Checkpoint 8 · Paper 1 writing (non-fiction)
Biography
How to write a formal third-person life story for Paper 1: features, the six-part structure, phrases, vocabulary, a full-mark sample and a practice task.
British & IGCSE › Checkpoint 8 English (Cambridge Lower Secondary 0861)
1. What is a biography?
A biography is a factual account of another person's life, written by someone else. It tells the reader who the person is, why they matter, and the important events, dates and achievements of their life — usually from childhood to the present day (or to the end of their life).
| Question | Answer |
|---|---|
| Purpose | Mainly to inform the reader about a person's life. It often also aims to inspire the reader and to show why the person deserves to be remembered. |
| Audience | Readers who want to learn about the person: a school display, a website, a magazine, a competition, a class book. |
| Voice | Third person (he, she, they, his, her) and a formal tone. |
| Where in the exam | Paper 1 (Non-fiction), Section B Writing, 25 marks, about 35 minutes. Biography is one of the curriculum's non-fiction text types that can appear; a task might ask you to write about a famous person you admire, or someone from your family or community who has inspired others. |
| Biography | Autobiography | |
|---|---|---|
| Who writes it? | Someone else | The person themselves |
| Pronouns | he / she / they | I / me / my |
| Tone | Formal, factual, respectful | Personal, reflective, emotional |
| Main content | Facts, dates, achievements, legacy, quotations from the person and others | Memories, feelings, turning points, self-description, dreams |
If the task lets you choose, pick someone you know well. With a family member or local person, you can include realistic details (dates, places, quotations) — the marker is assessing your writing, not checking records. With a famous person, only use facts you are sure of; never write something you know is wrong.
What earns marks in a biography
| Criterion | Marks | What full marks look like in a biography |
|---|---|---|
| Creation of texts | 5 | Every bullet covered with specific facts (dates, places, numbers) AND explanation of why they matter, and a clear, admiring but factual viewpoint. The reader understands why this person is special. |
| Vocabulary and language | 3 | Formal, precise vocabulary for achievement and character (pioneering, devoted, tireless, legacy), with no slang. |
| Structure of texts | 7 | Opening statement, sub-headed sections in chronological order, time connectives, a closing statement about legacy with a quotation. |
| Grammar and punctuation | 7 | Accurate past tenses, the passive voice used naturally, varied sentences and correct punctuation for quotations, dates and extra information. |
| Word structure (spelling) | 3 | Accurate spelling of formal and topic words (achievement, recognition, determination, university). |
2. Features of a biography
| Feature | Example |
|---|---|
| Title naming the person | Ibrahim El-Masry: The Teacher Who Built a Library |
| Opening statement: who they are and why they are known | …he is best known for founding the village's first free public library. |
| Third-person perspective | He was the eldest of six children. |
| Chronological order with specific dates | In 1970, … · He graduated in 1980. · In 2003, … |
| Past tense (present for what is still true) | He taught English for four decades. / Today, he can still be found… |
| Time connectives | For the next four decades, … · Within ten years, … · Today, … |
| Formal language and advanced connectives | however (not but), furthermore / moreover / in addition (not and) |
| Passive voice | He was appointed headteacher in 1995. · The library was funded by local families. |
| Direct quotation from the person | 'The village gave me my first words,' he later explained. |
| Indirect (reported) quotation from others | According to his younger sister, he would copy the writing on shop signs… |
| Sub-headings | Childhood and Early Life · Education · Work · Achievements |
| Closing statement about legacy | He will be remembered not only as… but as… |
3. How to structure a biography
Follow the teacher's six-part structure. Sub-headings make your organisation obvious to the marker and help you cover every part.
