UurduFL.2013

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSGeneral Certificate of Education Ordinary Level

FIRST LANGUAGE URDU 3247/01

Paper 1 Reading and WritingMay/June 2004

1 hour 30 minutesAdditional Materials: Answer Booklet/Paper

READ THESE INSTRUCTIONS FIRST

If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen on both sides of the paper.Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer all questions.The number of marks is given in brackets [ ] at the end of each question or part question.At the end of the examination, fasten all your work securely together.

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3247/01/M/J/04© UCLES 2004

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3247/01/M/J/04 [Turn over© UCLES 2004© UCLES 2004

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[25]

[25]

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This document consists of 4 printed pages.



Paper 2 TextsMay/June 2004




You must answer two questions, either questions 1 and 4 or questions 2 and 3.The number of marks is given in brackets [ ] at the end of each question or part question.At the end of the examination, fasten all your work securely together.

3 2 4 1

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2

3247/02 M/J/04

Poetry

© UCLES 2004

Question 1 (i)

(ii)

(iii)

[2]

[8]

[10]

[5]

Question 2

[25]

© UCLES 2004

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3

3247/02 M/J/04

Prose

© UCLES 2004

[10]

[15]

Question 4

[25]

Question 3

12

June 2004

O LEVEL

MARK SCHEME

MAXIMUM MARK: 50

SYLLABUS/COMPONENT: 3247/01

First Language Urdu Paper 1 (Reading and Writing)

13

Mark Scheme Syllabus Paper

FIRST LANGUAGE URDU – JUNE 2004 3247 1

Question 1 [maximum 25 marks]

• Communication – [maximum 10 marks] Points that may be included: - what income tax is - how it is raised - unfairness of tax on poor people - rich can avoid paying - odd forms of tax – hat – window, etc - what Zakat is – pillar of Islam - purely Islamic - not based on income - used for social welfare - spiritual benefit to giver

9-10

Excellent

Very detailed response: material from the text well selected; makes points thoughtfully, shows insight or engagement with the subject matter

7-8

Good

Detailed response: relevant material from the text has been identified; makes some clear points; shows some engagement with the subject matter

5-6

Satisfactory

Competent response: relevant material from the text has been identified but may lack detail or clarity; a mechanical response to the subject matter

3-4

Poor

A limited attempt: some appropriate material from the text has been picked out but is used randomly and sometimes does not appear to be focused on the question

0-2

Very Poor

A weak attempt: little useful material has been selected; question may not be addressed; answer may be largely irrelevant

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• Structure and organisation – [maximum 5 marks]

5

Confidently argued and structured

4

Some ability to develop argument; clear structure

3

Attempt at structure but not entirely successful

2

Little attempt at structure

1

Ideas presented at random

• Language – [maximum 10 marks]

9-10

Excellent

Confident use of complex sentence structures, accurate, uses own extensive and appropriate vocabulary. Confident use of idiomatic language.

7-8

Good

Generally sound grasp of complex sentence structures and grammar. Some lapses but mostly accurate. Attempts to use a variety of vocabulary. Some use of idiomatic language.

5-6

Satisfactory

Tends to be simple and repetitive in use of structures. Basics mostly accurate, vocabulary simple: much copied from texts.

3-4

Poor

Nearly all that is written is simple and repetitive. Sentence structures containing many errors. Own vocabulary limited.

0-2

Very Poor

Very simple and repetitive sentence structures containing many errors. Weak grasp of grammar and use of own vocabulary very limited.

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• Communication – [maximum 10 marks] Main points which may be included: - income tax is used for … - rich can afford to pay more - poor shouldn’t have to pay much - duty to Society – or not? Candidate’s own opinion must be given

9-10

Excellent

Very detailed response: material from the text well selected; makes points thoughtfully, shows insight or engagement with the subject matter

7-8

Good

Detailed response: relevant material from the text has been identified; makes some clear points; shows some engagement with the subject matter

5-6

Satisfactory

Competent response: relevant material from the text has been identified but may lack detail or clarity; a mechanical response to the subject matter

3-4

Poor

A limited attempt: some appropriate material from the text has been picked out but is used randomly and sometimes does not appear to be focused on the question

