Coursework assignment 1: discuss, argue or persuade from a text
Study how a source can inform a 500–800-word discussion, argument or persuasive response while preserving independent coursework authorship.
Section Paper 1 · Reading
Exam scope and assessment notes
This original StudyForA lesson supports historical Cambridge IGCSE First Language English (US) 0524, syllabus Version 3 for examinations in 2025–2026. Cambridge withdrew 0524 after its June 2026 final assessment. This is a historical study route, not preparation for a future exam entry. Cambridge restricted the syllabus to participating NCEE Excellence for All centres in the USA and its subject page states Arizona only. The written coursework is internally assessed and externally moderated; these original practice activities support skills but are not Cambridge tasks, official marks or grades. Learners must complete any assessed submission independently under their centre’s rules. Spoken work needs a real listener and cannot be certified by this site.
Before you begin
- The route is for historical study of the withdrawn 0524 syllabus, not a current exam option. Each lesson uses original examples and self-check criteria.
Work on paper. Try each question before revealing help, and explain why your method works.
Quick readiness check
Before you start: What must a source-based argument add beyond selected facts?
What you will learn
- Select and understand source evidence
- Develop an independent viewpoint
- Structure a 500–800-word response for audience and purpose
- Recognise that assessed portfolio work must be completed independently
Source-based assignment
The 0524 Component 3 portfolio contains three extended writing assignments of about 500–800 words each. Assignment 1 asks candidates to discuss, argue and/or persuade in response to one or more texts. It assesses writing objectives W1–W5 and, for this assignment, selected reading objectives R1, R2, R3 and R5.
Read the source carefully, separate facts from opinions, select useful details and decide what position the response will take. Develop reasons and address relevant counterpoints. A persuasive response can be confident without misrepresenting its source or pretending a contested claim is certain.
Plan independently and ethically
A useful plan identifies purpose, audience, central position, evidence, paragraph order and a conclusion. Source information should support reasoning; it should not replace the candidate’s own development. Accurate vocabulary, sentence control and register help readers follow the argument.
These practice prompts teach general skills only. The archived syllabus requires independently authored assessed work under the centre’s rules. Do not use an AI-generated model as a portfolio submission, ask an assistant to draft the assignment, or submit copied practice text. Teacher review and Cambridge moderation belong to the centre.
Sources for this lesson
Pause and explain
What is the correct use of online practice for a coursework task?
Worked example
Two source notes describe a community garden: one reports that it provides produce; another says nearby residents want more accessible paths. How could an argument use both?
Show the worked solution
- Accurately acknowledge the garden’s reported benefit.
- Develop the access concern as a reason for improvement.
- Offer a supported recommendation without claiming all residents share one view.
Answer An argument can recognise the garden’s produce while proposing accessible paths so more neighbours can use it. The source notes support both points, but the writer should avoid claiming that every resident holds the same view unless the evidence shows 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.
Source note: “The town library extended evening opening. A survey of 60 visitors found that 38 wanted quiet study seats.” Outline a fair argument for one improvement.
Give me a hint
Use the survey accurately and avoid generalising beyond its sample.
Compare my reasoning
- State the evening-hours change accurately.
- Use the 38-of-60 result with its sample context.
- Develop a recommendation and explain its benefit.
An argument could support adding quiet study seats because 38 of the 60 surveyed visitors wanted them. It should describe the result as feedback from that survey, not as proof that every library visitor wants the same change. A trial area could test demand before a larger redesign.
Look for these in your work
- Represents evidence accurately
- Keeps the sample scope
- Develops a practical recommendation
A source supports two sides of a school uniform debate. Give a planning structure for a balanced discussion.
Give me a hint
Represent both positions fairly, then make the purpose of the conclusion clear.
Compare my reasoning
- Identify one supported reason on each side.
- Explain consequences or conditions that affect each reason.
- Conclude with a qualified view based on the evidence.
Introduce the decision, present each source-supported reason fairly, explain when each matters and then give a conclusion proportionate to the evidence. A balanced discussion does not require pretending the arguments are equally strong if the source gives different support.
Look for these in your work
- Represents both sides accurately
- Develops reasons
- Bases its conclusion on evidence
A learner is preparing an assessed portfolio response and asks an AI to write the first draft. What learning support is appropriate while preserving authorship?
Give me a hint
Separate practice feedback from producing assessed work.
Compare my reasoning
- Use a separate practice prompt to learn planning and editing strategies.
- Write the assessed response independently under the centre’s rules.
- Ask the teacher what feedback and support are permitted.
The learner should not submit AI-generated prose as their own. They can practise the skill on a separate task, then author the portfolio independently and ask the teacher what feedback is permitted by the centre and Cambridge rules.
Look for these in your work
- Preserves independent authorship
- Separates practice from submission
- Defers permitted assessment support to the centre
Common mistakes
- Using source claims without checking their meaning
- Treating one view as everyone’s view
- Submitting generated or copied wording as assessed coursework
What can you explain now?
What is the correct use of online practice for a coursework task?
Compare with the explanation
Learn the skill, then author assessed work independently under centre rules
Use the evidence and the stated audience, purpose and form. Explain how your choice serves the task; do not claim an official Cambridge mark.
After trying it yourself, choose your next review. This is your self-assessment.
Your review choice appears on Today. Sign in to sync it across devices.
Make it stick
How can source evidence strengthen an argument without taking over the writer’s own reasoning?
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.