This Cambridge IGCSE First Language English 0500 vocabulary list starts with words for directed writing and ends with language for description and narrative. Each entry gives a plain-English meaning and a short example of how the word works.
Paper 2 is the two-hour, 80-mark Directed Writing and Composition paper. In the exam route, Section A uses supplied reading and Section B asks you to choose a descriptive or narrative composition. The 2027–2029 syllabus splits Section A into a structured reading question and a directed-writing response.
The 200-word list
1–20 Taking a position · 21–40 Using evidence and reasoning · 41–60 Connecting ideas · 61–80 Explaining cause and effect · 81–100 Directed writing and audience · 101–120 Reading, selection and evaluation · 121–140 Making a recommendation · 141–160 Light, surfaces and atmosphere · 161–180 Sound and movement · 181–200 Character and narrative turning points
Exam requirements · Worked writing examples · Fencing Method · Practice and FAQs · Extended practice response
1–20 Taking a position
- claim — a statement you want the reader to accept. make a claim.
- stance — your position on a question. take a clear stance.
- thesis — the central position or interpretation your response develops. support the thesis.
- premise — an idea the argument starts from. question the premise.
- assumption — something treated as true without being established. test the assumption.
- assert — state a position firmly. assert that access matters.
- argue — give reasons in support of a position. argue for a trial.
- maintain — continue to hold or defend a view. maintain that the policy is fair.
- contend — put forward a position that can be challenged. contend that the proposal is workable.
- justify — give sufficient reasons for a decision or judgement. justify the expense.
- advocate — publicly support an action or change. advocate for reform.
- defend — answer criticism of a view or choice. defend a decision.
- qualify — limit a statement so it applies only where warranted. qualify the conclusion.
- concede — acknowledge a valid point made by the other side. concede that costs may rise.
- rebut — answer an opposing claim with reasoning or evidence. rebut the objection.
- counterargument — a reasoned objection to a position. address a counterargument.
- reservation — a concern that makes agreement incomplete. express a reservation.
- distinguish — show what makes two things different. distinguish cost from value.
- criteria — standards used to judge something. agree on the criteria.
- verdict — a final judgement reached after consideration. reach a verdict.
21–40 Using evidence and reasoning
- evidence — information that helps establish a claim. draw on evidence.
- example — a specific case that makes a general point clearer. give a concrete example.
- illustrate — make an idea clearer through a case or detail. illustrate the difficulty.
- demonstrate — show how or why something is true. demonstrate a connection.
- substantiate — support a claim with convincing information. substantiate the allegation.
- corroborate — provide independent support for an existing account. corroborate the witness’s account.
- infer — draw a conclusion from available clues. infer a motive from the wording.
- imply — suggest a meaning without saying it directly. imply that change is possible.
- interpret — explain what something means in context. interpret a figure in context.
- analyse — examine how parts work together. analyse the writer’s choices.
- evaluate — judge the strength, quality or value of something. evaluate the proposal.
- plausible — reasonable enough to believe given what is known. a plausible explanation.
- credible — worthy of belief or trust. a credible source.
- relevant — directly connected to the issue being considered. relevant to the question.
- sufficient — enough for the purpose or conclusion at hand. sufficient for a limited trial.
- representative — typical enough to reflect a larger group. a representative sample.
- anecdote — a brief account of a particular incident. open with an anecdote.
- limitation — something that restricts what a method or claim can establish. acknowledge a limitation.
- contradict — state or show something incompatible with another claim. contradict the earlier finding.
- synthesise — combine ideas from separate sources into a new account. synthesise competing accounts.
41–60 Connecting ideas
- whereas — introduces a clause that contrasts with another. whereas the first option costs less.
- although — introduces a fact that qualifies the main statement. although demand may rise.
- however — signals a contrast or change in direction. however, costs remain uncertain.
- nevertheless — signals that a point still holds despite a difficulty. nevertheless, the trial could go ahead.
- conversely — introduces a contrasting relationship in the reverse direction. conversely, lower demand can free capacity.
- similarly — points out a meaningful likeness. similarly, smaller groups need space.
- likewise — shows that a similar point applies elsewhere. likewise, evening users need lighting.
- consequently — introduces a result of what came before. consequently, the queue grew.
- therefore — introduces a conclusion or result that follows. therefore, a trial is justified.
- furthermore — adds a supporting point. furthermore, the existing room is free.
- specifically — narrows the discussion to a precise detail. specifically, the plan would add two sessions.
- instead — signals a replacement or different choice. instead, use the current building.
- alternatively — introduces another option. alternatively, change the timetable.