0-2

Very Poor


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• Structure – [maximum 5 marks]

5

Confidently argued and structured

4

Some ability to develop argument; clear structure

3

Attempt at structure but not entirely successful

2

Little attempt at structure

1

Ideas presented at random


9-10

Excellent


7-8

Good


5-6

Satisfactory


3-4

Poor


0-2

Very Poor


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June 2004

O LEVEL

MARK SCHEME

MAXIMUM MARK: 50


First Language Urdu Paper 2 (Texts)

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Maximum marks 50 Candidates will write their answers in Urdu. Examiners will look for a candidate’s ability to communicate effectively and will ignore linguistic errors which do not impede communication. Rubric Infringements In order to facilitate a clerical check, examiners are requested to write the number of each question answered and the mark awarded on each script.

• If candidates answer two questions on the same text [i.e. 1 and 2 or 3 and 4], they will be penalised; both questions are to be marked and the best mark taken.

• If candidates answer two passages/texts but on different texts they will not be penalised. Passage-based questions

- Examiners should consider the extent to which candidates have been able to identify the significant issues raised in the passage and, where appropriate, have applied these to the text as a whole.

- Examiners should consider how successfully the candidates have manipulated their material and to what extent they have shown depth of awareness and knowledge of the workings of the text under discussion.

- Examiners should reward candidates whose answers show good understanding of how a text works and how an author has conveyed the key issues.

Essay Questions

- It is very helpful if Examiners comment on the scripts. This means simply ticking good points and noting a few observations in the margin (eg 'good point', 'irrelevant', 'excessive quotation', etc).

- A brief comment at the end of an essay (eg 'rambling answer, shows some knowledge but misses point of question') is particularly helpful.

- Don't forget to write your mark for each essay at the end of that essay, and to transfer the two marks to the front of the script, and total them.

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Question 1a) [2 marks] Poet’s name [1 mark] Title of the poem [1 mark] Question 1b) [8 marks]

mark Specific points understood

verse (i)

2

Brief background of Muslims, their past and present. How did they come from prosperity to adversity, giving reasons.

verse (ii)

3

Description of the position of the Muslim community ie their respect and status. The way they ruled, the way people talked about them and the way the rest of the world accepted their domination.

verse (iii)

3

Discuss Muslims’ unity, the enemy of one was the enemy of the other, their courage, their knowledge of every art in the world. The way they captured the whole world with their honesty and equality.

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Question 1c) [10 marks] Points to be included: The way the poet delivers his message through the use of similes and metaphors and the effectiveness of the words used in these descriptions.

9-10

Excellent

Very detailed response: the candidate has clearly grasped the central idea of the poem and conveys with sensitivity all the required elements; the candidate has considered the language of the poem, showing sound knowledge acquired during the course of study about the verse form/poetic style

7-8

Good

Detailed response: the candidate knows what the poem is about and conveys the required elements clearly; the language of the poem is mentioned and there is some evidence that the candidate has some knowledge about the verse form/poetic style

5-6

Satisfactory

Competent response: the candidate writes about the central theme but may lack detail or clarity or may write in a mechanical way; the candidate may not be able to comment on any language aspects of the poem and may show little knowledge about the verse form/poetic style

3-4

Poor

A limited attempt: the candidate has written about the central theme but the result will be limited and scrappy; there has been no attempt to consider any language aspects of the poem leading to some doubt that the candidate has sufficient understanding of the verse form/poetic style to adequately answer a question on this text

0-2

Very Poor

A weak attempt: little relevant material has been selected; question may not be addressed; answer may be largely irrelevant

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Question 2 [25 marks] Points to be included: Why his poetry is full of pain Cultural and social background His poetry is a reflection of his whole life The language he uses Similes and metaphors used

22-25

Exceptional

work

Exceptional ability to organise material, thorough knowledge, considerable sensitivity to language and to author’s intentions. Really articulate and intelligent answers.

20-21

Very Good

Close attention to detail, controlled structure, perceptive use of illustration, good insight when discussing characters or themes. Ability to look beyond the obvious.

18-19

Thorough

Solid and relevant work. Discussion and evaluation of material; clear conclusion reached. Good focus on material. Some limitations of material but coherent, detailed approach.

