/22/M/J/21

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe trying to sleep before an important day.

Descriptive Writing

3 Write a description with the title, ‘The view from the other side’.

Narrative Writing

4 Write a story with the title, ‘The invitation’.

Narrative Writing

5 Write a story which includes the words, ‘… nothing seemed to go right …’.

© UCLES 2021 0500/22/M/J/21

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/22/M/J/21 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/22/M/J/21
9

..........................................................................................................................................................

[40]
© UCLES 2021 0500/22/M/J/21
10

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition May/June 2021

INSERT 2 hours

INFORMATION
*4551961971-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

DC (MB) 201719/2
© UCLES 2021 [Turn over
2

Read both texts, and then answer Question 1 on the question paper.

Text A: Anyone up for a New Year challenge?

The article below discusses some strategies for keeping resolutions.

No one seems sure when the idea of making resolutions at the turn of a new year began. The
ancient Babylonians are believed to have celebrated the beginning of a new planting season
by resolving to make changes for the better. The Roman god Janus – the one that looks both
backwards to the past and forwards to the future – inspired citizens to promise improvements in
the coming year. In the modern world, many countries and cultures celebrate their new year with 5
‘wishes’ rather than resolutions, but social media, perhaps inevitably, has ensured that personal
struggles to exercise more / study harder / eat more healthily / be kinder have become collective
experiences.

Most people will not succeed with challenges for more than a few weeks: willpower is not a talent
that a lucky few are born with, according to some research. Willpower is a skill to be practised. 10
Frank Ryan, author of ‘Willpower for Dummies’, explains: ‘Our level of willpower fluctuates
according to our motivation in any given situation. Everybody can learn to use their willpower
more effectively.’

To maximise our chances of sticking to resolutions, Ryan says, we should identify our ‘willpower
profile’. ‘Some people are more impulsive than others. That comes down to personality. For 15
some, scheduling time to reflect on your progress by keeping a diary can be helpful. For others,
signing up for a group where everyone has a common goal can help to strengthen your resolve,
as can sharing even small progress with others.’

Magdalena Bak-Maier, a neuro-scientist and coach, encourages people to make a written plan
which sets specific goals. ‘You might have announced: this year I’m going to write a novel or I’m 20
going to run a half-marathon, but those are just ideas, not plans. A plan is: I’m going to get up
at 6:30 Monday to Friday and write 500 words of my screenplay before I leave for work. Or I’m
going to sign up for 10 water-colour classes and go every Monday at 18:00.’

Finally, be kind to yourself. ‘Anticipate lapses and plan for them,’ says Ryan. ‘Changing habits,
or establishing new ones, is a motivational marathon, with inevitable trips along the way.’ It’s 25
important to stay optimistic. ‘Feeling negative and self-critical actually reduces your willpower,’
says Ryan. ‘Negative moods are the enemy of willpower and self-blame is the main culprit.’

© UCLES 2021 0500/23/INSERT/M/J/21

Text B

The article below is about some of the benefits of making resolutions.

I like a challenge, and what better way to push myself than at the start of the New Year with
wholly ridiculous resolutions?

One year, I randomly decided I’d practise yoga every day for the following 12 months without
ever having tried yoga before – very ambitious. Last year I promised myself I’d go bouldering
every single Thursday ... indefinitely. And of course, for the past two years, I’ve attempted to have 5
a plant-based diet for the first month of the year knowing I love cheese more than most things in
this life. Needless to say, all my grandiose New Year’s resolutions have been a tremendous flop.

Essentially every year I set myself up for failure. Normally I feel exceptionally guilty about how
much of a slob I’ve become by the end of the year and try to rectify it by attempting resolutions
that are ambitious at best and delusional at worst. 10

Luckily, I’m not alone with my futile declarations as 80 per cent of New Year’s resolutions fail
within weeks. I lasted 27 days the first time I attempted a plant-based diet – all it took was one
encounter with a margherita pizza and all my hard work was undone 4 short days before the
end of the challenge. And when it came to bouldering, I got a (not so cheap) 10-day pass to a
climbing centre, and let’s just say a year later there’s still about four visiting passes left to use. 15

Yes, my resolutions never go to plan, but they have taught me a wealth of new, sometimes
pointless, skills. I’m often too hard on myself and forget all the days I did actually stick to my
challenges and what I’d gained from them. I lasted 27 whole days as a vegan yet I was more
upset about the four days that I didn’t manage. I stuck at it the next time though, learning from my
mistakes. 20

The fully vegan diet didn’t stick but I now know how to realistically work more plant-based meals
into my diet rather than going cold turkey (excuse the pun) and spending a whole month in near
starvation. And I didn’t do yoga every day, because that’s ridiculous, but I did practise it daily for
the first few months and continued on and off long after that – it truly made me feel stronger and
happier in myself. I definitely don’t go climbing as often as I’d like to but the point is I still go when 25
I can.

Being realistic in my expectations is where I really fail every year. Daily challenges, massive
changes to my diet and physical activity can’t just happen overnight.

© UCLES 2021 0500/23/INSERT/M/J/21

Cambridge IGCSE™
* 4 5 5 1 9 6 1 9 7 1 *

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition May/June 2021

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

DC (MB) 201720/2
© UCLES 2021 [Turn over
2

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Write a speech to give to an audience of young people suggesting how they can make changes
effectively in their lives.

In your speech you should:

• evaluate the views given in both texts about making resolutions
• give advice, based on what you have read, about how young people might manage the
changes they want to make in their lives.

Base your speech on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/23/M/J/21 [Turn over
4

..........................................................................................................................................................