- otherwise — indicates what happens under different conditions. book early, otherwise places may fill.
- provided — introduces a condition when used with a following clause. provided that staffing is adequate.
- despite — introduces something that fails to prevent the main outcome. despite the delay.
- unlike — marks a difference between two things. unlike the previous scheme.
- respectively — matches items with values in the same stated order. costs were $5 and $8, respectively.
- overall — signals a judgement about the whole picture. overall, the benefits are modest.
- ultimately — identifies what matters after other factors are considered. ultimately, the decision depends on demand.
61–80 Explaining cause and effect
- cause — produce or bring about an outcome. cause avoidable delays.
- contribute — play a part in bringing about an outcome. contribute to overcrowding.
- trigger — set a process or reaction in motion. trigger a review.
- accelerate — make a process happen faster. accelerate the transition.
- intensify — make something stronger or more severe. intensify competition.
- exacerbate — make an existing problem worse. exacerbate existing inequalities.
- mitigate — reduce the severity or harmful effect of something. mitigate the harm.
- prevent — stop something from happening. prevent further damage.
- deter — discourage someone from taking an action. deter people from taking risks.
- enable — make an action possible. enable students to attend.
- facilitate — make an action or process easier. facilitate access to training.
- reinforce — strengthen an effect, belief or behaviour. reinforce an existing pattern.
- undermine — weaken something, often gradually. undermine public trust.
- sustain — keep something going over time. sustain the improvement.
- displace — push something or someone out of an existing place or role. displace smaller operators.
- redistribute — change how something is shared. redistribute public funds.
- consequence — an outcome that follows an action or event. an unintended consequence.
- mechanism — the process through which an effect occurs. identify the mechanism.
- correlation — a pattern in which two things vary together. observe a correlation.
- constraint — a condition that limits what can be done. work within a budget constraint.
81–100 Directed writing and audience
- address — speak or write directly to a person or group. address the headteacher.
- request — ask for an action, object or permission. request a trial.
- recommend — propose an option as a suitable choice. recommend a later closing time.
- urge — strongly encourage someone to act. urge the committee to act.
- assure — give someone confidence that a concern is being addressed. assure parents that supervision is planned.
- inform — give someone information they need. inform pupils of the change.
- persuade — lead someone towards a decision or belief through reasons or appeals. persuade readers to support the idea.
- appeal — make an earnest request or attempt to win support. appeal for volunteers.
- propose — put forward an idea for consideration. propose a two-week trial.
- consult — seek someone’s advice or views before deciding. consult staff before deciding.
- notify — give formal notice to someone. notify residents of the closure.
- submit — present something for consideration or approval. submit a report.
- accessible — possible or easy for the intended audience to reach or use. make the room accessible.
- constructive — aimed at helping improve a situation. offer constructive feedback.
- tactful — careful about how a message may affect others. a tactful reply.
- diplomatic — skilled at handling disagreement without needless offence. a diplomatic response to criticism.
- firm — clear and steady in tone or position. a firm request for action.
- measured — careful and restrained in expression. a measured response to concerns.
- courteous — showing respect and consideration. a courteous opening.
- register — the style and level of formality suited to a situation. use a formal register.
101–120 Reading, selection and evaluation
- attribute — identify the person or source responsible for an idea or statement. attribute the view to the author.
- acknowledge — recognise a fact, contribution or difficulty. acknowledge the staffing concern.
- paraphrase — express a source’s idea in your own wording and structure. paraphrase a source idea.
- summarise — give the important points in a shorter form. summarise the main finding.
- foreground — place an idea or detail at the centre of attention. foreground the needs of younger pupils.
- omit — leave something out. omit a minor detail.
- selective — choosing particular details and leaving others aside. be selective about the evidence.
- pertinent — directly relevant to the point under discussion. raise a pertinent objection.
- explicit — stated clearly and directly. make the request explicit.
- implicit — understood from clues rather than directly stated. an implicit criticism of the plan.
- nuance — a subtle distinction in meaning or attitude. recognise a nuance in tone.
- contrast — show a marked difference. contrast the two accounts.
- align — bring ideas or decisions into agreement. align the plan with pupils’ needs.
- discrepancy — a difference between accounts expected to agree. notice a discrepancy in the figures.
- oversight — an important detail missed by mistake. correct an oversight.
- overstate — present something as greater or more certain than warranted. overstate the benefits.
- underestimate — judge something to be smaller or easier than it is. underestimate the cost.
- conflict — a clash between accounts, needs or interests. a conflict between priorities.
- appraise — assess the value or quality of something. appraise the merits of each option.
