First Language English

Understanding the Differences Between IGCSE English and IELTS

Victor Tan

28 May 202328 May 2023

If you are reading this, you’ve probably started the journey of exploring English proficiency examinations.

In particular, you might be thinking about the IGCSE English exams (or have taken them) already, and you may now be considering taking the International English Language Testing System (IELTS) or a comparable English proficiency exam such as the TOEFL. These exams, widely recognized and respected, can open doors to further education and career opportunities.

That said, they serve different purposes and target different skills, and parents are often a little confused about the differences between them.

No worries, though – that’s why this post exists; in it, you’ll discover some of the differences between the IGCSE English exams and also the IELTS exam, and I hope that it will give you the understanding that you seek 🙂

Let’s dive in!

Firstly, let’s briefly introduce both exams.

First, let’s talk about the IGCSE English exams.

The IGCSE is an internationally recognized secondary school qualification, and it provides two primary English language (proficiency) exams – First Language English (0500), and English as a Second Language (0510).

First Language English is primarily designed for students who have English as their first language. It focuses on developing students’ ability to communicate clearly, accurately, and effectively in both speech and writing. Students are encouraged to use English in a variety of contexts and to a high level of sophistication, with a rich vocabulary and complex sentence structures. English as a Second Language, on the other hand, is designed to teach English to students who haven’t had extensive exposure to English in their prior schooling or home environments.

On the other hand, the IELTS examination is an international standardized test of English language proficiency for non-native English language speakers.

The IELTS exam comes in two versions: IELTS Academic, for those who want to study at a tertiary level in an English-speaking country, and IELTS General Training, for those who want to work or undertake training in an English-speaking country.

Let’s now talk about structure.

First language English requires students to complete assessments in reading and writing, and it asks them to complete exam papers that require them to analyze and deal with texts on a level that requires an appreciation for language and how to analyse and comprehend it.

Generally, the First Language English paper is broken down into two exam papers, one dedicated to reading comprehension and various other questions that come with it, and another paper dedicated to directed writing and narrative/descriptive writing; some students also do coursework, which also involves creating writing samples dedicated to creating higher order narrative or descriptive writing except without as much of a time constraint as what they would encounter with Paper 2.

IELTS, however, is broken down into four different subsections, each of which has their own exam – reading, writing, listening, and speaking. Additionally, there are two variants of the exam – the IELTS Academic for students who want to study in foreign countries as part of a student visa requirement or a conditional offer, and the IELTS General paper, for people who want to work overseas to fulfill their work visa requirements.

Let’s now talk about purpose.

The IGCSE English exams are assessments that demonstrate evidence of academic pursuit of the English language in a schooling environment with the aim of obtaining a secondary school qualification. They are assessments that allow teachers to develop teaching examples and experiences to allow their students to explore and understand the English language in different ways depending on the level that the subject is being taken at.

IELTS, however, is an internationally recognised English examination that is required both for entry to university is as well as to certain countries, forming part of the Visa requirement for students who want to work overseas (hence why you see that some students insist on getting writing scores for the IELTS that are above 6.5 – it is part of their visa requirement).

But do you need to take it though?

In this blog post, we will delve into the specifics of both the IGCSE First Language English and the IELTS examination, breaking down their structure, purpose, content, and the skills they aim to develop. We’ll also discuss their relevance and implications for you, helping you decide which one fits best with your future plans.

Let’s start talking about who needs to take the IELTS.

Generally speaking, you will need to take the IELTS if you are a resident of a non-English speaking country and you are seeking either employment or formal education within an English speaking country.

But Victor, you might say – I already took the first language English examinations!

Do I really need to take the IELTS? Unfortunately, the answer to this question is most likely a yes – many countries and jurisdictions do discriminate on the basis of where you originate from geographically (example: The UK Home Office designation of majority English speaking countries), which does mean that even if your English is significantly better than someone from an English speaking country, you will still have to take the IELTS in order to prove your capabilities.

In other words, if you are not from one of these countries…

…It’s likely that you’ll have to take the IELTS.

See:

The most dramatic illustration that I have seen of this is the case study of my friend Alicia’s conditional offer to enter Cambridge University to study law – Although she had taken FLE and even A Level English Literature, because she was from Malaysia, she was required to take the IELTS and to receive a score of 8.5 and above (essentially the same overall score as me – but it was a requirement!) in order to meet the terms of her conditional offer despite the fact that Cambridge specifies that it requires a minimum overall band of 7.5, clearly demonstrating that first of all your mileage will vary, and second of all that you may need IELTS even if you obtain A*’s in First Language English or otherwise.

