cambridge assessment international education cambridge … · 2020. 7. 6. · cambridge assessment...

This document consists of 8 printed pages and 1 Reading Booklet Insert.

DC (JM) 164052/3© UCLES 2019 [Turn over

*2630101269*

Cambridge Assessment International EducationCambridge International General Certificate of Secondary Education

FIRST LANGUAGE ENGLISH 0500/11Paper 1 Reading Passages (Core) October/November 2019 1 hour 45 minutesCandidates 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 page 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 this 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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0500/11/O/N/19© UCLES 2019

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

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

Question 1

(a) Using your own words, explain what pressures the writer was under when he visited New York City (paragraph 1, ‘Of my wanderings …’).

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(b) Using your own words, explain the effects that the rain had on the writer (paragraph 1, ‘Of my wanderings …’).

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(c) Using your own words, explain what the writer means by ‘dismissing my attempts at evasion’ (lines 10–11).

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(d) Using your own words, explain how the manager of the bookshop at first behaved towards the writer and how the writer reacted to this behaviour (paragraph 3, ‘Similarly, in a …’).

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(e) Give one example of the way that the manager’s behaviour changed towards the writer (paragraph 3, ‘Similarly, in a …’).

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(f) Using your own words, explain:

(i) what the writer did with his wet clothes when he returned to the hotel (paragraph 4, ‘I was so wet …’).

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(ii) why he decided on this course of action (paragraph 4, ‘I was so wet …’).

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(g) Give the meaning of the underlined words in the following three phrases as the writer uses them. Then explain how the phrases help to suggest the narrator’s thoughts about his experiences with the weather conditions and the people he met in New York.

(i) ‘It rained with patient fury.’ (lines 2–3)

Meaning of the underlined word as the writer uses it: .......................................................

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(ii) Explanation of the whole phrase:

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(iii) ‘The money changer cross-questioned me like a prosecution counsel’ (line 9)


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(iv) Explanation of the whole phrase:

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(v) ‘I said farewell to them as they lay in a sodden heap in the middle of the floor’ (lines 29–30)


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(vi) Explanation of the whole phrase:

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[Total: 20]

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Question 2

Imagine that you are the narrator in Passage A. Soon after this experience you write your journal about your time in New York City.

Write your journal.

In your journal you should:• describe your first impressions of New York City• explain your thoughts and feelings about the people that you met there• say what advice you would give to other people from your country who are considering visiting

New York City.

Base your responses 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 journal: ‘New York City has been busy to say the least …’

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.

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[Total: 15]

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Read carefully Passage B, The Millau Viaduct, 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

What are the main features and history of the Millau Viaduct, according to Passage B?

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

You do not need to use your own words.

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

Information about the main features and history of the Millau Viaduct:

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(b) Summary

Now use your notes to write a summary of what Passage B tells you about the main features and history of the Millau Viaduct.

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

Your summary should not be more than 150 words.

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

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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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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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series.

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

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

DC (LT) 163805/3© UCLES 2019 [Turn over


*7476964099*

FIRST LANGUAGE ENGLISH 0500/21Paper 2 Reading Passages (Extended) October/November 2019 2 hoursCandidates answer on the Question Paper.Additional Materials: Reading Booklet Insert



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


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


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

Question 1

You are Sumitra, the tutor at Stan’s creative writing class. After the class today, you write a journal entry.

Write the journal entry.

In your journal entry, you should: • describe your first impressions of the new students based on the introductions they gave

while in the circle• describe your thoughts about what happened in class today• consider your plans for the next lesson and how you will manage the class and the students.

Base your journal entry 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 journal entry: ‘My first lesson today has given me a lot to think about …’



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[Total: 20]

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[Turn to page 6 for Question 2]

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0500/21/O/N/19© UCLES 2019

Question 2

Re-read the descriptions of:

(a) Stan’s memories of his school classroom in paragraph 4, beginning ‘A stern face …’

(b) what happened at break-time in paragraph 16, beginning ‘Suddenly a teapot …’

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 the context.


