FIRST LANGUAGE ENGLISH 0500/11...FIRST LANGUAGE ENGLISH Paper 1 Reading Passages (Core) Candidates...

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Cambridge International Examinations Cambridge International General Certificate of Secondary Education 0500/11 May/June 2018 1 hour 45 minutes FIRST LANGUAGE ENGLISH Paper 1 Reading Passages (Core) Candidates answer on the Question Paper. Additional Materials: Reading Booklet Insert READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the spaces provided. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions in the space provided. If additional space is required, you should use the lined pages at the end of this booklet. The question number(s) must be clearly shown. Dictionaries are not permitted. The Reading Booklet Insert contains the reading passages for use with all questions on the Question Paper. This Reading Booklet Insert is not assessed by the Examiner. The number of marks is given in brackets [ ] at the end of each question or part question. This document consists of 11 printed pages and 1 blank page. [Turn over 06_0500_11_2018_1.21 © UCLES 2018 *5450635592*

Transcript of FIRST LANGUAGE ENGLISH 0500/11...FIRST LANGUAGE ENGLISH Paper 1 Reading Passages (Core) Candidates...

Page 1: FIRST LANGUAGE ENGLISH 0500/11...FIRST LANGUAGE ENGLISH Paper 1 Reading Passages (Core) Candidates answer on the Question Paper. Additional Materials: Reading Booklet Insert READ THESE

Cambridge International ExaminationsCambridge International General Certificate of Secondary Education

0500/11May/June 2018

1 hour 45 minutes

FIRST LANGUAGE ENGLISHPaper 1 Reading Passages (Core)

Candidates answer on the Question Paper.

Additional Materials: Reading Booklet Insert

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name in the spaces provided.Write in dark blue or black pen.Do not use staples, paper clips, glue or correction fluid.DO NOTWRITE IN ANY BARCODES.

Answer all questions in the space provided. If additional space is required, you should use the lined pages atthe end of this booklet. The question number(s) must be clearly shown.

Dictionaries are not permitted.

The Reading Booklet Insert contains the reading passages for use with all questions on the Question Paper.This Reading Booklet Insert is not assessed by the Examiner.

The number of marks is given in brackets [ ] at the end of each question or part question.

This document consists of 11 printed pages and 1 blank page.

[Turn over06_0500_11_2018_1.21© UCLES 2018

*5450635592*

Page 2: FIRST LANGUAGE ENGLISH 0500/11...FIRST LANGUAGE ENGLISH Paper 1 Reading Passages (Core) Candidates answer on the Question Paper. Additional Materials: Reading Booklet Insert READ THESE

Read carefully Passage A, Snow, in the Reading Booklet Insert and then answer Questions 1and 2 on this Question Paper.

Answer all questions using your own words as far as possible.

Question 1

Using your own words, explain why Grandpa calls the event described in paragraph 1, ‘Agenuine curiosity ... ’ (line 5), and how people reacted to this event.

(a)

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Using your ownwords, explain the effects of the falling snow on the surrounding environment(paragraph 2, ‘Soon, though, the sky ... ’).

(b)

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Give one detail from paragraph 3, ‘It snowed all ... ’, that tells you the narrator was excited bythe falling snow.

(c)

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Give one detail mentioned by the narrator in paragraph 4, ‘In the morning ... ’, that tells youthat the snow was very deep.

(d)

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Which one word in paragraph 5, ‘The wind blew hard ... ’, tells you that Grandpa wasconcerned about the possible effects of the snowfall?

(i)(e)

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Using your own words, explain why Grandpa had cause for concern (paragraph 5,‘The wind blew hard ... ’)?

(ii)

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From the final paragraph, ‘When the wind howled ... ’, explain:(f)

How have the weather conditions changed from the first paragraph?(i)

What do the final three sentences of the passage tell you about the effect of the snowon the family’s situation?

(ii)

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Re-read paragraph 3, ‘It snowed all ... ’, and the final paragraph, ‘When the wind ... ’.Using your own words, explain what the writer means by the words underlined ineach of the following quotations:

(i)(g)

• ‘Flakes of white day fell through the night and brushed against the glass.’ (lines14–15)

• ‘... the snow rose alive, spinning and swirling, and the world went white.’ (lines32–33)

• ‘Dead black vines were hanging in tatters from the back fence.’ (lines 37–38).

Word underlined: ...................................................................................................

Meaning of word underlined: .................................................................................

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Word underlined: ...................................................................................................

Meaning of word underlined: .................................................................................

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Word underlined: ...................................................................................................

Meaning of word underlined: .................................................................................

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Explain how the language in each of the three underlined words inQuestion 1(g)(i)helps to convey the effects of the snow on the surroundings.

You should refer to thewhole phrase in your answer and not just the words underlined.

(ii)

Explanation: ...........................................................................................................

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[Total: 20]

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Question 2

Imagine that you are Grandma, from Passage A. It is two weeks later and the snow has finally gone.

Write a letter to your sister who lives in another part of the country, telling her about all that has happened.

In your letter you should cover the following points:• what happened during the first few days of the snowstorm• how the people in your household and the neighbours reacted to the snow• the problems caused by the snow and how you and your family coped with them.

Base your letter on what you have read in Passage A, but do not copy from it. Be careful to use yourown words. Address each of the three bullet points.

Begin your letter, ‘My dearest ... ’

Write about 200 to 300 words.

Up to 10 marks are available for the content of your answer, and up to 5 marks for the quality ofyour writing.

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Page 8: FIRST LANGUAGE ENGLISH 0500/11...FIRST LANGUAGE ENGLISH Paper 1 Reading Passages (Core) Candidates answer on the Question Paper. Additional Materials: Reading Booklet Insert READ THESE

Read carefully Passage B, The Viking explorer who beat Columbus to North America, in theReading Booklet Insert and then answer Question 3(a) and (b) on this Question Paper.

Question 3

Answer the questions in the order set.

Notes

What do you learn from Passage B about the Vikings’ discovery of North America and whatthey found there?

Write your answers using short notes.

You do not need to use your own words.

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

Information about the Vikings’ discovery of North America and what they found there.

(a)

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[10]

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Summary

Now use your notes to write a summary of what Passage B tells you about the Vikings’discovery of North America and what they found there.

Youmust use continuouswriting (not note form) and use your ownwords as far as possible.