[40]

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe a group of tourists outside an attraction.

Descriptive Writing

3 Write a description with the title, ‘Floating’.

Narrative Writing

4 Write a narrative which includes the words, ‘… I thought I had the solution …’.

Narrative Writing

5 Write a narrative which involves having to follow a map.

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/23/M/J/21
9

..........................................................................................................................................................

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition February/March 2021

INSERT 2 hours

INFORMATION
*0336541431-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Any blank pages are indicated.

Read both texts, and then answer Question 1 on the question paper.

Text A: Tomorrow’s teachers

The following text is an article about the use of Artificial Intelligence (AI) in schools.

Robots will replace teachers by 2027, according to some leading education experts. They have
suggested that autonomous systems will replace us in jobs for which we are unsuited. Robots
already clean nuclear sites and work in construction jobs but machines are also replacing finance
experts and outperforming doctors.

Teachers, however, must deliver lessons which engage every child in the classroom. Some 5
students may have problems that complicate that process. Others have parents who are too
involved, or not involved enough. Teachers must navigate these hurdles while meeting frequently
changing curriculum requirements. In short, the job demands that teachers have superhuman
levels of empathy, resilience and organisation.

We must recruit 20 million teachers worldwide if every child is to have access to quality education; 10
it’s easy to see the appeal of robotic teachers to fill these gaps. It takes a lot of time and money to
automate an entire profession but after the initial costs digital teachers wouldn’t need to be paid,
wouldn’t need days off and would never be late for work. Changes to the syllabus can be simply
uploaded across an entire fleet of AI instructors, and the systems would never make mistakes.

However, we still have some way to go before such instructors enter our classrooms. Teachers 15
rely on social interaction to figure out what their students need and so far no digital system
can compete with a human in this realm. Maybe no robot will ever be good enough to replace
teachers completely. ‘I do not believe that any robot will develop the vast repertoire of skills and
abilities that a human teacher possesses,’ says Rose Luckin, a leading researcher in AI.

AI could have a collaborative role in the education system, however. What if AI could act as an 20
extra pair of hands in the classroom? This AI assistant could manage routine tasks and even
help teachers to find online lesson plans most likely to work, based on the details of the students
and the school’s specific curriculum.

AI could give teachers a greater insight into their students’ needs by collecting and analysing
information about each student. Teachers would know which students weren’t getting enough 25
sleep, if they had inadequate diets, if they were suffering from stress — information that can
affect a student’s performance but is difficult to tease out in the classroom. If a student needed
extra attention, they could work with an AI-powered intelligent tutoring system that adjusts its
approach to match the student’s learning style.

Convincing parents, teachers, and students to embrace AI in education will be the real challenge 30
and teachers may resent having their skill set devalued. The process will likely take decades, not
years.

Text B: Eight reasons to welcome AI in the classroom

The following text outlines some advantages of using Artificial Intelligence (AI) in the classroom.

1. Intelligent tutoring systems are not a far-off vision of the future – they already exist in a
practical capacity. They can function without a teacher present and can challenge and
support the learner using different algorithms.

2. Virtual reality assisted learning extends the boundaries of the classroom. Realistic virtual
environments can provide learners with a richer understanding of their learning material and 5
prepare them for a working world where AI will soon dominate.

3. Software that can instantly grade student essays is a significant benefit. Every graded essay
adds to a central database to which future essays can be compared.

4. AI can alert teachers to patterns where students submit answers which are often wrong and
can help make teachers more effective. 10

5. AI can learn students’ habits and propose the most efficient study schedule for them. Should
the machine encounter a problem or question that is out of its programming a human will be
contacted to step in.

6. AI will be able to import a syllabus and generate a textbook filled with useful content. This
makes for an incredible amount of customisation of learning catered to the needs of the 15
students.

7. Virtual humans, another form of AI, can work 24 hours, 7 days a week on repetitive and
time-consuming tasks that no human enjoys doing.

8. AI programs that augment the educational experience for learners with disabilities are
already in development. These can give learners with special needs a greater sense of 20
autonomy.

Cambridge IGCSE™
* 0 3 3 6 5 4 1 4 3 1 *

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition February/March 2021

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Any blank pages are indicated.

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Imagine you are a pupil in a school which is considering introducing Artificial Intelligence (AI) in
the classroom.

Write a letter to your head teacher explaining why you would or would not want to see Artificial
Intelligence used in your school.

In your letter you should:

• evaluate the views about AI in the classroom in both texts
• explain, based on the texts, the extent that you feel Artificial Intelligence could affect school life.

Base your letter on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/22/F/M/21
3

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/22/F/M/21 [Turn over
4

..........................................................................................................................................................

.................................................................................................................................................. [40]

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Write a description with the title, ‘By the light of the Moon’.

Descriptive Writing

3 Describe the house of a person much older than you.

Narrative Writing

4 Write a story with the title, ‘Looking back’.

Narrative Writing

5 Write a story which involves a moment of panic.

Please write your chosen question number here (2, 3, 4, 5): .................

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/22/F/M/21 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2021 0500/22/F/M/21
9

..........................................................................................................................................................

.................................................................................................................................................. [40]

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition October/November 2020

INSERT 2 hours

INFORMATION
*0721086660-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Blank pages are indicated.

Read both texts, and then answer Question 1 on the question paper.