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

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[Total: 10]

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Read carefully Passage B, Writing for attention, in the Reading Booklet Insert and then answer Question 3 on this Question Paper.

Question 3

What is the key advice for writing online, according to Passage B?

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

Your summary should not be more than 250 words.


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[Total: 20]

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BLANK PAGE


*3785454678*

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

DC (NF) 163792/2© UCLES 2019 [Turn over

FIRST LANGUAGE ENGLISH 0500/31Paper 3 Directed Writing and Composition October/November 2019 2 hoursCandidates answer on the Question Paper.Additional Materials: Reading Booklet Insert



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.


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


2

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

Section 1: Directed Writing

Question 1

Write an article for a magazine for young people in which you consider the issue of fundraising in schools.

In your article, you should:• evaluate the ideas for fundraising activities in the two passages• consider how worthwhile the ideas might be for a school and its students.

Base your article on the facts, ideas and opinions in the two passages, but be careful to use your own words. Address each of the bullet points.

Begin your article with the headline: ‘Charitable Choices’.



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5


[Turn to page 6 for Section 2]

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0500/31/O/N/19© UCLES 2019

Section 2: Composition

Questions 2 and 3

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 (a) Write a description with the title, ‘Underwater’.

OR

2 (b) Describe the scene and atmosphere as you wait for your turn to be interviewed.

Narrative Writing

3 (a) Write a story with the title, ‘Under suspicion’.

OR

3 (b) Write a story that begins with an important announcement.

7


Please write your chosen question number here (2(a), 2(b), 3(a) or 3(b)): ............

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BLANK PAGE

This document consists of 12 printed pages.

© UCLES 2019 [Turn over

Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education

FIRST LANGUAGE ENGLISH 0500/11 Paper 1 Reading Passages (Core) October/November 2019

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 October/November 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

0500/11 Cambridge IGCSE – Mark Scheme PUBLISHED

October/November2019

© UCLES 2019 Page 2 of 12

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.

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 Answer Marks

1 This question tests Reading Objectives R1–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 overview

Reading assessment objectives tested

Marks for reading assessment objectives

1(a) R1 2

1(b) R1 2

1(c) R2 1

1(d) R1 & R2 3

1(e) R1 1

1(f)i (f)ii R1 & R2 1 + 1

1(g)i, iii, v 1(g)ii, iv, vi

R1 & R2 R3 & R4

3 6

TOTAL 20

1(a) Using your own words, explain what pressures the writer was under when he visited New York City (paragraph 1, ‘Of my wanderings ’). • problem of doing jobs in the rain/many jobs • he had to do them all in that day/he was leaving New York that

night/pressure of time

2

1(b) Using your own words, explain the effects that the rain had on the writer (paragraph 1, ‘Of my wanderings ’). • he (frequently) had to find shelter/go inside • it rained so hard that his raincoat was becoming: wet on the inside/he got

very wet/drenched/soaked. NB: don’t accept ‘clothes’ or ‘shoes’ getting wet

• he left a puddle on the floor/dripped all over the floor of every building/all the places he entered

2

1(c) Using your own words, explain what the writer means by ‘dismissing my attempts at evasion’ (lines 10–11). • ignoring/discounting my efforts to avoid the question/not allowing him to

avoid the question • he (the writer) tried/attempted to avoid answering the question

1





1(d) Using your own words, explain how the manager of the bookshop at first behaved towards the writer and how the writer reacted to this behaviour (paragraph 3, ‘Similarly, in a ’). • the Manager treated the writer with suspicion/thought he was dishonest • he refused to give the writer any assistance/help him look up books/was

rude/unkind • the writer lost his temper/told him he was a stranger and didn’t expect this

kind of treatment/said it wouldn’t happen in England

3

1(e) Give one example of the way that the manager’s behaviour changed towards the writer (paragraph 3, ‘Similarly, in a ’). • examples accepted: he gave addresses (of those who could help)/came

out in the rain/directed him to a restaurant • he went out of his way to help/became very helpful

Accept a relevant selective quote but not a lifted chunk.