16-17

Painstaking

Sound knowledge of text, mainly relevant. Some attempt to analyse, some sense of understanding of material. Candidates who fall into this category may have a tendency to write too much because they write all they know about the text or author.

14-15

Fair

relevance and

knowledge

Candidate understands the demands of the question without being able to develop a very thorough response. A simple approach, including narrative and learnt material. Many candidates will fall into this category.

12-13

Sound

Knowledge of plot and characters is displayed. Makes points which are not then illustrated or developed. Will be a visible attempt to relate points made to the question.

10-11

Basic

Some material – but not much sense of understanding or focus on the question. Structure is random and bitty. If there are signs of organisation and relevance, the answer should be considered for the Sound category.

6-9

Weak

Candidate may have read the text but the answer is insubstantial and lacking in relevance. Any ideas will not be expressed coherently.

0-5

Poor

No clear material: marks in this category are awarded almost on the basis of quantity: up to 3 for a sentence or 2 showing a glimpse of knowledge; 4 or 5 where this is also a hint of relevance to the question.

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Question 3a) [10 marks] Points to be included: Author’s characterization Character of Ustad and the difference between his character and the others His habits and living standards Overall opinion about the character

9 -10

Excellent

Very detailed response: material from the passage well selected; makes points thoughtfully, shows insight or engagement with the subject matter

7 - 8

Good

Detailed response: relevant material from the passage has been identified; makes some clear points; shows some engagement with the subject matter

5 - 6

Satisfactory

Competent response: relevant material from the passage has been identified but may lack detail or clarity; a mechanical response to the subject matter

3 - 4

Poor

A limited attempt: some appropriate material from the passage has been picked out but is used randomly and sometimes does not appear to be focused on the question

0 - 2

Very Poor


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Question 3b) [15 marks] Points to be included: The rule of Muslims on the sub continent British rule The downfall of Muslim society How do the characters link to social tragedy?

13 -15

Excellent

Very detailed response: material from the required story well selected; makes points thoughtfully, shows insight or engagement with the subject matter

10 –12

Good

Detailed response: relevant material from the required story has been identified; makes some clear points; shows some engagement with the subject matter

7 - 9

Satisfactory

Competent response: relevant material from the required story has been identified but may lack detail or clarity; a mechanical response to the subject matter

4 - 6

Poor

A limited attempt: some appropriate material from the required story has been picked out but is used randomly and sometimes does not appear to be focused on the question; irrelevant material from other stories has been introduced

0 - 3

Very Poor

A weak attempt: little useful material has been selected from the required story or any other story; question may not be addressed; answer may be largely irrelevant

25



Question 4 [25 marks] Points to be included: Brief background to the text Cultural values of the society Gergah (gathering) system to decide on cases in day to day life Opinion with examples

22-25

Exceptional

work


20-21

Very Good

Close attention to detail, controlled structure, perceptive use of illustration, good insight when discussing characters or themes. Ability to look beyond the obvious.

18-19

Thorough

Solid and relevant work. Discussion and evaluation of material; clear conclusion reached. Good focus on material. Some limitations of material but coherent, detailed approach.

16-17

Painstaking


14-15

Fair

relevance and

knowledge


12-13

Sound

Knowledge of plot and characters is displayed. Makes points which are not then illustrated or developed. Will be a visible attempt to relate points made to the question.

10-11

Basic


6-9

Weak

Candidate may have read the text but the answer is insubstantial and lacking in relevance. Any ideas will not be expressed coherently.

0-5

Poor

No clear material: marks in this category are awarded almost on the basis of quantity: up to 3 for a sentence or two showing a glimpse of knowledge; 4 or 5 where this is also a hint of relevance to the question.

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3247 First Language Urdu June 2004

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FIRST LANGUAGE URDU

GCE Ordinary Level

Paper 3247/01

Reading and Writing

General comments

In general the performance of candidates was more than satisfactory, with the majority producing some very good work. The majority of candidates wrote relevant, interesting and linguistically accurate responses to both questions. There were only a few candidates whose written Urdu was not up to the task, and a small number of scripts which were poorly presented with messy handwriting, crossings out and scribbled insertions which made the work very difficult to read.

