Writing an Essay (Exercise 6)

British & IGCSE › Cambridge IGCSE English as a Second Language (0510)

Many students prepare only for the article, the report and the review – and then panic when Exercise 6 asks for an essay. The syllabus lists four text types for Exercise 6: article, report, essay or review. So the essay must be in your toolkit too. The good news is that an exam essay is the most logical text type of all: a clear position, two or three well-supported paragraphs and a conclusion.

This page follows the same method as the classroom writing book: the step-by-step structure for each type of essay, the commonly used phrases and clauses, and samples with comments.

1. What the task is and where it sits in the paper

Read the instruction carefully: does it ask for your views (opinion essay), both sides (for and against), advantages and disadvantages, or solutions to a problem? That decides which of the four structures below you use.

2. Marks: what each band needs

3. How to get full marks: checklist

1. A short title (optional but helpful) that states the topic.
2. An introduction that introduces the topic and ends with a thesis statement (your position, or what the essay will do).
3. Each body paragraph starts with a clear topic sentence.
4. Every argument is developed: reason + example or result.
5. Some ideas from the comments plus at least one or two of your own.
6. A range of discourse markers: addition, contrast, cause and effect, concession.
7. Formal register: no contractions (do not, cannot), no slang, no exclamation marks, no ‘you guys’.
8. A conclusion that sums up and gives a final judgement – no new arguments.
9. Your position is consistent from the introduction to the conclusion.
10. About 120–160 words: four short paragraphs.

4. The building blocks: thesis statement and topic sentences

Thesis statement = the last sentence of your introduction. It tells the reader what the essay will argue. Topic sentence = the first sentence of a body paragraph. It tells the reader what this paragraph is about. If the examiner reads only your thesis and your topic sentences, they should understand your whole argument.

5. The four types of essay and their structures

All four have the same frame – introduction, main body, conclusion – but the main body is organised differently.

Type (a): For and against (balanced) essay

• Use it when the question says ‘discuss both sides’, ‘give the arguments for and against’ or ‘consider both points of view’.
• Keep the introduction neutral. Do not give your opinion until the conclusion.
• Give both sides roughly equal space. One weak sentence on the other side is not enough.
• Signal the change of side clearly: ‘On the one hand…’ / ‘On the other hand…’.
• Conclusion: weigh up both sides and say which you find stronger, or suggest a balanced compromise.

Type (b): Opinion essay (agree or disagree)

• Use it when the question asks ‘Do you agree?’ or ‘What is your opinion?’.
• This is a persuasive essay, so each body paragraph can follow PEEL: Point (topic sentence), Explain, Example, Link back to your opinion.
• State your opinion in the introduction and keep it the same until the end.
• Add a concession: admit one argument on the other side and answer it (‘Admittedly… However…’). This makes your argument stronger, not weaker.
• Conclusion: restate your opinion in different words and end with a strong final sentence.

Type (c): Advantages and disadvantages essay

• Use it when the question asks about ‘the advantages and disadvantages’ or ‘the benefits and drawbacks’ of something (online shopping, living in a city, social media).
• Paragraph 2 = advantages, paragraph 3 = disadvantages. Do not mix them.
• Use abstract nouns: benefit, drawback, convenience, risk, impact.
• Conclusion: say whether the advantages outweigh the disadvantages, or under what conditions they do.

Type (d): Problem and solution essay

• Use it when the question asks what can be done about a problem (litter, traffic, too much screen time, bullying).
• Introduction: describe the problem and its effects in one or two sentences.
• Body: two or three realistic solutions. For each, say who should do it, how, and what the result would be.
• Useful grammar: modals (should, could, ought to), the second conditional (‘If…, … would…’), passives (‘more bins should be provided’).
• Conclusion: the most effective solution and a hopeful final thought.

6. Discourse markers

Discourse markers are the signposts of an essay. Using a range of them correctly is part of the Language mark. Learn at least three from each row.

7. Formal register: what to avoid

8. How to start: openings

9. Commonly used phrases and clauses for the body

10. How to end: conclusions

• In conclusion, although online learning is a useful tool, it should support school rather than replace it.
• To sum up, the benefits of volunteering far outweigh the small amount of time it requires.
• On balance, city life offers more opportunities, but only to those who can cope with its pressures.
• All things considered, the problem can be reduced if schools, families and students work together.
• For these reasons, I firmly believe that…

11. Common mistakes and what to watch for

12. Timing

Paper 1 lasts 2 hours. We suggest (as advice, not a rule) about 25 minutes for Exercise 6: 1 minute to read the question and decide the essay type, 2–3 minutes to plan the thesis and topic sentences, about 18 minutes to write, and 3–4 minutes to check register, discourse markers and spelling.

13. Model answer 1 – For and against essay

14. Model answer 2 – Opinion essay

15. Plans for the other two types

16. Practice tasks

1. Task 1: ‘Some people think that school uniforms should be abolished.’ Your teacher has asked you to write an essay giving the arguments for and against. Write a neutral thesis statement and two topic sentences.

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   Thesis: ‘There are convincing arguments both for and against keeping school uniforms.’ Topic sentence 1: ‘The main argument in favour of uniforms is that they make all students equal, whatever their family’s income.’ Topic sentence 2: ‘On the other hand, opponents claim that uniforms prevent young people from expressing their personality.’

2. Task 2: ‘Homework should be banned in secondary schools.’ Do you agree? Make a PEEL plan for one body paragraph of an opinion essay that disagrees with the statement.

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   Point: homework helps students remember what they learnt in class. Explain: practising at home moves information into long-term memory. Example: a student who practises ten new words each evening will remember them before a test far better than one who never reviews. Link: therefore, banning homework would make learning less effective, so it should be kept but limited.

3. Task 3: Rewrite this informal paragraph in formal essay style: ‘Loads of kids don’t do sport anymore. It’s really bad cos they get unhealthy. Schools should do something!!’

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   ‘A large number of young people no longer take part in regular sport. This is a serious problem, as a lack of exercise can lead to health problems such as weight gain. Schools should therefore take action, for example by offering more after-school sports clubs.’

4. Task 4: Choose the correct discourse marker: (a) ‘___ public transport is cheap, many people still prefer to drive.’ (However / Although) (b) ‘Plastic bags harm sea animals. ___, many countries have banned them.’ (As a result / Whereas) (c) ‘City life is exciting, ___ village life is peaceful.’ (whereas / moreover)

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   (a) Although – it joins two clauses in one sentence. (b) As a result – it shows the effect. (c) whereas – it shows contrast inside one sentence.

5. Task 5: ‘Many students say there is too much litter in and around the school.’ Write a problem–solution essay plan for your head teacher’s essay competition.

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   Introduction: litter in the playground and outside the gate. Effects: insects, a bad image of the school, danger to animals. Thesis: practical solutions exist. Solution 1: more bins, including recycling bins, at the places where students eat. Solution 2: a weekly class cleaning rota with points for the cleanest class. Solution 3: a ban on single-use plastic in the canteen. Conclusion: if students take responsibility, the school can become cleaner and greener.

Written by Mohamed Abdelkriem for Abdelkriem Academy. In the exam, read the instruction carefully: if it says essay, write an argument with a thesis, topic sentences and a conclusion – not an article with a catchy headline or a report with headings.