1

1(f)(i) Using your own words, explain: What the writer did with his wet clothes when he returned to the hotel (paragraph 4, ‘I was so wet ’)? • he left his (wet) clothes (shoes, socks, trousers) behind/he did not pack

them/threw them on kitchen floor

NB: do not credit ‘he took his clothes off’.

1

1(f)(ii) Why he decided on this course of action (paragraph 4, ‘I was so wet ’). • there wasn’t time to dry them out/they were too wet to pack/they would

have made all the rest of his possessions wet if he had packed them

1

1(g)(i) Give the meaning of the underlined words in the following three phrases as the writer uses them. Then explain how the phrases help to suggest the narrator’s thoughts about his experiences with the weather conditions and the people he met in New York. ‘It rained with a patient fury.’ (lines 2–3) • composed/unemotional/implacable/calm/continual/sustained

1

1(g)(ii) Award a mark each up to a maximum of two for any reference to: • ‘patient fury’ is an oxymoron/ • rain is relentless and non–stop/heavy/strong • has (controlled) anger

Note: accept any reference to anger.

2





1(g)(iii) ‘The money–changer cross–questioned me like a prosecution counsel’ (line 9) • lawyer/barrister/solicitor (seeking to prove a defendant guilty).

Note: accept a reference to being in a law court here.

1

1(g)(iv) Award a mark each up to a maximum of two for any reference to: • the money–changer’s attitude is that the writer is dishonest or guilty/a

criminal • he is questioning him forensically/in detail/he is trying to catch him out

(accept ‘interrogating’ on its own) • he feels it is unnecessarily intrusive

2

1(g)(v) ‘I said farewell to them as they lay in a sodden heap in the middle of the floor’ (lines 29-30) • soaked/soggy/water–logged/saturated

Note: ‘wet’ must have an intensifier.

1

1(g)(vi) Award a mark each up to a maximum of two for any reference to: • the writer knows he will never see them again/they are past their useful

life/ • they are so full of water/they are unlikely ever to dry out/they are

unrecognisable • he feels sad or regretful to leave them

2

1(g) Guidance Notes: Award 1 mark for a partial explanation of each phrase. There will be a secure understanding of the phrase and of the writer’s purpose for choosing the language used in it. There will be an appreciation of how the suggestions and associations of the vocabulary/imagery used contribute to the writer’s purpose and a convincing attempt to explain how this effect is achieved. Note: 2 marks can be awarded to a response that contains an interpretation different from that anticipated if there is a convincing explanation given.

2

Responses gaining 1 mark will show understanding of the phrase as a whole and show some awareness of the writer’s purpose for choosing the language used in it. However, this is likely to be only partially explained and an awareness of how this is achieved is likely to be implied rather than specifically explained.

1

Responses gaining 0 marks will either show complete misunderstanding or offer no relevant comment.

0





1(g) Paraphrase of chosen phrase = 0 for explanation. Explanation must also be predominantly in candidate’s own words. Examiners should observe the following principles when assessing candidates' responses to this question: Parts (ii)/(iv)/(vi) require 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 marks 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. Note: A response to 1(g)(ii)/(iv)/(vi) which does no more than repeat the definition in 1(g)(i)/(iii)/(v), respectively, = 0





2 This question tests reading assessment objectives R1–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–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

2 Imagine that you are the narrator in Passage A. Soon after this experience you write your journal about your time in New York City. Write your journal. In your journal you should: • describe your first impressions of New York City • explain your thoughts and feelings about the people that you met

there • say what advice you would give to other people from your country

who are considering visiting New York City. Begin your journal: ‘New York City has been busy to say the least ’. NB: The most successful responses are likely to develop on the writer’s feelings about the rain and his thoughts about the ambivalence of the attitude of the people with whom he came into contact. There will be an attempt to develop these opinions to provide helpful and perceptive advice as to how to deal with these matters for prospective visitors. Band 6 and 5 responses will usually cover all 3 bullets in detail. Look for and credit an attempt to write in an appropriate register.