The length of some of the responses was far too long. The rubric states that answers should be about a side and a half of paper, depending on the size of handwriting. The length of some answers was more than double that amount. Frequently these over-long answers lost marks for structure and content. It is very important to follow the rubrics if high marks are to be achieved.

Comments on specific questions

Question 1

Comparing tax and zakat

This question required a direct comparison of the two systems of taxation discussed in the texts. Candidates were expected to make direct reference to the two texts in their response and to express this in their own words as far as possible. This question was well answered by the majority of candidates who were able to extract the main points from each passage and combine them in such a way as to make appropriate comparisons and contrast. Some points from each text that should have been mentioned are: the nature of taxation, how it is raised, how fair or unfair it can be, and for Zakat, its status as a Pillar of Islam, the fact that it is not based on income, that it is used for social welfare and that it bestows spiritual benefit on the giver.

It was the extent to which candidates were able to express their response using their own words that made the difference between a satisfactory and a good answer. In a good answer, candidates compared and contrasted the different forms of taxation in their own words. Some candidates, however, merely copied out large chunks of text from each passage and linked them with the odd phrase such as:

on the other hand.

Too many compositions comprised of two separate paragraphs, one on each text, with a brief sentence at the beginning and end. This is not what is meant by:

.

Candidates who copied out large sections of the texts were unable to gain the marks available for use of language. Though it is appropriate to include short quotations from the passages to illustrate points made, this does not mean copying out large sections from them. For example, it was valid to write about the strange variety of taxes imposed on the English in the past, such as window tax, beard tax and hat tax, but it was not appropriate to write a lengthy paragraph on each one of them, describing each of the taxes in great detail.

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3

Question 2

This question asked candidates to give their opinion on:

“It is the duty of every citizen to pay income tax according to their income.”

The most able candidates produced excellent essays discussing the purpose of tax, which were well planned and constructed, expressing their ideas and opinions in their own words. Most of them argued that paying tax was necessary for good governance of the country, that it was quite right to pay tax, but the government should neither waste this money on themselves nor on foolish projects. The weaker candidates tended to lack focus in their answers and to move from point to point in an unstructured way relying too much on the material already contained in the passages.

Very few candidates adequately discussed the ‘according to income’ part of the statement and lost marks as a result of this. Most candidates simply reiterated the statement in this way:

“Every citizen should pay income tax according to their income.”

The ‘according to their income’ part of the statement could have been addressed by including, for example, a

discussion on the differences between the rich and the poor in relation to paying taxes.

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General CommenteGeneral comments

The overall performance was very good, with candidates displaying a good command of language as well as knowledge of the texts. Most candidates demonstrated an ability to write very detailed responses and showed a confident use of com-plex sentences. Their answers were relevant and well illustrated. All four questions were attempted by some candidates.


Section 1 – Poetry

Question 1

This question was about a poem ‘Nazam-e-Qumee’ by Akbar Allaha Abadi.

There were four parts to this question and candidates were required to answer all four parts. This was by far the most popular question in this section and generally the responses were very good.

(a) Almost all the candidates answered this part correctly except for a few who confused the names of the two poets, Akbar Allah Abadi and Nazir Akbar Abadi.

(b) Most candidates answered this part very well and comprehensively, giving a lot of detail in their

answer.

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4

(c) Most candidates answered this part very well. They showed a good understanding of the central idea of the poem and conveyed all the required elements with sensitivity, except for including a discussion of the language of the poem and its poetic style. Candidates were expected to include some points about the poetic style and verse form of the poem.

(d) Almost all the candidates answered this part very well. Most candidates not only gave the

meanings of the words but used them in their own sentences, which gave evidence of their command of the language.