Text A: eSports in the Olympic games?

eSports is the short name for electronic sports, where players play video games against each
other with fans watching them. This article discusses whether eSports should be included in the
Olympic Games.

eSports currently enjoys enormous attention and funding. Last year, the global audience for
eSports grew by millions with global revenue for the eSports industry huge and still rising. In
many countries, audiences pack stadiums and concert venues to watch teams compete against
each other in a range of video game tournaments. People from around the world also watch
from the comfort of their homes thanks to entire channels dedicated to streaming live footage of 5
people playing video games.

Fans argue that eSports athletes are athletes in the real sense of the term – citing shooting,
archery and dressage as examples of Olympic sports where the skills and talents of individuals
are recognised. It takes dexterity, intelligence, reflexes and coolness under pressure to succeed
in gaming. eSports athletes are legitimate competitors who happen to wield a joystick. How’s that 10
so different from a pole vault?

Experts on sports law are cautious: ‘Many sports want to get Olympic recognition. It’s a public
demonstration to the world, and a surge of interest often follows. Although eSports is growing,
that still doesn’t necessarily make it widely accepted.’

eSports is young, its players and audiences are young. The dismissal of eSports, its sponsors 15
argue, is just another example of older people scoffing at what occupies young people as ‘fads’
or unimportant activities. eSports is an opportunity for young people to take an existing passion,
competitive gaming, and make something more of it, even earning a living from it – after all, this
is often given as a reason to celebrate and support sports in general.

eSports, it is claimed, is the real deal. But arguments around popularity and difficulty only go so 20
far. Becoming a prima ballerina is so difficult it’s virtually impossible: as a sporting endeavour it
is far harder than qualifying for the Olympics in any sport. Should dancing to Swan Lake be an
Olympic sport? No. This activity knows to stay in its own lane.

There’s a logistical problem too, one that threatens eSports as an Olympic event far more
than narrow-minded traditionalists like myself. The different games played in various eSports 25
competitions have definitive lifespans and age quickly. Games are frequently replaced by sequels
and upgraded versions. It is an impressive effort to call playing video games ‘eSports’ and hope
that saying it enough will convince people it is actually a sport. But, no. Moving a joystick simply
has no athleticism, physicality or exertion – things that make something a sport. Competitive
eating sounds good too, but no one is suggesting that features in the Olympics. 30

Text B: Resistance is futile: eSports is massive ... and growing

This text discusses the popularity of eSports.

Imagine a stadium full of screaming fans. Zoom in on the contestants, sweating from the intensity
of the competition. This is not football, basketball or boxing. It’s eSports, and the ‘athletes’ are
headset-wearing, energy-drink-guzzling video-gamers. Couldn’t happen? Think again.

More than 20 years after the first video game tournaments, top eSports tournaments now draw
audiences that rival the biggest traditional sporting events; popular midweek live streams routinely 5
attract more than 100 000 online viewers. Massive global brands have weighed in as sponsors.
Gaming is what every traditional sports league is desperate to become: young, global, digital and
increasingly diverse. eSports is here. It is real. It is growing – and we have the numbers to prove
it.

So how big is this gaming thing? Let us start with this: according to market research so many 10
millions of people watched or played eSports that if the eSports nation were actually a real
nation, it would be the fifth largest in the world. eSports has long been biggest in Asia. Now North
America and Europe also claim tens of millions of eSports fans, with numbers growing by 21 per
cent a year.

The most popular video-streaming site boasts 55 million users and is arguably the most important 15
contributor to eSports’ recent growth. It offers streams of games and tournaments, and access to
gaming’s stars. It’s also where the next generation of would-be gamers post their own streams.

Apparently someone’s watching.

Although the gamer stereotype is young, single, male and living in some sort of basement, the
reality is that more than half of eSports fans are employed full time, 44 per cent are parents and 20
38 per cent are women. eSports fans do tend to be young. Just 28 per cent are over 35, a selling
point to advertisers looking to reach the next generation of consumers.

People watch this thing? Well, in a word, yes. Today, eSports’ biggest tournaments rival practically
any sporting event.

Cambridge IGCSE™
* 0 7 2 1 0 8 6 6 6 0 *

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition October/November 2020

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Blank pages are indicated.

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Imagine you are a student at a school which is considering introducing eSports as part of the
sports curriculum.

Write the speech you give to your school community, giving your views.

In your speech you should:

• evaluate the views and attitudes about eSports given in both texts
• give your own views, based on what you have read, about whether eSports should be offered
in schools.

Base your speech on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/21/O/N/20 [Turn over
4

..........................................................................................................................................................

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Write a description with the title, ‘Camping out’.

Descriptive Writing

3 Describe the view from a window on a wet day.

Narrative Writing

4 Write a story which includes the words, ‘… that wasn’t very successful …’.

Narrative Writing

5 Write a story with the title, ‘An unexpected meeting’.

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/21/O/N/20 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/21/O/N/20
9

..........................................................................................................................................................

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition October/November 2020

INSERT 2 hours

INFORMATION
*2042872565-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Blank pages are indicated.

Read both texts, and then answer Question 1 on the question paper.

Text A: Who are the real experts?

This passage explores the idea of expertise.

Last week, I needed to book lunch in a city that I didn’t know well, and began searching for a
suitable restaurant. Years ago, I’d have done that by turning to a restaurant guide or travel book.
In the world I grew up in, it was normal to seek advice from the ‘experts’. Nowadays, it wouldn’t
occur to me to do that. Instead, I typed what I needed into my phone, scrolled through long lists
of online restaurant recommendations from people who said they’d eaten in them – and picked 5
one. Risky, yes: estimates suggest 20 per cent of comments posted on review websites are fake,
but there were enough voices for me to feel able to trust the wisdom of the cyber crowds. Lunch
was nothing special.