…Unless you receive an exemption.

Another natural question arises:

Can you use an IGCSE English qualification or any national curriculum English exam in lieu of the IELTS?

It’s true that the IELTS is not cheap (MYR858 to register, the last time I checked), but as a resident of a non-English speaking country, In most cases, you should expect to take both the IGCSE English qualification that you have chosen to take (or SPM English/whatever your national English curriculum reflects) alongside the IELTS.

That said, it is possible to take First Language English rather than take the IELTS exam in order to enter a university (sometimes)… But note that such a scenario is the minority of all cases and would typically constitute a situation of a waiver of IELTS or comparable English proficiency exam rather than anything else.

This may be something that you should consider doing a little more if budget is a huge concern for you and taking one extra exam is likely to break the bank… But it is important to note that not all universities will accept the secondary school qualifications that you’ve chosen, and you would probably cover more ground if you were to take IELTS as well and therefore have more options at the end of the day.

It is possible for you to identify a list of universities that only require a sufficiently strong FLE grade, but personally I think that that’s a waste of time – as long as your mastery of the English language (which is the most important thing in the first place) is secure, you’ll have no problem taking the IELTS and obtaining a good grade, and the IELTS will serve as the exam that validates your English proficiency.

The natural next question is…

Can you simply take the IELTS rather than even take a secondary school qualification in the first place?

While I think that the answer to this question is a yes, particularly if the student is able to obtain a high score in the IELTS despite not having a secondary school qualification in English, success at IELTS requires a student to have a decent grasp and formative understanding of the English language, the development of which requires numerous years of experience and also exposure to good teachers.

A student who has received adequate preparation for this throughout the course of their secondary school career, which would naturally lead into the obtainment of a secondary school qualification such as the IGCSE or otherwise, would be much more likely to obtain a good IELTS score; correspondingly, while it is possible to develop the requisite mastery of English to do well in the IELTS without necessarily taking First Language English or English as a Second Language, it would be rare or otherwise unlikely for us to find a student who is able to do well at the IELTS who has not done any sort of secondary school English qualification, because that would mean that they had not learned in a structured learning environment.

It is not something that I recommend – getting formal training from a skilled instructor is important.

That said, those of you who are considering IELTS and IGCSE English may be wondering…

Which exam is more difficult?

It depends on what you’re comparing exactly.

I think that many people would say that First Language English is more difficult compared to the IELTS, because the first language English examination is an examination of analysis and critical thinking as well as writing that requires not only comprehension and basic sentence construction, but recruits much more sophisticated skills that require a student to develop a strong understanding and facility with language usage.

On the other hand, IELTS is an exam that aims to assess how well students can perform in everyday English language usage situations; accordingly, it requires students to demonstrate mastery of the English language across more modalities, although it does not require advanced language skills in order to do well in it.

IELTS merely requires the ability to speak, write, and think fluently and articulate one’s thoughts, demonstrating good comprehension along the way, and in that sense is more similar to English as a Second Language rather than to First Language English because of its focus on the mechanics of the English language rather than on using it for more cognitively demanding tasks such as analysis and evaluation, per the First Language English syllabus.

It’s crucial to note, though, that just because First Language English is of a high(er) level of difficulty relative to the IELTS, that does not mean that a student who is able to do well at FLE will automatically be able to do well at the IELTS – Because First Language English students do not need to practice listening or speaking, it’s still quite possible for a good FLE student to be caught off guard by the IELTS exam and therefore crucial to obtain specific practice for it.

Are there some other considerations that I should be aware of?

IELTS results are only valid for two years, while IGCSE results are valid for life.

This means that you generally have no reason to take the IELTS extremely early – most students who take IELTS for academic purposes do so either right after they obtain their conditional offers from university, or sometime during the year that they are taking A Levels, IB, or whatever pre-university qualification it is that they are working on.

At the same time, while there isn’t an immediate rush for you to do the IELTS, it is something that you’ll want to make sure that your child can do well on. With that in mind, you may be asking yourself…

“Can my child do well for FLE and for IELTS?“

At the end of the day, the most important factor that underpins whether a student will succeed in the First Language English or IELTS exams is their raw ability at using the language effectively – the extent of their grammaticality, the strength of their skills of analysis, their ability to comprehend written information, and otherwise; it is something that requires specific practice and training for, and it isn’t something that you’ll automatically be good at just because you’ve spent a certain number of years in school.

