Cambridge English AS & A Level (9093)

by bunPeiris of Moratuwa

Cambridge International English AS & A Level (9093) & Edexcel IGCSE English Language A (4EA1) Over French

Sri Lankan Students Should Choose Cambridge English Language (9093) over French

This argumentative essay can also be taken as a two-part assignment for students studying for Cambridge or Edexcel AL so that they can raise their level of argumentative essay writing competence and develop textual analytical competence.
Part 1: An argumentative essay crafted to meet the standards of Cambridge IGCSE (0500) and OL 1123.
Part 2: A reflective commentary on that essay, which analyses its language, form, and structure, aligning with the assessment objectives of Cambridge International AS & A Level (9093) and Edexcel IGCSE English Language A (4EA1).”

Part 1: Sri Lankan Students Must Choose Cambridge English Language (9093) over French

In an increasingly globalised world, superior command of the English language—in both speech and writing—is a critical determinant of access to opportunities, mobility, and intellectual growth. Consequently, for Sri Lankan students at the collegiate level, selecting Cambridge AS Level English Language (9093) or Edexcel IGCSE English Language A (4EA1) over French is a strategically sound decision. In Sri Lanka, where education is a bridge to global mobility, the choice between Cambridge International AS Level English Language (9093) and Cambridge French is not merely curricular but strategic. This essay will argue that English should be prioritised because it functions as the world’s primary lingua franca, substantially strengthens global academic and career prospects, and directly contributes to national development. Although French retains value as a language of culture and diplomacy, its limited utility in both the Sri Lankan and broader global contexts renders it a comparatively weaker choice for students seeking a future-oriented pathway.

English is the world’s undisputed lingua franca, the dominant medium for global communication, commerce, and culture. Firstly, English functions as the world’s lingua franca, spoken by over 1.5 billion people globally (Ethnologue, 2023). UNESCO (2023) also estimates that approximately 1.5 billion people speak English, compared to around 300 million who speak French. The British Council (2020) similarly identifies English as the “primary medium of global exchange” in diplomacy, academia, and commerce. Such empirical evidence needs to be considered with due seriousness since it dwarfs French-speaking population in the European region. For Sri Lankan students, gaining superior command in English through the Cambridge English Language (9093) curriculum is not merely an academic exercise; it is a direct entry pass into a vast international community of innovators, professionals, and scholars. This proficiency is critical because English is the operating system of the modern world: it is the medium of science and technology; international trade and commerce; aviation and shipping; multinational industrial conglomerates and inclusive universities. It is the language of leading academic publishing. Why confine one’s prospects to a regionally significant language when English facilitates diplomacy at the United Nations, powers the vast majority of the internet, and unlocks the world’s knowledge? Higher competence in English is a vital strategic skill. To neglect English in favour of French is to sever a vital connection to the mainstream of global progress. Consequently, prioritising English equips students with an indispensable tool for survival and success in the 21st century, rendering it a decisively superior choice. English is a passport to global opportunities; French is, at best, a niche elective.

Gaining higher proficiency in English through Cambridge 9093 at school provides a competitive edge in higher education and career opportunities. Almost all universities in Sri Lanka and abroad require English proficiency for admission. Sri Lanka’s economic strategy emphasises integration into global markets, and English serves as a prerequisite for such integration (World Bank, 2021). Furthermore, multinational companies, from IT firms in Colombo to global organisations like the UN, demand English rather than French. By studying the Cambridge English Language syllabus, students sharpen analytical, critical, and creative writing skills essential for examinations, interviews, and publications. Unlike French, which is often studied for cultural enrichment, English directly empowers students to excel in academic discourse and professional careers. The British Council (2020) similarly identifies English as the “primary medium of global exchange” in diplomacy, academia, and commerce. To put it simply: English is not just a subject—it is a passport. Thus, English opens doors both locally and globally, a benefit that French simply cannot match.

Moreover, Learning English strengthens Sri Lanka’s national development by creating a skilled workforce aligned with global trends. The situations that arise in Sri Lanka repeatedly emphasise the importance of English in connecting Sri Lanka to the global economy, tourism, and international relations. For example, Sri Lanka’s IT-BPM [Business Process Management ] industry, one of the fastest-growing sectors, relies almost entirely on English communication. By becoming proficient in English through Cambridge 9093, Sri Lankan students do not just benefit individually—they contribute collectively to the nation’s economic growth. Can Sri Lanka, striving to emerge from economic struggles, afford to waste energy on French, a language with little bearing on our key industries? Therefore, the answer is obvious: national progress depends on English. Hence, English is not only a personal tool but also a national necessity.

It may be argued and though not without merit, that studying French enriches cultural appreciation and offers access to European art, literature, and diplomacy. French is indeed recognised as an official UN language and is spoken in some communities in parts of Africa, Canada, and Europe. Yet, while this may sound appealing, the reality is different for Sri Lankan students. Opportunities to use French are rare; very few universities or companies in Sri Lanka require it, and tourism here thrives on English, not French. Moreover, cultural enrichment can be accessed in translation—students need not sacrifice practical benefits for aesthetics. French, while culturally significant, does not serve as a global gateway to scientific or technical knowledge. What is the use of knowing Molière in the original if one cannot even qualify for a local job interview conducted in English? Thus, although French holds charm, it is a luxury, not a necessity, and certainly not a wise academic investment compared to English. A comparative analysis in Sri Lanka may only reveal futility in wasting precious school time on French. The need for superior command of the English language ought to be viewed through the lenses of higher education, employment, and global communication. Indisputably French lacks practical weight.

