0500 First Language English Example Candidate Responses Booklet

Example Candidate Responses (Standards Booklet)

Cambridge IGCSE®

First Language English

0500For examination from 2015

Cambridge Secondary 2

Copyright Acknowledgements:

Paper 1:Questions 1 & 2Question 3© Adapted: Will Randall; Botswana Time; Abacus; 2005/6. Permissions applied for.© Adapted: Stephen Moss; Tracking wild dogs in the Okavango Delta; Guardian News & Media Ltd 2008.

Paper 3:Question 1 © Adapted: Fleur Britten; Sunday Times Style Magazine; Times Newspapers Ltd; 18 October 2009.

Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre.

® IGCSE is the registered trademark of Cambridge International Examinations.

© Cambridge International Examinations 2014

Contents

Introduction ...........................................................................................................................2

Assessment at a glance ........................................................................................................3

Paper 1 Reading Passages (Core) ......................................................................................... 4

Paper 2 Reading Passages (Extended) ..............................................................................36

Paper 3 Directed Writing and Composition .........................................................................69

Introduction

2 Cambridge IGCSE First Language English 0500

Introduction

The main aim of this booklet is to exemplify standards for those teaching Cambridge IGCSE First Language English (0500), and to show how different levels of candidates’ performance relate to the subject’s curriculum and assessment objectives.

This booklet contains a range of candidate responses to the 2015 specimen papers, which have been marked by Cambridge examiners. For the Core Curriculum (Paper 1) candidates are eligible for grades C–G so two examples are given for each question. For Paper 2 candidates are eligible for grades A–E and for Paper 3 candidates are eligible for grades A–G, so three examples are given for each question, for these papers. Each response is accompanied by a brief commentary explaining the strengths and weaknesses of the answers.

The following format for each paper has been adopted:

Each question is followed by an extract of the mark scheme used by examiners. This, in turn, is followed by examples of marked candidate responses, each with an examiner comment on performance. Comments are given to indicate where and why marks were awarded, and how additional marks could have been obtained. In this way, it is possible to understand what candidates have done to gain their marks and what they still have to do to improve their grades.

Past papers, examiner reports and other teacher support materials are available on Teacher Support at http://teachers.cie.org.uk

Assessment at a glance


Assessment at a glance

Paper 1


Paper 1 Reading Passages (Core)

IntroductionThe main change to this paper in the syllabus from 2015 onwards is that there are two reading passages (although the total length of these is similar to that of the single passage in previous papers). Understanding of Passage A is tested by the sub-questions in Question 1 (including one question testing appreciation of the writer’s use of language) and the Directed Writing task (Question 2) which is now worth 10 marks for Reading and 5 for Writing. There is also a discrete Summary question that is based on Passage B and which is marked for both Reading and Writing. 10 marks are available for identifying key points relating to the Summary Question 3(a), and 5 marks are available for Writing Question 3(b).

The sub-questions in Question 1 test a range of reading skills, including understanding of both explicit and implicit meanings, knowledge of vocabulary and appreciation of a writer’s use of language. As always, it is important that candidates read the passages and questions carefully before writing their answers and ensure that they focus their responses closely on the specifi c requirements of each question. The fi nal sub-question 1(g)(ii) requires comment on how the writer’s choice of vocabulary achieves a particular effect on a reader and marks are awarded for the quality of the explanation of how this is achieved (through a consideration of the associations contained in key words and phrases) and not for a defi nition of a word’s meaning (which has already been tested in 1(g)(i).

Question 2 tests overall understanding of Passage A and a good response should contain more than simply a re-telling of the passage. To achieve a high Band mark, candidates should develop in detail their response to the bullet points in the question but also ensure that the points they include are fi rmly grounded in the passage. For the Summary Question it is important candidates focus their response on the details specifi cally asked for in the wording of the question and avoid irrelevant or extraneous details.

Paper 1


Question 1

Paper 1


Paper 1


Mark scheme

Paper 1


Paper 1


Passage A

Paper 1


Question 1(a)

Examiner comment

This is a clear, fully explained response that was awarded both available marks. The candidate identifi es the two necessary details (i) that both boys and girls arrived similarly dressed in their neat clothes and (ii) the boys became increasingly untidy while the girls remained looking smart. The use of own words is a clear indication of the candidate’s understanding.