Still, at the end of the day, although a student’s abilities and practice for one of these exams is likely going to correlate with their performance in the other, it’s crucial to perform targeted practice for each exam because their curricula are markedly different and they assess different things.

It’s crucial to develop a strategy of targeted practice for any exam, and the same is true whether you’re taking First Language English or IELTS, and it is important to be able to get a sense of the difficulty and your preparedness for the curricula through an independent perspective.

Consider dropping a message if you’d like to assess your child’s suitedness for the curricula, and I’ll look forward to chatting with you soon!

General English

Developing English Proficiency in Children: A Strategy For Parents

Victor Tan

20 May 2023

Developing English proficiency in children is a journey that begins early on and continues through their growing years. While teachers and tutors may play a role and the quality of instruction that a child receives is key, the development of English proficiency is something that begins very much at home through the strategies and actions of parents.

I’d like to caveat that a bit – all of you know that no matter how good of an environment you provide for a child, the child still needs to work hard and study in order to do well.

That said, while it’s true that success in any endeavor (including learning English well!) is always the fruit of individual endeavor and rests on a student’s willpower and talent, I’ve seen the transformative power of strategic guidance combined with supportive parenting in catalyzing and sustaining interest in English, which in turn leads to significantly better outcomes… Yet, I’ve also seen parents struggle because they thought that enrolling their children in a specific school alone would suffice for helping their child learn English well.

With that in mind, here are some strategies to help foster a love for English in your child and guide them towards mastery at home, so that they will have the best chance of developing the strong mastery of the language that you wish for them to have as they move forward in this world.

Here’s a strategy guide that I hope will help – read on!

1. Develop a Love for English from an Early Age

The foundation of every learning journey is interest. Of course, children differ in their interests and talent for language, but it’s key to have them develop the desire to learn.

Do start cultivating an appreciation for English early on if you value it, by not only cultivating an environment where your child has access to many books, but also a space where reading is both enjoyable and desirable – not only a means of learning and getting good exam results, but also as a way of life within your family.

This could mean reading picture books together, watching educational shows in English, or introducing games that incorporate English words and phrases. Make it interactive, engaging, and fun. This early exposure creates a foundation that will aid your child’s future learning efforts greatly.

2. Set a culture that facilitates success.

Parents are the leaders of families – no question about that. They set the tone for the entire family unit, and in turn develop the culture for the family.

Is there a conducive learning environment?
Do your kids have the resources and guidance to succeed?
Do they have the initiative to succeed?

By creating a culture that values success, facilitates it, and helps to cultivate it by creating the necessary conditions for that success, on the shoulders of your child’s interest and confidence, you will set yourself up for a future where your child does not simply pursue success by your own direction, but out of their own force of will.

3. Ensure Consistency in Practice

Consistent practice is key to mastering any language. Therefore, one way to maximize the probability that your child will excel in English is to make English learning part of your child’s daily routine.

Provide access to interesting and unique resources, and provide entertainment options that correspond to English language media. Facilitate the process of development forward by creating opportunities to associate onward development with enjoyment in various ways.

Encourage them to write a diary, read a chapter from a book, or engage in English conversations at home.

Keeping English learning consistent helps your child see it as a part of their life, rather than a chore; even if the progress only takes place in minute amounts every day, daily progress will yield infinitely greater results at the end of the day than bursts of energy directed towards exam preparation, allowing development of a child’s English language skills in a stress free and enjoyable way.

If your child is preparing for an examination like the IGCSE First Language English, familiarize them with the examination pattern and question styles early on.

Regular practice tests will help them understand the format, reduce exam-related anxiety, and improve their performance. The more you understand what is coming up ahead and what assessments will take place at each stage of your child’s life, the better you will be prepared to ensure that they will do well and to take the actions to ensure that they can do so while minimizing the chance that they will become overly stressed out while preparing for examinations on account of becoming overwhelmed and therefore unable to commit the necessary mental focus towards learning.

Learning occurs cumulatively and slowly – true knowledge is analogous in form to a tree and not to a photocopied sheet of paper; in the same way that a tree cannot absorb the water of an entire river, so too can a child not absorb all the knowledge, skills, and understanding that you wish for them to acquire in the course of frenzied weeks of studying.

Therefore, plan for consistency – it will yield deep benefits down the line.

4. Develop English language mastery and good learning habits yourself.

It may seem a little strange that I would ask you to develop English language mastery yourself as a parent, but it’s tremendously important if you’d like your child to learn English well.

