Why is "Writing the report with no heading or sections" a common mistake in Report Writing?

Why it happens: Treating Exercise 6 like a letter or an essay and starting straight into prose. How to avoid it: Begin with a clear title ('Report on…') and use short sub-headings (Findings, Recommendation). The format itself is rewarded under register and organisation; a report that looks like a letter loses those marks. Source: 0510 Examiner Reports, Component 1 Exercise 6

Why is "Using an informal register (contractions, slang, emotion)" a common mistake in Report Writing?

Why it happens: Defaulting to a chatty, conversational voice under time pressure. How to avoid it: Keep it formal and objective: no contractions, no slang, no 'I felt so angry'. Use full forms and reporting phrases ('It was found that…'). The reader is a headteacher or organiser, so the register must fit (W4).

Why is "Missing one of the bullet prompts" a common mistake in Report Writing?

Why it happens: Writing at length on one prompt and forgetting another, or not checking the rubric. How to avoid it: Underline every prompt before writing and give each a clear sentence or section. The 6 content marks depend on covering all of them — balance beats over-developing one point (W1).

Why is "A vague or missing recommendation" a common mistake in Report Writing?

Why it happens: Stopping after the findings, or advising 'things should be improved' with no detail. How to avoid it: End with a specific recommendation linked to a finding: 'It is recommended that an extra serving counter be opened.' Vague advice scores little; specific advice fulfils the report's purpose.

Why is "Writing far outside the 120-160 word range" a common mistake in Report Writing?

Why it happens: Padding with invented detail, or finishing too quickly without covering the prompts. How to avoid it: Aim for about 150 words. Under 120 risks lost content; well over 160 introduces more errors and is not rewarded. Plan the shape, then check the count and the prompts before stopping.

Why is "Repetitive, simple language with no range" a common mistake in Report Writing?

Why it happens: Playing safe with the same short sentences and words like 'good' and 'bad'. How to avoid it: Vary sentence types, use linking devices and the passive, and choose precise vocabulary ('overcrowded', 'inadequate', 'satisfactory'). Range matters for the 9 language marks — but keep it accurate (W3).

Cambridge IGCSE English as a Second Language (0510)

Report 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.

Report Writing — Cambridge IGCSE ESL 0510 (2026 onwards)

Reports are formal, structured, and purpose-driven. They are the most 'academic' writing task Cambridge sets — and the most predictable. Nail the format and you're already halfway there.

At a glance

A report is formal — no contractions, third person, structured subheadings.
Reports have a specific structure: Title → Introduction → Findings → Recommendations → Conclusion.
The purpose is always to inform and/or recommend — never to entertain.
Use subheadings for each section — they are expected and mark-worthy.
Cambridge reports are usually written for a headteacher, manager, committee, or organisation.
Use passive voice where appropriate: 'It was found that…', 'Students were surveyed…'
Bullet points within sections are acceptable for recommendations.
Avoid personal opinion unless asked — reports present findings, not personal feelings.

What you’ll learn

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

Write a formal report for a given purpose, audience, and context.
Use the correct layout and conventions for report writing.
Organise information clearly using subheadings and sections.
Write formal language accurately, including passive voice where appropriate.
Make clear, specific, and justified recommendations.

Report format — the structure that earns format marks

Every report needs these five sections. Missing any one costs marks.

A Cambridge ESL report layout — title, introduction, findings, recommendations, conclusion.

Standard Cambridge report structure:

REPORT ON: [topic]
Submitted by: [your name or role — e.g., Student Representative]
Date: [e.g., May 2026]

1. Introduction
[Why the report was written; what it covers; how information was gathered]

2. Findings
[What was discovered; organised by sub-topic or category]

  2.1 [Sub-section heading]
  [Paragraph of findings]

  2.2 [Sub-section heading]
  [Paragraph of findings]

3. Recommendations
[What should be done based on the findings — bullet points acceptable here]

4. Conclusion
[Brief summary; overall assessment; forward-looking statement]

Key formatting decisions:

Numbered sections look professional and are expected.
Sub-sections (2.1, 2.2) are appropriate for longer reports.
The title should state the report topic clearly: Report on School Canteen Facilities, not just Report.
Date and 'submitted by' are optional but professional.

