2015 Specification IGCSE - Extended – Mark Scheme

Mrs Donovan

Question 1

Read carefully Passage A, Mrs Donovan, and then answer Questions 1 and 2 on this Question Paper.

Question 1You are Mrs Donovan. Write your journal account about your recent train trip to London.In your journal you should comment on:

The problems you experienced on your journey. How your feelings changed throughout your journey. What you have learned about yourself.

Base the journal on what you have read in Passage A and be careful to use your own words. Address each of the three bullets.

Begin the journal, “This train journey is not what I had expected”.Write about 250-350 words.

Up to 15 marks will be available for the content of your answer, and up to 5 marks for the quality of your writing.

[20 marks]

The question tests Reading Objectives R1-R3 (15 marks)R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes

R3 analyse, evaluate and develop facts, ideas and opinions

AND writing Objectives W1-W4 (5 marks)

W1 articulate experience and express what is thought, felt and imagined

W2 sequence facts, ideas and opinions

W3 use a range of appropriate vocabulary

W4 use register appropriate to audience and context

General notes:Candidates should select ideas from the passage and develop them relevantly, supporting what they write with details from the passage. Look for an appropriate register for the genre, and a clear and balanced response which covers the three areas of the question, is well sequenced, and is in the candidate’s own words.

Candidates might use the following ideas

The problems you experienced on your journey.

• Rush to the station to catch the train (high heels) [dev. stressed, uptight]• WIFI not working [dev. frustrating]• Air conditioning broken [dev. uncomfortable]• Too hot (people remove clothes) [dev. disgusted, awkward]• Quiet Coach was not quiet/people not sticking to the rules (Coach D) [dev.

intolerant, frustrated]• Crunching of crisps (rustling packet)• Music too loud/tapping to it (hear words) [dev. disapproval of the words]• Business man typing loudly on computer• Business man making a conference call (not allowed in Quiet Coach) [dev.

breaking rules]

How your feelings changed throughout your journey.

Uptight/stressed (busy meeting, rush to station, no time for breakfast) Hopeful (looking forward to WIFI, air conditioning, food) Disappointed (no WIFI, no air conditioning) Irritated/disgusted (removal of clothes, guard dressed in thick clothes) Angry (crisps, music, computer, conference call in Quiet Coach) Calm (headphones in, almost tempted to wave to children) [dev. nature is

calming, gets perspective]

What you have learned about yourself.

Prefer to get to places in plenty of time (det. rush, high heels) Don’t like it when expectations are not met (det. air con, WIFI, Quiet Coach) Don’t like people not following the rules (det. Quiet Coach) Intolerant (det. sound of crisps, keyboard, music, phone calls) Quick to complain (det. wanted to see train guard) Nature is calming/relaxing/brings perspective

The discriminator is the development of the writer’s opinions and predictions for the future, as this requires candidates to draw inferences. Ideas and opinions must be derived from the passage, developing the implications.

A CONTENT (Extended Tier)

Use the following table to give a mark out of 15 for Reading

B WRITING: STRUCTURE AND ORDER, STYLE OF LANGUAGE

Use the following table to give a mark out of 5 for Writing.

Question 2

Re-read the descriptions of:

(a) Mrs Donovan in paragraph 3, beginning, “In each carriage… ”(b) The noise in paragraph 4, beginning, “The sound of the crunching of

crisps“

Select four powerful words or phrases from each paragraph. Your choices should include imagery. Explain how each word or phrase selected is used effectively in context.

Write about 200 to 300 words.

Up to 10 marks are available for the content of your answer.

This question tests Reading Objective R4 (10 marks)

R4 – demonstrate understanding of how writers achieve effects

(a) Mrs Donovan in paragraph 3, beginning, “In each carriage… ”

The general effect is that Mrs Donovan is like a wild animal who, once disturbed or aggravated, is ready to attack. She is described like an animal (or more specifically, a meerkat) who is on high alert.

“anger bubbled inside her” – idea that anger is growing slowly and likely to explode.

“She sat up straight” – like an animal surveying the threat that exists, almost like a meerkat on hind legs watching, ready for danger.

“studying each person” – meerkat like again, trying to learn everything she can about the people there.