- dismiss — reject an idea or treat it as unworthy of consideration. dismiss a concern too quickly.
121–140 Making a recommendation
- feasible — possible with the resources available. a feasible trial.
- viable — likely to work well enough to continue. a viable long-term plan.
- implement — put a decision or plan into practice. implement the change in stages.
- pilot — try a plan on a small scale before wider use. pilot a new schedule.
- revise — change a plan or piece of writing after review. revise the initial proposal.
- allocate — assign time, money or space to a purpose. allocate time for staff training.
- prioritise — give something attention before other demands. prioritise students with fewer options.
- compromise — an agreement reached by accepting partial gains on each side. reach a compromise on hours.
- safeguard — protect someone or something from potential harm. safeguard younger pupils.
- monitor — observe or check a process over time. monitor attendance.
- review — look again at an action or result to decide what follows. review the results after a term.
- adjust — make a change to fit a new condition. adjust the timetable.
- retain — keep something that could otherwise be removed. retain the existing entrance.
- replace — put one thing in the place of another. replace broken equipment.
- cooperate — work together towards a shared goal. cooperate with the school council.
- responsible — having a duty to act or answer for decisions. responsible for supervision.
- proportionate — sized appropriately for the need or problem. a proportionate response.
- burden — a cost, duty or difficulty that someone has to carry. reduce the burden on staff.
- provision — an arrangement that supplies something needed. provision for quieter study.
- contingency — a possible event that requires a backup plan. plan for the contingency of bad weather.
141–160 Light, surfaces and atmosphere
- dappled — marked with patches of light or colour. dappled light on the path.
- luminous — giving off light or appearing to glow. a luminous dial.
- translucent — letting light through without a clear image. a translucent curtain.
- opaque — blocking light or preventing a clear view through. an opaque bottle.
- muted — softened in colour, sound or intensity. muted blue walls.
- bleached — made paler, often through exposure to light. bleached timber.
- mottled — marked with irregular patches of colour. a mottled sky.
- streaked — marked with long, narrow lines. a window streaked with rain.
- tarnished — dulled or discoloured at the surface. a tarnished clasp.
- weathered — worn after prolonged exposure to the elements. a weathered sign.
- corroded — gradually eaten away or damaged by chemical action. corroded hinges.
- frayed — worn into loose threads or strands at the edge. a frayed hem.
- brittle — hard and easily broken. a brittle leaf.
- slick — smooth and slippery, often with a thin layer of liquid. a slick pavement.
- gritty — containing or feeling like small rough particles. gritty sand underfoot.
- clammy — unpleasantly damp and often cool. a clammy hand.
- stagnant — still for a long time, often growing unpleasant. a stagnant pool.
- hazy — difficult to see clearly through mist, dust or distance. a hazy skyline.
- desolate — empty and bleak in feeling or appearance. a desolate platform.
- sombre — dark or serious in mood. a sombre room.
161–180 Sound and movement
- murmur — a low continuous sound or quiet voice. a murmur behind the door.
- rattle — make a series of short hard knocks. windows rattle in the wind.
- clatter — make a loud, irregular succession of hard sounds. trays clatter onto the floor.
- scrape — rub a surface with a harsh sound or movement. chairs scrape across tiles.
- creak — make a prolonged strained sound under pressure. a stair creaks underfoot.
- hiss — produce a long sound like escaping air. steam hisses from a valve.
- crackle — make a rapid succession of small sharp sounds. dry leaves crackle.
- reverberate — continue sounding through repeated echoes. footsteps reverberate in the stairwell.
- muffle — make a sound quieter or less distinct. a scarf muffles her voice.
- shrill — high and piercing in sound. a shrill whistle.
- shudder — shake suddenly and strongly. the old lift shudders.
- lurch — move with a sudden uneven motion. the bus lurches forward.
- stagger — move unsteadily as though about to fall. stagger under the weight.
- swerve — turn suddenly away from a previous direction. swerve to avoid a cyclist.
- veer — change direction or course. veer towards the wall.
- surge — move suddenly and powerfully forward. a crowd surges towards the exit.
- trickle — flow slowly in a narrow stream or a few drops. water trickles down the drainpipe.
- seep — pass slowly through a small opening or porous material. rain seeps under the door.
- drift — move slowly without an obvious driving effort. smoke drifts above the roofs.
- recede — move back or become less strong or noticeable. the lights recede into the distance.
181–200 Character and narrative turning points
- hesitate — pause before acting because of uncertainty. hesitate at the threshold.
- falter — lose steadiness in voice, movement or effort. her voice falters.