Five sections: Title → Introduction → Findings → Recommendations → Conclusion.
Number your sections: 1, 2, 2.1, 2.2, 3, 4.
Title must state the topic: 'Report on…', not just 'My Report'.

Introduction — purpose, scope, method

Three sentences: why the report exists, what it covers, and how information was gathered.

What the introduction does NOT do:

It does not hook or entertain (that's for articles).
It does not give any findings or recommendations.
It does not express personal opinions.

What the introduction DOES do:

States the purpose of the report.
States the scope (what areas are covered).
States the method (how information was gathered — survey, observation, interviews).

Model introduction: "This report has been prepared in response to a request from the school principal to investigate students' satisfaction with the school canteen. Information was gathered through a survey of 120 students from Years 10 and 11, conducted in April 2026. The report covers the quality of food, value for money, and the physical environment of the canteen, and concludes with a series of recommendations for improvement."

Notice:

Third person throughout (no 'I').
Formal vocabulary (prepared, conducted, concludes with).
All three elements: purpose + scope + method.
No opinions or findings — those come later.

Findings — present what you discovered, organised clearly

Findings = facts, not opinions. Organise by category, not by time.

The findings section is the core of the report. It presents what was discovered through research, survey, observation, or interviews.

How to organise findings:

Divide by category or theme — not chronologically.
Use subheadings (2.1, 2.2, 2.3) for each category.
Each sub-section = one aspect of the topic.

Example — Report on School Canteen:

2.1 Food Quality
2.2 Value for Money
2.3 Physical Environment and Waiting Times

Language for findings:

"The survey revealed that…"
"It was found that the majority of respondents…"
"According to the data collected, 75% of students…"
"A significant concern raised by students was…"
"Several respondents noted that…"

Passive voice is your friend here: Active: "Students told me that the food is cold." Passive (better for reports): "It was reported that food quality was unsatisfactory, with numerous complaints about meals being served cold."

The passive voice sounds more objective and formal — it removes the personal 'I' and makes the finding sound like an established result.

Model findings paragraph: "2.1 Food Quality The majority of students (68%) described the food quality as 'poor' or 'very poor'. The most common complaint related to food being served at an incorrect temperature, with respondents noting that hot meals frequently arrived lukewarm. However, a minority of students (22%) expressed satisfaction with the variety of options available, particularly the vegetarian and vegan choices introduced in January 2026."

Findings = facts from your research. No opinions — yet.
Subheadings per category: 2.1, 2.2, 2.3.
Use passive: 'It was found that…', 'It was reported that…'
Include specific detail: percentages, numbers, examples.

Recommendations — clear, specific, justified

Recommendations tell the reader what to DO. They must be specific and linked to findings.

What makes a good recommendation:

Specific — not "improve the food" but "implement a new catering contract with a supplier that meets temperature and quality standards".
Actionable — something that can actually be done.
Linked to a finding — every recommendation should address something identified in the findings.

Language for recommendations:

"It is recommended that…"
"The school should consider…"
"In order to address this issue, it would be advisable to…"
"Steps should be taken to ensure that…"
"A review of… is strongly recommended."

Format: Recommendations can be presented as:

Numbered bullet points (clear and scannable)
Short paragraphs (more formal, more developed)

Model recommendations section: "3. Recommendations Based on the findings above, the following measures are recommended: 1. A new catering contract should be tendered, with food temperature and quality standards written into the agreement. 2. The canteen should introduce a feedback system — such as a weekly suggestion board — to allow students to raise ongoing concerns. 3. Additional serving stations should be introduced at peak times (12:15–12:45) to reduce waiting times. 4. A student canteen committee should be established, meeting with catering staff once per term."

Notice: each recommendation is specific, uses formal language, and links directly to a finding.

Conclusion — brief, evaluative, forward-looking

The report conclusion is short — 3 to 5 sentences. Summarise and look ahead.

What the report conclusion does:

Briefly summarises the main findings (one sentence).
States the overall picture (is the situation serious? mild? improving?).
Looks ahead — what will happen if recommendations are followed?
Invites further action or review if appropriate.