This is a trivial example of a bigger change underway. Citizens of the cyber world no longer
have faith in anything that real experts say. People have had enough of experts. We increasingly 10
rely on crowd-sourced advice rather than properly qualified experts to choose our restaurants,
holidays and health care. We take advice from our peer group, our online ‘friends’ – people like
us, and people we like. In some senses, this is good news, but the problem of this new world is
that people can fall prey to social fads or groupthink. If I only listen to opinions from ‘a person like
me’, I’m less likely to accept new facts or arguments from anyone else. 15

We’re also far too interested in what celebrities have to say. This is more serious. Celebrities are
too often given a platform to air their views. Celebrities are better-looking and more entertaining
than real experts with their solemn speeches and statistics, but just because someone’s good at
acting or sport, should we trust their opinions on child-rearing, diet or global warming?

Of course, celebrities say they’re just getting ‘the message’ out to the public. Actually, they’re 20
helping to devalue real expertise and reduce intelligent public discussion. We’re racing headlong
towards some dumbed-down future. Let’s face it, if you’re listening to celebrities on global affairs,
you’re not really asking the hard questions, are you?

Text B: Trust me, I’m an expert

This passage explores the relationship between trust and expertise.

Why do people trust some experts but reject others? Why do people seek medical experts for
medical issues, but distrust economic experts for economic issues? What makes us decide
to place trust in, and listen to, an expert when we need to solve a problem that’s beyond our
understanding?

Luckily, there’s scientific research on the issue – if you trust that sort of thing. 5

Studies argue that to gain our trust an expert needs three characteristics: expertise, integrity and
benevolence. In other words, knowing stuff isn’t enough. For us to rate someone as a trustworthy
expert they need to seem honest and good-hearted.

This can be problematic in a world where the idea persists that experts are remote geniuses full
of their own importance, or ambitious entrepreneurs blinding us with science. But where does 10
this idea come from? From my own experience with experts, and being one myself, I think that
one reason we seem so untrustworthy and self-centred is because of how we speak.

To many people expertise is a foreign language. When experts talk, they often use complicated
words and acronyms. Experts seem to want non-experts to rise to their level of sophistication,
rather than approaching non-experts with appropriate language. 15

As an expert on memory, I’m sometimes guilty of this. I really like uncommon words, despite
knowing they can scare people away. Even in my new book, The Memory Illusion, where I waffle
on about the importance of explaining things in plain English, on the very first page I use the
word ‘parsimony’.

In my university lectures and books I consider using precise, elegant words part of the educational 20
experience. However, using words and phrases that most people don’t understand in everyday
conversation and the media is just showing off. Experts should stop blaming the public for not
listening to them and give themselves a stern talking to.

Experts need to demonstrate that they’re good, honest people with the public’s best interest
at heart. That’s easier for some; it’s simple to see how medical experts help others, but much 25
harder with climate scientists who we may only be able to properly thank when our cities aren’t
underwater in 50 years’ time.

But maybe there’s hope yet. A recent online poll found that ‘in times like these’, people trust
academics and experts considerably more than their boss, family, or friends.

Cambridge IGCSE™
* 2 0 4 2 8 7 2 5 6 5 *

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition October/November 2020

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Blank pages are indicated.

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Write a magazine article for young people about who they should listen to when faced with
decisions in their own lives.

In your article you should:

• evaluate the attitudes and opinions about experts in each of the texts
• give your own views, based on what you have read, about getting the best advice.

Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Begin your article with a suitable headline.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/22/O/N/20
3

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/22/O/N/20 [Turn over
4

..........................................................................................................................................................

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Write a description with the title, ‘The factory’.

Descriptive Writing

3 Describe waking up to find the scene around you has changed.

Narrative Writing

4 Write a story that involves solving a problem.

Narrative Writing

5 Write a story which includes the words, ‘… this could not be the present …’.

Please write your chosen question number here (2, 3, 4, 5): ............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/22/O/N/20 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/22/O/N/20
9

..........................................................................................................................................................

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition October/November 2020

INSERT 2 hours

INFORMATION
*6018888321-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Blank pages are indicated.

Read both texts, and then answer Question 1 on the question paper.

Text A: Why you shouldn’t work at full capacity

This passage explores the problems associated with working too hard.

Have you ever felt like you couldn’t take time off work because nobody could do your job while
you’re away? Do you drop your personal plans to work late nights and weekends, and feel guilty
simply leaving the office on time?

If any of the above sounds familiar, then you may be one of the growing number of so-called
‘work martyrs’ who are drastically changing company culture and leading to a rise in cases of 5
stress and burnout.

Biri Patel is the first person to admit he’s been suffering from mild burnout by sacrificing all of his
free time for his career.

The 25-year-old data scientist says his problems began two years ago when, keen to impress at
his new job, he set the bar too high. ‘I was working 12 hours a day at 200 per cent.’ 10

At first, the positive recognition he received was addictive, but the recent university graduate
soon realised that taking on such huge amounts of work was unsustainable.

‘Over time, your company expects you to work at that initial level because that’s what you’ve
done before, and you expect yourself to be at that level because that’s what you’ve been putting
in,’ he says. ‘But working that hard all the time just isn’t feasible.’ 15

Patel found himself becoming less productive and less efficient the more hours he put in. He says
it took an emotional toll too, ‘because you expect yourself to be at a higher level and achieving
more.’

Patel is not alone in this predicament. According to a new study, 81 per cent of salaried employees
work outside of their standard work hours, with 29 per cent doing it three or more days per week. 20
Another study found that under 30s, in particular, are much more likely to become work martyrs
than their older peers.

