Why is "Leaving out one of the three prompts" a common mistake in Email/Informal Letter Writing?

Why it happens: Focusing on the first one or two prompts and running out of words or time before the third. How to avoid it: Number the three prompts before you write, and plan one short paragraph for each. Covering all three is the main route to the 6 content marks — a missing prompt caps the content mark however good your English is. Source: 0510 Component 1 Exercise 5 — content (W1)

Why is "Writing the email in a formal register" a common mistake in Email/Informal Letter Writing?

Why it happens: Defaulting to formal exam habits, e.g. 'Dear Sir', 'I am writing to inform you', 'Yours faithfully'. How to avoid it: The audience is a friend or relative, so use a friendly greeting ('Hi [name],'), contractions, direct address and a warm sign-off ('Take care,'). A formal opener or 'Yours faithfully' breaks the register the task requires (W4). Source: 0510 Component 1 Exercise 5 — register (W4)

Why is "Going under 120 or well over 160 words" a common mistake in Email/Informal Letter Writing?

Why it happens: No plan for length — either running out of things to say or rambling without stopping. How to avoid it: Budget roughly: greeting/opening ~15 words, ~40 per prompt, close/sign-off ~15 ≈ 150 words. Too short usually means a thin or missing prompt (content suffers); too long means repetition and more language errors. Source: 0510 Component 1 Exercise 5 — task analysis

Why is "Writing one long block with no paragraphs" a common mistake in Email/Informal Letter Writing?

Why it happens: Treating the email as a single stream of thought rather than planning it. How to avoid it: Use short paragraphs — one for the greeting/opening, one per prompt, one for the close. Paragraphing and linking devices are part of the organisation marks within the 9 language marks (W2).

Why is "Using slang, text-speak or emojis" a common mistake in Email/Informal Letter Writing?

Why it happens: Confusing 'informal' with 'unfiltered' chat-style writing. How to avoid it: Informal does not mean non-standard. Avoid 'u', 'gonna', 'lol', 'omg' and emojis. They count as errors and pull down the accuracy part of the language marks (W3), even though the register is friendly. Source: 0510 Component 1 Exercise 5 — language (W3)

Why is "Listing the prompts instead of developing them" a common mistake in Email/Informal Letter Writing?

Why it happens: Treating each prompt as one short sentence to tick off rather than a point to expand. How to avoid it: Add one detail or reason to each prompt — not 'I went to the beach' but 'I went to the beach with my cousins, and we swam every morning'. Development of ideas is rewarded inside the 6 content marks (W1). Source: 0510 Component 1 Exercise 5 — content (W1)

Cambridge IGCSE English as a Second Language (0510)

Email/Informal Letter Writing

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Detailed Study Notes

Detailed notes on Writing Skills for Cambridge IGCSE English as a Second Language, covering key concepts, explanations, examples, and exam-focused revision points.

Email and Informal Letter Writing — Cambridge IGCSE ESL 0510 (2026 onwards)

Master the format, tone, and language of emails and informal letters — one of the most commonly set shorter writing tasks in Paper 2, worth up to 20 marks.

At a glance

Email and informal letter are essentially the same task — the difference is mainly layout.
Audience is usually a friend, family member, classmate, or pen pal — use informal/semi-formal register.
Always include: greeting, body paragraphs, sign-off — Cambridge deducts marks for missing layout features.
Informal does NOT mean ungrammatical — it means warm, direct, and personal.
Contractions (I'm, it's, don't) are appropriate and expected in informal writing.
Use direct address ('you', 'your') and personal language ('I think', 'I feel', 'In my experience').
Word limit: usually 150–200 words for the shorter task — stick to it.
Always respond to ALL bullet points or prompts given in the question.

What you’ll learn

Mapped to the Cambridge IGCSE 0510 syllabus (2026 onwards).

Write an email or informal letter for a given purpose, audience, and context.
Use the correct layout and conventions for email and informal letter writing.
Maintain an appropriate and consistent informal or semi-formal register.
Develop content that is relevant, engaging, and fully addresses the task.
Use a range of informal language features accurately.

Format — the non-negotiable layout marks

Cambridge awards marks for correct format. Get these right before you write a single sentence of content.

Informal email layout — get the format right before you write content.

Email format:

Subject: [Brief description of the email's purpose]

Dear [Name],

[Opening line — establish context or respond to their message]

[Body paragraph 1]

[Body paragraph 2]

[Body paragraph 3 / Closing paragraph]

[Sign-off],
[Your name]

Informal letter format:

[Your address — top right, 3 lines]
[Date — below address]

Dear [Name],

[Opening line]

[Body paragraphs]

[Closing sign-off]

[Your name]

Key format points:

Include the subject line for emails (e.g., Subject: My holiday plans).
Dear [Name] not 'Dear Sir/Madam' — this is an informal letter.
Sign off with: Best wishes / Take care / Speak soon / Lots of love (depending on closeness).
Do NOT sign off with 'Yours faithfully' or 'Yours sincerely' — these are for formal letters.
Your address and date are optional in exam conditions — include if time allows.

