How to Get an A* in IGCSE English Language

If you are aiming for an A* IGCSE English Language, you are probably already working hard and still feeling unsure how to break into the very top band. The exam can feel vague and subjective.

This article will show you what “top level” actually looks like for the main exam boards (Pearson Edexcel (4EA1) and Cambridge (0500)), and how to change your reading and writing so you match the highest descriptors.

Key takeaways

• Master high-level reading: top bands expect perceptive analysis of language and structure, and developed evaluation and comparison of ideas across texts.

• Write with sophistication and accuracy: your style must be highly effective, with precise vocabulary, deliberate sentence variety and spelling, punctuation and grammar that are almost always accurate.

• Prioritise high-tariff questions: for Edexcel 4EA1, the comparison question (Question 5) is worth 22 marks and the transactional writing question (Question 6/7) is worth 45 marks. For Cambridge Paper 2, both the directed writing and composition tasks are worth 40 marks each.

• Adapt form and register: top-band responses show a convincing use of the required form (speech, article, letter, leaflet, narrative, description) and a tone that is consistently appropriate for the audience and purpose.

What you need to know about the A* grade

The A* grade represents the highest level of achievement in the older IGCSE grading system. For qualifications using the reformed structure, such as the Pearson Edexcel International GCSE (9–1) or the Cambridge IGCSE (9–1), this top performance is designated as Grade 9.

To achieve the A* or its equivalent (Grade 9), candidates must demonstrate consistently high performance across all components, showing sophistication and depth in both reading and writing skills. 

Understand the exam format and Assessment Objectives

IGCSE English Language is offered by several boards, most notably Pearson Edexcel and Cambridge International, and while the core skills are similar, the assessment structure differs:

1. Pearson Edexcel International GCSE English Language A (4EA1)

This is a linear qualification and typically consists of two components totalling 150 marks:

2. Cambridge IGCSE First Language English (0500 / 0990)

The syllabus often involves two externally assessed papers totalling 160 marks:

Alternatively, candidates may choose a Coursework option instead of Paper 2.

Assessment Objectives (AOs)

To excel, students must target the highest level descriptors for the following Assessment Objectives (AOs):

To secure the top grade, think of your response not just as fulfilling the task, but as demonstrating mastery: every choice of word, sentence structure, and organisational device (like paragraphing and sub-headings) must be utilised cohesively and deliberately to support your argument or creative intent.

Paper 1: How to ace the reading questions

Paper 1 (or Cambridge's Reading component) focuses on testing a wide range of analytical, interpretive, and foundational reading skills (AO1, AO2, AO3, R1-R5). For top grades, simply finding the right information is not enough; you must demonstrate perceptive analysis and developed evaluation.

Types of Reading Questions and Strategies

Analysing language and structure

To score in the highest levels (Level 5 for Edexcel Q4, Level 5 for Cambridge Q2(d)), your response must move beyond simple identification of features ("feature spotting") to perceptive analysis.

1. Select judiciously: Choose powerful or unusual words and phrases that carry extra connotations beyond their literal meaning.

2. Identify linguistic devices: Look for literary techniques such as metaphors, similes (imagery), emotive language, and rhetorical questions.

3. Identify structural devices: Analyse elements such as the opening and ending of the passage, sentence length (short sentences for tension/pace, longer sentences for description), paragraph length, use of dialogue, juxtaposition (contrast), and sequencing of ideas.

4. Explain the effect (the 'Why'): The most important step. Explain how the specific language choice shapes the reader's feelings, conveys the writer's attitude, or builds mood/tension. For example, instead of saying, "The writer uses a metaphor," say, "The writer’s use of the metaphor, ‘X,’ vividly implies a feeling of dread and permanence, making the reader sympathize with the protagonist's unrelenting anxiety".

Using the right terminology and evidence

High-scoring answers seamlessly weave technical language and evidence together:

• Integrate terminology naturally (AO2/R4): Use appropriate analytical vocabulary (e.g., 'adjective,' 'verb,' 'simile,' 'juxtaposition'). However, examiners reward the quality of analysis over the quantity of terminology used. Simply identifying a device without explaining its effect is insufficient for high marks.

• Support points with evidence (AO1/AO3/R5): You must support your points with detailed examples from the texts, using brief quotations.

• Embed quotes: Integrate quotations smoothly into your own analysis, rather than setting them off as separate, unexplained blocks.