Your summary should include all 10 of your points in Question 3(a) and must be 100 to 150words.

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

(b)

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[Total: 15]

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Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)must be clearly shown.

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Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s)must be clearly shown.

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BLANK PAGE

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonableeffort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher willbe pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge InternationalExaminations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk afterthe live examination series.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge LocalExaminations Syndicate (UCLES), which is itself a department of the University of Cambridge.

06_0500_11_2018_1.21© UCLES 2018

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This document consists of 12 printed pages and 1 Reading Booklet Insert.

DC (SCD (ES)) 144777/2© UCLES 2018 [Turn over

Cambridge International ExaminationsCambridge International General Certificate of Secondary Education

*2168558497*

FIRST LANGUAGE ENGLISH 0500/21Paper 2 Reading Passages (Extended) May/June 2018 2 hoursCandidates answer on the Question Paper.No Additional Materials are required.

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name in the spaces provided.Write in dark blue or black pen.Do not use staples, paper clips, glue or correction fluid.DO NOT WRITE IN ANY BARCODES.

Answer all questions in the space provided. If additional space is required, you should use the lined pages at the end of this booklet. The question number(s) must be clearly shown.

Dictionaries are not permitted.

The Reading Booklet Insert contains the reading passages for use with all questions on the Question Paper.The Reading Booklet Insert is not assessed by the Examiner.

The number of marks is given in brackets [ ] at the end of each question or part question.

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Read carefully Passage A, My First Job, in the Reading Booklet Insert and then answer Questions 1 and 2 on this Question Paper.

Question 1

Imagine you are Dad from Passage A. The owner of the company wants to introduce holiday work experience for more young people. You have been asked to present a report to the owner of the company following your son’s experience.

Write the report.

In your report you should comment on: • the challenges faced by Andrew and what you hoped he would gain from his six weeks at the

factory • how different staff members treated Andrew • what you have learned about the thoughts and feelings of the people who work at the

company.

Base your report on what you have read in Passage A, but be careful to use your own words. Address each of the three bullet points.

Begin your report, ‘Summer work experience for young people … ’

Write about 250 to 350 words.

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

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[Turn to page 6 for Question 2]

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Question 2

Re-read the descriptions of:

(a) Andrew’s first experience of the canteen in paragraph 5, beginning ‘At the canteen … ’

(b) the visit to the Accounts Department in paragraph 7, beginning ‘After only 20 minutes … ’

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

Write about 200 to 300 words.

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

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Read carefully Passage B, Working Underground, in the Reading Booklet Insert and then answer Question 3(a) and (b) on this Question Paper.

Question 3

Answer the questions in the order set.

(a) Notes

According to Passage B, what did the miners find frightening or distressing about working conditions in the mine?

Write your answer using short notes. Write one point per line.

You do not need to use your own words.

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

What the miners found frightening or distressing about working conditions in the mine:

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(b) Summary

Now use your notes to write a summary of what the miners found frightening or distressing about working conditions in the mine, according to Passage B.

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 are available for the quality of your writing.

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Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s) must be clearly shown.

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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s) must be clearly shown.

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This document consists of 11 printed pages, 1 blank page and 1 Insert.

DC (LEG) 143887/2© UCLES 2018 [Turn over

Cambridge International ExaminationsCambridge International General Certificate of Secondary Education

*5259375676*

FIRST LANGUAGE ENGLISH 0500/31Paper 3 Directed Writing and Composition May/June 2018 2 hoursCandidates answer on the Question Paper.No Additional Materials are required.

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name in the spaces provided.Write in dark blue or black pen.Do not use staples, paper clips, glue or correction fluid.DO NOT WRITE IN ANY BARCODES.

Answer two questions in the space provided: Question 1 in Section 1 and one question from Section 2. If additional space is required, you should use the lined pages at the end of this booklet. The question number(s) must be clearly shown.

Dictionaries are not permitted.

The Reading Booklet Insert contains the reading passage for use with Question 1 in Section 1 on the Question Paper.The Reading Booklet Insert is not assessed by the Examiner.

The number of marks is given in brackets [ ] at the end of each question or part question.

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Read carefully the article in the Reading Booklet Insert and then answer Section 1, Question 1 on this Question Paper.

Section 1: Directed Writing

Question 1

Imagine that you are a parent of a teenager who attends a school which is considering starting the school day two hours later.

Write a letter to the headteacher giving your views.

In your letter, you should: • consider the advantages and disadvantages of starting school later for children, parents and

the wider community • explain the reasons why you agree or disagree with a later start for the school day.

Base your letter on what you have read in the passage, but be careful to use your own words. Address each of the bullet points.

Begin your letter: ‘Dear Headteacher … ’

Write about 250 to 350 words.

Up to 10 marks are available for the content of your answer, and up to 15 marks for the quality of your writing.

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[Turn to page 6 for Section 2]

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Section 2: Composition

Questions 2, 3, 4 and 5

Write about 350 to 450 words on one of the following questions. Answer on this Question Paper.

Up to 13 marks are available for the content and structure of your answer, and up to 12 marks for the style and accuracy of your writing.

Descriptive Writing

2 On a long journey through an unfamiliar region, the bus on which you are travelling breaks down for a short time. Describe what you see and hear around you, and your thoughts and feelings as you wait.

OR

3 Describe an interesting building that you know well. Include your thoughts and feelings about it in your description.

OR

Narrative Writing

4 Write a story that begins with an unexpected telephone call.

OR

5 Write a story with the title, ‘Stolen’.

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Please write your chosen question number here (2, 3, 4 or 5): ............

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Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s) must be clearly shown.

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Additional Page

If you use the following lined page to complete the answer(s) to any question(s), the question number(s) must be clearly shown.

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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

BLANK PAGE

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IGCSE™ is a registered trademark.

This document consists of 16 printed pages.

© UCLES 2018 [Turn over

Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education

FIRST LANGUAGE ENGLISH 0500/11 Paper 1 Reading Passages (Core) May/June 2018

MARK SCHEME

Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the

scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the

question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

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GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

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Note 1: All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Nonetheless, the content must be clearly related to and derived from the passage.