Mark awarded = 2 out of 2

Question 1(a)

Examiner comment

Although this response shows some straightforward understanding of the passage it is not fully focused on the requirements of the question and fails to identify the two distinct points as it does not make clear the initial similarity between the boys and girls is that they both arrived smartly dressed. It is important when answering these sub-questions in Question 1 that what may seem the more obvious points in an answer are clearly stated and not taken for granted. This response was awarded one mark.


Question 1(b)

Examiner comment

The response clearly identifi es both languages referred to in the passage and was awarded the one mark available for this question.


Paper 1


Question 1(b)

Examiner comment

As above, this response clearly identifi es both languages referred to in the passage and was awarded the one mark available for this question.


Question 1(c)(i)

Examiner comment

The response identifi es the two appropriate points that the national anthem was sung with pride and the children stood to attention. It is important to note that as this is a question testing the candidates’ reading (and not writing) ability there is no penalty for the error of expression (‘great solemn’).


Question 1(c)(i)

Examiner comment

The response gained the one mark available for this question by quoting the appropriate statement that the ceremony was ‘conducted with a simple dignity and pride’. Please note: there is no requirement for answers to this question to be written in the candidate’s own words.


Paper 1


Question 1(c)(ii)

Examiner comment

In this response the candidate has focused closely on the wording of the question and identifi ed two appropriate details about the effect of the children’s singing on the writer (he was ‘deeply involved’; like them he ‘stood to attention’) and gives a full explanation of them, using the candidate’s own words.


Question 1(c)(ii)

Examiner comment

In this response, the candidate answers this question by lifting selectively from the passage and achieves both available marks. Although this answer does not strictly use own words, understanding is clearly conveyed through selecting phrases which contain appropriate information and then indicating them as two discrete points. Such an approach is acceptable in questions of this type - in those that require explanations of specifi c vocabulary usage, however, repetition of words from the passage would not be credited.


Paper 1


Question 1(d)

Examiner comment

Own words are used to express the candidate’s understanding of the two points made by the writer, about the way in which the piano player spoilt the effect of the national anthem. Both strands of the answer (both the volume of the piano player’s singing and its effect on the singing of the children) are clearly explained and the response was awarded both available marks.


Question 1(d)

Examiner comment

This is an incomplete response in which it would appear that what the writer said about the performance of the piano player has been poorly understood. The passage states that it was the piano player’s singing (not playing) that drowned out the singing of the others. One mark was awarded, however, for the second part of the answer as the result of the piano player’s performance has been understood.


Paper 1


Question 1(e)

Examiner comment

Although the phrase ‘profoundly fascinated’ is not an exact explanation of ‘deeply impressed’, it is a clear attempt at own words from the candidate and the concluding part of the answer, explaining why the writer was impressed, is evidence of secure understanding and justifi es the award of both marks for this question.


Question 1(e)

Examiner comment

This answer does not gain any marks as it does not respond precisely to the wording of the question which requires an explanation of what the writer means by the phrase ‘deeply impressed’. Rather than supplying such an explanation, the candidate describes the reason contained in the passage as to why the writer was impressed, which implies that the question has not been read closely.


Question 1(f)

Examiner comment

The question asks for an explanation of ‘why the writer was surprised that the football team had played in ‘Ghanzi’ and the response focuses closely on this point and provides an answer which clearly answers this question and gains the one mark available.


Paper 1


Question 1(f)

Examiner comment

This answer does not directly relate to the question which asks why the writer was surprised at the football team’s playing in Ghanzi. As it stands, the answer here does not make it clear to the marker that the candidate has understood that the ‘isolated area’ is a very long distance from the school in which the writer will work. The answer did not gain the mark available for this question.


Question 1(g)(i)

Examiner comment

Rather than attempt to provide a one word synonym for ‘encouraging’, the candidate opts for the perfectly acceptable approach of using a longer description to exemplify the meaning of the word (the teacher was being ‘reassuring but also enthusiastic’).