Email: Subject line + Dear [Name] + body + sign-off + your name.
Letter: address + date + Dear [Name] + body + informal sign-off.
Wrong sign-off (Yours faithfully) for informal = loses format marks.

Opening lines — start with warmth and relevance

The first line sets the tone. Make it personal, direct, and engaging.

Weak openings (avoid):

"I am writing this letter to you." (too formal, states the obvious)
"Hello. This is my letter." (incomplete, flat)
"I hope you are well." (overused and generic)

Strong informal openings:

"It was so great to hear from you — your last email made me laugh out loud!"
"I can't believe it's been three months since we last spoke. So much has happened!"
"Thanks for your message — I've been meaning to write back for ages."
"I'm so excited to hear about your trip — it sounds absolutely incredible!"

When replying to a scenario: Cambridge often asks you to write in response to a situation. Your opening should acknowledge that situation:

"I heard the news about your new school — I can imagine how nervous you must feel."
"Thanks for asking for my advice — I've been in a similar situation myself."

Referencing the task prompts: If the question says 'tell your friend about your holiday', your opening should lead naturally into that topic — not just state you're going to talk about it.

Body content — developing your paragraphs

Each prompt in the question = one developed paragraph. Never bullet-point your body.

How to handle multiple task prompts: Cambridge will typically give you 3 bullet points to address. Treat each as a paragraph focus.

Example task: "Write an email to your English-speaking friend about your school's new policy on mobile phones." Prompts:

Describe what the new policy involves
Explain your reaction to it
Ask your friend for their opinion

How to develop each paragraph (not just list):

Weak (listing): "The new policy means no phones in class. I don't like it. What do you think?"

Strong (developed): "Our school has just introduced a strict new mobile phone policy — from next term, all phones must be switched off and stored in our bags from 8am to 3pm. No exceptions. As you can imagine, most students are horrified! Personally, I have mixed feelings. On one hand, I can see why teachers are frustrated by constant distractions. On the other, my phone is how I organise everything — my planner, my reminders, my music on the way home. I genuinely don't know how I'll manage without it. What about you — does your school have a similar rule? Do you think it actually helps students focus, or is it just another restriction?"

Notice: the strong response develops each point with specific detail, personal reaction, and reflection.

Each task prompt = one developed paragraph (minimum 3 sentences).
Add specific detail — not just 'I liked it' but WHY and HOW.
Include questions to your friend — this is a natural feature of informal writing.
Show a reaction / emotion — not just facts.

Informal language features — what makes a letter sound 'real'

These features are expected in informal writing. Using them well shows command of register.

1. Contractions: I'm, it's, don't, wouldn't, they're, we've, I've, that's, I'd, you'll. Without contractions: "I am not sure that it is the right decision." With contractions: "I'm not sure it's the right decision." The contracted version sounds natural and appropriately informal.

2. Colloquial expressions and idioms:

"I was absolutely gutted when I heard."
"It went really well, all things considered."
"To be honest, I had my doubts at first."
"I was over the moon!"

3. Direct questions to the reader:

"What do you think?"
"Can you believe it?"
"Have you ever been in that situation?" These create a conversational feel and show you're engaging with your reader.

4. Hedging and softening language:

"I think…", "In my opinion…", "To be honest…", "I'm not sure but…" These sound natural and show personal voice.

5. Exclamation for enthusiasm: Used sparingly: "It was amazing!" / "I can't wait!" — one or two per letter is enough.

6. Informal connectives: Also, Anyway, Plus, By the way, Speaking of which, Oh, and another thing — These replicate natural speech patterns.

What NOT to include:

Very formal vocabulary (utilise, endeavour, furthermore in formal sense).
Passive voice throughout ("It was decided that…").
Overly complex, legalistic sentence structures.

Closing lines and sign-offs — end with warmth

The final paragraph should feel like a natural end to a conversation, not an abrupt stop.

Closing paragraph functions:

Wrap up the main topic briefly.
Express anticipation of a reply or next contact.
Wish them well.

Strong closing lines:

"Anyway, I'd better go — I have a pile of homework waiting for me! Write back soon and tell me everything that's been happening on your end."
"I really hope things improve for you. I know it's tough right now, but you always manage to come through the other side. Let me know how it goes!"
"I can't wait to hear what you decide. Let's catch up properly soon — maybe over a video call?"

Sign-off phrases (informal):

Closeness	Sign-off
Close friend	Lots of love / Take care / See you soon
Good friend	Best wishes / All the best / Speak soon
Pen pal / acquaintance	Best regards / Kind regards (semi-formal)

What NOT to write:

"Yours faithfully" → formal only, used when you don't know the name.
"Yours sincerely" → formal, used when you know the name.
"Goodbye" → too abrupt for a letter.

