Cambridge O Level

Cambridge O Level English Language 1123

Summary tasks guidance – Paper 1 Reading Section B

Overview
Question 3(a) is a selective summary task in response to Text B
The purpose of a selective summary task is to inform the reader of just the key information and explicit ideas they
need to understand the text. Writing an effective selective summary involves gathering only those ideas from the
text that are relevant to answer the question and then organising, reworking and condensing those points to offer a
succinct overview. The reader needs to understand the central ideas from the text quickly and efficiently, just by
reading the answer.
Question 3(b) is a short opinion-based task in response to Text B
The purpose of an opinion-based task is to demonstrate understanding of a particular attitude or opinion in the text.
Writing an effective opinion-based response involves identifying implicit ideas in the text that are related to the
perspective or viewpoint in the question and then using and developing those ideas to offer an explanation that
answers the question as set.

Writing a selective summary – Paper 1 Question 3(a)

This task assesses skills in both Reading and Writing as follows:
Reading:
• explicit ideas – show understanding of the information as it is presented in the text and avoid adding
personal comments or extending explanations
• range – aim to show understanding of a wide range of relevant ideas taken from the whole passage
• relevance – pay attention to the focus of the question and make sure that the points written are relevant to
that focus
• selection – select only the information needed to answer the question and avoid using excess examples or
repeating points
• use – use the information selected to help the reader understand the central ideas rather than simply
repeating or copying sections from the text.
Writing:
• organisation – organise the answer logically and helpfully for the reader so that it efficiently communicates
the ideas they need to understand
• appropriate use of a range of own words and/or structures – help the reader understand the points
selected by reworking the language of the original text to communicate ideas clearly and concisely.

Writing an opinion-based response – Paper 1 Question 3(b)

This task assesses Reading skills. Writing skills are not assessed in this task, although to communicate
understanding fully, it is important that ideas are expressed clearly.
Reading:
• implicit ideas – consider details and hints in the text to work out the meaning they suggest, e.g. what the
attitude or opinion of someone mentioned in the text might be based on the evidence given
• consistency – maintain the viewpoint or perspective specified in the question
• relevance – the ideas included in the answer should be rooted in the details of the text
• development – extend and develop the implicit ideas identified as relevant to make the meaning clear
• support – illustrate and support the points by making reference to any key details mentioned in the text.
Tips for writing a selective summary

Before writing a response:

• read the question carefully to highlight the focus of the selective summary – the question
may ask for only advantages of a topic being discussed in the text
• revisit the text to underline and/or make notes of all the potentially relevant ideas, while
considering the whole text
• review the ideas selected to check they are relevant, complete and distinct. For example,
aim to identify any repeated points or examples of the same thing that could be covered
in one over-arching, ‘umbrella’ point
• organise content to decide in a logical order and/or the best way to group relevant ideas.
Numbering the points will help highlight the most efficient route through the answer and
cover all of the ideas within the 150 word guidance.
After writing a response:
• read back through the answer to check that the ideas would be clear to anyone who
had not read the text. Try to correct any spelling, punctuation or grammar errors that
affect meaning
• check that sections have not been copied from the text
• look back at the plan to check all relevant ideas are included.

Tips for writing an opinion-based response

Before writing a response:

• skim read back through the text to identify things that are said about the
persona/perspective identified
• circle anything in the text said or done by the persona/people sharing the perspective
identified
• consider what can be worked out about attitude or opinion from the evidence you have
found.
When writing a response:
• try to think of a way into the role/position. Creating a ‘voice’ for your persona may help
with this
• use the guidance in the question to help frame your answer
• do more than state the opinion, try to offer reasons why and/or offer a more detailed
explanation to clearly illustrate the attitude or perspective.
After writing a response:
• read through the answer to check whether any details can be added from the text to
further support the points.

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Example task
This is an example of a Paper 1 Question 3(a) task. The question below is annotated with some guidance for candidates to help them prepare their answer and
encourage them to focus on what the question is asking for. This information is not given to candidates in the examination.