15





2 Table A, READING: Using and understanding the material Use the following table to give a mark out of 10 for Reading.

Band 6 9–10

Uses and develops several ideas, both factual and inferential, from the passage. Consistently provides a developed, appropriate account of the writer’s views of the city and its inhabitants. Provides helpful, perceptive advice to future visitors based on this experience.

Band 5 7–8 Refers to several details from the passage and makes some convincing comments about the writer’s views of the city and its inhabitants. Shows some sensible attempt to provide helpful advice for future visitors.

Band 4 5–6

Repeats some details from the passage about the city and its inhabitants. Makes limited but straightforward attempts to provide advice for future visitors. Focuses on the question and on the passage, but uses material simply and partially.

Band 3 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 writer’s feelings about the city and its inhabitants. There is likely to be much irrelevant or inappropriate content.

Band 2 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.

Band1 0 There is little or no relevance to the question or to the passage or the response copies unselectively or directly from the passage.

10





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

Band 6 5 Sentences are fluent and there is a fairly wide range of vocabulary. Overall structure is good and sentences generally follow in sequence. An appropriate register is established.

Band 5 4 Sentences are correct, though relatively simple. Vocabulary is adequate and correctly used. Structure is generally sound. Some of the register is appropriate.

Band 4 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 3 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 2 1 The response is difficult to understand. The response may be almost entirely lifted from the original.

Band 1 0 The response cannot be understood.

5




3 The questions 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 W2–W5 (5 marks) W2 organise facts, ideas and opinions W3 use a range of appropriate vocabulary W5 accurate use of spelling, punctuation and grammar

3(a) Read carefully Passage B, The Millau Viaduct, in the Reading Booklet Insert and then answer Question 3(a) and (b). Answer the questions in the order set. What are the main features and history of the Millau Viaduct, according to Passage B? Use short notes. Write one point per line You do not need to use your own words

15




3(a) Notes on Task 3(a) Give 1 mark per point listed, up to a maximum of 10. In 3(a), if a candidate lists more than one point per line, they cannot receive marks for both points if both are correct. 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. Whole sentences lifted from the passage which contain a number of points should not be credited, as they are not showing selection of points, and are not conveying the essence of the point. 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. 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. Features: 1. consecutive cable stayed spans/7 cable-stayed ‘sails’ 2. viaduct is tallest bridge (structure) in Europe 3. lofty/high/335 metre mast 4. a roadway 277 metres above the Tarn River 5. the roadway curves (slightly) 6. has tall, slender support columns/columns gradually split into two before

closing up again 7. bridge is beautiful/breath taking/spectacular/awe-inspiring (not view) 8. roadway has a tall wind barrier/which provides stylish aerodynamic shape History 9. was the highest cable-stayed bridge in the world 10. construction began in October of 2001 11. completed in a little over 3 years/opened in 2004 12. located near the small town of Millau/in the southern end of France 13. last major connection on the A75 motorway 14. 13th among all high bridges of the world

10





3(b) Now use your notes to write a summary of what Passage B tells you about the main features and history of the Millau Viaduct. You must use continuous writing (not note form) and use your own words as far as possible. Your summary should not be more than 150 words. Up to 5 marks are available for the quality of your writing. Table A, Writing (concision, focus, use of own words) Use the table below to give a mark out of 5.

Band 3 4–5

• A relevant response that is mostly expressed clearly and concisely.

• There may be some lapses in organisation. • The response is mainly expressed in the candidate’s own

words (where appropriate), but there may be reliance on the words of the passage.

• There may be errors in spelling, punctuation and grammar but they do not impede communication.

Band 2 2–3

• A relevant response that may lack some clarity and concision.

• There may be frequent lapses in organisation. • The response is occasionally expressed in the

candidate’s own words (where appropriate), but may be over dependent on the words of the passage.

• There may be errors in spelling, punctuation and grammar, which occasionally impede communication.

Band 1 1

• A relevant response that lacks clarity and concision. • The response may lack organisation. • The response may include lifted sections. • There may be excessively long explanations or the

response may be very brief. • Frequent errors of spelling, punctuation and grammar,

which may occasionally impede communication.