Experts caution that more time in the office doesn’t equate to a better worker, and that bosses
need to set clear goals to prevent much bigger problems on the horizon. They warn that the
repercussions of a stressed-out workforce will become more pronounced as younger workers 25
move into management roles and expect the same level of performance from their subordinates.

Studies link overworking with numerous stress-related health problems, including depression
and impaired sleep. Working hard can result in a sense of accomplishment but also unhealthy
levels of anxiety. In an office culture where technology is everywhere, boundaries are unclear
with many feeling chained to their devices, and home becoming an extension of the office. 30
There’s little guidance in the workplace about what’s appropriate with technology, so it gives us
this feeling that we need to be reachable at all times, that we should always be available to work,
or risk someone else taking advantage of our absence. This fuels a kind of hyper-intense desire
to prove ourselves.

Text B: Keep on working into old age for the good of your health

This passage explores the benefits of working in old age.

Older people should consider working until their 70s and 80s for the good of their health,
pronounced leading expert Professor Alison Zhang in her recent report. Skilled employees should
not have to stop work, she argues, simply because others think they’re old.

Professor Zhang told those approaching 70 that they are better off staying in work. She said that
she enjoyed working hard and had no plans to stop and retire. She urged others to follow her 5
example. ‘Older people can continue with the work they’ve always loved, or train for new careers
doing something they enjoy.’

Her report suggests that people who remain in paid employment into older age improve their
chances of staying healthier for longer.

Professor Zhang writes: ‘People are living longer than ever. Staying in work can make sure 10
they stay physically and mentally active for longer. The health benefits of this should not be
underestimated.’

The report explains that while many older people enjoy the benefits of retirement, for many others
retirement brings feelings of social isolation and stress linked to money worries. After a lifetime
spent working, it seems that many retired people just don’t know what to do each day without a 15
job.

Research suggests that social isolation increases the risk of dementia, while more active lifestyles
have been shown to protect against a host of diseases and the advance of frailty.

Dancing and swimming clubs, singing programmes run by choirs and helping children with
reading in schools are suggested as hobbies which could prevent isolation and reduce stress. 20

Cambridge IGCSE™
* 6 0 1 8 8 8 8 3 2 1 *

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition October/November 2020

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Blank pages are indicated.

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Write a speech for school leavers about attitudes to work.

In your speech you should:

• evaluate the views and opinions about work given in both texts
• give your own views, based on what you have read, about what you consider to be a good
attitude to work throughout a person’s working life.

Base your speech on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/23/O/N/20
3

..................................................................................................................................................................

..................................................................................................................................................................
[40]

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Write a description of a family home.

Descriptive Writing

3 Write a description with the title, ‘Waiting in line’.

Narrative Writing

4 Write a story involving a group of people working together.

Narrative Writing

5 Write a narrative with the title, ‘The mirror’.

Please write your chosen question number here (2, 3, 4, 5): ...................

..................................................................................................................................................................

..................................................................................................................................................................
© UCLES 2020 0500/23/O/N/20
9

..................................................................................................................................................................

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition May/June 2020

INSERT 2 hours

INFORMATION
*0743068535-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Blank pages are indicated.

Read both texts, and then answer Question 1 on the question paper.

Text A: Why space tourism matters

The article below outlines some of the benefits of space tourism.

Right now, one of the most exciting space facilities in the world is a Second World War hangar in
the Mojave Desert, in California. The wooden hangar belongs to one of the companies building
rocket planes to fly tourists into space. Further along the runway, another billionaire is developing
a new space launch system. Eleven other small space businesses are spread around the site at
the Mojave Air and Space Port. 5

Some of these companies are charging huge sums for the privilege of experiencing five minutes
of weightlessness; others will charge for a ride in a two-seater rocket ship. The cost alone puts
this fledgling space tourism industry beyond most of us, but it’s worth outlining why space tourism
matters.

There’s already talk of drastically reducing flight times between cities by planes that can use 10
space as a result of the work done by scientists working with space tourism companies. Space
tourism will also inspire a new generation of engineers. ‘It’s an engineer’s dream job,’ one
26-year-old working here says. ‘Most engineers sit behind a desk all day. I get to come out here
in the shop, turn wrenches and fire rocket engines.’

What’s more, the cost of reaching space will go down. Conventional space rockets could only 15
be used once, at huge cost, but space tourism is developing space planes which will be able to
reach orbit many times. Space, the final frontier, could finally become economically viable to a lot
more people.

Space travel will provide a new view of our planet. It is widely accepted that one of the greatest
achievements of the Apollo mission was the view of the Earth from space. Apollo 8 astronaut, 20
Bill Anders, summed it up: ‘We came all this way to explore the Moon,’ he said, ‘and the most
important thing is that we discovered the Earth.’ The images put us in our place, a blue marble
against the backdrop of nothingness.

Every astronaut I have interviewed talks about how seeing the Earth from space changed their
view of the world. As a result, could it influence the decisions we make on pollution or climate 25
change?

Text B: Why on earth would I be a space tourist?

The passage below is an article arguing against space tourism.

Indulge me with this scenario for a moment: you have a (very) rich old uncle with a serious
passion for all things space. He’ll give you a very large sum of money if you promise to fulfil a
dream he knows he’s now too frail to achieve. Yes, he wants you to book one of the first available
tourist seats on a commercial rocket into space.

A thrilling prospect beyond your wildest dreams? I, for one, would have to respectfully suggest 5
my uncle bestows his generous legacy elsewhere.