Model conclusion: "In conclusion, the findings of this report suggest that student satisfaction with the school canteen is currently low, primarily due to concerns about food quality and long waiting times. If the recommendations outlined above are implemented, it is anticipated that satisfaction levels will improve significantly. It is suggested that a follow-up survey be conducted in January 2027 to assess the impact of any changes made."

Tone: Measured, objective, formal. No dramatic language. No new information. No personal opinion.

Quick recap

Report structure: Title → Introduction → Findings → Recommendations → Conclusion.
Introduction: purpose + scope + method. Third person. No findings yet.
Findings: facts organised by sub-topic with subheadings. Use passive voice.
Recommendations: specific, actionable, linked to findings. Numbered list works.
Conclusion: brief summary + overall picture + forward-looking statement.
Language: formal, objective, third person, no contractions.

Memorise this

Verbatim phrases and definitions Cambridge mark schemes credit.

Report language: 'It was found that…', 'The survey revealed that…', 'It is recommended that…'
Passive voice examples: 'Steps should be taken…', 'A new system should be introduced…'
Five sections: Title, Introduction, Findings, Recommendations, Conclusion.
Good recommendation = specific + actionable + linked to a finding.
No contractions, no personal pronoun 'I', no emotive language in reports.

How it’s examined

Report writing appears in Paper 2 as either the shorter task (150–200 words) or the longer task (250–350 words).

Mark scheme priorities:

Communication: correct report structure present, appropriate formal register, clear subheadings, all task prompts addressed.
Language: formal vocabulary, passive voice, accurate grammar, no informal features.

Examiner reports note: (1) Students write reports in essay or article style, without subheadings — this loses significant Communication marks. (2) Students include personal opinions in the Findings section — not appropriate. (3) Recommendations that are vague ('improve things') score zero; specific and justified recommendations score full marks.