The response to this

The purpose of the
The audience for question needs to be in
Once you have read through response is to identify and
the response is an the form of a summary
Text B, read the instructions outline only the information
adult who has not so the register required
for Question 3(a). you need to answer the
read this text. should be formal and the
question.
style concise.

Read Text B, A night among the trees, in the insert and answer Question 3.

Question 3
This part of the question is
the selective summary. (a)
You will answer this factually Summarise what would appeal most to guests about a stay at the Treehotel, according to Text B.
and concisely.
You must use continuous writing (not note form).
Paying attention to the guidance for word number will help
Use your own words where appropriate. learners to plan their time in the examination and target the
Avoid copying long sections of the text. requirements of the question more effectively.
Your summary should be no more than150 words.

Up to 10 marks are available for the content of your answer and up to 10 marks for the quality of your writing.

The response to 3(a) is The guidance will help you

marked for content and for Once you have completed to remember that you need
the quality of your writing, so your answer for 3(a), read to use your own words
you will need to check and the instructions for Question where you can (without
correct your response for 3(b). changing the meaning) and
accuracy. should aim to keep your
response at no more
than 150 words.

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Example task
This is an example of a Paper 1 Question 3(b) task. The question below is annotated with some guidance for candidates to help them prepare their answer and
encourage them to focus on what the question is asking for. This information is not given to candidates in the examination.

The purpose of the response

is to show that you have Question 3(b)
understood a particular
perspective (attitude or Imagine you are Kent Lindvall, one of the owners of the hotel.
opinion) suggested in the text. You are interviewed by a local news programme about the effect that hotels are having on the forest environment.
Give your answer to the interviewer’s question, using information from the text.
Interviewer’s question: Some local people think that your Treehotel might have a negative effect on our forest
environment.
What is your opinion and why?
Kent Lindvall’s answer: The audience for the response is the interviewer, so you
need to focus on answering just this one question they
……………………………………………………………………………………………………………….
have asked.
……………………………………………………………………………………………………………….
This part of the question is the
opinion-based response. ……………………………………………………………………………………………………………….
You will
answer as if you are Kent Lindvall
……………………………………………………………………………………………………………….
giving and explaining his opinion in
detail. …………………………………………………………………………………………………………….....
……………………………………………………………………………………………………………….
The response to this question needs
to be in the role of the persona /
from the perspective identified – you
should aim to offer a developed Question 3(b) is only marked for content – you
answer from this point of view. need to show that you have can use the
relevant details and hints in the text to work out
what Kent Lindvall’s opinion would be.

The 2024 Specimen Paper 1, insert and mark scheme are available at www.cambridgeinternational/support

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Example Candidate Response – high Examiner comments

Question 3(a)
The candidate has reorganised ideas from
Staying at the Treehouse hotel is like entering the text to begin with a useful overview of four
another world. It’s the perfect, relaxing escape key attractions drawn from different parts of the
text (mark scheme points 1, 6 and 10). Note
from the city, with five different and amazing how points related to the range and nature of
designs of tree house for everyone to enjoy. the treehouse designs have been combined for
concision.

Focus has now moved to the inside of the

Inside your private treehouse it is even cosy and treehouse. In this section, the candidate is
warm in winter. Additionally, you can become helping the reader understand what might
appeal to guests once they were inside the
one with nature and admire the beautiful accommodation (mark scheme points 7 and 8
landscape and wildlife and you’re so high up you have been skilfully combined here).

can even see the birds up close through the

Mark scheme points 2, 4 and 11 are all
window in the ceiling. included together through the idea of enjoying
nature.

Finally, you don’t have to worry if you don’t like The candidate uses formal linking words to
move the reader through the information.
bugs and insects, or the impractical side of
There is a slight blurring of focus here with
camping out under the night sky, because you
the content touching on what might not appeal
are too high up in the tree for mosquitoes to get to guests rather than exclusively what would.
However, the reference to the impractical side
you and you have an environmentally friendly
of camping appears an attempt to link guests’
toilet. potential concerns to the idea of sleeping out
at night without threat of being bitten and the
eco-friendly toilet facilities (mark scheme
points 9 and 13).