As a parent, one is naturally the person that a child communicates with the very most relative to any other person, and especially at an early age, you may be the single most influential person in terms of the way that your children see and understand the world; therefore, if you are able to demonstrate that mastery yourself, it will magnify your child’s efforts to learn English as they will have a good role model at home to guide them and to converse with them.

Naturally, you may not be able to spend all your time with your children as you may have work commitments, but rest assured – the extent to which you personally can master the language will correlate with the extent to which your children will be good at the language, as they will model your behaviors, your thoughts, and your own personal inclination for learning.

While this is not strictly necessary, I encourage you to dedicate yourself personally towards a journey of personal self-improvement, which will benefit you greatly along the course of the journey and in turn minimize the friction that your children will face when they are trying to learn English.

5. Adapt Your Teaching Methods

Children have diverse learning styles, and what works for one may not work for another.

If you are teaching your child personally, use a combination of teaching techniques – visual aids, educational games, role-playing, etc.

If your child is struggling with a concept, be patient and approach it from different perspectives until they understand while doing your best to make sure that they are enjoying themselves in the learning process and will have the motivation to continue forward in the learning journey!

If you choose to engage a tutor or enroll your child in a school…

6. Create a supportive environment.

Children have different levels of abilities, and it’s crucial both to recognize that and also to facilitate the process of trying to speak and learn English, which means creating an environment where children dare to try rather than shy away from opportunities to improve themselves because they fear being judged.

Having quality resources is tremendously important, but over and above that is creating situations whereby your child is willing to try, to fail, and to try again and to throw themselves forward to be judged by the world, and in so doing develop the confidence to use English no matter where they are.

By creating a supportive environment for your child, you will create the circumstances that are necessary for your child to make mistakes (and therefore to learn from mistakes!) and to proceed on a pathway of upward improvement that is constant and unwavering, rather than fear discouragement and judgment on the basis of negative experiences, thereby maximizing the probability that your child will continue to push forward and progressively improve.

That said, English language mastery is a small part of the picture overall. This is why it is good to…

7. Connect Learning with Real-World Applications

Children tend to engage more when they see practical applications of what they are learning, and see a deeper underlying purpose to it.

If you want your child to get an A in English and you see a specific reason for it (perhaps it will help them to get jobs that they otherwise might not have secured? Scholarships? University admissions? Allow them to see the world in different and important ways?), do contextualize it and visualize the benefits for them in ways that their hearts can accept so that they will choose to excel in the language of their own volition and not because you have forced them to.

There are many ways in which you can accomplish the process of catalyzing interest through the usage of real-world applications and discussions, and it doesn’t always have to be a heavy discussion or something deeply linked to the future.

Some suggestions: Watch an English movie and discuss its plot, characters, or watch a news broadcast and discuss the day’s events, checking if your child understood what happened. By doing so, you’re showing your child the relevance of English in everyday life and will gain many opportunities to use the language with your children, thereby enhancing the likelihood that they will cultivate strong English language skills early on.

8. Provide activities that will help catalyze your child’s interest in English.

Debate and various other competitions and activities provide a wonderful outlet for children to learn how to speak and use English on a vastly more proficient level through extracurricular involvements that can improve their profiles while at the same time improving their exposure to people who speak English as a first language and thereby increasing the number of opportunities for them to interact with others in the language.

Assiduously seek out these activities and help to expose your child to them – not all of them will stick, but some may; when they do, do encourage your child to continue pursuing these things as a means of developing a strong interest and also as a means of developing commitment and discipline; this effort will no doubt yield great and compounding effects in the future.

9. Provide Constructive Feedback

Providing feedback is an important part of the learning process. When reviewing your child’s work, remember to maintain a balance between appreciating their efforts and pointing out areas for improvement, avoiding criticism that is harsh or damaging, while at the same time maintaining a clear view of your child’s capabilities (which in turn also requires a mastery of English so that you can evaluate this well).

Constructive feedback will not only guide their learning but also help build their confidence, and will help sustain their motivation for the long learning journey to come and the many fruits that will arrive with it.

10. Keep Evolving Your Approach

Children grow and evolve, and so should your teaching methods. Whether it’s incorporating more digital content, using more advanced literature, engaging a new teacher, or involving them in activities that may help to develop their proficiency in different areas, be prepared to adjust your teaching approach according to your child’s changing needs and interests through the stages of their life.

