Question 3 Model Answer: Report (Cambridge (CIE) IGCSE English Language)

Revision Note

Deb Orrock

Written by: Deb Orrock

Reviewed by: Kate Lee

Question 3 Model Answer: Report

For this task, you will be asked to produce a piece of writing in a particular format, based on what you have read in Text C. You may be asked to write in one of six possible formats (genres):

  • A letter

  • A report

  • A journal entry

  • A speech

  • An interview

  • An article

The following guide will demonstrate how to answer Question 3 in the format of a report. The task itself is taken from a past exam paper.

Text and question

The following text is about a narrator and his friend, Royer, going on a fishing trip together.

CIE IGCSE English Language Paper 1 question 3 report text about a fishing trip
CIE IGCSE English Language Paper 1 question 3 report text about a fishing trip
CIE IGCSE English Language Paper 1 question 3 report text about a fishing trip

Question:

CIE IGCSE English Language Paper 1 question 3 report example

Report model answer

Based on the above question, the following model answer is an example of a full-mark report response.

CIE IGCSE English Language question 3 report model answer part 1
CIE IGCSE English Language question 3 report model answer part 2
CIE IGCSE English Language question 3 report model answer part 3

Unannotated model answer

Model answer:

A fun fishing trip for two old friends who had not seen each other since university took an unexpected turn recently at White Cap River. The pair had not been fishing together for years, and were clearly hoping for a big catch, as well as a real-life adventure at the setting of one of the men’s favourite childhood stories. Leaving their families and responsibilities in the city, the friends decided to catch up over a long drive in a soft-top sports car through open countryside and rolling hills in the hope of creating new memories together. The mountain road famously offers impressive views of the valley below, before descending back down into the National Forest. The employee of a local fishing-tackle shop recalls meeting the pair when they stopped to check their directions and how far it was to the river itself. He was surprised that they were undertaking the journey to the canyon without a four-wheel drive vehicle, but did not see anything else at that point to give him cause for concern.

Those familiar with the terrain would know it is unwise to attempt this particular descent without a suitable vehicle. There seemed to be a distinct lack of planning and preparation between the friends, who thought that - alongside a faded atlas that was probably out of date - just a rod and a reel was all that was going to be required. The passing of time meant that the friends did not seem to know each other as well as they thought, as it transpired that Royer, who was in charge of the wheel on the windy road that worms its way through forest land, has a phobia of heights. The narrow, crumbling road proved too much for him, and both men ended up spending that last of the daylight (and the last of their fuel) searching for a less dangerous route down to the river.

The following day, realising that he hadn’t seen the men’s car return, the fishing-tackle shop employee contacted the emergency services, fearing an accident. The gradient and the depth of the canyon means that, if stuck, it is impossible to get back up and get help. The mountain rescue team quickly assembled and, by the river, located the men, who had spent a cold and sleepless night in their car without blankets or food. Surprisingly to some observers, they were in the process of inflating a second-hand dinghy to try to attempt the foaming whitecaps of the river, which requires proper equipment and a decent boat even to try to fish in it. The men seemed undaunted by their ordeal and were ready to try again another day, but did accept that they would need to be better prepared next time.

Commentary:

  • The response starts with a newspaper report style introductory sentence, showing awareness of format --- although the response does not explicitly start with the opening line given in the task instructions, the first sentence is appropriate to the form and demonstrates clear understanding of the task and text

  • The response directly refers to details from the text, with appropriate development

  • The tone and register are appropriate for a newspaper report

  • Each bullet point in the question is dealt with in a separate paragraph

  • The level of formality is appropriate for a newspaper report

  • The response uses logical inferences made from details in the text

  • The development is based upon specific details from the text

Examiner Tips and Tricks

The suggested word count for this task is a guide, and you are not penalised for writing under or over 250-350 words. However, writing too little can mean that your answer does not have enough development or detail. Writing too much can mean that you go off topic and lose focus, which again can be self-penalising. It is therefore a good idea to stick as closely as you can to the word count guidance.

Our model answers are not written in timed, exam conditions. We have therefore shown a range of points that could be included to answer this question, and provided a model you can use to help with the structure of your answer.

You can find further guidance on suggested word counts for CIE here.

Summary

  • Remember to read the question carefully and highlight:

    • The instructions (what you have to do)

    • The focus of each bullet point

  • Re-read Text C and highlight the relevant information you can use in your answer

  • Address each bullet point in order:

    • Make sure you cover all of the bullet points as equally as possible

    • Base all of your answer on the ideas and details you find in Text C

  • Decide on the voice and style you want to create and maintain that in your answer

  • Do not just repeat details of what happened:

    • You need to develop your ideas to demonstrate understanding

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Deb Orrock

Author: Deb Orrock

Expertise: English Content Creator

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.

Kate Lee

Author: Kate Lee

Expertise: English and Languages Lead

Kate has over 12 years of teaching experience as a Head of English and as a private tutor. Having also worked at the exam board AQA and in educational publishing, she's been writing educational resources to support learners in their exams throughout her career. She's passionate about helping students achieve their potential by developing their literacy and exam skills.