Checkpoint 8 · Paper 1 writing (non-fiction)
Recount
How to retell real events for Paper 1: personal and factual recounts, features, the five-paragraph structure, phrases, vocabulary, two full-mark samples and a practice task.
British & IGCSE › Checkpoint 8 English (Cambridge Lower Secondary 0861)
1. What is a recount?
A recount retells real events that have already happened, usually in the order they happened (chronological order). Its job is to let the reader experience the event as if they had been there, and then to show what the writer thinks or learnt about it. It is written in the past tense, usually in the first person.
| Question | Answer |
|---|---|
| Purpose | To recount (retell) events, and often also to describe, entertain and reflect. A factual recount also informs. |
| Audience | Depends on the task: teachers and classmates, readers of a school newsletter or magazine, a competition judge, parents. |
| Where in the exam | Paper 1 (Non-fiction), Section B Writing, 25 marks, about 35 minutes. Recount tasks often do NOT use the word 'recount': look for phrases such as 'Write about a time when…', 'Describe what happened…', 'Write an account of…'. |
| Format | If no format is named, write a normal recount in paragraphs (a short title is fine). If a format is named — a diary, a letter, a newsletter article — add that format's layout features. |
| Type of recount | What it is | Voice and tone | Example task |
|---|---|---|---|
| Personal recount | Your own experience, full of feelings and reflection | First person (I/we), personal, can be semi-formal | Write about a time when a plan went completely wrong. |
| Factual recount | An accurate account of an event for people who were not there (school events, trips, competitions) | First person plural (we) or third person, more formal, with facts, times, numbers and quotations | Write an account of a school event for the newsletter. |
What earns marks in a recount
| Criterion | Marks | What full marks look like in a recount |
|---|---|---|
| Creation of texts | 5 | Every bullet covered, events clear and detailed, a scene the reader can picture, feelings (personal) or facts (factual) developed, and a thoughtful evaluation at the end. |
| Vocabulary and language | 3 | Vivid verbs and adjectives (clambered, deafening, lopsided), precise time phrases, words for feelings. |
| Structure of texts | 7 | Orientation → events in order → evaluative conclusion, with varied time connectives, paragraph breaks at changes of time or place, and a strong opening and ending. |
| Grammar and punctuation | 7 | Past tenses accurate (past simple, past continuous, past perfect), sentence lengths varied for pace, and dialogue punctuated correctly. |
| Word structure (spelling) | 3 | Accurate spelling, especially of past-tense endings (stopped, hurried, began) and ambitious words. |
2. Features of a recount
| Feature | Example |
|---|---|
| Orientation: who, what, where, when, why | It was the last Thursday of March, my mother's fortieth birthday… |
| Chronological order | First, the balloons. … Next came the cake. … Then, at a quarter to six, … |
| Past tense | We heard the key turn in the lock. |
| First-person perspective (personal recount) | I ran to the bakery… |
| Time connectives (varied) | At four o'clock · By five · After the race · Meanwhile · In total |
| Descriptive language | thirty-two lopsided balloons · a deafening bang |
| Thoughts and feelings | My heart sank. |
| Dialogue (optional, short) | 'Come back tomorrow,' he said kindly. |
| Factual details (essential in a factual recount) | At 9:00 a.m. sharp… · the three-kilometre course · 46,500 Egyptian pounds |
| Personal reflection / evaluation at the end | That evening taught me an important lesson: … |
3. How to structure a recount
The teacher's five-paragraph framework works for both types of recount.
| Paragraph | Name | What to write |
|---|---|---|
| 1 | Orientation | Set the scene: who was there, what the event was, where and when it happened, and why. Hook the reader with a hint of what is coming ('What could possibly go wrong?'). |
| 2 | Event 1 | The first stage of the event, in order, with detail, senses and (for a personal recount) feelings. |
| 3 | Event 2 | The development or problem — usually the most important part. Slow it down. |
| 4 | Event 3 | The climax or final stage and what happened as a result. Short sentences can build tension. |
| 5 | Conclusion (evaluation) | Look back: what you think or feel about the events now, what you learnt, or (factual) what the event achieved and what happens next. |
A recount is built on time. Each new paragraph should start with a time connective or time phrase: 'At four o'clock…', 'By the time we arrived…', 'Later that evening…'. This one habit raises your Structure mark immediately.