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 — Report Writing

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

1The report heading and a clear structure
Getting started• format, report, Exercise 6
Question
Exercise 6 may ask you to write a report. What does a report need at the top, and how should the 120-160 words be organised?
Step-by-step solution
1. Step 1
  Start with a heading (title). A report is signalled by a title, not by 'Dear Sir'. Write something like Report on the school library or To: The Headteacher — Report on the new sports facilities. A heading immediately shows the examiner you know the format and earns recognition for an appropriate register and layout.
2. Step 2
  Use short labelled sections. In 120-160 words you do not need many sections, but a simple shape helps: a one-sentence opening that states the purpose, one or two short paragraphs of factual content (you may use sub-headings such as Findings or The problem), and a short closing recommendation.
3. Step 3
  Map the prompts onto the sections. Each bullet in the rubric becomes content in your report. If the prompts ask what the problem is, what students think, and what should change, give each one its own sentence or short paragraph so nothing is missed.
4. Step 4
  Finish with a recommendation or conclusion. Reports inform and then advise: 'In conclusion, the canteen should be repaired before next term.' This rounds the report off and addresses the 'purpose' part of the rubric.
Answer
Heading at the top → one-sentence purpose → short factual section(s) covering every prompt → a brief recommendation/conclusion. A clear title and an organised shape are how you signal 'report' inside 120-160 words.
Examiner tip
Exercise 6 is marked 6 content + 9 language = 15. The heading and clear organisation sit inside the language mark (W2 organisation, W4 register/format). A report with no heading and no shape reads like a letter or an essay and loses register marks even when the content is sound.
2Formal, objective register for the stated reader
Getting started• register, W4, report
Question
A report is read by a headteacher or an organiser, not a friend. What does a formal, objective register look like, and what should you avoid?
Step-by-step solution
1. Step 1
  No contractions, no slang, no emojis. Write do not instead of don't, cannot instead of can't. Slang ('the food is rubbish') and chatty fillers ('to be honest') break the formal register that Exercise 6 rewards.
2. Step 2
  Stay objective — report facts, not feelings. Prefer 'Many students were unhappy with the timetable' to 'I was so angry about the timetable.' A report presents information for the reader to act on; strong personal emotion belongs to other text types.
3. Step 3
  Use formal reporting language. Phrases such as 'It was found that…', 'Several students reported that…', 'The main concern is…' and 'It is recommended that…' signal the right voice and help you organise the content.
4. Step 4
  Address the reader correctly through tone, not greetings. You do not write 'Dear Headteacher' in a report. Instead, the formal, respectful, factual tone shows you are writing for that reader. You may name them once in the heading (To: The Principal).
Answer
Formal register = full forms (no contractions), no slang, an objective factual voice, and reporting phrases like 'It was found that…' and 'It is recommended that…'. The reader is respected through tone and format, not through a friendly greeting.
Examiner tip
W4 rewards a register appropriate to purpose and audience. An informal, chatty report (contractions, slang, 'I felt so happy') caps the language band even if the grammar is accurate, because the register does not fit a report to a headteacher.
3Covering ALL the prompts for full content marks
Building confidence• content, W1, Exercise 6
Question
Exercise 6 gives 6 marks for content. The rubric lists bullet prompts. How do you make sure you score all six?
Step-by-step solution
1. Step 1
  Underline every prompt before you write. A rubric might say: 'say what the event was', 'describe what went well', 'explain one problem', 'recommend an improvement'. Each is a content point the examiner is looking for.
2. Step 2
  Give each prompt a clear sentence or short section. Missing a prompt is the single most common way to lose content marks. Treat the bullets as a checklist — one tick each.
3. Step 3
  Develop briefly, do not just list. Add one detail to each point so it is clear, not bare: not 'There was a problem' but 'The main problem was that the hall was too small for 200 visitors.' Clear, relevant development is what the 6 content marks reward.
4. Step 4
  Do not drift off-task. Extra invented detail that answers none of the prompts wastes your word count and earns nothing. Stay on the prompts; that is where the content marks live.
Answer
Underline each prompt, give each one a clear developed sentence, and check them off as you write. All six content marks are earned by covering every prompt clearly and relevantly — not by extra detail that drifts off-task.
Examiner tip
W1 (communicate information, ideas and opinions) drives the 6 content marks. Examiner reports repeatedly note that candidates lose content marks by omitting a prompt or by writing at length on one bullet while ignoring another. Balance across all prompts is the safest route to 6/6.