Band 0 0

• No creditable content.

5




FIRST LANGUAGE ENGLISH 0500/21 Paper 2 Reading Passages (Extended) October/November 2019

MARK SCHEME

Maximum Mark: 50

Published






1 This question tests Reading 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 organise facts, ideas and opinions W3 use a range of appropriate vocabulary W4 use register appropriate to audience and context.

20

You are Sumitra, the tutor at Stan’s creative writing class. After the class today, you write a journal entry. Write the journal entry. In your journal entry, you should: • Describe your first impressions of the new students based on the

introductions they gave while in the circle. • Describe your thoughts about what happened in class today. • Consider your plans for the next lesson and how you will manage

the class and the students.

Base your journal entry 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 journal entry: ‘My first lesson today has given me a lot to think about ’ 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.

Use the Marking Criteria for Question 1 (Table A, Reading and Table B Writing) General notes Candidates should select ideas from the passage (see below) and develop them relevantly, supporting what they write with details from the passage and judging the appropriate register for the genre which is a journal entry. Look for 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 Sumitra’s first impressions of the new students based on the introductions they gave in the circle. Annotate A2 for references to what happened in class today. Annotate A3 for references to plans for the next lesson and management of the class and the students.





1 Responses might use the following ideas: A1: Describe your first impressions of the new students based on the introductions they gave while in the circle • mixed group (det. adults of differing ages, different personalities, class

size of 10) [dev. likely to be a challenge to teach] • similarities between Stan and Robin (det. both found the introduction

activity difficult) [dev. could get on well/encourage each other] • Robin lacks confidence/shy (det. thin, young man; mutters) [dev. might

be intimidated by the situation, might not last the course] • Myfanwy/Miss Roberts is confident (det. beaming smile) [dev. (over)

ambitious, insensitive, self-important, enthusiastic] • Stan(ley) is keen to learn (det. left school a long time before, negative

memories of school) [dev. had a bad teacher previously who affected his confidence; sensitive to others’ reactions and opinions, clever/knowledgeable]

A2: Describe your thoughts about what happened in class today • shared reasons for coming to the class (det. on arrival) [dev. useful to

learn names, get to know each other] • writing limericks (det. five-line poem, Stan’s giggling) [dev. wanted to

keep it easy for the benefit of any nervous students, build confidence with something straightforward, pleased to see Stan enjoying himself at first]

• reading out limericks (rest of group) (det. didn’t force anyone to read, Stan/Robin didn’t read) [dev. didn’t want any students to feel under too much pressure]

• Myfanwy reading her limerick enthusiastically (det. others applauded her) [dev. (not as) good (as she thought it was); demoralising for less confident students]

• accident at breaktime (det. Robin dropped the teapot, splashed hot tea) [dev. worried she might have been seriously hurt; (over) dramatic reaction, Robin feeling responsible]

• class discussion about poetry/talked about free verse (det. Stan enjoyed debate) [dev. pleased, Myfanwy now less dominant]

A3: Consider your plans for the next lesson and how you will manage the class and the students • learning activities/(not) more poetry (det.(not) free verse) [dev. build

on enthusiastic discussion] • support students (det. bemused) [felt sorry for Robin, concerns about

Robin] • read emailed poems (det. some poems still to be handed in) [dev.

make it clear everyone’s work is valued, may not ask them to read out to class]

• teaching approach/groupings (det. (not) whole class ) [dev. reason(s) that would impact relationships between positively]

• alter arrangements for break (det. serving tea) [dev. Safety considerations

20




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

Band Description Marks

6 • The response reveals a thorough reading of the passage. • Developed ideas are sustained and well related to the passage. • A wide range of ideas is applied. • There is supporting detail throughout, which is well integrated into the

response, contributing to a strong sense of purpose and approach. • All three bullets are well covered. • A consistent and convincing voice is used.