The explanation of ‘animated’ is precise and clearly gains the mark.

As with the attempt to defi ne ‘encouraging’, the candidate chooses to use a phrase rather than a single word; although ‘showing much interest whilst being exuberant’ may not be an absolute explanation of the word, it shows more than suffi cient understanding to gain the mark available.


Paper 1


Question 1(g)(i)

Examiner comment

The candidate’s statement that the word ‘smug’ shows that the head teacher is ‘proud, almost cocky, knowing his school’s abilities’ shows clear understanding of the vocabulary and gained the mark despite the colloquialism (‘almost cocky’). However, the attempted defi nitions of ‘animated’ and ‘enthusiastic’ are both insuffi ciently precise for further marks to be awarded.


Paper 1


Question 1(g)(ii)

Examiner comment

This is one of the more challenging questions in the Core exam and this candidate does not gain full marks here. The key word in the wording of the question is ‘how’, and although the candidate’s comments on all three phrases show evidence of appreciation and understanding, none is suffi ciently focused on the specifi c words used by the writer to explain fully how he has produced his required effect. For example, although the candidate identifi es the word ‘thump’ in the fi rst explanation, the response does not go beyond this to explain how the suggestions in this particular vocabulary choice capture the effect of the piano player’s response to the writer, and consequently the candidate gains only one of the two available marks. The remaining two explanations also contain similar glimmers of appreciation of the effects of the language used but are insuffi ciently developed to gain more than one mark in each case.


Paper 1


Question 1(g)(ii)

Examiner comment

The explanation of the ‘smug satisfaction’ quotation was awarded one mark because although it does not give a defi nite comment of the writer’s use of language, overall, the answer implies an awareness of the writer’s attitude towards the head teacher.

However, the explanations of the other two quotations are both lacking in focus on the requirements of the question and tend to describe the situation the author observed, rather than making any convincing attempt to explain how the language he uses conveys the atmosphere of enthusiasm that he is describing. No further marks were awarded.


Paper 1


Question 2

Mark scheme

Paper 1


Passage A

Paper 1


Paper 1


Question 2 – Band 1

Paper 1


Examiner comment – Band 1

This is a Band 1 response for both the Reading and Writing elements of the question. The essay is well organised and shows a good overall understanding of the scenario presented in the question. In the fi rst part of the response the candidate skilfully links points relating to the fi rst two bullets of the rubric of the question and this conveys a secure and holistic understanding of the writer’s thoughts about the school and why he would be happy to work there. The points made are closely grounded in the original text and developed convincingly. The response does more than simply make passing reference to the third bullet but contains a carefully thought out paragraph in which the candidate develops fully convincing comments as to the possible concerns the writer might have about committing himself to working in the school. The complete response shows a full and perceptive understanding of both the stimulus passage and the question that is being answered.

Although there is some uncertainty in the paragraph divisions, the writing, overall, communicates clearly with more than adequate vocabulary, a range of varied sentence types and structures, and a secure use of the full stop to separate sentences. This answer is certainly in Band 1 for Writing as it fulfi ls all the criteria in the mark scheme descriptors for a Core Tier Band 1 Writing response.

Mark awardedReading = Band 1Writing = Band 1

Paper 1



Paper 1


Examiner comment – Band 3/2

The response tends to re-tell the passage and is over-reliant on the language of the original. There is a fairly consistent awareness of the writer’s thoughts and feelings but with only a limited attempt to develop them. For example, the candidate refers to the way that the pupils sang the National Anthem but does not relate this to being impressed by the patriotic pride that the pupils showed. Similarly, reference is made to the distance travelled by the school’s sports teams but the opportunity this gives for a comment on the writer’s thoughts about the dedication of the school’s staff is not developed. The overall impression given by this response is that it tends simply to re-tell the events of the passage rather than focus closely on the requirements of the question as is illustrated by the perfunctory treatment of the third bullet point. The Reading mark for this response is Band 2/3 borderline with its comparative brevity suggesting that it would be marked as top Band 3 rather than low Band 2. Despite the lack of paragraphing, the writing, although limited, communicates clearly enough to be awarded a Band 2 mark for writing, although it is very much on the Band 2/3 borderline. It is also important to bear in mind that this response is assessed on what the candidate has written and not on the appearance of the handwriting.