Model response — a full email to study

Read, analyse, and imitate the structure and language of this model.

Task: Your English-speaking friend is starting at a new school next month and is feeling nervous. Write an email to your friend giving advice and encouragement.

Subject: Starting Fresh — You've Got This!

Dear Jamie,

I was so glad to hear from you — and I completely understand why you're feeling nervous. Starting at a new school is one of the most daunting things a teenager can do. But honestly? You're going to be absolutely fine.

The most important thing, from my own experience, is to give yourself time. Those first few days might feel overwhelming — so many new faces, new rooms, new routines. But within a week, it starts to make sense. Try to smile at people and say hello first; most students are friendlier than they look when they're rushing to class. Joining a club or team in the first week is another thing I'd strongly recommend — it gives you an instant group of people with a shared interest, which makes conversations so much easier.

I know it can be tempting to stay quiet and hope nobody notices you, but in my experience that just makes things harder. The friends I've kept longest are the ones I introduced myself to on day one.

Anyway, write back and let me know how the first week goes — I'll be rooting for you from here! And remember, everyone around you is also navigating a new place. You're not as alone as you think.

Best wishes, Alex

Why this response works:

Correct format (subject, greeting, sign-off, name).
Warm, engaging opening that acknowledges the friend's situation.
Three developed body paragraphs — each addressing a different aspect of advice.
Specific and personal ('from my own experience').
Ends with encouragement and invitation to reply.
Consistent semi-formal/informal register throughout.
Contractions used naturally. Direct questions to the reader. Appropriate sign-off.

Quick recap

Format: subject line (email) / address (letter) + Dear [Name] + body + informal sign-off.
Register: informal/semi-formal — contractions, direct address, personal tone.
Opening: warm and relevant — acknowledge the scenario or the friend's message.
Each task prompt = one developed paragraph (not a bullet list).
Informal language: contractions, colloquial phrases, direct questions, hedging.
Closing: wrap up + anticipation of reply + warm sign-off (not 'Yours faithfully').

Memorise this

Verbatim phrases and definitions Cambridge mark schemes credit.

Email sign-offs (informal): Best wishes / Take care / Speak soon / Lots of love.
Formal sign-offs (NEVER for informal): Yours faithfully / Yours sincerely.
Contractions to use: I'm, it's, don't, wouldn't, I've, you'll, we're, they're.
Informal connectives: Also, Anyway, By the way, Speaking of which, Oh and another thing.
Opening alternatives: 'It was great to hear from you!' / 'I can't believe it's been so long!'

How it’s examined

Email and informal letter appear in Paper 2 as the shorter writing task (approximately 150–200 words, 20 marks).

Mark scheme priorities:

Format: correct layout features present (greeting, sign-off).
Register: informal/semi-formal consistently maintained.
Content: all task prompts addressed and developed.
Language: varied vocabulary, accurate grammar, appropriate informal features.

Examiner reports note: (1) Students often forget the subject line for emails. (2) Students drift from informal into formal register. (3) Bullet-pointing content instead of writing developed paragraphs — this loses marks for Communication.

Sources: Cambridge IGCSE ESL 0510 Syllabus 2026 onwards; Cambridge 0510 Paper 2 Specimen 2026; Cambridge 0510 Examiner Reports 2022–2024. Last reviewed 2026-05-12.

Take this whole topic with you

Step-by-step worked examples — Email/Informal Letter Writing

Step-by-step solutions to past-paper-style questions on email/informal letter writing, written exactly the way a tutor would explain them at the board.