13–15

5 • The response demonstrates a competent reading of the passage. • A good range of ideas is evident. • Some ideas are developed, but the ability to sustain them may not be

consistent. • There is frequent, helpful supporting detail, contributing to a clear sense of

purpose. • All three bullets are covered. • An appropriate voice is used.

10–12

4 • The passage has been read reasonably well. • A range of straightforward ideas is offered. • Opportunities for development are rarely taken. • Supporting detail is present but there may be some mechanical use of the

passage. • There is uneven focus on the bullets. • The voice is plain.

7–9

3 • 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.

• Some brief, straightforward reference to the passage is made. • There may be some reliance on lifting from the text. • One of the bullets may not be addressed. • The voice might be inappropriate.

4–6

2 • The response is either very general, with little reference to the passage, or a reproduction of sections of the original.

• Content is either insubstantial or unselective. • There is little realisation of the need to modify material from the passage.

1–3

1 • There is very little or no relevance to the question or to the passage. 0




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


6 • 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.

5

5 • 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.

4

4 • 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.

3

3 • 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.

2

2 • Expression and structure lack clarity. • Language is weak and undeveloped. • There is very little attempt to explain ideas. • There may be frequent copying from the original.

1

1 • The response cannot be understood. 0





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

10

Re-read the descriptions of: (a) Stan’s memories of his school classroom in paragraph 4,

beginning ‘A stern face ’ (b) what happened at break-time in paragraph 16, beginning

‘Suddenly a teapot ’ 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 the context. Write about 200 to 300 words. Up to 10 marks are available for the content of your answer.

General notes This question is marked for understanding of ways in which the language used is effective. Relevant selections from each paragraph are listed on pages 10 and 11. The notes on pages 10 and 11 are a guide to what good responses might say about the selections, along with possible overviews which may be offered for each paragraph. Alternative acceptable explanations should be credited. Candidates can make any sensible comment, but only credit those that are relevant to the correct meanings of the words in the context. Credit comments on effects created by non-vocabulary choices such as grammar/syntax and punctuation devices. These must be additional to comments on vocabulary. Mark holistically for the overall quality of the response, not for the number of words chosen for discussion, 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.





2(a) Stan’s memories of his school classroom in paragraph 4, beginning ‘A stern face ’ The general effect is that Stan remembers the shame of his failure to succeed in English when younger.

• stern face presiding over ranks of desks (image): remembers the serious expression of teacher, authoritarian, military leader, rows of soldiers, power, control, stifling creativity, Stan’s fear/vulnerability

• pulled (young Stan) to attention: got his complete and total focus, military command, suggesting speed with which Stan reacts

• (completely) obliterate: annihilate, utterly destroy, Stan’s terror. • unworthy existence: doesn’t deserve to live, little merit • (like) an army cadet’s besmirched tunic buttons (image):

ashamed of poor results, unfit for military parade, exposed to the derision of others and/or anger of his elders/superiors

• emblematic (of deep failure and shame): signalling his lack of success for all to see, symbol of disgrace

• underline: emphasises, drawing attention to, shows up his error • demotion to an even lesser division (image): relegate, he will

be dropped to a lower class/position; draws attention to his shame

• contorted: twisted (in an ugly way); malice, derision, cruelty of former teacher

• triumphant smirk: victorious, smug smile, teacher takes pleasure in Stan’s lack of success

• poured over him like hot coals (image): words caused emotional anguish, physical burning pain, causes deep scarring

2(b)

What happened at break-time in paragraph 16, beginning ‘Suddenly a teapot ’ The general effect is of an overly dramatic and/or humorous reaction to a relatively minor incident.

• (performed a) rebellious leap (image): Robin has dropped the teapot, disobedience of inanimate object, resisting Robin’s authority over it, nervous

• crash-landed: fell forcefully, emergency landing, teapot smashed • (all looked on) horrified: extremely shocked, aghast, alarmed,

witnesses at the scene • pumped heavily: great spurts, gushed, (exaggerated) huge

volume and force of liquid • shrieked: piercing high-pitched sound, expression of pain, terror,

melodramatic • gaping-mouthed (spout): astonished expression, shocked • danced dejectedly: dispirited, jigging about, agitated, useless • proffering paper towels: hold out for acceptance, peace

offering, meek attempt to make amends, hopeless efforts • abject apologies: saying sorry, heartfelt expressions of regret,

humiliated • asked calmly: unruffled, unshaken, composed.