“getting ready to pounce” – her peace has been disturbed and she is ready to attack. “Pounce” implies the action will be quick and that the people around her do not know what is coming.

“Her ears pricked” – heightened sense of sound especially to noses that will threaten her peace.

“her nose twitched” – heightened sense of smell like an animal on high alert, possibly agitated.

“her eyes narrowed” – has found the prey and is focusing in, almost like her eyes are locking onto the object of her attack. May also suggest sinister attitude.

“focused her intense beam” – staring angrily. Dominant and in control, like a predator with the prey.

“verbally attack” – not a physical attack but damaging, vicious words about to be spoken. The language is of threat.

(b) The noise in paragraph 5, beginning, “The sound of the crunching of crisps“

The general effect is of Mrs Donovan’s intolerance to the noise that surrounds her. The passage becomes almost comedic when it links the noise to an orchestra although this ‘orchestra’ is not at all tuneful. The music metaphor exists throughout the passage to highlight how tuneless and unpleasant the noise is.

“unnecessary rustling” – implies that perhaps the person is deliberately trying to irritate her.

“almost rhythmic” – in time, the regularity of the noise is as irritating as the noise.

“badly put together orchestra” – compared to lots of different instruments joining together but they are not in tune. Lots of unusual noises clashing with each other.

“violently tap” – tapping the keyboard heavily, with anger/aggression making a very loud noise.

“animated conference call” – full of expression/emotion. Totally inappropriate for a Quiet Coach – person making no attempt to be quiet or adhere to the rules.

“hellish quartet of irritants” – image of all 4 noises coming together to create an out of tune and irritating piece of music – different connotation of ‘quartet’ which is normally associated with class and excellence.

“Symphony” – the ‘music’ has now become an epic piece of organized music including many people - everyone is playing their part.

Reading: Language AnalysisUse the following table to give a mark out of 10 for Reading

Question 3

This question tests Reading Objectives R1, R2 and R5 (15 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes

R5 select for specific purposes

and writing assessment objectives W1 to W3 (5 marks)

W1 articulate experience and express what is thought, felt and imagined

W2 sequence facts, ideas and opinions

W3 use a range of appropriate vocabulary

Read carefully Passage B, Orient Express and then answer Question 3(a) and (b) on this Question Paper.

Question 3

Answer the questions in the order set.(a) Notes

What are the reasons why someone might want to travel on the Orient Express, according to Passage B?

Write your answer using short notes.

You do not need to use your own words.

Up to 15 marks are available for the content of your answer.

Reading content for Question 3 (a)

Give 1 mark per point listed below, up to a maximum of 15

The reasons why someone might want to travel on the Orient Express, according to Passage B.

Give 1 mark for a point about:

1. Luxury/class/elegance2. Intrigue/mystery3. Romantic experience4. It is the best there is in terms of long distance train travel 5. Famous in films/books6. Links world’s most attractive and historical cities/London, Paris, Venice7. Stepping back in time/same station as in 1883.8. Amazing and varied scenery as you travel9. You can eat main meals whilst watching the scenery – all inclusive.10. Convenience/The train delivers you straight to the Grand Canal in Venice11. All transport taken care of/private boat to the hotel12. Get away from ‘modern’ life13. Period style dining is attractive idea/dress up in period dress14. Great food and drink/Michelin Star15. Unique travel experience – once in a lifetime/memorable/never forgotten

Note: Although lifting of words and phrases from the passage is acceptable it is important that in such cases candidates show evidence of understanding by clearly focusing on the key details; over-lengthy lifting which does not identify specific points should not be rewarded. Credit responses that attempt to use own words and convey the essence of the point.

(b) Summary

Now use your notes to write a summary of what Passage B tells you about the reasons someone might want to travel on the Orient Express.

You must use continuous writing (not note form) and use your own words as far as possible.

Your summary should include all 15 of your points in Question 3(a) and must be 200 to 250 words.

Up to 5 marks available for the quality of your writing.

Marking Criteria for Question 3 (b)Writing: (concision, focus and use of own words)Use the following table to give a mark out of 5 for Writing.

PiXL has written both the papers, and the ‘answers’ provided in this Mark Scheme. The instructions on how to mark the paper, including objectives and the marking grids, are taken from the CIE Mark Scheme.