1Reading the rubric and spotting the three content points
Getting started• Component 1 Exercise 5 — task analysis• content, task fulfilment, W1
Question
Exercise 5 gives you a short stimulus and three bullet prompts. Before you write anything, how do you read the task so you cover everything the examiner wants for the 6 content marks?
Step-by-step solution
1. Step 1
  Find the audience and purpose first. The rubric names them — e.g. 'Write an email to your friend about a trip you have just been on.' Audience = a friend (so: informal register). Purpose = tell them about the trip. Underline both.
2. Step 2
  Number the three prompts. They might be: (1) say where you went, (2) describe what you did there, (3) explain whether you would go again. These are your three content points — and the 6 content marks are split across them.
3. Step 3
  Turn each prompt into a paragraph plan. One short paragraph per prompt. If you miss a prompt entirely, you cannot reach the top content band, however good your English is.
4. Step 4
  Plan to DEVELOP, not just mention. Content marks reward development: not 'I went to the beach' but 'I went to the beach with my cousins, and we swam every single morning before it got too hot.' A detail or a reason on each point lifts you into the higher band.
Answer
Audience + purpose from the rubric → number the three prompts → one short paragraph each → add a detail or reason to each so the points are developed, not just listed. Covering all three prompts WITH development is the route to the 6 content marks.
Examiner tip
Content (up to 6, W1) rewards task fulfilment AND development of ideas. The single most common reason for a low content mark is simply leaving out one of the three prompts — so the checklist is: three prompts, three developed points.
2Informal greeting and sign-off (the easy register marks)
Getting started• Component 1 Exercise 5 — style• register, W4, format
Question
The email is to a friend or relative. What greeting and sign-off make the register right from the first and last lines, and what should you never use?
Step-by-step solution
1. Step 1
  Greeting — friendly and by first name. 'Hi Sam,' / 'Hi Grandma,' / 'Dear Maya,'. Never 'Dear Sir,' or 'Dear Mr Lee,' — those are formal and break the informal register the task asks for.
2. Step 2
  Sign-off — warm and personal. 'Take care,' / 'See you soon,' / 'Lots of love,' / 'Bye for now,' + your first name. Never 'Yours faithfully' or 'Yours sincerely' — those belong to a formal letter.
3. Step 3
  Match the warmth at both ends. 'Hi Sam,' … 'Take care, Alex' reads as one friendly voice. 'Hi Sam,' … 'Yours faithfully' is a mismatch that tells the examiner you are unsure of the form.
4. Step 4
  Open by reaching out. A friendly first line — 'How are you? It feels like ages since we last spoke!' — sets the informal register immediately and warms up the reader before you get to the prompts.
Answer
Greeting: 'Hi [first name],'. Sign-off: 'Take care / See you soon / Lots of love,' + your name. They must be a matched, friendly pair — never the formal 'Dear Sir' or 'Yours faithfully'. A warm reaching-out first line locks in the informal register.
Examiner tip
Register and style for purpose and audience are W4. The greeting/sign-off pair is the quickest, most reliable signal of an appropriate informal register — it costs nothing to get right and is noticed immediately within the 9 language marks.
3Linking devices and short paragraphs (organisation)
Building confidence• Component 1 Exercise 5 — style• organisation, W2, linking
Question
Part of the 9 language marks is for organisation. How do linking devices and paragraphing turn three separate points into one coherent, easy-to-read email?
Step-by-step solution
1. Step 1
  Use one short paragraph per prompt. A greeting line, then a paragraph for each of the three content points, then a closing line and sign-off. This alone makes the email look organised and easy to follow.
2. Step 2
  Open paragraphs with friendly linking devices. 'First of all, …', 'Anyway, …', 'Also, …', 'By the way, …', 'The best part was …', 'On top of that, …'. These are informal connectives that still show a range of linking (W2) without sounding stiff.
3. Step 3
  Link ideas inside sentences too. 'because', 'so', 'but', 'although', 'which means', 'even though'. Joining a point to a reason shows control of grammar (W3) and develops the content (W1) at the same time.
4. Step 4
  Avoid one giant block. A 120-160 word email with no paragraphs is hard to read and signals weak organisation. Three or four short paragraphs are ideal at this length.
Answer
Short paragraph per prompt + a range of linking devices ('First of all', 'Anyway', 'Also', 'because', 'although') = a coherent email that reads smoothly. Organisation is part of the 9 language marks, so paragraphing and linking are worth getting right.
Examiner tip
W2 rewards organising ideas into coherent text using a range of linking devices. At ESL level, a candidate who uses several different, correctly-placed connectives — not just 'and … and … and' — moves into the higher language band.
4Showing a range of structures while staying accurate
Building confidence• Component 1 Exercise 5 — style• range, accuracy, W3
Question
The 9 language marks reward both range AND accuracy. How do you show off a range of tenses and vocabulary without making mistakes that pull the mark down?
Step-by-step solution
1. Step 1
  Use more than one tense naturally. An email about a past event easily uses the past ('I visited…'), the present ('I'm so tired now!') and the future ('I'll send you photos'). Three tenses, used correctly, immediately show range (W3).
2. Step 2
  Vary your vocabulary. Instead of 'nice' three times, try 'amazing', 'relaxing', 'delicious'. A small spread of precise, everyday words scores better than repeating one easy word.
3. Step 3
  Use contractions — they are correct here. I'm, it's, don't, we've, I'd, you'll. They are expected in an informal email and keep the register friendly. They are NOT errors.
4. Step 4
  Play safe where you are unsure. Range matters, but a sentence you can write accurately beats an ambitious one full of errors. If you are not sure of a complex structure, choose a simpler one you can control. Accuracy and range together reach the top band.
Answer
Mix tenses (past/present/future), spread your vocabulary, use contractions freely — but only attempt structures you can keep accurate. Range + accuracy together earn the upper part of the 9 language marks; ambitious-but-wrong sentences cost more than they gain.
Examiner tip
W3 covers a range of grammatical structures and vocabulary. The top language band needs BOTH range and accuracy. A safe, accurate email scores solidly; an accurate AND varied one reaches the top — but errors from over-reaching pull the mark back down.
5Covering three prompts inside 120-160 words
Stretch• Component 1 Exercise 5 — task analysis• word count, planning, task fulfilment
Question
The email must be 120-160 words and cover three prompts plus a greeting and sign-off. How do you plan the length so nothing gets squeezed out and you don't ramble?
Step-by-step solution
1. Step 1
  Budget the words. Greeting + friendly opening line (~15 words), three content paragraphs (~35-40 words each = ~110-120), closing line + sign-off (~15 words). That lands you near 140-150 words — comfortably inside 120-160.
2. Step 2
  Develop each prompt with one extra detail or reason — then stop. 'I tried surfing for the first time, and honestly, I fell off more than I stood up!' is enough development for one point. Don't pour three sentences of detail into one prompt and leave none for the others.
3. Step 3
  Watch for under-writing. Fewer than 120 words usually means a prompt is thin or missing — that caps the content mark. If you are short, add development to the weakest paragraph, not a brand-new topic.
4. Step 4
  Watch for over-writing. Past about 170 words you start repeating yourself and risk more errors. A controlled email that lands at ~150 words usually scores better than a long, error-filled one.
Answer
Budget: ~15 words greeting/open, ~40 per prompt, ~15 close/sign-off ≈ 150 words. One detail per prompt, then move on. Too short means a missing prompt (caps content); too long means repetition and more errors. Aim to land near the middle of 120-160.
Examiner tip
The word count is a deliberate constraint: the skill is covering and developing three prompts concisely. Examiners report that very short emails almost always drop a content point, while very long ones accumulate language errors — both pull the mark down.
6Planning a full Exercise 5 email under exam pressure
Stretch• Component 1 Exercise 5 — style• planning, structure, W1, W2, W4
Question
Put it all together. With the clock running, how do you plan an Exercise 5 informal email that covers all three prompts, stays friendly and organised, and lands inside 120-160 words?
Step-by-step solution
1. Step 1
  Greeting + warm opening (~15 words). 'Hi Leila, How are you? I've got so much to tell you!' — sets the informal register and reaches out to the reader (W4).
2. Step 2
  Paragraph 1 = prompt 1, developed (~40 words). Open with a linking device ('First of all, …'), make the point, add one detail or reason (W1/W2).
3. Step 3
  Paragraph 2 = prompt 2, developed (~40 words). Link it ('Also, …' / 'The best part was …'), and vary your tense or vocabulary here to show range (W3).
4. Step 4
  Paragraph 3 = prompt 3, developed (~40 words). Link it ('Anyway, …'), often the prompt that asks your opinion or a question — a natural place for 'What do you think?' to your reader (W4).
5. Step 5
  Closing line + sign-off (~15 words). 'Write back soon and tell me your news! Take care, Sara.' Then glance at the length — adjust the weakest paragraph if you are outside 120-160.
Answer
Five beats: warm greeting (15) → prompt 1 developed (40) → prompt 2 developed (40) → prompt 3 developed (40) → close + sign-off (15) ≈ 150 words. Three prompts each in their own short, linked paragraph, friendly register throughout, finished inside 120-160 words.
Examiner tip
This shape keeps content (all three prompts, W1) and language (organisation W2, register W4, range W3) in play together. An email planned to land near 150 words almost always covers the prompts more evenly than one written without a plan.