Even without speculating about how much good all that money could do for a really worthwhile
cause, it’s hard to justify the cost, both financially and environmentally, of space tourism. There
are millions of people who have never travelled outside their own regions and for whom the
very idea of tourism here on Earth is unattainable. Even in wealthy countries, travel beyond the 10
borders is still relatively unusual. Sixty-four per cent of US citizens have never left the country.
Before space becomes the new, must-see tourist destination, wouldn’t it be nice if more people
got to see more of their own beautiful world?

Relieving poverty and the effects of conflict are not fashionable fields of endeavour for billionaires
with money to burn. They won’t have a good return on their investment in 10 or even 50 years. 15
I can see the appeal of cutting-edge technology and shiny new rockets lifting off in a blaze of fire.
But for the tiny elite of people who benefit, either as tourists or from jobs in the industry, a huge
and struggling population remains benighted and bereft.

It seems that all astronauts who have gazed down from space on their terrestrial home are
powerfully struck by its beauty. Don Thomas, who has been in space four times, says as more 20
people get to see such an awe-inspiring sight on their tourist flights, ‘the better off we’re all going
to be.’ But he also describes how fragile the Earth looks from space and how ‘paper-thin’ the layer
of atmosphere is protecting it. I’m really not sure how the burgeoning space tourism industry is
going to help with that!

My imaginary space-obsessed uncle will have to find someone else to waste his money on, 25
I think.

Cambridge IGCSE™
* 0 7 4 3 0 6 8 5 3 5 *

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Directed Writing and Composition May/June 2020

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Blank pages are indicated.

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Imagine you have a rich relative who is considering whether or not to reserve a seat on one of the
first tourist space flights and they have asked you for your views.

Write a letter to your relative.

In your letter you should:

• evaluate the ideas and opinions in both texts
• give your own views to your relative, based on what you have read.

Base your letter on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/21/M/J/20
3

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/21/M/J/20 [Turn over
4

..........................................................................................................................................................

[Total: 40]

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe a room in a house that belongs to an older person.

Descriptive Writing

3 Describe moving from a stressful place to one which is peaceful.

Narrative Writing

4 Write a narrative about a time you had an important responsibility.

Narrative Writing

5 Write a narrative which includes the words, ‘I was so focused’.

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/21/M/J/20 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/21/M/J/20
9

..........................................................................................................................................................

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition May/June 2020

INSERT 2 hours

INFORMATION
*9482520056-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Blank pages are indicated.

Read both texts, and then answer Question 1 on the question paper.

Text A

The post below is from an online education forum in which a Headteacher argues for study exchange
visits to different countries by teenagers.

Many people in my country believe that study exchange visits by students to other countries
have limited educational value and offer little more than brief holidays subsidised by parents and
their often cash-strapped schools. Some say that older students need every minute in their own
schools to give them a chance of success in higher education and a competitive workplace in the
future. 5

In my school, however, we’ve recently instigated an ambitious programme of exchange visits

where students in the second term of their course can spend a few weeks living and studying in
a different country, while keeping up with some of their home school’s work online. It’s proving
incredibly popular. Students apply to spend four weeks studying in a partner school overseas.
They have to show enough maturity and sense of responsibility to represent their school and 10
their country, as well as benefit from the experience personally.

If we choose carefully, our students return from their exchange visits enriched by exposure to
new cultures and different educational methods and principles. One of our brightest 14-year-olds
recently returned from a four-week visit to study in a school overseas where the resources
available reflected the country’s struggling economy. She learned that the teacher, not the shiny 15
gadgetry, is the key to effective learning. Other students have returned with aspirations to work in
the countries they visited, fuelling their ambition and drive to succeed.

There is more to educating our students than stuffing their heads with facts and knowledge.
The opportunities provided by study exchange visits – to develop young people’s personalities,
resilience and sense of adventure – cannot be replicated in the classroom. We’ve had young 20
people return from studying in other countries with renewed motivation and enthusiasm, more
tolerant and open-minded about the wider world. Now, that’s what I call education!

Text B

This post was written by another Headteacher in response to the Headteacher in Text A.

It’s said that travel broadens the mind and maybe it does. I don’t believe, however, that a school
should compromise on its primary role which is to equip students with the skills and knowledge to
do well for themselves, their families and their communities in later life.

A lot of learning happens in four weeks, and the huge time and effort involved in vetting host
families, planning and preparing for a lengthy exchange visit is very costly in teacher time. It’s 5
also a very rare 14-year-old, in my experience, who can leave their family, school and country for
four weeks and cope well. Adolescence, especially these days, can be a traumatic enough time
without such dubious ‘experiences’, and the school will be left to pick up the pieces.

Having taught in schools in different countries in the past, I know that educational practices and
principles vary widely across the globe. Students returning from four weeks studying abroad 10
may have some superficial views about the relative value of other ways of learning but their
real education happens in their own schools. How are 14-year-olds meant to judge what they
see elsewhere? A snapshot of a less challenging school environment could limit students’
expectations of themselves while a visit to a school with small classes, plush surroundings and
all manner of electronics may well induce resentment in young minds. For some, that resentment 15
may eventually drive them away from their own communities where their education can do most
good for others.

As for overseas students coming here to my school on an exchange visit, I would struggle to
persuade teachers to adapt lessons for someone whose progress, especially in examinations,
is not their responsibility. I wonder how the parents of students in my school would view the 20
teacher time expended on students who are temporary visitors. We have no way to measure
what tangible benefits our students would gain from a study exchange visit, but we might be
measuring the disadvantages in poorer grades. We already have close links with several foreign
schools with whom our students correspond regularly, developing their language skills and
broadening their horizons. 25

Cambridge IGCSE™
* 9 4 8 2 5 2 0 0 5 6 *

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition May/June 2020

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Blank pages are indicated.

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Imagine you are the parent of a student who attends a school that is considering a study exchange
programme.

Write the speech you give at a meeting for parents and teachers about whether it is a good idea
for the school to run a study exchange programme.

In your speech you should:

• evaluate the ideas and opinions given in both texts
• give your own views, based on what you have read, about whether your child would benefit
from a study exchange visit.

Base your speech on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/22/M/J/20
3

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/22/M/J/20 [Turn over
4

..........................................................................................................................................................

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Write a description with the title, ‘Downhill’.

Descriptive Writing

3 Describe what you see, hear and feel in a very crowded street.

Narrative Writing

4 Write a narrative with the title, ‘The Moon’.

Narrative Writing

5 Write a narrative which starts with the words, ‘I was too late …’.

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/22/M/J/20 [Turn over
8

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/22/M/J/20
9

..........................................................................................................................................................

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition May/June 2020

INSERT 2 hours

INFORMATION
*9426035210-I*

● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Blank pages are indicated.

Read both texts, and then answer Question 1 on the question paper.

Text A: The surprising benefits of extreme sports

The article below outlines some of the benefits of participating in extreme sports.

Jumping off cliffs, scaling vertical rock faces or nailing BMX aerial manoeuvres may not be high
on many people’s list of fitness pursuits to try, but the benefits of taking part in such high-risk
activities can go well beyond bragging rights and burning calories.

Research into the effects of extreme sports has tended to focus on their negative aspects.
However, aside from the obvious benefits of physical exercise, there are some surprising 5
psychological benefits to taking your exercise regime to the extreme.

An Australian study found that participating in extreme sports and risky physical challenges
can give you a mental boost. Interviews with 15 extreme sports athletes found that facing and
overcoming intense fear can lead to transformational changes in confidence and sense of self.
Fears can grow from a lack of faith in ourselves, and so conquering them can prove to ourselves 10
that we’re capable, the study concludes.

This turns the stereotype of the young, thrill-seeking, adrenaline junkie on its head. It highlights
how any sort of activity that scares you – resigning from a job, facing important exams or just
competing in a fun run – can promote psychological benefits that can spill into other areas of your
life. One can train to become a more resilient person through exposure to stressful experiences, 15
including participating in extreme sports.

After her record-breaking wingsuit flight across the Grand Canyon, 48-year-old cliff jumper
Heather Swan spoke of how such risky encounters helped her develop tools to face everyday
fears. She says such thrilling encounters have taught her to separate real fears from irrational
fears. ‘I know how to manage the fear and separate what I know I can do from just being afraid.’ 20

A 2009 study found that involvement in such risky activities had the potential to make people
more humble. Researchers found that brushes with death, intense fear and the realisation that
nature is far more powerful than us gave participants a profound sense of courage and humility.

Text B

The article below discusses some of the dangers of participating in extreme sports.

For many young people, there’s nothing quite like the exercise and camaraderie you get from
being part of a team. Whether it’s baseball, basketball, soccer, softball or volleyball, there is fun
to be had.

Some athletes take things to the next level, though. Rather than playing traditional sports as part
of a team, they engage in lone sports that provide a satisfying rush of adrenaline. These activities 5
– skateboarding, white-water kayaking, ice climbing, heli-skiing, BMX biking, bull riding, cliff
diving – are inherently dangerous in some way, but that rush of adrenaline makes participants
feel more alive than they’ve ever been. There are many terrifying ways in which extreme sports
athletes can test themselves, and for some it becomes an addictive challenge to attempt ever
more risky, dangerous feats. 10

Watching extreme sports is fascinating, and their popularity has soared in recent years owing to
frequent exposure on internet sites and social media. Extreme sports athletes have become so
popular that they are offered lucrative sponsorships from companies that want to associate their
brands with these cutting-edge thrill seekers. Some sponsorships allow extreme sports athletes
to compete in these sports professionally, rather than as merely a hobby. 15

The best extreme sports athletes can have long and profitable careers, as long as they are true
masters of their sport. Unfortunately, even the smallest mistakes can have catastrophic effects.
Between 2000 and 2011, experts estimate that over four million injuries were caused by extreme
sports. In the most extreme sports, minor errors can lead to serious injuries and even death and
can also involve danger to those who have to rescue athletes from caves, cliff edges, canyons or 20
freezing lakes.

Young people who are most likely to engage in extreme sports often lack the judgement of older
adults. The lure of internet fame leads many to copy feats that they’re woefully unprepared for.

Cambridge IGCSE™
* 9 4 2 6 0 3 5 2 1 0 *

FIRST LANGUAGE ENGLISH 0500/23

Paper 2 Directed Writing and Composition May/June 2020

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Blank pages are indicated.

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Write a speech to give to an audience of young people about what they need to consider when
taking part in an extreme sport.

In your speech you should:

• evaluate the benefits and risks outlined in both texts
• give your own views, based on what you have read, about whether participating in an extreme
sport is worthwhile.

Base your speech on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/23/M/J/20 [Turn over
4

..........................................................................................................................................................

[Total: 40]

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Describe what you see, hear and feel as you board a crowded bus.

Descriptive Writing

3 Write a description of an object you own which is important to you.

Narrative Writing

4 Write a narrative about preparing for an important event.

Narrative Writing

5 Write a narrative with the title, ‘The Spiral’.

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/23/M/J/20
9

..........................................................................................................................................................