4Recommendations and a brief conclusion
Building confidence• recommendation, conclusion, report
Question
Reports inform and then advise. How do you write a recommendation and a short conclusion that fit the purpose of the report?
Step-by-step solution
1. Step 1
  Make the recommendation specific. Vague advice ('things should be better') scores little. Specific advice scores: 'It is recommended that an extra serving counter be opened at lunchtime to reduce queues.'
2. Step 2
  Link the recommendation to a finding. Each piece of advice should answer a problem you reported: 'As many students complained about long queues, the school should…'. This shows the report holds together.
3. Step 3
  Keep the conclusion short and forward-looking. One or two sentences: 'In conclusion, the trip was a success, but better transport would improve it next year.' No new prompts should appear here.
4. Step 4
  Mind the word count. In 120-160 words the recommendation and conclusion together are short — perhaps 25-35 words. They round off the report without crowding out the prompts.
Answer
A good recommendation is specific and linked to a finding ('It is recommended that…'); the conclusion is one or two forward-looking sentences. Together they fulfil the report's purpose to inform and advise, while staying inside the word count.
Examiner tip
The 'purpose' element of the rubric usually expects advice or a recommendation. W1/W4 reward a specific, justified recommendation in a formal voice. Vague or missing recommendations both cost marks; a clear 'It is recommended that…' line is reliable.
5Linking devices, range and accuracy for the 9 language marks
Stretch• W2, W3, language, Exercise 6
Question
Exercise 6 gives 9 of its 15 marks for language. What does the examiner want from a second-language candidate to reach the top band?
Step-by-step solution
1. Step 1
  Use a range of linking devices (W2). Connect ideas with In addition, However, As a result, Furthermore, Although, Therefore. A report that joins its points smoothly reads as organised, not as a list of separate sentences.
2. Step 2
  Show a range of grammar and vocabulary (W3). Mix simple and complex sentences; use the passive where it suits a report ('Students were surveyed', 'It was found that…'); choose precise words ('overcrowded', 'inadequate', 'satisfactory') rather than repeating 'good' and 'bad'.
3. Step 3
  Keep it accurate (W3). Range only helps if it is controlled. For a second-language candidate, a clear correct sentence beats an ambitious one that breaks down. Watch tenses, agreement, articles and prepositions.
4. Step 4
  Organise into clear paragraphs/sections (W2). Group related content; do not let every sentence stand alone. Sub-headings and topic sentences both help the examiner follow the report.
5. Step 5
  Match register to format (W4). All of the above must stay formal and report-like. Range and accuracy in a chatty register still lose the register part of the language mark.
Answer
The 9 language marks reward a range of accurate grammar and vocabulary (W3), clear organisation and linking devices (W2), and a formal report register (W4). Aim for controlled range: varied but accurate, joined by connectives, organised into clear sections.
Examiner tip
Language (9 marks) is split across W2 organisation/linking, W3 range and accuracy of structures and vocabulary, and W4 register. Top-band scripts are 'mostly accurate' with 'a range of structures and vocabulary' and 'clearly organised'. Accuracy is weighted heavily for second-language candidates — controlled range beats risky range.
6Planning a 120-160 word report under time pressure
Stretch• planning, word count, Exercise 6
Question
You have a fixed 120-160 word limit and several prompts to cover. How do you plan an Exercise 6 report so it covers everything, stays formal, and lands in range?
Step-by-step solution
1. Step 1
  Heading + purpose (~20 words). Write the title, then one sentence of purpose: 'This report describes the recent science fair and suggests improvements.'
2. Step 2
  Content section 1 (~45 words): the first one or two prompts. Cover them factually with a linking device or two. A sub-heading is optional but helpful.
3. Step 3
  Content section 2 (~45 words): the remaining prompts. Keep the objective register; develop each point with one detail so it is clear, not bare.
4. Step 4
  Recommendation + conclusion (~30 words). 'It is recommended that… In conclusion, …'. This fulfils the purpose and rounds the report off.
5. Step 5
  Check the count and the prompts. Add up to roughly 120-160 words; under 120 risks lost content, well over 160 risks lost language marks and rushed accuracy. Tick each prompt before you stop.
Answer
A four-beat shape: heading + purpose (20) → content covering the first prompts (45) → content covering the rest (45) → recommendation + conclusion (30). Every prompt covered, register formal, count inside 120-160, checked before you stop.
Examiner tip
Examiners reward responses that are 'well organised' (W2) and fully on-task (W1). Writing far beyond 160 words tends to introduce more errors (hurting W3 accuracy) and is not rewarded; a planned ~150-word report that covers every prompt is the efficient target.