Model Answers — Email/Informal Letter Writing

High-scoring sample answers for email/informal letter writing on the Cambridge IGCSE 0510 paper, with examiner-style notes mapping each response to the mark scheme and assessment objectives.

Question 1
Component 1 Exercise 5 — focused skill4 marks
Focused skill (4 marks): an informal opening that covers prompt 1. Rubric: Your friend Daniel has emailed asking about your new hobby. Write an email to Daniel. Prompt 1 only for this task: say what your new hobby is and how you started it. Write the greeting and opening paragraph only of an informal email, in a friendly register. Form: informal email (friend). Audience: your friend Daniel. Marks: 4. Word count: about 40-55 words.
Model answer
Hi Daniel,

How are you? Thanks for your email — guess what, I've got a new hobby! I've started rock climbing at the centre near my house. My cousin took me one weekend, I loved it straight away, and now I go every Saturday morning.
Why this scores
Focused on the opening + prompt 1 only. Content (W1): prompt 1 is fully covered and developed — what the hobby is (rock climbing) AND how it started (cousin took me, now every Saturday). Language (W4/W2): correct informal greeting ('Hi Daniel,'), a friendly reaching-out line, contractions ('I've'), and a linking device ('and now'). At 4 marks this rewards a clear informal register and one accurately developed content point.
Question 2
Component 1 Exercise 5 — focused skill6 marks
Focused skill (6 marks): a developed content paragraph covering two prompts. Rubric: Write an email to your cousin about a family celebration you went to. For this task cover two prompts only: (1) say what the celebration was and who was there, and (2) describe one thing that happened that you enjoyed. Write one body paragraph of an informal email. Form: informal email (relative). Audience: your cousin. Marks: 6. Word count: about 55-70 words.
Model answer
Last weekend we had a big party for my grandmother's seventieth birthday, and almost the whole family came — even my aunt who lives abroad! The best part was when my dad surprised everyone with a homemade cake shaped like a garden, because Grandma loves gardening. She laughed so much she nearly cried, and so did the rest of us.
Why this scores
A single developed paragraph. Content (W1): both prompts are covered and developed — what the celebration was and who came (prompt 1), plus one enjoyed moment described with detail (prompt 2). Language (W2/W3): linking devices ('and', 'because', 'so'), a range of structure (the surprise + the reason + the result), and accurate past tense throughout. At 6 marks this rewards two fully developed content points in friendly, accurate, well-linked English.
Question 3
Component 1 Exercise 5 — language focus9 marks
Language-focused partial (9 marks): a near-complete email rich in language features. Rubric: Your friend Amara has moved to a new town. Write an email to Amara. Prompts: (1) ask how she is settling in, (2) tell her your news from this week, (3) suggest when you could visit. This task is marked for language only (range, accuracy, organisation), up to 9 — show a range of tenses, vocabulary and linking devices in a clear informal register. Form: informal email (friend). Audience: your friend Amara. Word count: about 100-120 words.
Model answer
Hi Amara,

How are you settling into the new town? I really hope you've found some nice people already — moving somewhere new can feel lonely at first, but I'm sure it won't take you long.

Anyway, my big news is that I finally passed my swimming exam this week! I'd been practising for months, so I was over the moon when the results came out.

By the way, are you free during the holidays? I'd love to come and visit you, maybe stay for a weekend, so you can show me around your new home. Let me know what works for you!

Take care, Priya
Why this scores
A language-focused partial. Language (W2/W3, up to 9): a clear range of tenses (present 'are you settling', past 'passed', past perfect 'I'd been practising', future 'I'd love to come'), varied vocabulary and idiom ('over the moon'), and several different linking devices ('but', 'so', 'Anyway', 'By the way', 'maybe'). Organisation (W2): short paragraphs, matched greeting and sign-off. At 9 marks this is upper-band language — friendly, accurate and varied. (Content is covered too, but here the focus and reward are language.)
Question 4
Component 1 Exercise 5 — style12 marks
Near-complete email (12 marks). Rubric: You recently took part in a school trip to a science museum. Your English-speaking friend Tom has asked you about it. Write an email to Tom. Prompts: (1) describe where you went and what you saw, (2) say what you liked most about the day, (3) explain whether you would recommend the trip. Form: informal email (friend). Audience: your friend Tom. Marks: 12. Word count: 120-160 words.
Model answer
Hi Tom,

Thanks for asking about the trip! Last Thursday my class went to the new science museum in the city, and it was honestly brilliant. We saw a huge dinosaur skeleton, a room full of working machines, and even a small planetarium.

The part I liked most was the space section. I got to sit in a model rocket and feel what take-off might be like — I won't lie, I screamed a little! It made the whole subject feel real instead of just words in a textbook.

Would I recommend it? Definitely. If your school ever organises a trip there, you should go, because there's something for everyone and the staff explain things really clearly.

Anyway, that's my news. Write back and tell me what you've been up to!

See you soon, Hassan
Why this scores
A near-complete email. Content (W1, up to 6): all three prompts are covered and developed — where/what (museum, dinosaur, machines, planetarium), what was liked most (the space section, with a detail), and a clear recommendation with a reason. Language (W2-W4, up to 9): mixed tenses, varied vocabulary, several linking devices ('and', 'because', 'Anyway'), matched 'Hi Tom' / 'See you soon, Hassan', and a friendly register. At 12 it sits just below the very top — fully on task and well written, with only minor room for an even wider range or sharper accuracy.
Question 5
Component 1 Exercise 5 — style15 marks
Full Exercise 5 email (15 marks). Rubric: You have just come back from a holiday with your family. Your English-speaking friend Sofia wants to hear all about it. Write an email to Sofia.

In your email you should:
- say where you went and who you went with
- describe one thing you did that you really enjoyed
- explain whether you would go back to the same place again
Form: informal email (friend). Audience: your friend Sofia. Marks: 15 (6 content + 9 language). Word count: 120-160 words.
Model answer
Hi Sofia,

How are you? I've just got back from holiday and I couldn't wait to tell you all about it!