In conclusion, Sri Lankan students should pursue Cambridge AS AL English Language (9093) rather than Cambridge French. English empowers them as global communicators, strengthens their academic and career prospects, and contributes directly to national progress. The choice between Cambridge English Language (9093) and Cambridge French is not merely English linguistic integration and development but also definitive career advancement. For Sri Lankan students, English secures global communication, academic mobility, and career opportunities that French cannot match. English, therefore, is the language that ensures both individual empowerment and collective advancement in the modern world. While French may have cultural prestige, it lacks practical relevance in Sri Lanka’s socio-economic landscape. The choice is clear: English is not merely an option; it is the lifeline of the future. It is a life skill.

Part 2: A reflective commentary on the above essay titled, “Sri Lankan Students Must Choose Cambridge English Language (9093) over French”, which analyzes its language, form, and structure

The essay is characterised by its sustained use of a formal register, a language feature that generally conveys authority and objectivity. This effect is reinforced through the specific use of academic lexis such as “empirical evidence,” “comparative analysis,” and “lingua franca,” establishing credibility and signalling that the discussion is grounded in scholarly traditions. Closely related is the deployment of lexical choice in technical vocabulary, a feature that generally promotes precision and seriousness. Here, the specific inclusion of terms such as “proficiency” and ““Moreover,” ” demonstrates not only mastery of the subject matter but also an awareness of disciplinary discourse.

The essay also relies heavily on discourse markers, a feature that generally ensures coherence and logical progression for the reader. The specific connective choices “Firstly,” “Moreover,” and “In conclusion” act as signposts, guiding the reader smoothly through the structure of the argument. This organisation is further strengthened by the essay’s argumentative structure, a feature that generally presents balance and fairness. The specific counter-argument acknowledging French’s cultural prestige, followed by its rebuttal in favour of English’s practical dominance, illustrates the essay’s logical balance and strengthens its overall persuasiveness.

Another significant feature is the integration of empirical evidence, which generally establishes ethos and logos by grounding claims in authoritative data. The specific references to UNESCO (2023), the British Council (2020), and Times Higher Education (2022) provide concrete support and lend weight to the claims advanced. At the same time, syntactic parallelism and contrast, a feature that generally promotes memorability, is employed in the striking formulation “English is a passport to global opportunities; French is, at best, a niche elective.” This specific instance heightens the rhetorical impact by presenting the superiority of English in a sharp juxtaposition.

The essay also makes use of nominalisation, a feature that generally enables conciseness by condensing processes into abstract concepts. The specific terms “integration,” “development,” and “advancement” give the text an academic density and elevate its tone. Similarly, the use of modality and hedging, which generally promote caution and reasonableness, is evident in expressions such as “it may be argued” and “though not without merit.” These specific phrases soften assertions, prevent overstatement, and create the impression of a balanced, evidence-led argument.

Taken together, these language features demonstrate a controlled and deliberate academic style. The combination of formal register, technical lexis, discourse markers, evidence, and rhetorical contrast results in a text that is persuasive not through emotional appeal but through its logical coherence and empirical authority.

Questions on part 1 for students:

Questions for students who are studying Cambridge English OL 1123 or Edexcel English OL
[Q1] What is the thematic statement of the argumentative essay?
Prompt: If the theme is Love, the thematic statement could well be, “Love is Blind,” or “Love Conquers All.”
[Q2] What is the plan of development [POD] outlined in the introductory paragraph?
Prompt: What is contained in the body paragraphs of the essay?
[Q1] What is the point or topic sentence of the body paragraph 1? P
[Q2] What is the evidence? E
[Q3] What is the explanation? E
[Q4] What is the Link?  How does the writer connect evidence and explanation to the point?  L
[Q5] Does the author follow the paragraph writing technique, PEEL?
[Q6] Answer the same questions [1-5] with reference to other body paragraphs.
[Q7] What are the paragraphs that argue for gaining superior command in the English Language?
[Q8] What does the last body paragraph [5th paragraph] do?
[Q9] Which paragraph seems to argue for the French language [counterargument] only to dismantle the
argument? Why does the author engage in such an act?
[Q10] How does the concluding paragraph [6th paragraph] summarise the essay?

Questions on part 2 for students:

Questions for students studying English in Cambridge AS and AL 9093:
[Q1] How does the opening paragraph of the commentary address the T/GAP [tone, genre, audience, purpose] and the effect of the same on the reader?
[Q1] This effect is reinforced through the specific use of academic lexis such as “empirical evidence,” “comparative analysis,” and “lingua franca,” establishing credibility and signalling that the discussion is grounded in scholarly traditions.

Rewrite the above sentence in our regular pattern:
language feature +  [ examples: metaphor, juxtaposition, parallel/periodic sentence, simple/compound /complex/compound-complex sentence. repetition, anaphora, rhetorical question]
linking verb in simple present tense + [examples; show, establish, highlight, reinforce, depict, convey, reveal]
general effect of the type of language feature or specific effect of the particular language feature on the reader +
[,] +
another linking verb in the present continuous tense+
the specific effect of the specific language feature in the given situation]

Answer:
Academic lexis, such as “empirical evidence,” “comparative analysis,” and “lingua franca,” establishes credibility, signalling that the discussion is grounded in scholarly traditions
[Q3] The essay also makes use of nominalisation, a feature that generally enables conciseness by condensing processes into abstract concepts. The specific terms “integration,” “development,” and “advancement” give the text an academic density and elevate its tone. Rewrite the above sentence in our regular pattern:
Answer:
Nominalisation with the terminology “integration,” “development,” and “advancement” gives the text an academic density, elevating its tone to a higher level.

These specific phrases soften assertions, prevent overstatement, and create the impression of a balanced, evidence-led argument.
Rewrite the above sentence in our regular pattern:
Answer: