Review Writing

British & IGCSE › Checkpoint 6 English (Cambridge Primary 0058)

1. What is a review?

A review tells the reader what you think of something — a book, a film, a toy or product, a place or an event — and why. It gives your honest opinion, backs it up with specific examples, and ends with a recommendation, so the reader can decide whether to read it, watch it, buy it or visit it.

A review has two jobs at the same time: to inform (what is it? what is it like?) and to advise (is it worth it, and for whom?). It is not a retelling of the whole story and it is not an advert. A good review is fair: it praises the good points and politely mentions at least one weaker point.

Where it sits in the exam and how it is marked

Year 6 students sit Cambridge Primary Checkpoint English (0058). There are two papers: Paper 1 Non-fiction and Paper 2 Fiction. Each paper lasts 1 hour and has Section A Reading (25 marks) and Section B Writing (25 marks). About 30 minutes is suggested for each section. The review is a Paper 1 task, because it is non-fiction.

Your writing is marked out of 25 in five categories. Here is what each category means for a review. The teacher's older names are in brackets.

How to get full marks: checklist

• Name the thing in the title and in the first paragraph (what it is, who made or wrote it, who it is for).
• Hook the reader in the first sentence — a question, a memory or a bold opinion.
• Describe or summarise briefly — one paragraph — and never give away the ending of a book or film.
• Give at least two strengths and one weakness, each with a specific example and a reason.
• Use at least five evaluative words that are better than good or bad.
• Keep your tenses under control: present for the thing, past for your experience.
• Finish with a clear verdict and a recommendation to a specific group (children aged 8–10 who love animals…).
• A star rating at the end is a nice extra, but it never replaces the reasons.

2. Features of a review

3. How to structure a review

Use this five-paragraph plan for every review. The opening and the verdict never change. Only the middle changes with the type. In 30 minutes aim for 250–350 words.

What changes with each type

How to start: openings that work

• A question: Have you ever wanted to build a robot that really moves?
• A memory: I will never forget the morning I unwrapped my first set of building blocks.
• A bold opinion: This is, without doubt, the funniest film I have seen this year.
• Imagine…: Imagine waking up alone on an island with only your dog for company.
• A surprising detail: Inside one small box were more than two hundred pieces — and not a single one was wasted.

How to end: verdicts that work

• Clear recommendation: I would recommend it to children aged eight to ten who love animals and adventure.
• Who should not choose it: However, if you prefer quiet stories, this may not be the book for you.
• Star rating: My rating: four stars out of five — it would be five if the batteries were included!
• Final advice: Visit early in the morning, before the crowds arrive, and do not miss the dinosaur hall.
• Link back to the hook: So, if you have ever dreamed of building a robot, this is the perfect place to start.

4. Useful phrases and vocabulary

5. Strong sample 1: toy review

A toy review has been set on a real Checkpoint paper, so study this one closely. Then read the notes to see where each mark is earned.

Strong sample 2: book review

Short plans for the other review types

6. Common mistakes

Practice tasks

1. Write a review of a toy you loved when you were younger for a children's magazine. Say what it was like, why you enjoyed it, and whether children today would enjoy it too.

   Show answer

   Title: My Wooden Train Set: Still on Track! P1: memory hook (my grandfather gave it to me when I was four) + what it is. P2 (past tense): the tracks, the bridge, the little carriages. How I played with it. P3: strengths — sturdy wood that never broke, endless ways to build the track, played with my cousins. P4: weakness — the tracks were heavy to tidy away, and the paint on the engine chipped. P5: verdict — yes, children today would still love it because it needs imagination, not a screen. Ages 3–6. Four stars.

2. Write a review of a film you have watched for your school newsletter.

   Show answer

   Title + film name. Hook. Key facts (type of film, who it is for). Summary of the main character and problem with no ending. Strengths (acting, a funny or exciting scene, music). One weakness (too long in the middle). Verdict and recommendation with a rating.

3. Write a review of a place you have visited with your family (a museum, a park, a restaurant) for a website.

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   P1 name, where, why you went. P2 what there is to see and do. P3 highlights with specific examples (the best room, the food). P4 weakness (queues, price, crowds). P5 advice and recommendation (who should go, best time to visit).

4. Improve this sentence for a review: 'The book was good and the characters were nice.'

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   Example: The book is gripping from the first page, and the main character, a brave but lonely boy, is easy to care about. (Present tense for the book, evaluative words, extra information between commas.)

5. Which tense should you use? (a) to say what happens in a book (b) to say when you read it.

   Show answer

   (a) the present tense, e.g. The story follows a girl who… (b) the past tense, e.g. I read it during the summer holiday.