Model Answers — Report Writing

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

Question 1
4 marks
Focused skill (4 marks): heading + opening. Your school recently held a careers day for senior students, and the headteacher has asked for a report. Write only the heading and the opening sentence of a formal report, stating the purpose of the report. Format: report. Purpose: to inform the headteacher about the careers day. Audience: your headteacher. Marks: 4. Word count: about 30-40 words.
Model answer
Report on the School Careers Day

To: The Headteacher

This report describes the careers day held for senior students last month and recommends ways in which the event could be improved in future years.
Why this scores
Focused on the heading and opening only. Content (W1): states the purpose clearly — to describe the event and recommend improvements. Language/register (W4): a correct report heading and a 'To:' line signal the format; the opening is formal and objective (no contractions, no greeting). At 4 marks this rewards a clear title plus an accurate, on-purpose opening sentence (content + language together).
Question 2
6 marks
Focused skill (6 marks): one factual content paragraph. Your class visited a local museum. The organiser has asked for a report. Write one content paragraph of a formal report describing what the visit involved and what students thought of it. Format: report. Purpose: to inform the organiser. Audience: the trip organiser. Marks: 6. Word count: about 60-70 words.
Model answer
The Visit

The class of thirty students visited the City History Museum for three hours on Friday morning. Students explored the ancient Egypt and local heritage galleries and took part in a short workshop. Most students reported that the exhibits were interesting and well presented. However, several felt that the visit was too short to see everything properly.
Why this scores
A single factual content paragraph. Content (W1): clear, relevant information — who, where, how long, and what students thought (positive and negative). Language (W2/W3): a sub-heading and a linking device ('However') organise the paragraph; the passive-style reporting ('Most students reported that…') keeps it objective; a range of accurate structures and vocabulary. Register (W4): formal and factual throughout. At 6 marks this rewards a clear, organised, accurate content paragraph (content + language).
Question 3
9 marks
Language-focused (9 marks): a short report emphasising range and accuracy. The school council has asked you to report on the use of the school library. Write a short formal report. You should: say how students use the library; describe one problem; recommend one improvement. Format: report. Purpose: to inform and advise the school council. Audience: the school council. Marks: 9 (language focus). Word count: about 110-130 words.
Model answer
Report on the Use of the School Library

To: The School Council

This report explains how students use the library and suggests one improvement.

How the library is used

The library is used mainly for private study and for borrowing books. Although it is popular before examinations, it is often quiet during the morning. In addition, many younger students use it during the lunch break to read quietly.

A problem

However, the main problem is that the library becomes overcrowded after school, when there are not enough seats for everyone who wishes to study.

Recommendation

Therefore, it is recommended that additional desks be installed and that opening hours be extended into the early evening.
Why this scores
Language-focused, so judged mainly on the 9 language marks. Organisation (W2): a heading, sub-headings and a range of linking devices ('Although', 'In addition', 'However', 'Therefore') connect the ideas clearly. Range and accuracy (W3): mixed simple and complex sentences, the passive ('it is recommended that… be installed'), and precise vocabulary ('overcrowded', 'extended'), all controlled and accurate. Register (W4): fully formal and objective. Content (W1): all three prompts covered. Top language band: a range of accurate structures, clearly organised, in an appropriate register.
Question 4
12 marks
Near-complete report (12 marks). Your town recently opened a new public park, and the local newspaper has asked young people to report on it. Write a report for the newspaper editor. You should: describe the new park; explain what young people like about it; suggest one thing that could be improved. Format: report. Purpose: to inform the editor and readers. Audience: the newspaper editor. Marks: 12. Word count: about 120-150 words.
Model answer
Report on the New Town Park

To: The Newspaper Editor

This report describes the new public park and gives the views of young people who use it.

The new park

The park opened last month on the site of the old market. It contains a large open field, a children's play area, a basketball court and several quiet seating areas surrounded by trees.

What young people like

Most young people enjoy the basketball court and the wide space for sports. In addition, many appreciate that the park is free to enter and is close to the town centre.

An improvement

However, the park has no shelter from the rain. It is therefore recommended that a covered area be added so that the park can be used in all weather.
Why this scores
A near-complete report. Content (W1): all three prompts covered with relevant, developed detail. Organisation (W2): heading, sub-headings and linking devices ('In addition', 'However', 'therefore'). Range and accuracy (W3): varied structures, the passive ('it is recommended that… be added'), precise vocabulary; accurate throughout. Register (W4): formal and objective. At 12 marks this is upper-band on both content (6) and language (9) — just short of the polish and full range of a top 15-mark answer, but fully on-task within the word count (~145 words).
Question 5
Practice question in the style of Component 1 Exercise 615 marks
Full Exercise 6 — formal report (15 marks). The students at your school are not happy with the school canteen. Your headteacher has asked you to write a report about it. Write a report for your headteacher. In your report you should:
- describe the main problems with the canteen;
- explain how these problems affect students;
- recommend what could be done to improve the canteen.
Format: report. Purpose: to inform the headteacher and recommend improvements. Audience: your headteacher. Marks: 15 (6 content + 9 language). Word count: 120-160 words.
Model answer
Report on the School Canteen

To: The Headteacher

This report describes the main problems with the school canteen and recommends improvements.

The main problems

Many students are dissatisfied with the canteen. The most common complaint is that the queues are very long, so students often wait twenty minutes to be served. In addition, the food is frequently cold by the time it is served, and the seating area is too small for the number of students using it at lunchtime.