Note 2: Words underlined in the answers to the questions are required for the full mark(s) to be awarded. Question 1 This question tests reading assessment objectives R1 to R4 (20 marks) R1 demonstrate understanding of explicit meanings R2 demonstrate understanding of implicit meanings and attitudes R3 analyse, evaluate and develop facts, ideas and opinions R4 demonstrate understanding of how writers achieve effects Overview of items for Question 1

Item Reading assessment objectives tested

Marks for reading assessment objectives

1(a) 2

1(b) 2

1(c) 1

1(d) 1

1(e)(i) 1

1(e)(ii) 2

1(f)(i)(ii) 2

1(g)(i) 3

1(g)(ii) 6

Total 20

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Question Answer Marks Notes

Note 1: All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Nonetheless, the content must be clearly related to and derived from the passage. Note 2: Words underlined in the answers to the questions are required for the full mark(s) to be awarded.

1(a) Using your own words, explain why Grandpa calls the event described in paragraph 1, ‘A genuine curiosity ... ’ (line 5), and how people reacted to this event. (i) The snow is falling from a sunny/clear sky (ii) It made them happy / they smiled / were

amazed / were enjoying it

2

1(b) Using your own words, explain the effects of the falling snow on the surrounding environment (paragraph 2, ‘Soon, though, the sky ... ’). Litter that was blowing down the street was stopped and became static (1 mark) This litter and all other (inanimate) objects became unrecognisable unmoving masses (1 mark) Everything was covered in snow

2 1 mark in total for selective lifts that show understanding. Blanket lift of 'pinned it to the ground’ or ’ ... ‘white lumps' = 0

1(c) Give one detail from paragraph 3, ‘It snowed all ... ’, that tells you the narrator was excited by the falling snow. He/she kept waking / looking out of the window / he was hoping the snow was continuing / pressed his face against the glass / smiled widely at the sight of the snow

1 Allow a selective lift but a lift of more than one sentence denies the mark

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Question Answer Marks Notes

1(d) Give one detail mentioned by the narrator in paragraph 4, ‘In the morning ... ’, that tells you that the snow was very deep. the snow buried the fence (and the alley) it buried Aunt and Uncle Erby's fence (and yard)

1 Allow a selective lift but a lift of more than one sentence denies the mark. Award 1 mark for either of the above points.

1(e)(i) Which one word in paragraph 5, ‘The wind blew hard ... ’, tells you that Grandpa was concerned about the possible effects of the snowfall? Grimacing.

1 0 if more than one word is offered unless the correct word is clearly indicated.

1(e)(ii) Using your own words, explain why Grandpa had cause for concern (paragraph 5, ‘The wind blew hard ... ’)? • poles moving / poles swaying / wind blowing

the poles • wires making odd noises • it looked/sounded/seemed dangerous / poles

may fall down / danger from electricity / people may get hurt

2 Allow any 2 points from different bullets up to 2 marks.

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Question Answer Marks Notes

1(f)(i)(ii) From the final paragraph, ‘When the wind howled ... ’, explain: (i) How have the weather conditions changed

from the first paragraph? (ii) What do the final three sentences of the

passage tell you about the effect of the snow on the family’s situation?

(i) There is now a strong wind / the wind howled

/ it is no longer sunny and clear / the snow got much worse / there was a storm (1 mark)

(ii) They were snowed in / unable to leave the

house / cut-off / isolated / they had to wait for help (1 mark)

2

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Question Answer Marks Notes

1(g)(i) Re-read paragraph 3, ‘It snowed all ... ’, and the final paragraph, ‘When the wind ... ’. Using your own words, explain what the writer means by the words underlined in each of the following quotations: • ‘Flakes of white day fell through the night

and brushed against the glass.’ (lines 14–15)

• ‘... the snow rose alive, spinning and swirling, and the world went white.’ (lines 32–33)

• ‘Dead black vines were hanging in tatters from the back fence.’ (lines 37–38).

(1) stroked / hit gently against / touched gently /

rubbed (2) in a vortex / falling in circular motion / whirling (3) ragged strips / damaged / shredded

3 Examiners should observe the following principles when assessing candidates' responses to this question: Part (i) requires an explanation of the meaning of the italicised word or short phrase only. 1 mark for each explanation in own words, up to a maximum of 3. Note that the definitions contain the essence of an answer. Be careful not to credit a word actually used in the quoted phrase. However, accept that candidates may respond in different ways, e.g. at greater length.

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Question Answer Marks Notes

1(g)(ii) Explain how the language in each of the three underlined words in Question 1(g)(i) helps to convey the effects of the snow on the surroundings. You should refer to the whole quotation in your answer and not just the words underlined. (1) The snow fell for a long time and made

everything seem like daylight as it gently caressed the window.

(2) The snow was wild and falling in circular

motions covering everything in sight. It makes the snow sound exciting and vibrant.

(3) Everything dark against the whiteness of the

snow looks dead and damaged. This emphasises the perfection and purity of the snow / destruction.

6 Examiners should observe the following principles when assessing candidates' responses to this question: Part (ii) requires a comment on the effectiveness of the writer's use of language for a particular purpose in the whole phrase quoted and not just the italicised word(s). Credit should be given to responses that attempt to explain how the writer's choice of words/images etc. produces the intended response in the reader's mind. When marking these responses, we are looking for evidence that candidates have some appreciation of the appropriate associations and suggestions in the writer's choice of words. There are, therefore, no specific right or wrong answers to this task. We should award marks on the quality of linguistic analysis shown by the candidate in order to support her/his interpretation of the writer's purpose. It is not necessary for candidates to show knowledge of the names of different figures of speech (simile, metaphor etc.) to produce a successful answer - what we are looking for is an understanding of how the writer uses these literary devices. (See 0 mark descriptor below). Remember that 2 is the maximum mark for any one explanation and that candidates are likely to comment on each phrase in one or two lines only. This fact should be borne in mind when applying the descriptors in the table above.

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Question Answer Marks Notes

2 This question tests reading assessment objectives R1 to R3 (10 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 assessment objectives W1 to 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

15 General Notes The most successful response will be written in a convincingly informal style with a clear focus on the need to engage and describe. There will be evidence of a clear understanding of the effects of the snow and how people reacted to it. The most successful responses will use the clues in the passage to show some developed and thoughtful appreciation of how they may have coped with the snow and the problems it caused for them. READING (Using and understanding the material) Use the following table to give a mark out of 10.