Mark awardedReading = Band 3Writing = Band 2

Paper 1


Question 3

Paper 1


Mark scheme

Paper 1


Paper 1


Passage B

Paper 1


Question 3(a)

Examiner comment

In this response each point made can be found in the mark scheme for this question and the response gains all ten marks available. It is worth noting that this candidate does sometimes make more than one point per line. They are credited for each point they identify on each separate line. As there are more points in the passage than are needed for this question, the candidate is still able to achieve full marks.


Paper 1


Question 3(a)

Examiner comment

This response gains fi ve marks. Although the candidate correctly identifi es six points from the mark scheme (6, 12, 4, 11, 10, 5), points six and 12 are both mentioned in the same line of the response, and therefore only one mark was awarded. Although point 10 is not made exactly as expressed in the mark scheme, the response shows suffi cient understanding to be credited.


Paper 1


Question 3(b) – Band 2


The summary is clearly written in the candidate’s own words and is mainly focused on the requirements of the task. It shows a sound understanding of both the passage and question. There are some slight blemishes in the structure of the answer and there is also a redundant introduction which contributes to the response exceeding the suggested word length by 15 words. For these reasons, this answer was placed in Band 2 rather than Band 1.

Mark awarded = Band 2

Paper 1




Although the candidate’s summary contains points about wild dogs it loses focus on the question as it progresses and contains only limited reference to the writer’s thoughts and feelings for the animals. The points that it makes could be more effectively organised and at times the response becomes digressive and verges into speculation rather than focusing on details contained in the original passage. Because of this, the response is over-long (183 words) and is a good example of a Band 3 Writing performance.


Paper 2


Paper 2 Reading Passages (Extended)

Introduction Candidates answer three questions on two passages which may be on a similar topic. Candidates write all their answers in the spaces provided on the question paper. Passage A will be 650–750 words and Passage B will be 550–650 words in length. Candidates should spend approximately 15 minutes reading the passages. These passages will be printed in the Reading Booklet Insert. Dictionaries may not be used.

Question 1

Paper 2


Mark scheme

Paper 2


Passage A

Paper 2


Paper 2



The candidate answers all three bullets, though not equally well. A1 is not fully explained, explored or exploited but there are a number of developed ideas elsewhere and some integration evident. Supporting detail is used frequently. Competent reading is evidenced, though the response is not suffi ciently thorough or sustained to be considered Band 1.

The response is mainly well-structured. Some attempt at voice is evident, with some ambition in vocabulary compensating for the very occasional borrowing from the text.


Paper 2



Paper 2



This response does not have the detail or complexity of the original, but it offers a straightforward range of points. Opportunities for development are rarely taken, though a little reaction in A2 helps to lift the response to the top of the band.

There is some awareness of audience to balance occasionally awkward expression. Clear, factual and adequate explanations.


Paper 2



Paper 2



There is a reliance on lifting here and the response leans on the text throughout. This ‘cut and paste’ approach does manage to show some general grasp of the material. The answer does not however deal with the third bullet of the question.

Fairly frequent copying from the text is evident but the perspective has been altered overall and the response does not lack clarity. Own words are used initially.


Paper 2


Question 2

Mark scheme

Paper 2


Paper 2


Passage A

Paper 2


Paper 2



The response offers effect in both parts of the question. The candidate goes some way towards explaining images, but is not unpicking them. The answer is not suffi ciently precise for Band 1.


Paper 2



Paper 2



One half of the question is answered better than the other – the response is better in (a) than (b). Choices with very general effects are offered in (b). Some weak attempts at effect take the response to the top of Band 3.


Paper 2



Paper 2



Choices are insecure or incomplete in (a) particularly. The candidate attempts to label devices and only offers slight, very general explanation.


Paper 2


Question 3

Paper 2


Mark scheme

Paper 2


Paper 2


Passage B

Paper 2


Question 3(a) and (b) – Band 2

Paper 2


Paper 2



(a) Reading: Note repetition.