• Focus on brevity: Overlong quotations rarely gain full marks for AO3/R3 and suggest a lack of skill in selecting evidence. Selecting pertinent words within the lines being discussed is more successful.

• Balance for comparison (AO3/R3): For comparative questions (e.g., Edexcel Q5), ensure every point you make references and uses evidence from both texts to maintain the necessary balance.

Structuring Your Responses

For analysis (AO2/R4) and comparison (AO3/R3), avoid formulaic introductions and conclusions that merely restate the question. Focus immediately on exploration:

1. Thematic point: Start with a clear analytical statement regarding an idea, theme, or perspective being presented (e.g., "The sense of the writer's oppression is conveyed through language and structure in subtle ways in both texts").

2. Evidence/analysis (Text 1): Present the key quotation or textual reference from the first text (T1). Analyze the specific word choice, technique, or structural feature used, delving into the precise effect created (AO2/R4).

3. Link/contrast (Text 2): Connect this idea to the second text (T2). Present the relevant evidence (quotation) from T2 and analyse how the writer achieves a similar or contrasting effect.

4. Conclude point: Briefly summarise the insight gained from comparing/analysing this element before moving to the next thematic point.

If focusing purely on analysis (Q4/Q2(d)), dedicate each paragraph to exploring a specific language feature or structural device and its resulting effect.

Paper 2: Writing for top marks

To secure the highest grades (A* or Grade 9 equivalent) in the writing components (AO4 and AO5), candidates must move beyond functional communication to demonstrate sophistication, precision, and conscious crafting. Writing assignments typically test the ability to articulate experience (W1), organise ideas effectively (W2), use varied vocabulary and sentence structures (W3), adapt register (W4), and maintain accuracy (W5).

Planning and structuring your writing

Effective planning is critical, especially for high-tariff writing questions (e.g., 45 marks for Edexcel Paper 1 Section B or 40 marks for Cambridge Composition).

Effective planning involves:

1. Time management: Allocate time according to the marks awarded. For example, the Edexcel Transactional Writing section (Section B) suggests spending about 45 minutes on the chosen question.

2. Define the aims (AO4): Before writing, clearly outline the purpose, audience, form, tone, and register required by the prompt. For instance, a leaflet for parents/carers requires a realistic, reassuring, and sensitive tone.

3. Sequence ideas (W2): Develop a brief plan to sequence points logically, ensuring a clear introduction, development of points, and a conclusion. This planning can help ensure the resulting structure is secure, well balanced, and carefully managed for deliberate effect.

For imaginative writing (narrative), plan a well-defined and strongly developed plot, including description and characterisation, that leads to an effective climax.

Crafting high impact sentences and vocabulary

• Choose precise nouns and vivid verbs first. Replacing vague words like “things” or “went” with specific alternatives instantly strengthens meaning

• Avoid bland, overused adjectives. Select words that add a clear attitude or image rather than repeating the obvious

• Use ambitious but natural vocabulary. High-level writing uses sophisticated words purposefully, not excessively

• Vary sentence openings to create rhythm. Starting with adverbials or subordinate clauses makes writing feel more controlled and engaging

• Mix short, impactful sentences with longer, complex ones. Length should shift deliberately to match tone, tension or detail

• Keep complexity clear, not confusing. Use punctuation to guide the reader and avoid run-on structures

• Use repetition and patterns sparingly for emphasis. Devices like three-part lists work best when they support a key moment

• Cut filler words (“very”, “really”, “sort of”) to make sentences sharper and more confident

• Read writing aloud to test flow. If a sentence sounds awkward or forced, reshape it until it feels natural and purposeful

Common writing mistakes to avoid

• Avoid ignoring the required form. Writing an article like an essay, or a speech without addressing the audience, immediately limits AO4 marks

• Do not use an inappropriate tone or register. Mismatched formality, over-casual language or inconsistency weakens communication

• Avoid vague, undeveloped ideas. Statements without explanation or detail make writing feel thin and unconvincing

• Do not overuse adjectives or ‘thesaurus words’. Forced vocabulary sounds unnatural and disrupts clarity

• Avoid weak structure, such as long, unbroken paragraphs or over-reliance on bullet points. Use clear paragraphing and logical sequencing

• Watch for comma splices, run-on sentences and missing punctuation. Frequent technical errors reduce AO5 marks sharply

• Avoid monotonous sentence starts and lengths. Repetition makes writing flat; vary openings and structure deliberately

• Do not rush the ending. Weak or abrupt conclusions make even strong pieces feel unfinished

Revision strategies to help you achieve an A*

Effective revision for English Language must focus on developing both precision in reading analysis and fluency/accuracy in writing, equally weighted areas of the qualification.