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Question Answer Marks Notes

2 Imagine that you are Grandma, from Passage A. It is two weeks later and the snow has finally gone. Write a letter to your sister who lives in another part of the country, telling her about all that has happened. In your letter you should cover the following points: • what happened during the first few days

of the snowstorm • how the people in your household and the

neighbours reacted to the snow • the problems caused by the snow and

how you and your family coped with them. Base your letter on what you have read in Passage A, but do not copy from it. Be careful to use your own words. Address each of the three bullet points. Begin your letter, ‘My dearest ... ’ Write about 200 to 300 words. Up to 10 marks are available for the content of your answer, and up to 5 marks for the quality of your writing.

15

Band 1 9–10

Uses and develops several ideas, both factual and inferential, from the passage. Demonstrates and develops on the problems caused by the snow and gives credible references to how they coped. Attempts to develop all three bullet points.

Band 2 7–8

Refers to several details from the passage and shows some awareness of the problems caused by the snow and some references to how they coped. Attempts to address all bullet points but development may be limited.

Band 3 5–6

Uses some details from the passage to suggest an understanding of how people reacted to the snow. Focuses on the question and on the passage, but uses material simply and partially with possibly an attempt to comment on the problems and their resolution. Addresses at least two bullet points.

Band 4 3–4

There is some relevance to the question with a tendency to retell the original rather than to focus on the bullet points. Makes simple references to the events of the snow and / or people’s reactions.

Band 5 1–2 There is an attempt to use the passage. May retell the passage or give occasional relevant facts. There may be examples of misunderstanding or lack of clarity.

Band 6 0 Very little/no relevance. General misunderstanding of task and passage.

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Question Answer Marks Notes

2 General Notes The most successful responses will be written in a convincingly informal style with a clear focus on the need to engage and describe. There will be evidence of a clear understanding of how the snowstorm developed and sensible comments as to how people reacted to the snow.

Writing: Structure and order, style of language: Use the following table to give a mark out of 5 for Writing.

Band 1 5 Sentences are fluent and there is a range of vocabulary. Overall structure is good and sentences generally follow in sequence. An appropriate register is established.

Band 2 4 Sentences are correct, though relatively simple. Vocabulary is adequate and correctly used. Structure is generally sound. Some of the register is appropriate.

Band 3 3

Sentence structures and vocabulary are simple, but meaning is never in doubt. The order is reasonable. There may be an attempt at an appropriate register but it is inconsistent.

Band 4 2

The response is very simply written and there are occasional examples of blurred meaning. The structure can usually be followed. The response may be over dependent on lifted material.

Band 5 1 The response is difficult to understand. The response may be almost entirely lifted from the original.

Band 6 0 The response cannot be understood.

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Question Answer Marks Notes

3(a) This question tests reading assessment objectives R1, R2 and R5 (10 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

10 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 which attempt to use own words and convey the essence of the point. Notes on the Task In 3(a), if a candidate lists more than one point per line, they cannot receive marks for both points if both are correct. In 3(a), if a candidate lists more than one point per line and one of these points is incorrect, they can receive the mark for the other/correct point. In 3(a), whole sentences lifted from the passage which contain a number of points will not be credited, as they are not showing selection of points, and are not conveying the essence of the point. In 3(a), additional points added on to the bottom of the list (in addition to the 10) should not be credited unless earlier points have been removed/crossed out. In 3(a), if a point has been crossed out and not replaced with another (and it can still be read and is correct) it should be credited.

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Question Answer Marks Notes

3(a) What do you learn from Passage B about the Vikings’ discovery of North America and what they found there? Write your answers using short notes. You do not need to use your own words. Up to 10 marks are available for the content of your answer. Information about the Vikings’ discovery of North America and what they found there.

10 The Vikings' discovery of North America and what they found there: 1 It was 500 years before the birth of Christopher Columbus / around

C.E. 1000 2 They sailed over the Atlantic / may have been the first Europeans to

reach America 3 They sailed in high prow Viking ships 4 Their leader was Leif Eriksson 5 (One theory says that) they sailed off course/discovered America

unintentionally 6 (Another tells that) he had heard of America's existence from an

earlier sailor / Bjorn Herjolfsson / it was intentional 7 Eriksson's crew comprised 35 men / Eriksson bought trader’s

(Herjolfsson’s) ship 8 They found a rocky land (and named it Helluland / Stone Slab Land/

now Baffin Island) 9 They voyaged south and found forested land / timber (named

Markland / present-day Labrador) 10 They finally set up a base camp on Newfoundland. 11 They stayed there for a whole winter 12 They found a climate warmer than their homeland 13 They found lush / green meadows 14 They found lots of salmon in the river 15 They found grapes (for wine) growing there (Vinland)

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Question Answer Marks Notes

3(b) Now use your notes to write a summary of what Passage B tells you about the Vikings’ discovery of North America and what they found there. You must use continuous writing (not note form) and use your own words as far as possible. Your summary should include all 10 of your points in Question 3(a) and must be 100 to 150 words. Up to 5 marks are available for the quality of your writing.

5 In the Writing Mark Scheme descriptors for 3(b), the length of the candidate’s response is no longer specifically referred to, however, it can still be borne in mind when considering the use of concision, or lack of, in the candidate’s response. The purpose of the assessment is the candidate’s focus on the topic and the question, and this is partly related to length, although it’s not necessarily the case that an unfocused response will be over-long. There is no requirement to count words. Candidates are assessed for Reading in 3(a) and for Writing in 3(b). They cannot be given marks for Writing for their response to 3(a), nor can they be given marks for Reading for their response to 3(b). Writing (concision, focus, use of own words): Use the following table to give a mark out of 5 for Writing.

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Question Answer Marks Notes

3(b)

Band 1 5

The response is well focused on the passage and the question. All points are expressed clearly, concisely and fluently, and in the candidate’s own words (where appropriate) throughout.

Band 2 4

Most points are made clearly and concisely. Own words (where appropriate) are used consistently. The summary is mostly focused but may have a redundant introduction or conclusion.

Band 3 3

There are some areas of conciseness. There may be occasional loss of focus or clarity. Own words (where appropriate) are used for most of the summary. Responses may be list-like or not well sequenced.

Band 4 2 The summary is sometimes focused, but it may include comment, repetition, unnecessarily long explanation or lifted phrases.

Band 5 1

The summary is unfocused or wordy. It may be answered in the wrong form (e.g. narrative, commentary or as notes). There may be frequent lifting of phrases and sentences.

Band 0 0 Excessive lifting; no focus. The response cannot be understood or consists entirely of the words of the passage.