First of all, my family and I spent a week by the sea in a small village down south. It was just my parents, my little brother and me, in a tiny cottage right next to the beach.

The thing I enjoyed most was learning to surf. I tried it for the first time on the second morning, and although I fell off again and again, by the end I actually managed to stand up! My brother filmed the whole thing, so now I have proof.

Would I go back? Definitely. It was so peaceful, and there's still so much I want to explore there.

Anyway, write back soon and tell me your news. I've missed our chats!

Take care, Maya
Why this scores
Top band (13-15 / 15). Content (W1, up to 6): all three prompts fully covered and developed — where and who (village by the sea, parents and brother), one enjoyed activity (learning to surf, with vivid detail), and a clear yes-with-reasons recommendation. Language (W2-W4, up to 9): a range of tenses (present, past, 'I want to explore'), varied vocabulary, several linking devices ('First of all', 'although', 'so', 'Anyway'), matched 'Hi Sofia' / 'Take care, Maya', and a warm, accurate informal register throughout. Length ~150 words — squarely within 120-160. The 6+9 split is earned because the email is both fully on task AND consistently well written.
Question 6
Component 1 Exercise 5 — style15 marks
Full Exercise 5 email (15 marks). Rubric: Your cousin Leo is nervous about starting at a new school next month and has emailed you for advice. Write an email back to Leo.

In your email you should:
- tell Leo how you felt when you started somewhere new
- give him two pieces of advice for his first week
- encourage him and offer to help
Form: informal email (relative). Audience: your cousin Leo. Marks: 15 (6 content + 9 language). Word count: 120-160 words.
Model answer
Hi Leo,

Thanks for your email — please don't worry, you're going to be absolutely fine!

I remember how nervous I felt when I changed schools two years ago. On my first morning my hands were actually shaking, but by the afternoon I'd already met two friends I still talk to today.

My advice? First, smile and say hello to people, even if you feel shy — most students are friendlier than they look. Secondly, try joining a club in the first week, because it's the easiest way to meet people who like the same things as you.

You're brave and kind, Leo, so I know you'll settle in quickly. If you ever feel stuck, just call me — I'm always here, day or night.

Let me know how your first week goes!

Take care, Sam
Why this scores
Top band (13-15 / 15). Content (W1, up to 6): all three prompts fully covered and developed — own feelings on starting somewhere new (the shaking hands, then two friends), two clear pieces of advice each with a reason, and genuine encouragement plus an offer to help. Language (W2-W4, up to 9): mixed tenses, a range of linking devices ('but', 'because', 'so', 'First', 'Secondly'), varied vocabulary, matched 'Hi Leo' / 'Take care, Sam', and a warm, accurate, reassuring informal register. Length ~150 words — within 120-160. Top marks because it is fully on task AND fluently, accurately written, with the friendly register held throughout.

Key Definitions and Keywords — Email/Informal Letter Writing

Definitions to memorise and the exact keywords mark schemes credit for email/informal letter writing answers — sharpened from recent examiner reports for the 2026 0510 sitting.

Informal register
Examiner keyword
The friendly, personal style used when writing to a friend or relative. Allows contractions (I'm, it's), first names, direct address ('you') and warm phrasing. It is still accurate English — it excludes slang, text-speak and emojis.
Content points (prompts)
Examiner keyword
The three bullet prompts in the Exercise 5 rubric. Each one is a point you must cover. The 6 content marks are earned by addressing AND developing all three.
Task fulfilment
Examiner keyword
How fully and relevantly you respond to the rubric — covering every prompt for the right audience and purpose. Missing a prompt caps the content mark however good the English is.
Linking devices
Examiner keyword
Words and phrases that join ideas and paragraphs — 'because', 'so', 'although', 'First of all', 'Anyway', 'By the way'. A range of these earns the organisation part of the language marks (W2).
Range (of language)
Examiner keyword
Variety in tenses, sentence structures and vocabulary. Using more than one tense and not repeating the same easy words shows range and lifts the language mark (W3).
Organisation
Arranging the email into clear short paragraphs (one per prompt) with a greeting and sign-off, joined by linking devices so it reads as coherent text (W2). Part of the 9 language marks.
The 6 + 9 mark split
Examiner keyword
Exercise 5 is marked out of 15: up to 6 for content (task fulfilment + development of ideas) and up to 9 for language (range, accuracy and organisation). A strong answer must do well on BOTH.

Common Mistakes and Misconceptions — Email/Informal Letter Writing

The traps other students keep falling into on email/informal letter writing questions — taken from recent Cambridge IGCSE 0510 examiner reports and mark schemes — and how to avoid them.