Question 2 Mir Taqi Mir Most candidates who answered this question showed that they had a very good understanding of the topic. They discussed the poet’s early life, his writing style, the hardships he faced throughout his life and the effect of these on his poetry. Candidates who achieved the highest marks were those who illustrated their answer with quotations from his poems and compared his very high standard of poetry to that of other poets who themselves expressed appreciation of Mir Taqi Mir in their own poetry. Section 2 – Prose Question 3 In (a) only a few candidates effectively discussed the character of ‘Ustaad’. Those that did so, made their points in a clear and thorough way. The remainder of candidates who attempted this question merely narrated the story and did not write about the character. Similarly (b) was very well attempted by some candidates. Candidates who discussed the social tragedy marked by the arrival of the East India Company, the background of Muslim society and its downfall, achieved excellent marks. Those who only narrated the story without reference to the context and background did not achieve good marks. Question 4 The majority of candidates wrote very well in answer to this question, explaining their own feelings about the Jirga System and the cultural background of the society. Some candidates however, only narrated the story which was not what was asked for in the question. Candidates who achieved the highest marks were those who illustrated their answers with a brief background to the society, its cultural values, the Jirga system and the position of women. Some of the answers were outstanding in their inclusion of appropriate quotations from the text.

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Answer all questions.The number of marks is given in brackets [ ] at the end of each question or part question.At the end of the examination, fasten all your work securely together.

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2

3247/01/M/J/05© UCLES 2005

5

10

15

20

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3

3247/01/M/J/05 [Turn over© UCLES 2004© UCLES 2004

5

10

15

20

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4

[25]

[Total: 15 + 10 for language]

[25]

[Total: 15 + 10 for language]

•

•

•

•

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You must answer two questions, either Questions 1 and 4 or Questions 2 and 3.The number of marks is given in brackets [ ] at the end of each question or part question.At the end of the examination, fasten all your work securely together.

3 2 4 1

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2

3247/02 M/J/05

Poetry

Question 1

© UCLES 2005

Question 2

[1]

[6]

[3]

[10]

[5]

[25]

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3

3247/02 M/J/05

Prose

Question 3

© UCLES 2005

Question 4

[15 + 10 = 25]

[12]

[13]

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

GCE Ordinary Level

MARK SCHEME for the June 2005 question papers

3247 First Language Urdu

3247/01 Paper 1 (Reading and Writing), maximum raw mark 50

These mark schemes are published as an aid to teachers and students, to indicate the requirements of the examination. They show the basis on which Examiners were initially instructed to award marks. They do not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the

Examination. 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. Mark schemes must be read in conjunction with the question papers and the Report on the

Examination.

• CIE will not enter into discussions or correspondence in connection with these mark schemes.

CIE is publishing the mark schemes for the June 2005 question papers for most IGCSE and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

38

June 2005

O LEVEL

MARK SCHEME

MAXIMUM MARK: 50


First Language Urdu Paper 1 (Reading and Writing)

39


GCE O LEVEL – JUNE 2005 3247 1

Question 1 Communication – (maximum 10 marks) Points that may be included:

• the main point here is that the candidates should compare and contrast, not write a summary of, both passages

• rich boy in poor school – stranger in a new country

• teasing – ignoring

• helpful teachers – ignored by teachers

• both students amazed at what they experience

• the first person narrative – third person narrative

• the best responses will include a concluding sentence or paragraph

9-10

Excellent

Very detailed response: material from the text well selected; makes points thoughtfully, shows insight or engagement with the subject matter.

7-8

Good

Detailed response: relevant material from the text has been identified; makes some clear points; shows some engagement with the subject matter.

5-6

Satisfactory

Competent response: relevant material from the text has been identified but may lack detail or clarity; a mechanical response to the subject matter.

3-4

Poor

A limited attempt: some appropriate material from the text has been picked out but is used randomly and sometimes does not appear to be focused on the question.

0-2

Very Poor

A weak attempt: little useful material has been selected; question may not be addressed; answer may be largely irrelevant.

Note: Material more than 250 words is to be ignored. Candidates will penalise themselves by not completing task within word limit.

40



Structure and organisation – (maximum 5 marks)

5

Confidently argued and structured.

4

Some ability to develop argument; clear structure.

3

Attempt at structure but not entirely successful.

2

Little attempt at structure.

1

Ideas presented at random.

Language – (maximum 10 marks)

9-10

Excellent


7-8

Good


5-6

Satisfactory


3-4

Poor


0-2

Very Poor

Very simple and repetitive sentence structures containingmany errors. Weak grasp of grammar and use of ownvocabulary very limited.