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


6 • Wide ranging discussion of judiciously selected language with some high quality comments that add meaning and associations to words/phrases 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.

9–10

5 • Explanations are given of carefully selected words and phrases. • Explanations of meanings within the context of the passage are secure 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.

7–8

4 • A satisfactory attempt is made to select appropriate words and phrases. • The response mostly gives meanings of words and any attempt to suggest

and explain effects is basic or very general. • One half of the question may be better answered than the other.

5–6

3 • The response provides a mixture of appropriate choices and words that communicate less well.

• The response may correctly identify linguistic devices but not explain why they are used.

• Explanations may be few, general, slight or only partially effective. • They may repeat the language of the original or do not refer to specific

words.

3–4

2 • The choice of words is sparse or rarely relevant. • Any comments are inappropriate and the response is very thin.

1–2

1 • The response does not relate to the question. • Inappropriate words and phrases are chosen or none are selected.

0





3 This question tests reading assessment objectives R1, R2 and R5 and writing assessment objectives W2, W3 and W4: R1 demonstrate understanding of explicit meanings. R2 demonstrate understanding of implicit meanings and attitudes. R5 select for specific purposes. W2 organise facts, ideas and opinions. W3 use a range of appropriate vocabulary. W5 accurate use of spelling, punctuation and grammar.

20

What is the key advice for online writing, according to Passage B? You must use continuous writing (not note form) and use your own words as far as possible. Your summary should not be more than 250 words. Up to 15 marks are available for the content of your answer, and up to 5 marks for the quality of your writing.

General notes Candidates may refer to any of the points below: 1. (be aware that) readers only read 20% of a text 2. readers (only) scan internet articles 3. readers are distracted by adverts, pop-ups and animations on

websites 4. choose a suitable (legible) font for the background you are using 5. experiment with line height/line height is important 6. outline all the points in paragraph 1 7. use subheadings to divide up text/use subheadings to outline

content/importance of subheadings 8. subheadings to be visible a good distance (from the computer

screen)/(font for) subheadings need to attract attention. 9. short paragraphs 10. one-sentence paragraphs for important ideas 11. repeat ideas/say things in a different way (the next time) 12. replace pronouns with nouns and proper nouns 13. use topic sentences at the start of each paragraph 14. write in a focused way 15. let your personality show/be authentic




Marking criteria for Question 3 Table A, Reading: Use the following table to give a mark out of 15 for Reading.


5 • A very effective response that demonstrates a thorough understanding of the requirements of the task.

• Demonstrates understanding of a wide range of relevant ideas and is consistently well-focused.

• Points are skilfully selected to demonstrate an overview.

13–15

4 • An effective response that demonstrates a competent understanding of the requirements of the task.

• Demonstrates understanding of a good range of relevant ideas with a clear focus.

• Points are carefully selected, and there is some evidence of an overview.

10–12

3 • A partially effective response that demonstrates a reasonable understanding of the requirements of the task.

• Demonstrates understanding of ideas and is mostly focused. • Some evidence of selection of relevant ideas, but may include excess

material.

7–9

2 • A basic response that demonstrates some understanding of the requirements of the task.

• Demonstrates general understanding of some relevant ideas. • There may be some indiscriminate selection of ideas.

4–6

1 • A response that demonstrates a limited understanding of the task. • The response may be a simple list of unconnected ideas. • There is limited evidence of selection.

1–3

0 • No creditable content. 0




Table B, Writing: Use the following table to give a mark out of 5 for Writing.


3 • A relevant response that is expressed clearly, fluently and mostly with concision.

• The response is well organised. • The response is in the candidate’s own words (where appropriate), using a

range of well-chosen vocabulary which clarifies meaning. • Spelling, punctuation and grammar are almost always accurate.