(b) Writing: The response includes a redundant introduction but is mostly concise and clear. Own words are used and the candidate attempts variety in vocabulary, though choices are not always successful. Focus on the text is evident.


Paper 2



Paper 2



(a) Reading: There is some blurring of points in the suggestions offered resulting in the precise sense of those ideas being lost at times – particularly in the earlier part of the answer. Repetition of points later on also limits the range of the answer.


(b) Writing: There is occasional loss of clarity in expression, though the candidate mostly uses own words.


Paper 2



Paper 2



(a) Reading: Incomplete sense in fi rst and seventh points offered means they are not awarded. Some explanations are becoming a little long but are clearly focused on the point therefore credited. There is repetition of the apes point.


(b) Writing: There is limited focus on both the task and text in this answer. The response does not offer the candidate the opportunity to demonstrate the range of ideas or vocabulary required.


Paper 3


Paper 3 Directed Writing and Composition

Introduction Candidates answer two questions, one from each section. Candidates write both their answers in the spaces provided on the question paper. Dictionaries may not be used.

Question 1

Paper 3


Mark scheme

Paper 3


Paper 3


Passages

Paper 3


Paper 3



Writing: The response has an appropriate style, is coherently structured and an awareness of the audience is shown. The writing is accurate and clear, with a few errors of sentence separation and occasionally weak choices of vocabulary. The language used would need to be more varied and fl uent for Band 1 and the sense of audience would need to be more consistent for a higher mark.


Reading: The response shows some evidence of evaluation, especially towards the end. A good range of the ideas in the passage and the fact fi le is reproduced, with some development in places. Some reference to the specifi c circumstances of the child in question is made towards the end, with an attempt to consider whether home-schooling would be appropriate. These glimpses of a more evaluative stance would need to be extended to more of the ideas in the passage, more consistently through the response, for a mark in Band 1.


Paper 3



Paper 3



Writing: The style is clear and competent. There is some awkwardness of expression in places and punctuation to separate sentences is sometimes wrongly used, although there is a clear structure to the response. More secure control of sentence structures and a more polished style is needed for a mark in the higher band.


Reading: A reasonable range of points from the two passages is covered and presented coherently, showing an understanding of the ideas in both. The candidate has adopted the voice of a home-schooled student, as in the passage, and while this approach is not precluded by the task, the response tends to echo and reproduce the points in the passage rather than evaluate the ideas. Some development of the ideas, with more specifi c focus on weighing up the potential benefi ts and disadvantages of home-schooling, would improve the mark here.


Paper 3



Paper 3



Writing: The letter is clear and most sentences show some control. The language is simple and there are basic errors of punctuation, such as the misuse of capital letters. There is some basic structure but the letter format is not consistently adhered to. For a mark in a higher band, the sentence structures, vocabulary and style would need to be more wide-ranging, with more secure punctuation.


Reading: A general understanding of some of ideas in the passage is shown. The coverage of points in the passage is thin and some of the main ideas, especially those given in the fact fi le, are not addressed adequately. Some points are broadly relevant to the topic but are not derived from the passage. For a higher band mark, there would need to be a more secure focus on what the two texts say about home-schooling and a wider range of points in them would need to be addressed.


Paper 3


Question 2 (Descriptive)

Mark scheme

Paper 3


Paper 3

85

Cam

bridge IGC

SE

First Language English 0500

Table A, Composition: Content and structure continued

Paper 3


Paper 3


Question 2(a) – Band 1

Paper 3


Paper 3



Content and structure: The response is sustained and organised, with a wide range of interesting images and ideas, most of which are effective in evoking the atmosphere of a funfair. Paragraphs are used to vary the focus of the writing and some images, such as the personifi cation of the machinery, are sustained and provide some cohesion for the piece as a whole. Sensual imagery is used effectively throughout. For a higher mark in the band, a little more engagement with the details selected, perhaps through description of particular characters in the scene described or the reaction of the narrator, would have added a more evocative element. Stylistic devices to provide a little more cohesion overall would also have improved the mark.