[maximum 25 marks]

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Question 2

Communication – (maximum 10 marks) Main points which may be included:

• what happens at new school?

• problems of being a stranger.

• how can they be solved?

• practical solutions.

9-10

Excellent

Very detailed response: material from the text well selected; makes points thoughtfully, shows insight or engagement with the subject matter.

7-8

Good

Detailed response: relevant material from the text has been identified; makes some clear points; shows some engagement with the subject matter.

5-6

Satisfactory

Competent response: relevant material from the text has been identified but may lack detail or clarity; a mechanical response to the subject matter.

3-4

Poor

A limited attempt: some appropriate material from the text has been picked out but is used randomly and sometimes does not appear to be focused on the question.

0-2

Very Poor

A weak attempt: little useful material has been selected; question may not be addressed; answer may be largely irrelevant.

Structure – (maximum 5 marks)

5

Confidently argued and structured.

4

Some ability to develop argument; clear structure.

3

Attempt at structure but not entirely successful.

2

Little attempt at structure.

1

Ideas presented at random.

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Language – (maximum 10 marks)

9-10

Excellent


7-8

Good


5-6

Satisfactory


3-4

Poor


0-2

Very Poor


[maximum 25 marks]

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GCE Ordinary Level

MARK SCHEME for the June 2005 question papers

3247 First Language Urdu

3247/02 Paper 2 (Texts), maximum raw mark 50

These mark schemes are published as an aid to teachers and students, to indicate the requirements of the examination. They show the basis on which Examiners were initially instructed to award marks. They do not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the

Examination. 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. Mark schemes must be read in conjunction with the question papers and the Report on the

Examination.

• CIE will not enter into discussions or correspondence in connection with these mark schemes.

CIE is publishing the mark schemes for the June 2005 question papers for most IGCSE and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

44

June 2005

O LEVEL

MARK SCHEME

MAXIMUM MARK: 50


First Language Urdu Paper 2 (Texts)

45



Question 1: Passage–based question

(a) Poet's name [1] (b) 3 marks for explanation of the verse. [6]

3 marks for the hidden meanings. Points to be included: How a drop of water becomes a pearl. How a human being suffers a lot of difficulties in this world to become a great person, just like a drop of water.

(c) Verse 3: 1 mark per point understood – total 3 marks. [3]

(d) Verse 4: 1 mark per point understood – total 3 marks. [10] Verse 5: 1 mark per point understood – total 3 marks. 4 marks for the poet's message about the teaching of permanence in love.

(e) 1 mark per word explained. [5]

[Total: 25 marks]

Question 2: Essay–type question Points to be included:

� How the poet portrays political disorder in his poetry with special reference to his poem in the syllabus.

� How his poems portray moral deterioration with special reference to his poem

in the syllabus. How his poems portray the economic disorder of his age with special reference to his poem in the syllabus.

22 – 25 Exceptional work


20 – 21 Very Good Close attention to detail, controlled structure, perceptive use of illustration, good insight when discussing characters or themes. Ability to look beyond the obvious.

18 – 19 Thorough Solid and relevant work. Discussion and evaluation of material; clear conclusion reached. Good focus on material. Some limitations of material but coherent, detailed approach.

16 – 17 Painstaking Sound knowledge of text, mainly relevant. Some attempt to analyse, some sense of understanding of material. Candidates who fall into this category may have a tendency to write too much because they write all they know about the text or author.

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14 – 15 Fair relevance and knowledge


12 – 13 Sound Knowledge of plot and characters is displayed. Makes points which are not then illustrated or developed. Will be a visible attempt to relate points made to the question.

10 – 11 Basic Some material – but not much sense of understanding or focus on the question. Structure is random and bitty. If there are signs of organisation and relevance, the answer should be considered for the Sound category.

6 – 9 Weak Candidate may have read the text but the answer is insubstantial and lacking in relevance. Any ideas will not be expressed coherently.

0 – 5 Poor No clear material: marks in this category are awarded almost on the basis of quantity: up to 3 for a sentence or 2 showing a glimpse of knowledge; 4 or 5 where this is also a hint of relevance to the question.

