Write from two texts · 2027–2029 route
Turn two thematically linked Arabic non-fiction texts into a focused directed response that uses only the supplied evidence.
Exam scope and assessment notes
Original practice aligned to the published First Language Arabic skill descriptors. All Arabic passages, responses, examples and practice are original StudyForA material, not Cambridge assessment content. The 2027–2029 syllabus says its teaching content remains largely the same while Paper 1 and Paper 2 tasks change. Cambridge describes the new grammar question as testing sentence structure, word patterns and grammar fundamentals, but does not provide a complete public topic list in the syllabus; this pathway samples those foundations and needs Arabic-specialist review against the centre's scheme of work. These lessons are a mapped starter sequence, not a complete 130-hour course. Writing and interpretation checks are self-review aids, not Cambridge marks or grades; full timed papers, examiner marking and specialist review remain outstanding. The active 0508 syllabus is available in administrative zones 3 and 4 only. Confirm exam series, zone and centre entry with Cambridge and your exams officer.
Before you begin
Work on paper. Try each question before revealing help, and explain why your method works.
Quick readiness check
Which plan best fits a source-based report?
What you will learn
- Select and evaluate ideas from both source texts.
- Develop a response for the requested purpose and audience.
- Write a 250–300-word email, report, article or speech for the 2027–2029 Paper 1 task.
Plan source-led content
The 2027–2029 Paper 1 directed-writing question uses two thematically linked non-fiction texts (600–700 words combined) and asks for about 250–300 words in one of four forms: email, report, article or speech.
Select useful evidence from both texts, group related points and decide what the prompt asks you to do with them. You can develop the source ideas, but do not add outside arguments or facts.
Keep audience, purpose and form visible
An email may address a named person and use an appropriate greeting; a report groups findings under clear headings; an article needs a relevant opening; a speech can address listeners directly. Match the prompt rather than choosing a familiar format.
The published allocation is 10 reading marks for analysis/evaluation and selection, and 10 writing marks for development, organisation, vocabulary/sentence range, register and accuracy. A StudyForA self-check is not an official mark.
Sources for this lesson
Pause and explain
What should guide the register of a directed response?
Worked example
Text A says a school garden gives students practical science experience. Text B says watering takes time and the courtyard has little shade. A school article prompt asks whether to expand the garden. Give a source-led plan.
Show the worked solution
- Use the practical-learning benefit from Text A.
- Use time and shade limits from Text B.
- Reach a qualified view without inventing costs or results.
Answer A supported plan can favour a small expansion for learning while noting that watering time and shade should be considered. It should not claim the project raised grades or require a specific budget because neither source says that.
Try a topic test
Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.
Test this topic →From guided practice to a new situation
Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.
Text A says a community reading room supports students after class. Text B says evening transport is limited. Plan a short article paragraph that uses both ideas and reaches a cautious conclusion.
Give me a hint
State the benefit, the access constraint and a conclusion limited to the evidence.
Compare my reasoning
- Select one benefit from Text A.
- Select the evening transport point from Text B.
- Conclude without claiming that all students are affected equally.
Example: «توفر قاعة المطالعة فرصة للطلاب لمراجعة دروسهم بعد انتهاء الدوام. غير أن محدودية وسائل النقل مساءً قد تجعل الوصول إليها أصعب لبعضهم. لذلك ينبغي عند تقييم المبادرة النظر في فائدتها التعليمية وإمكان الوصول إليها، من دون افتراض أن المشكلة تؤثر في الجميع بالطريقة نفسها.» This uses both source ideas and qualifies the conclusion.
Look for these in your work
- Uses both texts
- Explains an implication
- Does not add an outside solution
A prompt requests a speech for students using two texts about recycling at school. One text describes waste reduction; the other describes sorting bins that are often contaminated. What evidence should a speech include, and what must it not claim?
Give me a hint
Use the benefit and obstacle; do not invent measured outcomes.
Compare my reasoning
- Include the stated reduction aim.
- Include the bin-contamination concern.
- Avoid claiming a specific amount of waste was reduced.
The speech can mention the goal of reducing waste and the reported problem of contaminated sorting bins. It must not say how many tonnes were saved or that the programme succeeded unless the texts provide that evidence.
Look for these in your work
- Selects a detail from each source
- Adapts ideas to a speech
- Avoids invented statistics
Write an original opening for a 2027–2029 Arabic report comparing two source texts. Use a clear report style and signal that the findings come from both texts.
Give me a hint
Name the topic and scope; do not state a conclusion before presenting evidence.
Compare my reasoning
- Use a neutral report opening.
- Refer to both texts as sources.
- State what the report will compare.
Example: «يتناول هذا التقرير آراء النصين بشأن استخدام المساحات المدرسية بعد انتهاء الدوام، مع مقارنة الفوائد التي يذكرها كل نص والتحديات التي يعرضها.»
Look for these in your work
- Uses a suitable register
- Signals two sources
- States a clear purpose
Common mistakes
- Using only one source
- Adding a personal argument not found in either text
- Writing a generic essay that ignores the requested format
- Treating a 250–300-word task as a 350–450-word composition
What can you explain now?
May you add your own outside arguments to the 2027–2029 directed response?
Compare with the explanation
No; develop ideas from the two given texts
The task is designed to assess understanding and use of the source ideas.
After trying it yourself, choose your next review. This is your self-assessment.
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Make it stick
Before moving on, explain: select and evaluate ideas from both source texts.
If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.