Reading Level 5: A wide range of relevant

ideas are skilfully selected and used.

Question 3(b) – Kent Lindvall’s answer: Writing Level 5: Expression is clear, fluent
and mostly concise. Some efficient
I believe that it could actually be beneficial to the
organisation.
environment, it could encourage people who
Along with the evidence in the text, the
before their stay might not have thought twice
positive effect on the forest environment is
about nature and the importance of it to truly clearly demonstrated as Lindvall’s attitude from
the beginning of this answer.
open their eyes when they are confronted by

the beauty of the forest and realise how The idea of educating the public is covered
here (mark scheme bullet 4).
important we think it is to preserve what is left
The Lindvalls’ commitment to the forest
of nature as a whole.
environment is clearly stated here (mark
scheme bullet 4)

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 On top of that we at the Treehotel are very The Lindvall’s wider commitment to the
environment is expressed here (mark scheme
mindful in regards to the local ecosystem – we bullet 2).
have film to stop birds flying into buildings and
Details from the text are used to support
do not allow noisy activities like snowmobiles that do not allow activities that might pollute or
which disturb the peace. endanger the environment (mark scheme
bullet 3).

Reading Level 3 The candidate presents a

well-developed and consistent explanation of
the relevant perspective, supporting ideas by
reference to details from the text.

How the candidate could have improved their answer

Question 3(a)
The candidate has interpreted the purpose of the task as more persuasive than the task itself requires or invites. In
effect, they have added a further, unnecessary challenge for themselves. Writing about the guests, rather than to
them, might have allowed the candidate to be concise more consistently in this answer. Whilst the word guidance
has been kept in mind and excess material avoided, the added challenge of persuading the reader (rather than
simply informing them) does result in a slightly more conversational style. This can more easily lead to a loss of
control and/or an overlong explanation. There is a clear sense of overall structure however, a good use of the
candidate’s own words and a range of sentence structures, with some useful linking and grouping of ideas.

Question 3(b)
The candidate has adopted Lindvall’s perspective convincingly, drawing on details in the text to develop a
consistently appropriate attitude and offering supported opinion. Whilst this is a full and effective answer, a slightly
more concise style in Question 3(b) might have allowed for points to be explained and developed more efficiently,
leaving additional time to check back over Question 3(a).

Common mistakes
Question 3(a)
Candidates can sometimes lose sight of the focus for a question, for example, by offering both what would and
would not appeal to potential guests, when only the attractions / what would appeal are asked for.
Inefficient planning of an answer leads to some candidates attempting to simply track through the passage
chronologically, repeating most of the information offered rather than selecting, recasting and using in their
response just that which is relevant to answering the question. Answers approached in this way are often overlong
or stop abruptly at 150 words before a range of relevant ideas have been communicated.
Copying sections straight from the text can make a response unclear. For example, there are likely to be times
when an explanation taken straight from the text is neither concise nor complete. Recasting the material using their
own words and/or sentence structure as appropriate will help candidates to offer a clear and concise response,
showing a secure understanding of both text and task.

Question 3(b)
Candidates can sometimes lose sight of the text, forgetting that the task is testing their Reading skills, for example,
offering their own opinion outside of the text and/or drifting into discussion of ideas unconnected to the details in the
passage.

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Examination preparation
Question 3(a) Selective summary
Candidates should practice selecting only relevant information from a text, as well as explaining it to others who
have not read that text. Opportunities to target and develop skills include working with a range of texts – spoken or
visual, as well as written – and working with peers to reflect on the strengths and weaknesses of example
responses – both written and oral.
Candidates should be encouraged to rehearse and extend their summary skills in real life situations, for example by
recapping points covered on an aspect of a topic in a previous lesson.
The role of efficient planning , editing and correcting in timed conditions should be explored and explained.

Example activities taken from 1123 Scheme of Work (for examination from 2024): Summary tasks.