- flinch — make a small involuntary movement away from danger or pain. flinch at the bang.
- wince — show pain or embarrassment in the face or body. wince at the glare.
- brace — prepare the body or mind for impact or difficulty. brace for the impact.
- fumble — handle something awkwardly while attempting an action. fumble for a key.
- grip — hold firmly. grip the rail.
- release — let go or allow something to move freely. release the catch.
- evade — avoid a question, duty or pursuer. evade the question.
- relent — become less strict or determined after holding firm. refuse to relent.
- resist — withstand pressure to do something. resist the urge to look.
- withdraw — pull back physically or remove oneself from involvement. withdraw from the doorway.
- linger — remain somewhere longer than expected. linger by the window.
- recognition — the moment of identifying someone or understanding something familiar. a flicker of recognition.
- dread — strong fear of what may happen. wait with mounting dread.
- apprehension — unease about what is about to happen. a moment of apprehension.
- defiance — open refusal to obey or give in. an act of defiance.
- resolve — firm determination to carry through an intention. renew her resolve.
- remorse — deep regret over something one has done. feel remorse for leaving.
- reconciliation — the restoration of a relationship after disagreement. work towards reconciliation.
What Paper 2 requires in your exam year
For 2024–2026, Section A is one directed-writing question worth 40 marks, including 15 for reading and 25 for writing. In 2027–2029, Section A remains 40 marks. Question 1(a) is a structured reading question worth 5 marks. Question 1(b) gives 10 marks for reading and 25 for writing. The directed response is about 250–350 words. Use the format and audience named in the question.
Section B is worth 40 marks. You choose one of four titles, two descriptive and two narrative, and write about 350–450 words. For Paper 2, Cambridge assesses appropriate vocabulary and sentence structures alongside organisation, audience, purpose and accuracy. The qualification also offers a coursework route. Confirm your component with your school.
In directed writing, select ideas from the supplied material and evaluate them in service of your answer. In a description, use words that let a reader locate an object, sound or change. In a narrative, use physical action and decisions to reveal how the situation develops.
Cambridge 0500 syllabus page · 2024–2026 syllabus · 2027–2029 syllabus
Word list · Worked writing examples
A worked directed-writing paragraph
Imagine one source argues for opening a school library at lunch because pupils need a quieter space. A second warns that supervising the room would stretch staff. The practice task is to write a letter to the headteacher recommending a decision.
I recommend opening the library at lunchtime on two days a week for a short trial. Pupils who share crowded classrooms would gain a quiet place to work, while a limited timetable would keep the supervision burden manageable. If the trial goes ahead, the school could record how many pupils use the room and ask staff whether the rota can be sustained.
The paragraph develops both source ideas. It turns the staffing concern into a practical condition for proceeding and proposes checks that would help the reader decide. A following paragraph could acknowledge a competing use of the room and explain which pupils should have priority when seats are limited.
Word list · Exam requirements · Fencing Method
How to fence words for composition
1. Base sentence. Rain seeped inside. 2. Add a route. Rain seeped through the gap beneath the door. 3. Shift the atmosphere with one detail. Rain seeped through the gap beneath the door and darkened the mat. 4. Add a consequence. Rain seeped under the door, so Leila shifted the cardboard box onto the bench. 5. Transfer. Cold air seeped through the train window.
A descriptive paragraph could follow the spreading dark patch, a line of droplets at the threshold and the sound from the corridor. A narrative paragraph could make Leila choose whether to move the box or answer the knock at the door. Both routes benefit from a clear physical viewpoint. Each one gives the same verb a different job.
Test the difference between seep and surge. If water advances in a thin, slow line under a door, seep fits. If a sudden rush of water knocks a chair aside, surge fits. Write the event first in plain language. Upgrade only the verb that improves the reader’s sense of speed or force.
The eduKate Fencing Method for Vocabulary
Word list · Worked writing examples · Practice and FAQs
Practice and frequently asked questions
Write a directed response paragraph about a quiet study room using propose, burden and review. Highlight the source idea behind your reason. Then write a 90-word description of an empty sports hall using two words from entries 141–180. Let the chosen sounds carry the mood.
Can I write an argumentative essay for Section B? The published choices are descriptive and narrative. What should I do if my school follows another syllabus code? Use that code’s current specification. This list is scoped to Cambridge 0500. Do I have to memorise the word bank? Choose a small set that fits the writing you are currently practising.
When editing, check how your first and last paragraphs relate. A recommendation may end with a decision or next step. A description can return to an opening detail with a changed perspective. In a story, a small final action can show what has changed for the character.