How to use past papers effectively

Past papers and mark schemes are extremely useful resources for revision:

1. Practice under timed conditions: Timed exercises are crucial for developing exam confidence and technique. 

2. Refer to mark schemes and AOs: Use the specific mark schemes to understand precisely what qualities define a Level 5 or Level 6 response. Reviewing mark schemes helps you become aware of the different assessment objectives to ensure your answers focus specifically on the varying requirements.

3. Review methodically: After attempting a paper, review your answers against the published exemplars to identify where your response falls short of the higher levels. For analytical questions (AO2/R4/Q4), assess whether your comments move beyond simple identification of devices toward perceptive analysis. For comparative tasks (AO3/Q5), check if your references were balanced across both texts.

Tracking your progress

Tracking involves reflection and deliberate targeting of weak areas:

• Reflect on timing: Analyse if you allocated sufficient time to high-tariff questions, such as the comparative reading task (Q5, 22 marks) or the transactional writing task (Q6/Q7, 45 marks).

• Identify skill gaps: If you lost marks in writing (AO5), track technical errors like spelling, sentence structure variation, or comma splicing. If you lost marks in analytical reading (AO2), identify whether the issue was selecting apt textual references, or failing to delve into the effect of the language/structure.

• Plan strategically: If a question is difficult, make a brief plan for the high-tariff questions (Q5/Q6/Q7) and actively tick off points to ensure you cover all necessary aspects.

For more detailed tips, see our guide on How to Revise for IGCSE English Language.

Frequently asked questions

What is the difference between an A and an A* in IGCSE English?

The difference between an A (Grade 7) and an A* (Grade 9 or top level 8) largely rests on the consistency and sophistication of the application of writing skills (AO4/AO5):

• A* (Level 6/Grade 9): Requires a highly effective style, judiciously selected vocabulary, varied sentence structures chosen for effect (W3), and spelling, punctuation, and grammar that is almost always accurate (W5).

• A (Level 4/5): Demonstrates an effective style, mostly appropriate vocabulary, and generally accurate spelling, punctuation, and grammar, although some or occasional minor errors may be present (W5).

How many marks do I need to get an A*?

The exact raw mark required for a Grade 9 (A*) changes each examination series. For the Pearson Edexcel International GCSE English Language A (4EA1) qualification, which has a total raw mark of 150, an example Grade 9 (A*) boundary for candidates taking Paper 1 and Paper 2 was 123 raw marks. For candidates taking Paper 1 and the Coursework (Paper 3) option, the Grade 9 (A*) boundary was 109 raw marks out of 150.

Should I focus more on reading or writing?

You should focus equally on both. In most IGCSE English Language specifications, reading (AO1, AO2, AO3) accounts for 50% of the total qualification grade, and writing (AO4, AO5) accounts for 50%.

What is the best way to improve my vocabulary?

Improving vocabulary is a stated aim of the qualification. The highest levels of achievement require using a wide range of sophisticated vocabulary:

1. Read widely: Engage with a wide range of texts, including discursive essays, reviews, articles, poetry, prose, fiction, and non-fiction.

2. Mine the anthology (Pearson Edexcel): Actively look for and extract advanced vocabulary from the texts you read (especially the Anthology texts) to build your own "bank" of appropriate, advanced words.

3. Apply and practice: Consciously employ a sophisticated repertoire of vocabulary in your essays and compositions, ensuring it is used strategically and precisely.

Final thoughts

Getting an A* or Grade 9 in IGCSE English Language is not about “sounding fancy” or learning a list of techniques.

It is about:

• Understanding exactly how your exam is structured

• Knowing what the assessment objectives demand at the very top level

• Training yourself to read and write in ways that match those demands, consistently, under timed conditions

If you combine targeted practice with smart use of official specifications, examiner reports, and structured revision resources such as those on Save My Exams, an A* / Grade 9 is achievable rather than mysterious.

Check out our IGCSE English Language revision resources here:

IGCSE English Language Revision