✕Leaving out one of the three prompts
0510 Component 1 Exercise 5 — content (W1)
Why it happens
Focusing on the first one or two prompts and running out of words or time before the third.
How to avoid it
Number the three prompts before you write, and plan one short paragraph for each. Covering all three is the main route to the 6 content marks — a missing prompt caps the content mark however good your English is.
✕Writing the email in a formal register
0510 Component 1 Exercise 5 — register (W4)
Why it happens
Defaulting to formal exam habits, e.g. 'Dear Sir', 'I am writing to inform you', 'Yours faithfully'.
How to avoid it
The audience is a friend or relative, so use a friendly greeting ('Hi [name],'), contractions, direct address and a warm sign-off ('Take care,'). A formal opener or 'Yours faithfully' breaks the register the task requires (W4).
✕Going under 120 or well over 160 words
0510 Component 1 Exercise 5 — task analysis
Why it happens
No plan for length — either running out of things to say or rambling without stopping.
How to avoid it
Budget roughly: greeting/opening ~15 words, ~40 per prompt, close/sign-off ~15 ≈ 150 words. Too short usually means a thin or missing prompt (content suffers); too long means repetition and more language errors.
✕Writing one long block with no paragraphs
Why it happens
Treating the email as a single stream of thought rather than planning it.
How to avoid it
Use short paragraphs — one for the greeting/opening, one per prompt, one for the close. Paragraphing and linking devices are part of the organisation marks within the 9 language marks (W2).
✕Using slang, text-speak or emojis
0510 Component 1 Exercise 5 — language (W3)
Why it happens
Confusing 'informal' with 'unfiltered' chat-style writing.
How to avoid it
Informal does not mean non-standard. Avoid 'u', 'gonna', 'lol', 'omg' and emojis. They count as errors and pull down the accuracy part of the language marks (W3), even though the register is friendly.
✕Listing the prompts instead of developing them
0510 Component 1 Exercise 5 — content (W1)
Why it happens
Treating each prompt as one short sentence to tick off rather than a point to expand.
How to avoid it
Add one detail or reason to each prompt — not 'I went to the beach' but 'I went to the beach with my cousins, and we swam every morning'. Development of ideas is rewarded inside the 6 content marks (W1).

Subject: [Brief description of the email's purpose] Dear [Name], [Opening line — establish context or respond to their message] [Body paragraph 1] [Body paragraph 2] [Body paragraph 3 / Closing paragraph] [Sign-off], [Your name]

Closeness

Sign-off

Close friend

Lots of love / Take care / See you soon

Good friend

Best wishes / All the best / Speak soon

Pen pal / acquaintance

Best regards / Kind regards (semi-formal)

Task: Your English-speaking friend is starting at a new school next month and is feeling nervous. Write an email to your friend giving advice and encouragement.

Subject: Starting Fresh — You've Got This!

Dear Jamie,

Anyway, write back and let me know how the first week goes — I'll be rooting for you from here! And remember, everyone around you is also navigating a new place. You're not as alone as you think.

Best wishes, Alex

Why this response works:

Correct format (subject, greeting, sign-off, name).
Warm, engaging opening that acknowledges the friend's situation.
Three developed body paragraphs — each addressing a different aspect of advice.
Specific and personal ('from my own experience').
Ends with encouragement and invitation to reply.
Consistent semi-formal/informal register throughout.
Contractions used naturally. Direct questions to the reader. Appropriate sign-off.

Email/Informal Letter Writing

Detailed Study Notes

At a glance

What you’ll learn

Quick recap

Memorise this

How it’s examined

Take this whole topic with you

1Reading the rubric and spotting the three content points

2Informal greeting and sign-off (the easy register marks)

3Linking devices and short paragraphs (organisation)

4Showing a range of structures while staying accurate

5Covering three prompts inside 120-160 words

6Planning a full Exercise 5 email under exam pressure

Informal register

Content points (prompts)

Task fulfilment

Linking devices

Range (of language)

Organisation

The 6 + 9 mark split

✕Leaving out one of the three prompts

✕Writing the email in a formal register

✕Going under 120 or well over 160 words

✕Writing one long block with no paragraphs

✕Using slang, text-speak or emojis

✕Listing the prompts instead of developing them

Email/Informal Letter Writing

Detailed Study Notes

At a glance

What you’ll learn

Quick recap

Memorise this

How it’s examined

Take this whole topic with you

1Reading the rubric and spotting the three content points

2Informal greeting and sign-off (the easy register marks)

3Linking devices and short paragraphs (organisation)

4Showing a range of structures while staying accurate

5Covering three prompts inside 120-160 words

6Planning a full Exercise 5 email under exam pressure

Informal register

Content points (prompts)

Task fulfilment

Linking devices

Range (of language)

Organisation

The 6 + 9 mark split

✕Leaving out one of the three prompts

✕Writing the email in a formal register

✕Going under 120 or well over 160 words

✕Writing one long block with no paragraphs

✕Using slang, text-speak or emojis

✕Listing the prompts instead of developing them