Three short practice drills
Read two claims before taking a side
Suppose a source argues that the hall should become a quiet study area because many pupils share bedrooms. Another source says the hall is the only indoor space for wet-weather exercise. Write a recommendation that gives weight to both needs. A timetable can accommodate them if you explain which activities are compatible, what changes during rain and how the school would tell pupils about the change.
Move a description through a space
Imagine entering a closed market just after sunrise. Begin with a detail in your path such as wet cardboard or a loose shutter. Move your attention to a distant sound. Bring the description back to a small detail that feels different once you have heard that sound. Try mottled, rattle and recede where each word matches a physical detail.
Give the character something to choose
A narrator hears footsteps and finds a key in the stairwell. Pick one physical reaction and one decision. A hand that tightens around a key can show uncertainty. A character who lingers on the landing might be waiting to see who appears. Write the paragraph twice, first with the narrator choosing to stay and then choosing to leave. Check which details need to change.
An extended directed-writing practice response
Imagine the headteacher has asked for a letter about opening the school library at lunch. Source A describes pupils looking for a quiet room. Source B raises staffing and fairness concerns. Use these practice source notes to see how a letter can move from a recommendation to a workable decision.
Dear Headteacher,
I am writing to recommend a limited lunchtime library trial. The case for providing a quiet room is persuasive. Pupils who spend the morning in busy classrooms may need somewhere calm to prepare for a lesson or finish a piece of work. The library already has desks and reading materials, so the trial could make better use of a space the school already provides.
The staffing concern deserves equal attention. Opening every day would place an additional duty on staff who already supervise other areas of the school. I suggest starting with Tuesdays and Thursdays for four weeks. A named member of staff would supervise each session. If the rota cannot be staffed without leaving another area unsupervised, the school could begin with one day.
Places would need to be allocated fairly. A short sign-up period at the start of lunch could give pupils a clear way to obtain a seat. If the same pupils regularly miss out, a member of staff could reserve some places for those who have had fewer opportunities to use the room. This would also show whether demand exceeds the library’s capacity.
At the end of the trial, the school could review attendance and ask staff whether the rota is sustainable. If the room attracts regular use and supervision is manageable, the school would have a practical reason to continue. I would be grateful if you would discuss this proposal with the library staff before the next school council meeting.
Yours faithfully,
A pupil representative
What this response does with the source ideas
The letter develops the first source’s point by explaining how pupils could use the room. It treats staffing as a condition that might change the scale of the proposal. The response gives the headteacher a decision to consider, sets a review period and identifies what to check. The trial details are proposed arrangements in this exercise. The letter does not present them as information that came from either source.
Try changing the brief. If the question asks for a speech to pupils, the audience will need to know why a sign-up system might be fair and how they can take part. If the question asks for a report, the reader may need a clearer separation between the observations and the recommended next steps. Write two versions of the same recommendation and see which words you need to change.
A composition workshop on viewpoint and action
Practice opening. The sign above the station door had weathered to a pale rectangle. Across the tracks, a strip of sunlight crept down the wall as the train drew away. The last carriage passed the signal box, then the wheels receded into a faint, uneven rhythm. Nila stood with one hand on the gate. A ticket had caught in the wire beside her thumb.
This opening uses surfaces, changing light and receding sound to direct attention. A descriptive version could keep the focus on the platform and show the same gate as the sun moves across it. A narrative version could turn on the ticket. Nila might recognise a date on it and decide to follow someone who has just left. The reader would then need a small clue about why she recognises it.
Rewrite the first sentence with a different viewpoint. From across the tracks, the sign may look like a light patch. From the doorway, the lettering and splintered edges might be visible. Choose between weathered and bleached by deciding what physical change you want to describe. Add a verb that locates a movement in relation to the observer.
For a second practice, use the same station during a power cut. Pick one detail that can still be seen, one sound that becomes easier to hear and one action that changes what the character can do. Draft the scene using familiar words. Then replace one weak verb with a more precise option from entries 161–180. Read both versions aloud and keep the one that makes the movement easier to picture.
A timed practice review
After attempting a timed question, take a different colour and mark one place where the purpose could be clearer. In directed writing, that may be a paragraph that repeats the source without reaching a judgement. In composition, it may be a sequence of details that gives the reader no point of view. Rewrite the paragraph and check whether a reader can now say what it contributes. Then return to the list and fence one word that would improve the repaired passage.
Next reading
IELTS Writing Task 2 · AP English Language and Composition · AQA GCSE English Language Paper 2 (8700)
Essential Vocabulary Words for a 12-Year-Old · Back to the 200-word list