4. Useful phrases and sentence starters
Openings (orientation)
- It all started when…
- The day began like any other, but things soon took an unexpected turn.
- I remember clearly that it was on [date] when…
- Some days pass without a trace; others stay with you forever. [Day] was one of the second kind.
- On [date], more than [number] students gathered at [place] for…
Moving through events
- First, … / At first, …
- Shortly afterwards, …
- Just as I was about to…, …
- Suddenly, …
- Things took a dramatic turn when…
- Meanwhile, …
- By the time…, …
- To my surprise, …
Feelings and reactions
- At that moment, I thought to myself, '…'
- My heart sank / raced / leapt.
- I could hardly believe my eyes.
- A wave of relief washed over me.
Factual recount details
- The event was organised by… to…
- At [time] sharp, …
- The highlight of the day was…
- In total, …
- According to [person], '…'
Closings (evaluation)
- Looking back, I realise that…
- That day taught me an important lesson about…
- I will never forget how I felt when…
- Although it did not go as planned, …
- Plans are already under way to…
- If this year is anything to go by, …
| Word / phrase | Meaning / use |
|---|---|
| eventful (adj.) | full of interesting or important happenings |
| indelible (adj.) | impossible to forget or remove — an indelible memory |
| thrilling (adj.) | extremely exciting |
| chaotic (adj.) | completely disorganised and confusing |
| astonished (adj.) | very surprised |
| elated (adj.) | extremely happy and excited |
| reassured (adj.) | made to feel calm after worrying |
| fatigued (adj.) | extremely tired after effort |
| glimpse (v.) | to see something very briefly |
| clamber (v.) | to climb awkwardly using hands and feet |
| marvel (v.) | to be filled with wonder |
| recall (v.) | to bring something back to mind |
| anticipation (n.) | excited waiting for something |
| commotion (n.) | sudden noisy confusion |
| excursion (n.) | a short trip made for pleasure or learning |
5. Strong samples
Two samples: a personal recount (no format named) and a factual recount for a school newsletter.
The Surprise That Surprised Us
It was the last Thursday of March, my mother's fortieth birthday, and my sister Mariam and I had been planning the perfect surprise for three weeks. Our idea was simple: while Mum was at work, we would decorate the living room, collect a chocolate cake from the bakery on our street and be waiting with Dad when she opened the front door at six o'clock. What could possibly go wrong? As it turned out, almost everything.
First, there were the balloons. At four o'clock, Mariam and I sat on the living-room floor with a bag of fifty balloons and a pump that had looked perfectly fine in the shop. After the third balloon, the pump split in two. Determined not to give up, we blew up the rest ourselves until our cheeks ached and the room spun gently around us. By five, we had thirty-two lopsided balloons and two very red faces, but the room finally looked like a celebration.
Next came the cake. I ran to the bakery, only to discover that our order had been written down for Friday, not Thursday. The baker looked at his notebook, then at me, and shrugged apologetically. “Come back tomorrow,” he said kindly. My heart sank. There was no cake, no time and, worst of all, no Plan B. I bought the only thing left on the shelf, a tray of twelve slightly squashed cupcakes, and hurried home, already imagining my mother's disappointed face.
Then, at a quarter to six, we heard the key turn in the lock. Mum was early! Mariam dived behind the sofa, Dad switched off the lights in a panic, and I was still standing in the middle of the room holding the cupcakes when the door swung open. For a moment, nobody moved. Suddenly, a balloon that had been resting against the warm lamp burst with a deafening bang. Mum screamed. Dad shouted “Surprise!” far too late, and Mariam leapt up so quickly that she knocked the tray straight out of my hands.
Looking back, it was the least perfect party our family has ever had, yet it remains our favourite memory. Once the shock wore off, my mother laughed until she cried, and the four of us sat on the floor among the balloons, eating the cupcakes that had survived. That evening taught me an important lesson: the best moments are rarely the ones we plan perfectly; they are the ones we share with the people we love. Next year, however, I will definitely check the date on the cake order.
- No format was named, so this is a normal recount in paragraphs with a simple title — no greeting, no headline, no date line.