| Part | What to write | Tips |
|---|---|---|
| Title | The person's name + a phrase that sums up their life | 'Ibrahim El-Masry: The Teacher Who Built a Library' |
| Opening statement | Introduce the person and explain why they are famous or important | Two or three sentences. Make the reader curious. |
| Sub-heading 1 — Childhood and early life | Date and place of birth, family background, childhood experiences, early signs of their talent | Include one small story or detail that hints at the person they became. |
| Sub-heading 2 — Education | Schools, university, subjects, struggles and successes while studying | Show determination: what difficulties did they overcome? |
| Sub-heading 3 — Work experience | Jobs and roles, important professional experiences, how they worked | Use the passive voice and dates: 'In 1995, he was appointed…' |
| Sub-heading 4 — Achievements | Major accomplishments, awards, milestones, numbers | Be specific: how many, how long, what changed. |
| Closing statement | Why the person will always be remembered + a famous quotation (direct or reported) | End with the quotation — it gives a powerful final voice. |
4. Useful phrases and sentence starters
Openings
- Born on [date] in [place], [name] became one of the most influential figures in [field].
- Few people have done more for [community/field] than [name].
- From humble beginnings, [name] rose to become…
- [Name] is not famous across the world, yet in [place] his/her name is spoken with enormous respect.
- Known for [achievement], [name] has inspired countless…
Early life
- Growing up in [place], [name] was surrounded by…
- Born to a [profession] father and a [profession] mother, [name] developed an early interest in…
- Even as a child, [name] showed signs of…
- Despite facing [challenge], [name] was determined to…
Education
- [Name] attended [school/university], where he/she first became interested in…
- At university, [name] excelled in…
- Although his/her studies were not easy, …
Career and achievements
- In [year], [name] was appointed…
- His/her breakthrough came when…
- Over the next [number] years, …
- By the time he/she was [age], [name] had already…
- In recognition of his/her work, [name] was awarded…
Quotations
- As [name] once said, '…'
- '…,' he/she later explained.
- According to [person], [name] …
- Former colleagues describe him/her as…
Closings
- [Name] will be remembered not only as… but also as…
- His/her legacy lives on in…
- [Name]'s story is a testament to the power of…
- As he/she often tells young people, '…'
| Word / phrase | Meaning / use |
|---|---|
| renowned (adj.) | famous and widely admired |
| prominent (adj.) | important and well known |
| pioneering (adj.) | among the first to develop something new |
| distinguished (adj.) | respected for great achievement — a distinguished career |
| devoted (adj.) | giving loyal time and love to something |
| tireless (adj.) | working hard without ever giving up |
| influential (adj.) | having a strong effect on other people |
| unassuming (adj.) | modest, not showing off |
| establish (v.) | to set up an organisation or system |
| pursue (v.) | to work steadily towards a goal |
| overcome (v.) | to succeed in dealing with a difficulty |
| excel (v.) | to be extremely good at something |
| hardship (n.) | serious difficulty or suffering |
| recognition (n.) | public praise for what someone has done |
| legacy (n.) | what someone leaves behind for the future |
5. Strong sample
Ibrahim El-Masry: The Teacher Who Built a Library
Ibrahim El-Masry is not famous across the world, yet in the village of Kom Ashraf, in Fayoum, his name is spoken with enormous respect. A teacher for four decades, he is best known for founding the village's first free public library, which has introduced thousands of children to the joy of reading.
Childhood and Early Life
Ibrahim El-Masry was born on 3 March 1958 in Kom Ashraf, a small farming village near Lake Qarun. He was the eldest of six children, and his father, a farmer, had never learnt to read. Books were rare in the village; the only one in the El-Masry home was a battered dictionary that had belonged to his grandmother. Despite this, the young Ibrahim was fascinated by words. According to his younger sister, he would copy the writing on shop signs and newspaper scraps into the dust with a stick.
Education
In 1970, Ibrahim was sent to a school in Fayoum city, a journey of two hours each way, which he made by bus and on foot. Although he was often exhausted, he excelled in Arabic and English, and he was later offered a place at Cairo University, where he studied languages. He graduated with honours in 1980. Many of his classmates accepted well-paid jobs in the capital. Ibrahim, however, chose to return home. “The village gave me my first words,” he later explained. “It was time to give some back.”