The effect on students

As a result, some students have too little time left to eat, while others choose to skip lunch altogether. This leaves them tired and unable to concentrate during afternoon lessons.

Recommendations

It is recommended that an additional serving counter be opened at lunchtime and that the seating area be enlarged. These changes would reduce queues and allow all students to eat comfortably.
Why this scores
Top band — content 6/6, language 9/9. Content (W1): all three prompts fully covered — the problems (queues, cold food, small seating), the effect on students (no time to eat, poor concentration), and specific recommendations. Language: clear organisation with heading and sub-headings (W2), a range of linking devices ('In addition', 'As a result'), the passive and formal reporting phrases ('It is recommended that… be opened') (W3), a range of accurate structures and precise vocabulary ('dissatisfied', 'frequently'), and a fully formal, objective register for the headteacher (W4). Length ~155 words — within 120-160.
Question 6
Practice question in the style of Component 1 Exercise 615 marks
Full Exercise 6 — formal report (15 marks). Your school recently held a sports day. The organising committee has asked you to write a report about how it went. Write a report for the committee. In your report you should:
- describe what happened on the day;
- explain what went well and what did not;
- suggest how next year's sports day could be improved.
Format: report. Purpose: to inform the committee and recommend improvements. Audience: the sports day organising committee. Marks: 15 (6 content + 9 language). Word count: 120-160 words.
Model answer
Report on the School Sports Day

To: The Organising Committee

This report describes this year's sports day and suggests improvements for next year.

The day

The sports day was held on the main field last Friday. More than three hundred students took part in a range of events, including running races, the long jump and a team relay. Parents were invited to watch, and refreshments were sold throughout the afternoon.

What went well and what did not

The events were well organised and most students enjoyed competing. However, the day became very hot, and there was not enough shade or drinking water for the spectators.

Recommendations

It is therefore recommended that the committee provide more water stations and a covered seating area for next year. In addition, the events could begin earlier in the morning to avoid the midday heat.
Why this scores
Top band — content 6/6, language 9/9. Content (W1): all three prompts covered — what happened (events, parents, refreshments), what went well and what did not (good organisation but heat and lack of water/shade), and clear improvements. Language: heading and sub-headings with strong organisation (W2); a range of linking devices ('However', 'therefore', 'In addition'); the passive and formal recommendation phrasing ('It is therefore recommended that…') and a range of accurate structures and vocabulary (W3); a consistent formal, objective register for the committee (W4). Length ~155 words — within 120-160.

Key Definitions and Keywords — Report Writing

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

Report (Exercise 6)
Examiner keyword
A formal, factual piece of writing that informs a specific reader (e.g. a headteacher or organiser) about a situation and usually recommends action. In Component 1 Exercise 6 it is 120-160 words, marked 6 content + 9 language = 15.
Formal register
Examiner keyword
An objective, respectful style suited to an unknown or senior reader: full verb forms (no contractions), no slang or emojis, precise vocabulary and an impersonal, factual voice.
Heading / title
Examiner keyword
The title at the top of a report (e.g. 'Report on the School Canteen'), often with a 'To:' line naming the reader. It signals the report format and is rewarded under register and organisation.
Recommendation
Examiner keyword
A specific suggested action linked to a finding, introduced by phrases such as 'It is recommended that…' or 'The school should…'. Reports inform and then advise.
Linking devices (connectives)
Examiner keyword
Words and phrases that join ideas — 'However', 'In addition', 'As a result', 'Therefore', 'Although'. They organise a report and are rewarded under W2.
Passive voice
A structure that puts the action before the doer ('Students were surveyed', 'It was found that…'). It makes reports sound objective and formal and shows a range of grammar (W3).
Prompts (bullet points)
The bullet points in the Exercise 6 rubric that tell you exactly what to cover. Each prompt is a content point; covering all of them earns the 6 content marks (W1).