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© UCLES 2018 [Turn over

Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education

FIRST LANGUAGE ENGLISH 0500/21 Paper 2 Reading Passages (Extended) May/June 2018

MARK SCHEME

Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit

is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate

• marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these

features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

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All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Nonetheless, the content must be clearly related to and derived from the passage.

Question Answer Marks

1 This question tests reading assessment objectives R1 to 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 assessment objectives W1 to 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

Imagine you are Dad from Passage A. The owner of the company wants to introduce holiday work experience for more young people. You have been asked to present a report to the owner of the company following your son’s experience. Write the report. In your report you should comment on: • the challenges faced by Andrew and what you hoped he would

gain from his six weeks at the factory • how different staff members treated Andrew • what you have learned about the thoughts and feelings of the

people who work at the company.

Base your report on what you have read in Passage A, but be careful to use your own words. Address each of the three bullet points. Begin your report, ‘Summer work experience for young people ’ Write about 250 to 350 words. Up to 15 marks are available for the content of your answer, and up to 5 marks for the quality of your writing.

20

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Question Answer Marks

1 General notes Candidates should select ideas from the passage (see page 6) and develop them relevantly, supporting what they write with details from the passage. Look for an appropriate register for the genre, which is a formal report to colleagues, 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. Annotate A1 for references to the challenges faced by Andrew and what you hoped he would gain from his six weeks at the factory Annotate A2 for references to how different staff members treated Andrew Annotate A3 for references to what you have learned about the thoughts and feelings of the people who work at the company.

Responses might use the following ideas: A1: the challenges faced by Andrew and what you hoped he would gain from his six weeks at the factory • time keeping / waking up early in holidays (det.7.00am) [dev. more

profitable use of time than watching television; learn to be punctual] • having to wear uniform did not like (det. lightest blue) [dev. learn his

place / less concerned with appearance / degrading] • remembering packed lunch (det. left on kitchen table day one) [dev.

organising himself] • menial / unskilled jobs (det. fetching coffee from machine, moving

deliveries) [dev. work ethic / learn value of (hard) work / learn has to start at the bottom]

• not saying anything stupid (det. warned him at accounts department, requested salad [dev. think about impression he created]

• spend time with different departments / work with different people (det. grunts, clerks) [dev. learn to fit in / teamwork]

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Question Answer Marks

1 A2: how different staff members treated Andrew • apprentices negative initially / ignore him (det. no skill of use to them)

[dev. condescending; see work experience participant(s) as a (potential) threat]

• other guys guarded / not friendly (det. spoke more freely when Andrew was not there; some had asked for their sons/daughters to work there in holidays) [dev. resentful of son, might welcome fairer opportunities of an official scheme]

• supervisor(s) curt, strict with him (det. surly) [dev. (did not welcome) another responsibility]

• older worker(s) kind(er) / more approachable (det. asked and answered questions; told Andrew not to worry) [dev. looking out for him / make apprentices more polite to him]

• canteen staff reinforced poor behaviour (det. slopped beans on plate; chuckled about salad comment) [dev. possibly bored with serving same old thing, not taking pride/care in job

• junior clerk teased him (det. smugly) [dev. taking delight in what’s in store for son]

• pay clerk reminded him of rules (det. told him off for not visiting her office earlier) [dev. maintaining discipline / officious]

A3: what you learned about the thoughts and feelings of the people who work for the company • discontent in workforce (det. strike action) [dev. limited information

from Andrew later / reluctant to tell; need to improve morale] • substandard food/canteen (det. narrow range, cramped conditions)

[dev. would like it to be more healthy / appealing; more room] • unappealing coffee from machine (det. coffee-brown sludge) [dev. no

one likes fetching it] • (scheme to avoid) lateness penalties (det. clocking in and out) [dev.

want to be allowed flexibility in start time, feel unfair lose pay; seen as strict, band together]

• attitude of the accounts department (det. difficult to access) [dev. overly officious]

• hierarchy/special treatment for some (det. apprentices called grunts by more experienced / senior staff, refused work experience to lower ranks’ children) [dev. suits / uniforms reflect it / clerk does not feel comfortable visiting factory floor / employees not really ‘valued’ / need to improve ethos]

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Marking Criteria for Question 1 Table A, Reading: Use the following table to give a mark out of 15 for Reading.

Band 1: 13–15

The response reveals a thorough reading of the passage. A wide range of ideas is applied. There is sustained use of supporting detail, which is well integrated into the response, contributing to a strong sense of purpose and approach. Developed ideas are well related to the passage. All three bullets are well covered.

Band 2: 10–12

There is evidence of a competent reading of the passage. Some ideas are developed, but the ability to sustain them may not be consistent. There is frequent supporting detail. The response answers all three bullets, though perhaps not equally well.

Band 3: 7–9

The passage has been read reasonably well, but the response may not reflect the range or complexity of ideas in the original. There may be some mechanical use of the passage. Supporting detail is used occasionally. Opportunities for development are rarely taken and ideas are simply expressed. There is uneven focus on the bullets.

Band 4: 4–6

Some brief, straightforward reference to the passage is made. There is some evidence of general understanding of the main ideas, although the response may be thin or in places lack focus on the passage or the question. One of the bullets may not be addressed.

Band 5: 1–3

The response is either very general, with little reference to the passage or the question, or a reproduction of sections of the original. Content is insubstantial, or there is little realisation of the need to modify material from the passage.

Band 6: 0 There is very little or no relevance to the question or to the passage, or the response copies unselectively or directly from the passage.

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Table B: Writing: Structure and order, style of language Use the following table to give a mark out of 5 for Writing. Band 1 5 The language of the response sounds convincing and consistently appropriate.

Ideas are firmly expressed in a wide range of effective and/or interesting language. Structure and sequence are sound throughout.

Band 2 4 Language is mostly fluent and there is clarity of expression. There is a sufficient range of vocabulary to express ideas with subtlety and precision. The response is mainly well structured and well sequenced.

Band 3 3 Language is clear but comparatively plain and/or factual, expressing little opinion. Ideas are rarely extended, but explanations are adequate. Some sections are quite well sequenced but there may be flaws in structure.

Band 4 2 There may be some awkwardness of expression and some inconsistency of style. Language is too limited to express shades of meaning. There is structural weakness and there may be some copying from the passage.