Work Experience
For the next forty years, Ibrahim taught English at the village preparatory school. He was known for his patience and for his unusual methods: lessons were often held outside under the palm trees, and every student was expected to read one story a week. In 1995, he was appointed headteacher, a role he held until he retired in 2018. During that time, the number of girls completing secondary school in Kom Ashraf more than doubled. Former colleagues believe that this was largely due to his visits to families who were unsure about keeping their daughters in education.
Achievements
His greatest achievement, however, began in a single room. In 2003, Ibrahim turned the ground floor of his own house into a free library, which he stocked with two hundred books collected from friends and charities. Within ten years, the collection had grown to over eight thousand books, and the library was moved into a new building funded by local families. In 2015, he was honoured by the governorate as Fayoum's Teacher of the Year. Today, the library runs reading clubs, computer classes and a summer programme that is attended by more than three hundred children every year.
Ibrahim El-Masry, now sixty-eight, can still be found behind the library desk most mornings, recommending stories to children whose parents he once taught. He will be remembered not only as an inspiring teacher, but also as a man who believed that a single book could change the direction of a life. As he often tells young visitors, “A library is the only place where a poor child and a rich child own exactly the same treasure.”
- This is an invented person in an invented village, as the task allows (someone from your community). Every detail is realistic and consistent (born 1958 → sixty-eight in 2026).
- Word count: the figure includes the title and four sub-headings; the body alone is well over 350 words.
- Creation of texts 5/5: all four bullets are covered and developed — early life and education (sections 1–2), work (section 3), achievements (section 4), why he will be remembered (closing statement). Specific dates, places and numbers make it convincing, and each fact is explained (the two-hour journey shows determination; the doubling of girls in school shows his impact). The viewpoint is admiring but factual, which suits a 'heroes' display.
- Text type features: title with name and summary phrase, opening statement, third person throughout, chronological order with dates, formal register, sub-headings, a direct quotation from the subject (Education), an indirect quotation from his sister (Childhood), the opinion of former colleagues (Work), a closing statement about legacy ending with a quotation.
- Vocabulary 3/3: formal, precise words — 'founding', 'fascinated', 'excelled', 'appointed', 'honoured', 'governorate', 'collection', 'inspiring', with no slang or contractions.
- Structure 7/7: the teacher's six-part structure in strict time order (1958 → 1970 → 1980 → 1995 → 2003 → 2015 → today). Time connectives open most paragraphs ('In 1970', 'For the next forty years', 'Within ten years', 'Today'). 'His greatest achievement, however, began in a single room' links the work section to the achievements, and the closing returns to the opening idea of a man respected in his village.
- Grammar & punctuation 7/7 (sentences): the passive voice used naturally ('was sent', 'was appointed', 'was moved', 'was honoured', 'is attended', 'can still be found'), complex sentences with relative clauses ('…a dictionary that had belonged to his grandmother'), a fronted subordinate clause ('Although he was often exhausted, …'), accurate past perfect ('had grown', 'had belonged').
- Grammar & punctuation 7/7 (punctuation): a semicolon joining two related independent clauses ('Books were rare in the village; the only one…'), a colon introducing an explanation ('his unusual methods: lessons were…'), a pair of commas for extra information ('his father, a farmer, had never learnt to read'), 'however' correctly enclosed in commas, and inverted commas with correct punctuation for direct speech.
- Spelling 3/3: accurate ambitious and tricky words — 'fascinated', 'exhausted', 'graduated', 'preparatory', 'colleagues', 'governorate', 'programme' (British spelling), 'recommending'.
6. Common mistakes
- Writing in the first person ('I admire him because…') for the whole piece. A sentence of personal opinion in the closing can work, but the biography itself is third person.
- No dates or places — a biography without specific facts feels like a vague description.
- Jumping around in time instead of keeping chronological order.
- Listing achievements without explaining why they mattered.
- Informal language ('he was super clever', 'a really cool guy') — a biography is formal.
- Forgetting the closing statement, so the piece stops after the last fact.
- Mixing tenses: use the past for completed events and the present only for what is still true today.
- Inventing obviously wrong facts about a famous real person. Choose someone you know well.
- Title with the person's name.
- Opening statement: who they are and why they matter.