4–5

2 • A relevant response that is generally expressed clearly, with some evidence of concision.

• There may be some lapses in organisation. • The response is mainly expressed in the candidate’s own words (where

appropriate), but there may be reliance on the words of the passage. • There may be errors in spelling, punctuation and grammar but they do not

impede communication.

2–3

1 • A relevant response that lacks clarity and concision. • There may be excessively long explanations or the response may be very

brief. • The response may include lifted sections. • Frequent errors of spelling, punctuation and grammar, which may

occasionally impede communication.

1

0 • No creditable content. 0




FIRST LANGUAGE ENGLISH (ORAL ENDORSEMENT) 0500/31 Paper 3 Directed Writing and Composition October/November 2019

MARK SCHEME

Maximum Mark: 50

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Section 1: Directed Writing Question 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

Write an article for a magazine for young people in which you consider the issue of fundraising in schools. In your article, you should: • evaluate the ideas for fundraising activities in the two passages • consider how worthwhile the ideas might be for a school and its students. Base your article on the facts, ideas and opinions in the two passages, but be careful to use your own words. Address each of the bullet points. Begin your article with the headline: ‘Charitable Choices’. 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.





1 Notes on task: Responses might use the following ideas: A1 the ideas for fund-raising activities in passage one: • could donate money directly to charities: [evaluation of this pt may include: always an option but may not raise as

much money as more entertaining challenges; more fun/engaging with activities]

• could use popular gimmicks such as hair cutting/ice bucket

challenges/mannequin etc. [evaluation of this pt may include: may damage people’s self-image, lead to bullying; doesn’t involve much effort or sacrifice; doubts about the motivation of people who use social media in their fundraising may be valid/invalid but candidates need to justify judgements; wasteful of resources such as water, food

• generational differences to social media use in fundraising, reflected in a

carping, negative attitude in the writer; could create empathy for sufferers; the writer seems to expect extreme sacrifices which are unrealistic; better to do something than nothing; these ideas do raise a lot of money world-wide; raising awareness is important in itself.

A2 the ideas for fundraising activities in passage two: • bought in activities (evaluation may include inference of

commercialisation or exploitation of charities

• stand out from the crowd activities [evaluation may include feasibility for schools in terms of cost/logistics/safety; undue pressure to take part in extreme activities because it’s for charity

• may encourage physical fitness; may benefit the participant as well as the

charity. The discriminator is the extent to which the validity and suitability of different kinds of charity fundraising for schools and students is considered. This requires candidates to draw inferences and make judgements about the extent to which each would be worthwhile for a school and its students. Stronger answers will consider ideas from both passages.

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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 7 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 6 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 5 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 3 3–4

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

Band 2 1–2

Expression unclear; flawed sentence construction and order. Persistent errors of spelling, punctuation and grammar impede communication.

Band 1 0

The response cannot be understood.

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

Band 6 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 5 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 4 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 3 3–4

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

Band 2 1–2

Parts of the response are relevant, though the material may be repeated or used inappropriately.

Band 1 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.




Section 2: Composition Questions 2(a), 2(b), 3(a) and 3(b) 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 (a) Write a description with the title, ‘Underwater’. OR 2 (b) Describe the scene and atmosphere as you wait for your turn to be interviewed. Narrative Writing 3 (a) Write a story with the title, ‘Under suspicion’. OR 3 (b) Write a story that begins with an important announcement.




Marking criteria for Section 2, Questions 2(a), 2(b), 3(a) and 3(b) 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 7 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 6 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 5 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.




General criteria Specific criteria

Descriptive Writing Narrative Writing

Band 3 3–4

W1: Content is simple, and the presentation of ideas and events may only be partially credible. W2: Overall structure is recognisable 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 2 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 1 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.




Table B, Composition: Style and accuracy

Band 7 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 6 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 5 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 3 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.

Band 2 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 1 0 Writing is impossible to follow. Language proficiency is lacking; incorrect sentences; multiple errors of spelling, punctuation and grammar.

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