Band 5 1 Expression and structure lacks clarity. Language is weak and undeveloped. There is very little attempt to explain ideas. There may be frequent copying from the original.

Band 6 0 The response cannot be understood.

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Question Answer Marks

2 This question tests Reading Objective R4 (10 marks): R4 demonstrate understanding of how writers achieve effects

Re-read the descriptions of: (a) Andrew’s first experience of the canteen in paragraph 5,

beginning ‘At the canteen ’ (b) the visit to the Accounts Department in paragraph 7, beginning

‘After only 20 minutes ’ Select four powerful words or phrases from each paragraph. Your choices should include imagery. Explain how each word or phrase is used effectively in the context. Write about 200 to 300 words. Up to 10 marks are available for the content of your answer.

10

General notes This question is marked for the ability to select powerful or unusual words and for an understanding of ways in which the language is effective. Expect responses to provide words that carry connotations additional to general meaning. Mark holistically for the overall quality of the response, not for the number of words chosen, bearing in mind that there should be a range of choices to demonstrate an understanding of how language works for the higher bands, and that this should include the ability to explain images. It is the quality of the analysis that attracts marks. Do not take marks off for inaccurate statements; simply ignore them. The following notes are a guide to what good responses might say about the selections. They can make any sensible comment, but only credit those that are relevant to the correct meanings of the words in the context and that have some validity. Alternative acceptable explanations should be credited. Credit comments on effects created by non-vocabulary choices such as grammar/syntax and punctuation devices. They must be additional to comments on vocabulary.

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Question Answer Marks

2(a) Andrew’s first experience of the canteen The general effect is that the canteen experience is neither pleasurable nor satisfying for anyone. (already) packed in like sardines: (image) crammed in a tin/shoal; insufficient room for the number of people eating there, treated as expendable, indistinguishable, insignificant creatures an overall sea of blue: (image) uniforms/overalls worn are various different blues; the overall/dominant colour is blue as a result; one mass rather than individuals, waves, motion/expanse of ocean navigated (image) found route, steered a passage though the workers, suggests potentially difficult/hazardous; expertise, confidence, captain of ship brown foodstuffs: indistinguishable food all of the same colour, fodder, processed, unappetising and by inference unhealthy ‘something’ (to accompany my chips): general term rather than specific menu item, does not matter what you choose, all equally unappetising; cannot necessarily tell difference between items as all come with chips Dad’s shoulders sank: embarrassed, disappointed, despondent, defeated, extending the nautical image, contrasts with earlier confidence (duly) slopped (on my plate): unpleasant substance, served with little care, indifferently dropped onto plate, spilt carelessly

2(b) The visit to the accounts department The general effect is of a mock-heroic/religious quest in search of the clocking on card. nodding dumbly: agreeing without thought, not speaking, deprived of senses I trailed blindly (after him): (image) followed unaware of where he is going or why, underlines his inexperience, instinctive action, dependent on father (through a) maze of corridors: (image) confusing journey, lots of twists and turns, bewilderment, labyrinth, minotaur/challenge the holiest place (in the entire company): most revered department, a religious/sacred place; limited access (occupied by) The One with Absolute Power: supreme deity, not allowed to question her decisions, suggests the importance of finance/money over people, humorous title – so powerful they cannot be named, potentially sinister granted an audience: allowed to see her, as if meeting a monarch/god, inflated sense of own importance, by implication it is not easy/possible to get to see her usually the sanctum: shrine or private place from which most people are excluded chiding me: express disapproval, tells him off, suggestion of old fashioned/out-dated manner (warning of) perilous doom: inescapable outcome, terrible fate, life-threatening consequences of not clocking on are significant and possibly disproportionate to offence (awaiting) mortals who failed: humans who did not clock in on time, hero failing a quest, inevitability of death/being sacked, contrast to the god(s) of the accounts department

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Marking Criteria for Question 2 Table A, Reading: Language analysis: Use the following table to give a mark out of 10 for Reading.

Band 1 9–10 Wide ranging and closely focused discussion of language with some high quality comments that add associations to words in both parts of the question, and demonstrate the writer’s reasons for using them. Tackles imagery with some precision and imagination. There is clear evidence that the candidate understands how language works.

Band 2 7–8 Explanations are given of appropriately selected words and phrases, and effects are identified in both parts of the question. Images are recognised as such and the response goes some way to explaining them. There is some evidence that the candidate understands how language works.

Band 3 5–6 A satisfactory attempt is made to identify appropriate words and phrases. The response mostly gives meanings of words and any attempt to suggest and explain effects is basic, vague or very general. One half of the question may be better answered than the other.

Band 4 3–4 The response provides a mixture of appropriate choices and words that communicate less well. The response may correctly identify linguistic or literary devices but not explain why they are used. Explanations of meaning may be few, general, slight or only partially effective. They may repeat the language of the original or do not refer to specific words.

Band 5 1–2 The choice of words is insufficient or rarely relevant. Any comments are inappropriate and the response is very thin.

Band 6 0 The response does not relate to the question. Inappropriate words and phrases are chosen or none are selected.

For valid choices of words, tick in the body of the response. For imprecise or incomplete choices or explanation, use ^. For meaning annotate EXP in the margin and for effect (i.e. responses evoked in the reader) annotate + in the margin. Indicate overview with O.

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Question Answer Marks

3 This question tests reading assessment 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

(a) Notes

According to Passage B, what did the miners find frightening or distressing about conditions working in the mine?

Write your answer using short notes. Write one point per line.

You do not need to use your own words.

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

(b) Summary

Now use your notes to write a summary of what the miners found frightening or distressing about conditions working in the mine, according to Passage B.

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 are available for the quality of your answer.