- Third person and formal register throughout.
- Sub-headings in time order: early life → education → work → achievements.
- At least four specific dates or numbers.
- At least two passive-voice sentences.
- One direct quotation and one indirect (reported) quotation.
- Closing statement on legacy, ending with a memorable quotation.
اكتب عن شخص آخر بضمير الغائب (he / she) وبلغة رسمية، ورتّب الأحداث حسب الزمن مع تواريخ وأماكن وأرقام محددة. استخدم المبني للمجهول مثل was appointed و was awarded، وأضف اقتباساً مباشراً من الشخص واقتباساً غير مباشر من شخص يعرفه. لا تنسَ الفقرة الختامية التي تشرح لماذا سيظل هذا الشخص في الذاكرة، وانتهِ بمقولة مؤثرة له. واختر شخصاً تعرفه جيداً حتى لا تكتب معلومات خاطئة.
| Timing (35 minutes) | Task |
|---|---|
| 5 min | G.A.A.P. + plan: title, opening idea, four sub-headings, dates and a quotation for each |
| 4 min | Title and opening statement |
| 18 min | Four sub-headed sections (about 4–5 minutes each) |
| 4 min | Closing statement with quotation |
| 4 min | Check tenses, passive voice, punctuation of quotations, spelling |
Practice task
Practice: "Your school website is publishing a series called 'People Who Changed Our World'. Write a biography of a person, from any time or place, whose work has helped other people. Include: • their background • the challenges they faced • what they achieved • why their work still matters today." Write a short plan.
Show answer
G.A.A.P.: biography (title, third person, sub-headings, formal) · audience = students and parents on the website → formal but engaging · four points: background, challenges, achievements, why it matters today · purpose = inform and inspire. Choose a person you know well (for example, a grandparent who built a family business, or a doctor in your area). Plan — Title: name + summary phrase. Opening statement: who and why important. Early life: birth date/place, family, early sign of talent. Challenges: one major difficulty + how it was overcome (reported quote from a relative). Achievements: two or three specific results with numbers and dates, using the passive voice. Why it matters today: present-day impact. Closing: legacy + direct quotation.
All pages in this course
Start here: the exam
Reading: grammar & punctuation
- Parts of Speech
- Phrases and Clauses
- Sentence Types, Kinds and Their Effects
- Connectives, Conjunctions and Linking Paragraphs
- Punctuation: Rules and 'Why Has the Writer Used...?'
- Grammar in Use: Tenses, Voice, Speech and Accuracy
Reading: understanding texts
- Text Types and Their Features
- Purpose, Fact and Opinion, and Viewpoint
- Inference, Main Ideas, Themes and Summary
- Language, Devices and Their Effects
- Vocabulary Skills: Context Clues, Word Parts, Idioms and Spelling
- Poetry and Drama: Elements, Types and How They're Asked
- Reading Exam Technique: Paper 1 and Paper 2
Paper 1 writing: non-fiction
- Paper 1 Writing Basics: Purpose, Format, Register and G.A.A.P.
- Autobiography
- Biography
- Recount
- Diary Entry
- Informal and Formal Letters
- Formal and Informal Emails
- Blog Post
- Magazine Article
- Newspaper Report — Writing Pack
- Non-Chronological Reports and Informational Texts — Writing Pack
- Opinion Writing — Writing Pack
- Persuasive Writing — Writing Pack
- Argumentative Writing: One-sided and Balanced (Discursive)
- Problem and Solution Writing
- Leaflet Writing
- Travel Writing (Travel Articles)
- Review Writing
- Instruction Writing
- Advice Writing
Paper 2 writing: fiction
- Fiction Writing Basics: Everything for Paper 2 Writing
- Describing a Setting
- Describing a Character
- Creating Suspense
- Science Fiction and Dystopian Stories
- Fantasy Stories
- Adventure Stories
- Horror Stories (Spooky, Not Gory)
- Mystery Stories
- Crime Mystery (Detective) Stories
- Realistic Fiction: STEAL and Imagery
- Fables and Fairy Tales
- Myths and Legends