[Total: 25 marks]

Question 3: Passage–based question

(a) Points to be included:

� Brief background to the passage. � The role of the Gerga (gathering). � The position of women. � Opinions about justice. � Cruelty towards women. 11 – 12 Excellent Very detailed response: material from the passage well

selected; makes points thoughtfully, shows insight or engagement with the subject matter.

9– 10 Good Detailed response: relevant material from the passage has been identified; makes some clear points; shows some engagement with the subject matter.

6 – 8 Satisfactory Competent response: relevant material from the passage has been identified but may lack detail or clarity; a mechanical response to the subject matter.

3 – 5 Poor A limited attempt: some appropriate material from the passage has been picked out but is used randomly and sometimes does not appear to be focused on the

ti0 – 2 Very Poor A weak attempt: little useful material has been selected; question may not be addressed; answer may be largely irrelevant.

[Total: 12 marks]

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(b) Points to be included:

� Overall characterisation by the author. � Character of the girl as a whole. � Opinion about the overall depiction of the girl. 11 – 13 Excellent Very detailed response: material from the required story

well selected; makes points thoughtfully, shows insight or engagement with the subject matter.

9 – 10 Good Detailed response: relevant material from the required story has been identified; makes some clear points; shows some engagement with the subject matter.

6 – 8 Satisfactory Competent response: relevant material from the required story has been identified but may lack detail or clarity; a mechanical response to the subject matter.

3 – 5 Poor A limited attempt: some appropriate material from the required story has been picked out but is used randomly and sometimes does not appear to be focused on the question; irrelevant material from other stories has been introduced.

0 – 2 Very Poor A weak attempt: little useful material has been selected from the required story or any other story; question may not be addressed; answer may be largely irrelevant.

[13]

Question 4: Essay question Points to be included:

� Brief background to the text. � Character of women. � Innocence of women. 13 – 15 Excellent Very detailed response: material from the required story

well selected; makes points thoughtfully, shows insight or engagement with the subject matter.





[15]

48



Points to be included:

� Comparison with today’s culture. � Examples from today's culture. 9 –10

Excellent

Very detailed response: material from the required story well selected; makes points thoughtfully, shows insight or engagement with the subject matter.


5 – 6 Satisfactory

Competent response: relevant material from the required story has been identified but may lack detail or clarity; a mechanical response to the subject matter.



[10] [Total: 15 + 10 = 25 marks]

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3247 Urdu: First Language June 2005

2

URDU: FIRST LANGUAGE

GCE Ordinary Level

Paper 3247/01

Reading and Writing

General comments The performance of the majority of candidates was more than satisfactory, with many of them producing very good performances. There seemed to be no significant problem for them coping with the different technical demands of the new question format, the only limitations being that of:

• the candidates’ ability to understand and respond appropriately to the texts and the questions

• their linguistic ability and competence in reading and following instructions. The paper consisted of two passages of about 350 words each, on a linked theme of ‘My First Day at School’. The first passage was a first person recount of the mainly very negative experiences of the author, the famous Urdu poet Faiz Ahmed Faiz, in a school in Sialkot. The second passage was an account of a Pakistani boy’s first day in a school in London. Candidates had to read these passages and then answer just two questions which required extended responses. Marks were awarded for content, language and organisation/structure on a scale of 10, 10 and 5, giving a total mark of 25 for each question. There was equal weighting to each question giving a total for the paper of 50 marks. Comments on specific questions Question 1 ‘donoN ybaratoN ke havale se nye talyb ylmoN ke taaseraat ka muwazana kijiye’ ‘Compare the students’ experiences with reference to both passages’. This question required candidates to write a direct comparison of the two contrasting experiences discussed in the texts. Candidates were expected to:

• make comparisons making direct reference to these texts

• use, as far as possible, ‘their own words’. It was the second point that made the difference between satisfactory and good performances. This question was satisfactorily rather than well answered by most candidates. The best were those who were able to extract the main points of each passage and fit them together in such a way as to make appropriate comparisons and contrast. Of course there are points from each text that should be mentioned: the fear and apprehension, the reaction of the other students and teachers and the impressions of the new students themselves.