- Creation of texts 5/5: all four bullets are covered — the plan and why (P1), what went wrong in order (P2–P4), reactions (P3–P4: 'My heart sank', Mum screamed, Mariam leapt), what I learnt (P5). Humour and suspense keep the reader engaged, and the hook question 'What could possibly go wrong?' builds a relationship with the reader.
- Vocabulary 3/3: vivid, precise verbs and adjectives — 'lopsided', 'shrugged apologetically', 'dived', 'deafening', 'leapt', feeling phrases ('My heart sank'), the title plays on the word 'surprise'.
- Structure 7/7: the teacher's five-paragraph framework — orientation, three event paragraphs, evaluation. Every paragraph opens with a time signal ('First', 'Next came', 'Then, at a quarter to six', 'Looking back'). Each paragraph ends with a small turn that leads into the next; the conclusion echoes the opening plan ('the perfect surprise' → 'the least perfect party').
- Grammar & punctuation 7/7 (sentences): past simple, past continuous ('was still standing') and past perfect ('had been planning', 'had looked', 'had been written down') used accurately, short simple sentences for impact at the climax ('Mum screamed.' 'For a moment, nobody moved.'), complex sentences with participle phrases ('Determined not to give up, we…').
- Grammar & punctuation 7/7 (punctuation): a colon introducing an explanation (P1, P5), a semicolon joining two related independent clauses ('…plan perfectly; they are the ones…'), a pair of commas for extra information ('my mother's fortieth birthday', 'a tray of twelve slightly squashed cupcakes'), correctly punctuated direct speech, an exclamation mark for surprise, and hyphens in compound words ('living-room').
- Spelling 3/3: accurate past-tense endings and tricky words — 'hurried', 'disappointed', 'apologetically', 'celebration', 'squashed', 'definitely'.
Year 8 Runs for the Hospital
On Saturday 18 October, more than one hundred and twenty Year 8 students, teachers and parents gathered on the school field for our first Charity Fun Run. The event was organised by the Student Council to raise money for a children's hospital in Cairo, and despite a cool early-morning breeze, the atmosphere was warm from the very first minute.
The day began at 8:30 a.m. with a ten-minute warm-up led by our PE teacher, Mr Samir, who had the whole crowd stretching, jumping and laughing within seconds. At 9:00 a.m. sharp, the Head of Year 8 blew the whistle, and the runners set off on the three-kilometre course, which wound twice around the school grounds and past the newly planted olive trees. Meanwhile, volunteers from Year 10 stood at every corner, handing out water and cheering on anyone who began to slow down.
There were many memorable moments. The fastest runner, Karim Adel from 8B, crossed the finish line in just under thirteen minutes. However, the loudest applause of the morning was saved for the final pair of runners: Ms Hoda, our music teacher, and her seven-year-old son, who completed the course hand in hand. Class 8C, meanwhile, won the prize for the best costumes after running the entire route dressed as doctors and nurses, complete with paper stethoscopes.
After the race, everyone gathered in the shade for the medal ceremony. Every runner received a medal designed by the Year 8 Art Club, and the Student Council president, Laila Mostafa, thanked families for their generosity. “We wanted to prove that young people can make a real difference,” she said. “Today, we did exactly that.” Families then enjoyed home-made snacks sold by the parents' committee, which raised extra money for the cause.
In total, the event raised 46,500 Egyptian pounds, which will be used to buy books, games and art materials for the hospital's children's ward. Teachers have described the morning as one of the most successful events in the school's history, and plans are already under way to make the Fun Run an annual tradition. If this year is anything to go by, next October's race will be even bigger.
- Format: the publication is a newsletter, so the piece has a clear title and newsletter-style paragraphs; the register is semi-formal and factual for parents.
- Creation of texts 5/5: every bullet is covered — what/who/why (P1), events in order (P2), highlights (P3), achievements (P5), with the ceremony (P4) adding a human voice. Precise facts (date, times, distance, amount raised) make it a true factual recount, while warm details (the teacher and her son) keep parents interested.
- Vocabulary 3/3: precise and appropriate — 'organised', 'atmosphere', 'course', 'volunteers', 'generosity', 'ceremony', 'annual tradition', 'children's ward'.