20

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Question Answer Marks

3(a) Reading content for Question 3(a) Give 1 mark per point listed below, up to a maximum of 15. What the miners found frightening or distressing about conditions working in the mine: 1 lack of fresh air 2 (daily) potential for disaster 3 when the cage first drops / when cage dropped (away) 4 technical malfunction / equipment unreliable / brakes failing / winder not

working (again) / sporadic winder / electric circuit failure 5 long journey down / depth of pit / hundreds of metres down / journey

down into the large cavity / journey down into a cavity the size of three double-decker buses

6 the moments just before the descent / the tension / hanging there / knowing you’re going to go down / the thought of what is to come / anticipation

7 feeling of (uncontrolled) falling / (rope) falling off quicker (in some places) / hurtling down shaft

8 cramped cage / small cage / in a packed, iron box / in a small iron box 9 vomiting 10 dismissive attitude of those in charge / failure of management to

recognise danger / management unconcerned / inadequate safety procedures

11 awareness of death / dying / other people having died there / loitering presence of death

12 (thick) dust 13 lack of light / darkness / dingy / only oil lamps as light source 14 boulders above you / being crushed by falling boulders / tunnel collapse 15 seam averaged a metre high / unable to stand up in seam / working on

your knees / on your knees all day 16 being trapped (in small space between rocks) / being caught (in

cramped spaces) / unable to get out 17 shadowy images / reminders of childhood horrors / feeling of being

divorced from reality / world seeming curiouser and curiouser 18 having to go back again and again / do it for years / decades ahead /

fear lasting for 40 years / fear never really goes [Do not accept quotation only: ‘The first forty years are the hardest’]

3(a) Notes: Although lifting of words and phrases from the passage is acceptable, candidates should show evidence of understanding and selection by clearly focusing on the key details. Over-lengthy lifting (e.g. of whole sections containing a number of points) should not be credited. Where errors of grammar / spelling seriously affect the accuracy of an idea, the point should not be awarded.

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B Quality of Writing: concision, focus and use of own words Use the following table to give a mark out of 5 for Writing. Band 1 5 The response is well focused on the passage and the question. All points are

expressed clearly, concisely and fluently, and in the candidate’s own words (where appropriate) throughout.

Band 2 4 Most points are made clearly and concisely. Own words (where appropriate) are used consistently. The summary is mostly focused but may have a redundant introduction or conclusion.

Band 3 3 There are some areas of conciseness. There may be occasional loss of focus or clarity. Own words (where appropriate) are used for most of the summary. Responses may be list-like or not well sequenced.

Band 4 2 The summary is sometimes focused, but it may include comment, repetition, unnecessarily long explanation or lifted phrases.

Band 5 1 The summary is unfocused or wordy. It may be answered in the wrong form (e.g. narrative, commentary or as notes). There may be frequent lifting of phrases and sentences.

Band 6 0 Excessive lifting; no focus. The response cannot be understood or consists entirely of the words of the passage.

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IGCSE™ is a registered trademark.

This document consists of 13 printed pages.

© UCLES 2018 [Turn over

Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education

FIRST LANGUAGE ENGLISH 0500/31 Paper 3 Directed Writing and Composition May/June 2018

MARK SCHEME

Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the

scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the

question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

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GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

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Note: All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Nonetheless, the content must be clearly related to and derived from the passage.

Section 1: Directed Writing

Question Answer Marks

1 This question tests writing assessment objectives W1 to W5 (15 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 W5 make accurate use of spelling, punctuation and grammar and reading assessment objectives R1 to R3 (10 marks) R1 demonstrate understanding of explicit meanings R2 demonstrate understanding of implicit meanings and attitudes R3 analyse, evaluate and develop facts, ideas and opinions

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Question Answer Marks

1

Imagine that you are a parent of a teenager who attends a school which is considering starting the school day two hours later. Write a letter to the headteacher giving your views. In your letter, you should: • consider the advantages and disadvantages of starting school later for children, parents and the wider

community • explain the reasons why you agree or disagree with a later start for the school day. Base your letter on what you have read in the passage, but be careful to use your own words. Address each of the bullet points. Begin your letter: ‘Dear Headteacher ’ Write about 250 to 350 words. Up to 10 marks are available for the content of your answer, and up to 15 marks for the quality of your writing.

25

Responses might use the following ideas: A1 Reasons in favour of a later school start • it’s not teenagers’ fault they can’t get up early • sleep deprivation causes ill health in teenagers • also limits students’ achievement academically • improvements in behaviour have been noticed with later starts • there could be improvements in punctuality and attendance

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Question Answer Marks

1 A2 Reasons against a later start • children in the same family would start school at different times • students would miss out on after-school activities • students need a wider range of skills which needs a longer school day • less time for homework • teenagers would just stay up later • teenagers would not be available to look after siblings/volunteer/work

A3 Possible effects on parents, teachers and wider community • parents would struggle with the logistics of different start times • the working world would need to change for younger employees • teachers would probably work longer hours • behaviour and health of teenagers is important and needs consideration

Possible routes to evaluation: • teenagers are only one section of society – shouldn’t pander to them • they’ll grow out of these issues so not worth throwing away chances and other people’s concerns • teenagers should behave well in school regardless of tiredness/no excuse for aggression • perhaps later starts are a pragmatic solution to protect teenagers’ health and education • parents and teachers might be willing to reorganise their schedules for more cheerful, enthusiastic offspring/pupils • teenagers and parents need to police the use of devices and healthy living rather than disrupt everyone else’s life • such measures may be a cover for laziness in some teenagers • some rather general, stereotypical conclusions about teenage behaviour are given – not all will welcome later starts • academic achievement may be considered just as important as health by some • candidates may show some weighing up of the different priorities in teenagers’ lives – eg are extra-curricular

activities/university opportunities more or less important than health? The discriminator is the evaluation of the arguments, which requires candidates to draw inferences and make judgements about whether the advantages outweigh the disadvantages in this particular case. Perceptive responses may assimilate the ideas rather than track the detail, and this should affect the decision. Ideas and opinions must be derived from the passage, developing its claims and assessing their implications with clear and persuasive arguments.

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Marking criteria for Section 1, Question 1. Table A, Writing: Use the following table to give a mark out of 15 for Writing.

Band 1 13–15 Consistent sense of audience; authoritative and appropriate style. Fluent, varied sentences; wide range of vocabulary. Strong sense of structure, paragraphing and sequence. Spelling, punctuation and grammar almost always accurate.

Band 2 10–12 Sense of audience mostly secure; there is evidence of style and fluency; sentences and vocabulary are effective. Secure overall structure; mostly well-sequenced. Spelling, punctuation and grammar generally accurate.

Band 3 7–9 Occasional sense of audience; mostly written in correctly structured sentences; vocabulary may be plain but adequate for the task; mostly quite well structured. Minor, but more frequent, errors of spelling, punctuation and grammar.

Band 4 5–6 Inconsistent style; simple or faultily constructed sentences; vocabulary simple; basic structure. Frequent errors of spelling, punctuation and grammar.