Common Mistakes and Misconceptions — Report Writing

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

✕Writing the report with no heading or sections
0510 Examiner Reports, Component 1 Exercise 6
Why it happens
Treating Exercise 6 like a letter or an essay and starting straight into prose.
How to avoid it
Begin with a clear title ('Report on…') and use short sub-headings (Findings, Recommendation). The format itself is rewarded under register and organisation; a report that looks like a letter loses those marks.
✕Using an informal register (contractions, slang, emotion)
Why it happens
Defaulting to a chatty, conversational voice under time pressure.
How to avoid it
Keep it formal and objective: no contractions, no slang, no 'I felt so angry'. Use full forms and reporting phrases ('It was found that…'). The reader is a headteacher or organiser, so the register must fit (W4).
✕Missing one of the bullet prompts
Why it happens
Writing at length on one prompt and forgetting another, or not checking the rubric.
How to avoid it
Underline every prompt before writing and give each a clear sentence or section. The 6 content marks depend on covering all of them — balance beats over-developing one point (W1).
✕A vague or missing recommendation
Why it happens
Stopping after the findings, or advising 'things should be improved' with no detail.
How to avoid it
End with a specific recommendation linked to a finding: 'It is recommended that an extra serving counter be opened.' Vague advice scores little; specific advice fulfils the report's purpose.
✕Writing far outside the 120-160 word range
Why it happens
Padding with invented detail, or finishing too quickly without covering the prompts.
How to avoid it
Aim for about 150 words. Under 120 risks lost content; well over 160 introduces more errors and is not rewarded. Plan the shape, then check the count and the prompts before stopping.
✕Repetitive, simple language with no range
Why it happens
Playing safe with the same short sentences and words like 'good' and 'bad'.
How to avoid it
Vary sentence types, use linking devices and the passive, and choose precise vocabulary ('overcrowded', 'inadequate', 'satisfactory'). Range matters for the 9 language marks — but keep it accurate (W3).

REPORT ON: [topic] Submitted by: [your name or role — e.g., Student Representative] Date: [e.g., May 2026] 1. Introduction [Why the report was written; what it covers; how information was gathered] 2. Findings [What was discovered; organised by sub-topic or category] 2.1 [Sub-section heading] [Paragraph of findings] 2.2 [Sub-section heading] [Paragraph of findings] 3. Recommendations [What should be done based on the findings — bullet points acceptable here] 4. Conclusion [Brief summary; overall assessment; forward-looking statement]

The findings section is the core of the report. It presents what was discovered through research, survey, observation, or interviews.

How to organise findings:

Divide by category or theme — not chronologically.
Use subheadings (2.1, 2.2, 2.3) for each category.
Each sub-section = one aspect of the topic.

Example — Report on School Canteen:

2.1 Food Quality
2.2 Value for Money
2.3 Physical Environment and Waiting Times

Language for findings:

"The survey revealed that…"
"It was found that the majority of respondents…"
"According to the data collected, 75% of students…"
"A significant concern raised by students was…"
"Several respondents noted that…"

The passive voice sounds more objective and formal — it removes the personal 'I' and makes the finding sound like an established result.

Report 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

1The report heading and a clear structure

2Formal, objective register for the stated reader

3Covering ALL the prompts for full content marks

4Recommendations and a brief conclusion

5Linking devices, range and accuracy for the 9 language marks

6Planning a 120-160 word report under time pressure

Report (Exercise 6)

Formal register

Heading / title

Recommendation

Linking devices (connectives)

Passive voice

Prompts (bullet points)

✕Writing the report with no heading or sections

✕Using an informal register (contractions, slang, emotion)

✕Missing one of the bullet prompts

✕A vague or missing recommendation

✕Writing far outside the 120-160 word range

✕Repetitive, simple language with no range

Report 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

1The report heading and a clear structure

2Formal, objective register for the stated reader

3Covering ALL the prompts for full content marks

4Recommendations and a brief conclusion

5Linking devices, range and accuracy for the 9 language marks

6Planning a 120-160 word report under time pressure

Report (Exercise 6)

Formal register

Heading / title

Recommendation

Linking devices (connectives)

Passive voice

Prompts (bullet points)

✕Writing the report with no heading or sections

✕Using an informal register (contractions, slang, emotion)

✕Missing one of the bullet prompts

✕A vague or missing recommendation

✕Writing far outside the 120-160 word range

✕Repetitive, simple language with no range