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO1 Reading Understanding the Ask learners what they understand by the word ‘summarise’.
nature and purpose Compile a list of occasions in real life when someone might
R5 select and use
of selective summary need to summarise in written or spoken language.
information for
tasks
specific purposes Elicit examples of formal and informal summaries, e.g. making
revision notes of key points, explaining the main events of an
episode of a television programme or a sports match to a friend
who has missed it, writing a report for your boss etc.
http://websummarizer.blogspot.com/2013/01/summaries-in-
everyday-life.html
Agree some basic ‘rules’ to test out in future lessons and
activities:
• in a summary you should…
• in a summary you should not…
Provide learners with examples of an effective and less effective
summary of a short text to identify features. Revisit ‘rules’ to
refine them further based on the evidence they have seen.
Show learners a clip of a documentary, asking them to identify
and present the key points in a specified time limit.
Ask learners to consider:
• Are any ideas repeated?
• Are all the essential pieces of information included?
• Are interesting but non-essential facts or details
eliminated?
• Would someone who had not seen the documentary
really understand the main points of the clip by reading
my summary?
Peer assessment of the summary responses (oral or written
transcript) using the marking criteria could also be helpful. For
example, using the format www (what went well) – highlight
descriptors in the tables you think you have seen in examples of
summaries today.

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Question 3(b) Opinion-based response
Candidates should be encouraged to read, discuss and explore a variety of texts and text types, to identify and
explore the differing perspectives, opinions and attitudes represented.
Opportunities to target and develop skills include role play activities such as hot seating characters/personas, as
well as visual representations of the text such as drama tableaux – helping candidates to recognise and extend
inferences.
Candidates should be encouraged to support their ideas by reference to evidence in the text and develop their
explanations – oral and written – to make explicit those ideas that the text only suggests.

Example activities taken from 1123 Scheme of Work (for examination from 2024): Reading for facts, ideas and
opinions:

Assessment
Learning objectives Suggested teaching activities
objectives (AO)

AO1 Reading Recognising differing Learners hot seat characters from a text they know well and or a
attitudes short story:
R2 demonstrate
understanding of www.responsiveclassroom.org/the-hot-seat/
implicit meaning and
attitudes www.teachingenglish.org.uk/article/hot-seat-0
They should explore the characters’ feelings and reactions to an
R3 analyse, evaluate
issue in the text, or a contemporary global issue, then:
and develop facts,
• create character files for two characters’ opinions using
ideas and opinions,
using appropriate evidence from and reference to the text for their
support from the text interpretation
• write and perform to the class a dialogue between two of
the characters to demonstrate the attitudes and opinions
of the two characters in relation to the issue.
Audience feedback should be in relation to how realistic /
appropriate the dialogue was in relation to what they know about
the characters. (F)

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Useful resources
The School Support Hub at www.cambridgeinternational/support provides teachers with a wide range of practical
resources, detailed guidance and innovative training and professional development so that you can give your
learners the best possible preparation for Cambridge O Level.
Teaching resources (for examination from 2024)
• Scheme of Work
• Summary Tasks Guidance
• Specimen Paper Answers
• Example Candidate Responses (January 2025)
The up-to-date resource list for this syllabus, including endorsed resources to support Cambridge O Level English
Language is on the Published resources tab of the syllabus page on our public website here.

Please note: The website links listed below are useful resources to help with the study of the Cambridge O Level English
Language summary tasks question.
Cambridge Assessment International Education is not responsible for the accuracy or content of information
contained in these sites. The inclusion of a link to an external website should not be understood to be an
endorsement of that website or the site's owners (or their products/services).
The website pages referenced in this guide were selected when this document was produced. Other aspects of the
sites were not checked and only the particular resources are recommended.
http://websummarizer.blogspot.com/2013/01/summaries-in-everyday-life.html
A website giving examples of summaries in everyday life.

www.grammarly.com/blog/how-to-write-a-summary
A website with guidance on how to write a summary, including examples and a step-by-step guide.

www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy
A website with lesson plans and summarising strategies.

www.youtube.com/watch?v=AEwmts9MqGs
A video on summary writing skills, including a step-by-step guide.

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