Band 5 3–4 Inappropriate expression; the response is not always well sequenced. Errors of spelling, punctuation and grammar impair communication.

Band 6 1–2 Expression unclear; flawed sentence construction and order. Persistent errors of spelling, punctuation and grammar impede communication.

Band 7 0 The response cannot be understood.

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Table B, Reading: Use the following table to give a mark out of 10 for Reading.

Band 1 9–10 Gives a thorough, perceptive, convincing response. Reads effectively between the lines. Shows understanding by developing much of the reading material and assimilating it into a response to the task.

Band 2 7–8 Some evidence of evaluation, engaging with a few of the main points with success. Uses reading material to support the argument. Occasionally effective development of ideas from the passages.

Band 3 5–6 Reproduces a number of points to make a satisfactory response. The response covers the material adequately, but may miss opportunities to develop it relevantly or at length.

Band 4 3–4 Selects points from the passages rather literally and/or uses the material thinly. Points should be connected.

Band 5 1–2 Parts of the response are relevant, though the material may be repeated or used inappropriately.

Band 6 0 There is very little or no relevance to the question or to the passages, or the response copies unselectively or directly from the passages.

First variant Mark Scheme

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Section 2: Composition

Question Answer Marks

2, 3, 4, 5 This question tests writing assessment objectives W1 to W5 (25 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 W5 make accurate use of spelling, punctuation and grammar

Write about 350 to 450 words on one of the following questions. Answer on this Question Paper. Up to 13 marks are available for the content and structure of your answer, and up to 12 marks for the style and accuracy of your writing. Descriptive Writing 2 On a long journey through an unfamiliar region, the bus on which you are travelling breaks down for a short

time. Describe what you see and hear around you, and your thoughts and feelings as you wait. OR 3 Describe an interesting building that you know well. Include your thoughts and feelings about it in your

description. OR Narrative Writing 4 Write a story that begins with an unexpected telephone call. OR 5 Write a story with the title, ‘Stolen’.

25

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Marking criteria for Section 2, Questions 2, 3, 4 and 5 Use table A to give a mark out of 13 for content and structure, and table B to give a mark out of 12 for style and accuracy. Table A, Composition: Content and structure

General criteria

Specific criteria

Descriptive Writing Narrative Writing

Band 1 11–13 W1: Content is complex, sophisticated and realistic. W2: Overall structure is secure and the constituent parts well balanced and carefully managed.

Many well-defined and developed ideas and images create a convincing, original, overall picture with varieties of focus.

The plot is convincing with elements of fiction such as description, characterisation and climax, and with cogent detail.

Band 2 9–10 W1: Content develops some interesting and realistic features in parts of the writing. W2: Writing is orderly, and beginnings and endings are satisfactorily managed.

Frequent, well-chosen images and details give an impression of reality, although the overall picture is not consistent.

The plot incorporates some interesting features, but not consistently so: the reader may be aware of the creation of suspense and a sense of climax.

Band 3 7–8 W1: Content is straightforward with ideas, features and images that satisfactorily address the task; some opportunities for development are taken. W2: Overall structure is competent and some sentences are well sequenced.

A selection of relevant ideas, images and details addresses the task, even where there is a tendency to write a narrative.

The plot is straightforward and cohesive with some identification of features such as character and setting.

Band 4 5–6 W1: Content consists of relevant ideas that are briefly developed. W2: Overall structure is easily followed, though some constituent parts are too long or too short to be effective.

The task is addressed with a series of ordinary details, which may be more typical of a narrative.

Recording of relevant but sometimes unrealistic events outweighs other desirable elements of narrative fiction.

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General criteria

Specific criteria

Descriptive Writing Narrative Writing

Band 5 3–4 W1: Content is simple, and the presentation of ideas and events may only be partially credible. W2: Overall structure is recognizable though paragraphing is inconsistent and sequences of sentences insecure.

Where a narrative is written, the recording of events may preclude the use of sufficient descriptive detail.

The plot is a simple narrative that may consist of events that are only partially credible or which are presented with partial clarity.

Band 6 1–2 W1: Content is inconsistent in relevance, interest and clarity. W2: Structure is frequently unclear, revealing a limited grasp of purpose.

Some relevant facts are identified, but the overall picture is unclear and lacks development.

The plot lacks coherence and narrates events indiscriminately.

Band 7 0 W1: Content is rarely relevant and there is little material. W2: The structure is disorderly.

Individual ideas are not properly communicated and the effect is one of incoherence.

The plot is hard to follow and is only partially relevant.

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Table B, Composition: Style and accuracy

Band 1 11–12 Writing is consistent, stylistically fluent, linguistically strong and almost always accurate; has sense of audience. W3: Consistently wide range of appropriate vocabulary. W4: Subtle and effective sense of audience; appropriate use of varied sentence structures. W5: Spelling, punctuation and grammar almost always accurate.

Band 2 9–10 Writing is mostly fluent, sometimes linguistically effective and generally accurate; may have some sense of audience. W3: Obvious attempt to use range of vocabulary to interest the reader. W4: Partial or inferred sense of audience, with appropriate sentence structures. W5: Spelling, punctuation and grammar mainly accurate.

Band 3 7–8 Writing is clear, competent, if plain in vocabulary and grammatical structures; errors minor, but frequent. W3: Occasional precision and/or interest in choice of words. W4: Accurate if repetitive sentence structures W5: Minor but frequent errors of spelling, punctuation and grammar.

Band 4 5–6 Writing is clear and accurate in places, and uses limited vocabulary and grammatical structures; errors occasionally serious. W3: Plain but mostly correct choice of words. W4: Correct use of simple sentence structures; some errors of sentence separation. W5: Frequent errors of spelling, punctuation and grammar.

Band 5 3–4 Writing is simple in vocabulary and grammar; overall meaning can be followed, but errors are distracting and sometimes impair communication. W3: Words may sometimes communicate meaning satisfactorily. W4: Frequent weakness in sentence structures. W5: Errors of spelling, punctuation and grammar impair communication.

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Band 6 1–2 Writing is weak in vocabulary and grammar; persistent errors impede communication. W3: Insufficient language to carry intended meaning. W4: Faulty and/or rambling sentence structures. W5: Persistent errors of spelling, punctuation and grammar impede communication.

Band 7 0 Writing is impossible to follow. Language proficiency is lacking; incorrect sentences; multiple errors of spelling, punctuation and grammar.


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