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition February/March 2020

INSERT 2 hours
*7888894700-I*

INFORMATION
● This insert contains the reading texts.
● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.

This document has 4 pages. Blank pages are indicated.

Read both texts, and then answer Question 1 on the question paper.

Text A: Why you may have good reason to worry about smart devices

This online article discusses some concerns about new technology.

Thanks to new technology an estimated 1.5 trillion objects globally could one day connect to the
Internet, everything from simple household objects to unmanned taxi-drones. In the so-called
Internet of Things (IoT), each object will be capable of sending and receiving data just as laptops,
smartphones and tablets can today. But if Internet-connected wearables or smart home devices
didn’t make your shopping list this year, it may be because of growing concerns about how 5
careless the makers seem to be with the data their devices collect.

So far, the smart people who want us to buy their smart things have been pretty stupid. In their
rush to get intelligent fitness trackers, mattresses and fairy-lights to market, developers just aren’t
paying enough attention to privacy and security issues. Because of this oversight, people have
been slower to buy and use connected devices than expected and 47 per cent state privacy and 10
security concerns are a reason.

That’s bad news for everyone. The IoT will transform our cars, homes, and offices by adding
digital intelligence, creating smart devices. Smart devices will benefit consumers, taking over
boring activities such as paying bills or reordering cleaning supplies. One online service already
enables ‘smart’ pet-feeders to reorder pet-food on their own. Critics worry that this might have 15
disruptive implications for how, or even whether, consumers will search for products, compare
prices and evaluate reviews. According to its promoters, the IoT will customise our experiences,
simplify our lives and improve the efficiency of modern urban life.

With all that potential value to society, unsurprisingly, the IoT has attracted investors and
entrepreneurs worldwide. Already, the IoT market is generating billions in revenue, bringing with 20
it promises of new jobs.

Given the security weaknesses in some of today’s devices, there is cause for concern. So far, our
smart things don’t exhibit very good judgement. What if our possessions were told by advertisers
to buy certain products or avoid others? What happens when your house, under pressure to be
environmentally friendly, decides it knows better than you do when to turn off the lights? 25

Text B: Why are some people quicker than others to use new technology?

The speaker is addressing a group of business people who sell technology products and services.

For a while now, I’ve studied why customers buy new technology.

Customers fall into three groups.

Group one, people I call ‘early adopters’, consists of individuals who drive their social status by
knowing the latest-and-greatest in what’s happening in the tech space. They enjoy the thrill of
having something before others, knowing details about what’s happening, and being part of the 5
‘insider’ community of the tech world. They don’t need the products for what they do, they just
want to be at the leading edge of use. You can think of them like amateur movie reviewers who
go to practically every movie, to serve as an informed authority for others on how good it is and
what needs improving. Once another product comes out to replace it, these people will use the
original infrequently. 10

There’s another group who want to be first because they need to keep up for professional
reasons. They are usually in the tech community. They’ll buy a new product to understand the
core of the innovations that are happening. Their interest isn’t in using the product. But they want
to see what makes the product tick and how to exploit any good ideas for other projects they
have. They don’t really care about the product itself, or the company that made it. 15

The final group, the ‘normals’, buys a new product or service if it promises to meet a need they
find very pressing or solve a problem they have. Sometimes it’s hard to persuade this group they
even have a problem. Normals will wait until someone close to them shares their experience of
a particular product or service. Once normals can see the need and the benefits, they’ll be more
likely to try the new product or service. 20

People have routines and rituals in their life that make change difficult and change is costly.
There are the financial implications of purchasing something new versus keeping the old thing.
Free trials and other ‘try me’ promotions can help to persuade them, but there’s also the hassle
of moving data and procedures to the new thing. People know how to use their existing product
and trust it. With the new one, they have to take time to learn everything all over again. 25

Frustratingly, some people, once they have a working solution, will refuse to change until that
product completely dies. These people resist any new product until they have no other option.

Cambridge IGCSE™
* 7 8 8 8 8 9 4 7 0 0 *

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition February/March 2020

2 hours

You must answer on the question paper.

You will need: Insert (enclosed)

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].
● The insert contains the reading texts.

This document has 12 pages. Blank pages are indicated.

Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.

Section A: Directed Writing

Question 1

Write a magazine article for young people about how far they should keep up with the latest
technologies.

In your article you should:

• evaluate the views and attitudes people have towards new technology
• give your own views, based on what you have read.

Base your article on what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.

Begin your article with a suitable headline.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25 marks for the
quality of your writing.

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/22/F/M/20
3

..........................................................................................................................................................

..........................................................................................................................................................
© UCLES 2020 0500/22/F/M/20 [Turn over
4

..........................................................................................................................................................

[Total: 40]

Section B: Composition

Answer one question from Section B.

Write about 350 to 450 words on one of the following questions. Answer on this question paper.

Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.

EITHER

Descriptive Writing

2 Write a description of a place you would like to go back to.

Descriptive Writing

3 Describe the other contestants in a competition before, and after, the winner has won.

Narrative Writing

4 Write a story which involves some sort of delay.

Narrative Writing

5 Write a story set in two different times or places.

Please write your chosen question number here (2, 3, 4, 5): .............

..........................................................................................................................................................

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© UCLES 2020 0500/22/F/M/20 [Turn over
8

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..........................................................................................................................................................
© UCLES 2020 0500/22/F/M/20
9

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Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.

..................................................................................................................................................................

..................................................................................................................................................................
© UCLES 2020 0500/22/F/M/20

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