Conclusion

Guiding your child to mastery in English requires patience, consistency, and adaptability. By creating a supportive learning environment, providing consistent practice, and making learning engaging, you can help your child develop not only an excellent command over English but also a lifelong love for the language. Remember, the ultimate goal isn’t just to help them achieve good grades but to nurture them into confident, curious learners and effective communicators.

Good luck in the journey!

With my best,
V.

Paper 1 Paper 2 Uncategorized Writing tips

How to “Evaluate” in IGCSE First Language English.

Victor Tan

15 Apr 202307 Jan 2026

Evaluate.

It’s such an apparently simple word and appears in so many different places, yet it’s one that so many of my students have trouble with.

When they see it, they cringe – many of them don’t know what to do; rather than evaluate, they summarize.

But what does it actually mean to evaluate something?

To evaluate something means to assess it, to deepen your reasoning.

In the context of IGCSE First Language English, evaluation means showing the examiner that you can look at statements more deeply, thinking about the ways in which they are justified, and to either accept the statement or reject it based on the evidence and a sound reasoning process, before you write out your thoughts on paper.

For many students, however, this is both vague and foreign, because evaluate requires something more than just the ability to read content – it requires the ability to understand ideas, to synthesize them, and to logically reason with them.

If any of these steps is affected, a good evaluation cannot be produced.

Many students (and perhaps yourself) struggle with producing the kinds of evaluations that are necessary for the highest possible marks, partly because they lack experience in performing evaluations and partly because they don’t understand what to look for.

Sometimes, it is hard to fault them for this – after all, evaluation requires you to demonstrate something that’s not inside the text and to actually think about what it means – and how can you do this, if you’ve never spent any time in your life questioning the meaning of words or how to use them effectively?

This may sound vague for you, and it probably is…

But allow me to clarify.

Let me show you what an evaluation is not.

To do so, I’ll show you an example that one of my students recently wrote in response to Question 1 of Summer 2021, Variant 2.

Here is the insert:

0500_s21_in_22 Download

Here’s the question text:

Question 1

Write a magazine article for young people about modern friendship.
In your article you should:

• evaluate the ideas about friendship given in both texts

• explain, based on what you read, to what extent you think social media affects friendship.

Base your article on what you have read in both texts, but be careful to use your own words.

Address both of the bullet points.

Write about 250 to 350 words.

…And lastly, here’s a paragraph written by one of my students below in response to the insert, and to the bullet point “evaluate the ideas about friendship given in both texts”:

The first article I read, “My best friendships happen online but that doesn’t make them any less valid”, discusses the topic of online friendships. In the article, the writer defends the idea of forming friendships on social media. The writer argues that social media allows one to connect, strengthen bonds with others and make new friends, allowing them to help fight the loneliness they feel. Furthermore, social media provides a place where anyone can freely express themselves, just like they would in real life. Additionally, social media is now an important tool for people who find social interaction challenging in real life.

On the other hand, the second article I read was “The limits of friendship”. In the article, research done by Robin Dunbar, an anthropologist, presented the importance of genuine friendship and that people who have a small social circle are more capable of maintaining a closer relationship with one another. Additionally, the article discusses the impact of social media on human interactions. It said that the interactions people receive on social media are not as meaningful as face-to-face interactions, because when individuals share an experience together, they can bond better in ways that social media does not allow.

So, dear reader, what do you think the problem is here?

The student’s response provides a summary of the main ideas from both texts, but it does not fully evaluate the ideas about friendship presented in each text.

The response outlines the points made in the articles but does not go further to assess the strengths and weaknesses of each argument, consider alternative viewpoints, or discuss the implications of these ideas on modern friendship.

In other words, the student has missed the point of what was asked of them altogether and would not earn marks for this evaluation, because…

An evaluation is not a summary.

When you are asked to evaluate, you are not being asked to summarize. These are two completely different tasks.

Summarizing involves taking ideas directly from a text and then repeating them, perhaps in condensed form.

Evaluation entails making judgments – that you not only take in the words that you see in the text, but also contextualize them to your own situation and your own understanding; it entails that you process what is going on and reference it to your own understanding of things.

If you don’t do that… I’m sorry, you don’t have a choice. Either you do that, or you cannot do well.

I’m sure it does.

I’m sorry, but I don’t have a choice but to tell it to you as it is.

We’re not here to comfort you, to tell you that it’s okay when it’s not – that would be a disservice to you of the highest order, because no matter what, you need to improve.

So that said… Let’s evaluate the texts’ ideas about friendship together!

Let me first highlight the key points of what we are going to do in this next section, which will teach you how to evaluate.

How to Evaluate.