- Structure 7/7: orientation → events in time order (8:30 → 9:00 → after the race) → evaluation of what was achieved. Time connectives ('The day began', 'At 9:00 a.m. sharp', 'After the race', 'In total') link the stages, P3 opens with a topic sentence ('There were many memorable moments'), and the ending looks forward to next year.
- Grammar & punctuation 7/7 (sentences): third-person and first-person-plural narration kept consistent, the passive voice suits a factual recount ('was organised', 'will be used'), relative clauses add detail ('…course, which wound twice around…'), present perfect for the current view ('Teachers have described…').
- Grammar & punctuation 7/7 (punctuation): a colon introducing extra information ('the final pair of runners: Ms Hoda…'), pairs of commas for extra information ('our PE teacher, Mr Samir,'), hyphens in compound adjectives ('three-kilometre', 'seven-year-old', 'home-made'), accurate apostrophes for possession ('children's', 'parents'', 'school's'), correctly punctuated quotation.
- Spelling 3/3: accurate ambitious words — 'organised', 'atmosphere', 'stethoscopes', 'generosity', 'committee' (double m, double t, double e), 'successful'.
6. Common mistakes
- Telling events out of order, or jumping backwards without a clear signal.
- Using 'and then… and then…' again and again instead of varied time connectives.
- Switching between past and present tense in the middle of the action.
- Spending most of the answer on the boring start (waking up, breakfast) and rushing the important event.
- Writing a story with made-up drama instead of a believable real event — keep it realistic.
- Too much dialogue: in a recount, speech should be short and only at key moments.
- No evaluation: finishing with the last event and no reflection on what it meant.
- Forgetting facts in a factual recount (no date, time, place or numbers).
- Orientation answers who, what, where, when and why.
- Events are in chronological order, one stage per paragraph.
- Each paragraph starts with a different time connective.
- Past tenses are correct and consistent.
- The key moment is slowed down with senses and feelings (or facts and quotations in a factual recount).
- At least one short sentence for impact and one correctly punctuated line of speech.
- A final evaluation: what I learnt / what it achieved / what happens next.
- Every bullet in the task is covered.
الـ Recount هو سرد لأحداث حقيقية حدثت بالفعل، بالترتيب الزمني وبالزمن الماضي. ابدأ بفقرة تقديم تجيب عن: من؟ ماذا؟ أين؟ متى؟ لماذا؟ ثم ثلاث فقرات للأحداث، كل فقرة تبدأ بأداة ربط زمنية مختلفة (First / Next / Then / After that / By the time). أبطئ السرد عند أهم لحظة واذكر مشاعرك. واختم بفقرة تقييم: ماذا تعلمت أو ماذا حقق الحدث. لا تكرر and then، ولا تنتقل بين الماضي والمضارع بدون سبب.
| Timing (35 minutes) | Task |
|---|---|
| 5 min | G.A.A.P. + plan: orientation notes, three event stages, the lesson/evaluation |
| 5 min | Orientation |
| 18 min | Three event paragraphs (about 6 minutes each) |
| 4 min | Evaluation |
| 3 min | Check tenses, time connectives, speech punctuation and spelling |
Practice task
Practice: "Write about a journey you made that turned out to be more memorable than you expected. Consider: • where you were going and why • something unexpected that happened on the way • how you felt • why you still remember it." Write a short plan.
Show answer
G.A.A.P.: no format named → personal recount in paragraphs (a title is fine) · audience = examiner / general reader → semi-formal personal voice · 'Consider' → cover at least three of the ideas, but cover all four for full marks · purpose = recount + describe + reflect. Plan — P1 Orientation: early-morning train from Cairo to Alexandria with your grandfather to visit relatives, and why it mattered. P2 Event 1: the train stops in the middle of the fields for an hour (senses: heat, silence, passengers grumbling). P3 Event 2: a farmer's family nearby shares tea and bread through the window, and grandfather tells stories about his first train journey. P4 Event 3: the train finally moves, feelings change from frustration to happiness, arrival late but cheerful. P5 Evaluation: why you still remember it — the unexpected kindness and the time with your grandfather, and a lesson about patience.
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