Style and accuracy: The writing is consistently fl uent, with a high degree of accuracy throughout. Vocabulary is wide-ranging and precisely used. Sentence structures are controlled, although for a higher mark, some variation of structures, used to create specifi c effects, would be expected.


Paper 3


Question 2(a) – Band 3/4

Paper 3



Content and structure: An attempt is made in this response to evoke the atmosphere of a carnival. There are some engaging details and the focus on the narrator’s feelings and reactions is quite effective in creating the atmosphere. There is some overall structure and the image of the carnival fl oat as a ‘beast’ is successful. The piece lacks a clear progression of paragraphs and is brief and under-developed and these features would need to be improved for a mark in a higher band for content and structure.


Style and accuracy: The response is mainly accurate in spelling and punctuation and there is some variety and interest in the vocabulary. A few sentences are incomplete and sentence structures lack some variety in structure and effectiveness. These less secure features of style would need to be addressed for a mark in a higher band.


Paper 3


Question 2(a) – Band 4/3


Content and structure: There is some attempt to evoke atmosphere in this response, with some focus on the different rides and activities expected at a funfair. The sights, sounds and smells of the fair are described with some effectiveness. Ideas are apt though often under-developed. The piece lacks some cohesion and paragraphing is not used to provide a clear overall structure. The response would need to be more substantial and better organised for a mark in Band 3 for content and structure.


Style and accuracy: The writing is accurate and sentences are controlled, with some effective use of punctuation within sentences. The style is clear and competent and some vocabulary is well-chosen and interesting. For a mark in Band 2 for style and accuracy, the range of vocabulary and sentence structures would need to be wider and the style more consistently linguistically effective.


Paper 3


Question 3 (Narrative)

Mark scheme

Paper 3


Paper 3

95

Cam

bridge IGC

SE

First Language English 0500

Table A, Composition: Content and structure continued

Paper 3


Paper 3


Question 3(b) – Band 4/3

Paper 3


Paper 3



Content and structure: The response creates some interest for the reader in the narrator and the situation in the opening paragraphs. Some narrative shaping is evident, especially at the beginning, although the ending is not prepared for and the situation is not clarifi ed suffi ciently to sustain the reader’s engagement. For a mark in Band 3, the reader’s interest in the character and his/her predicament would need to be sustained by more substantial narrative content and a more balanced handling of the different parts of the story.


Style and accuracy: The writing is generally clear and the style is plain but mostly accurate. Some errors in sentence construction and separation are evident and there is a tendency to rely on repetitive structures in places. The vocabulary is apt although fairly restricted in range. For a higher mark, the style would need to be more varied and effective, with a wider and more interesting vocabulary.


Paper 3



Paper 3



Content and structure: There is some overall narrative shape in the response and events are sequenced and narrated clearly. The content of the story is simple, however, and the characters and setting are not created credibly enough to engage the reader. The beginning and ending lack effect and the story is largely a recording of events with limited substance. For a mark in Band 3, the narrative would need to have a clearer focus on characterisation and the events described would need to be more credible and engaging for the reader.


Style and accuracy: The writing is clear and accurate in places and vocabulary selected is plain but appropriate, on the whole. Some speech punctuation is used accurately. Errors in sentence separation are quite persistent and there are some basic punctuation errors, such as the omission of capital letters for proper nouns. For a mark in Band 3, these weaknesses, as well as the limited range of vocabulary, would need to be addressed.


Paper 3


Question 3(b) – Band 5/6

Paper 3


Paper 3



Content and structure: There is some simple chronological sequence of events in the response and the narration has some partial clarity and relevance to the title. The story is not always coherent and the narrator and his/her situation is unclear throughout. The events become increasingly indiscriminately narrated with little sense of the narrator’s motivations or thoughts/feelings. For a higher mark in Band 5, the story would need to be more clearly narrated, with some awareness of the need for overall coherence shown.


Style and accuracy: The writing is occasionally structured into sentences with a very simple clarity. There are persistent and serious weaknesses in sentence construction, however, and the use of tenses is insecure. These errors are sometimes so frequent and serious as to impede communication. For a mark in Band 5, the writing would need to be coherent enough for the meaning to be followed.


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0500 First Language English Example Candidate Responses Booklet

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