Understand the text.

You need to understand what is going on inside the text. If you don’t understand what’s going on, then you will have no recourse but to read it again and try to understand it.

Read it and re-read it. Challenge your mind and your understanding of what’s going on – ask yourself questions about what you see, as you think about what is going on.

For example, you can ask yourself – how are certain things in one part of the passage related to the rest? What do the pronouns refer to? Always reason, clarify, and verify that what you understand accords with what is going on inside the text by cross-checking.
Logically reason with the content of the text.

Once you have developed a good understanding of the content of a text, ask yourself how the different parts of the text fit together. Think for a moment – do you agree with the argument overall? Don’t decide yet, though – simply ask yourself the question in advance. Moving forward from there, you can proceed. Are there certain assumptions being made in the argument? Does the applicability of this argument only suit a limited context?

These are all important questions that you will need to clarify.
Synthesize the text in relation to what you are being asked to do.

Each of the evaluations that you are going to do will be done in relation to a specific context – it won’t just occur in an isolated situation, but rather will be directly connected to specific questions that it’s going to be your duty to deal with.

Are you supposed to give a speech or write an article, for example? If you are, then ask yourself: Who is your audience, what register would be suitable to them, and what would be valuable for your audience to hear?

Firstly, we must understand the text.

This means that you should read and re-read the text.

Ask yourself: What are they about?

Here’s a summary for those of you who have been following this.

Text A discusses the positive aspects of online friendships and argues that they are just as valid as face-to-face friendships. The author notes that the internet is often blamed for causing loneliness, low self-esteem, and social isolation, but also highlights how it has enabled many people to form meaningful relationships. The author shares personal experiences of their online friendships, stating that they can be authentic and substantial despite the lack of physical proximity. The text also acknowledges the role of technology and social media in connecting people who might otherwise struggle with in-person social interactions, such as introverts or people with disabilities.

Text B, on the other hand, focuses on the limits of friendship and how social media is changing the nature of human interaction. The text references anthropologist Robin Dunbar’s research, which suggests that humans can maintain a maximum of 150 social connections and that only five of these connections will be closest to us. Despite the increasing use of social media, Dunbar’s number of 150 has remained constant. The author argues that while social media allows us to keep track of more people, it lacks the shared experiences that strengthen face-to-face friendships. Additionally, the time spent on superficial online relationships may come at the expense of deeper, more meaningful connections.

Okay, now let’s respond to the question.

Question 1

Write a magazine article for young people about modern friendship.
In your article you should:

• evaluate the ideas about friendship given in both texts

• explain, based on what you read, to what extent you think social media affects friendship.

Base your article on what you have read in both texts, but be careful to use your own words.

Address both of the bullet points.

Write about 250 to 350 words.

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So, that’s my attempt – I don’t claim that it’s perfect, but I hope that it will give you a good start to things!

Let’s analyze what was done here. Throughout the writing process, I tried to…

Compare and contrast the ideas presented in both texts: Instead of simply summarizing each article, I analyzed how the ideas about online friendships in Text A relate to the ideas about the limits of friendship in Text B, which helped the reader to recognize the complexities of modern friendships.
Evaluate the strengths and weaknesses of each argument: I assessed the validity and relevance of the points made in each text, considering the evidence presented and any potential biases or limitations in the arguments. This is crucial for a good evaluation, because it involves reasoning through each argument and analyzing where the arguments make sense and do not, subjecting the arguments to one’s own experiences and thoughts.
Consider alternative viewpoints: I tried to explore other perspectives on modern friendship that might not be covered in the texts. This could include discussing the role of technology in facilitating long-distance friendships, the impact of social media on mental health, and the potential for online friendships to transition into face-to-face relationships.
Discuss the implications of the ideas presented: I tried to consider how the ideas about friendship in the texts might impact young people’s experiences and expectations of modern friendships and also discuss strategies for maintaining a healthy balance between online and offline relationships.

Once again, I won’t say that that’s perfect by any means, but as a teacher, express the hope that reading this and implementing the suggestions included managed to assist you in some way, shape, or form to achieve your goals.

There are many ways in which you can grow as a writer and as a thinker, and learning how to develop this skill is definitely one of those things 🙂

Good luck in your evaluation journey, and I will see you in the next post!

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FirstLanguageEnglish.com

Understanding the Differences Between IGCSE English and IELTS

Developing English Proficiency in Children: A Strategy For Parents

How to “Evaluate” in IGCSE First Language English.

An evaluation is not a summary.

How to Evaluate.