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The best ones were those who wrote their own response to the question, comparing and contrasting these different experiences. The most significant problem this year was that far too many candidates simply wrote two lengthy paragraphs, the first paraphrasing Passage A and the second summarising Passage B. Indeed, some even wrote the Urdu word for summary, khwlaasa, at the beginning of their responses. Because they were asked to compare the two passages, merely summarising them without making any direct comparisons or contrasts did not enable them to score high marks. That is not a muwazana. The better candidates wrote about the students in each school and then commented on their behaviour, the teachers and compared and contrasted their behaviour, and so forth. They did not merely paraphrase the whole passage without comment. A vital part of the assessment criteria is to reward candidates’ use of Urdu; if they are copying text from the passage, it is not their language and will not be rewarded. This question required information and ideas from the passages to be used, not nearly every word. Of course it is appropriate to quote from the texts, but a quote is a line or two, not a whole paragraph. Copying out large chunks of the text means that they are not going to be rewarded with high marks for using their own words and consequently cannot be given many marks for language. Question 2 The main thrust of this question, although based on the main theme of the texts, is to provide a stimulus for more creative and imaginative writing on a topic deriving its theme from the texts, but not directly so. This time the candidates were asked to give their ideas on: ‘yskul meN nye aane vaale tulba ki mushkylaat’ ‘The difficulties faced by newly arrived students in school’. This gave candidates an ideal opportunity to demonstrate their powers of language and argument. The better candidates produced well planned and constructed essays discussing the problems faced by students and giving practical suggestions to make things easier for them. They were able to make their points using their own words within a planned framework, unlike weaker candidates who merely rambled from point to point in an unstructured way. Although the question was designed so that candidates would not need to make use of much material from the passages, the weaker candidates did rely overmuch on material from the passages. One surprising point of interest emerged, and that was the fact that very few candidates made any mentioned of their own experiences at school in their responses. Presentation of work is important and though there were very few candidates whose written Urdu was not up to the task, a minority of papers displayed a very messy handwriting style with crossings out and scribbled insertions. The length of some of the responses is also problematical. The rubric states that answers should be about a side and a half of paper, depending on size of handwriting. The length of some scripts was well over double that limitation; these will have lost some marks for structure and content. It is very important to follow rubrics if high marks are to be achieved. That being said, overall the majority of candidates wrote relevant, interesting and linguistically accurate responses to both questions.

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Paper 3247/02

Texts

General comments

The overall performance of candidates was very good. They showed a good command of language as well as sound knowledge of the texts. Most candidates demonstrated the ability to write very detailed responses and showed confident use of complex sentences. Their answers were relevant and well illustrated. Candidates attempted all four questions in the paper.


Question 1

Poetry

This question was about a poem written by Assad Ullah Khan Ghalib.

There were five parts to this question and candidates were required to answer all five parts. The majority of candidates attempted this question and on the whole the responses were very good.

(a) Almost all the candidates answered this part correctly except for a few who mixed up the name of the poet Jigar Murad Abadi with Mir Taqi Mir.

(b) In general candidates answered this part well and the majority wrote comprehensive answers, however they gave little information about the poem and the hidden meaning of the verse.

(c) This was a very straightforward question and almost all candidates received full marks.

(d) Most candidates answered this question very well, expressing the sentiments of the poet and showing a good understanding of the depth of feeling portrayed and making good reference to the verses.

(e) Very few candidates were able to explain the meaning of the given phrases. Many candidates used the phrases in sentences without demonstrating that they understood the meaning.

Question 2

Azir Akber Abadi

With the exception of a very few candidates, most showed a very good understanding of this topic and were able to discuss the political, socio-economic era of his time. Those who illustrated their answers with quotations from his poetry achieved the highest marks.

Question 3

Prose

(a)(b) Most candidates answered this question very well. Candidates covered the topic well and were able to correctly identify unacceptable social themes. They were also able to effectively communicate their feelings around the poor treatment of women by Jirga.

Very few candidates adequately discussed the character of Girl. Those who did picked up all the relevant points and clearly explained them. The remainder of candidates who attempted this question, narrated only the story rather than writing about the character.

Question 4

This proved to be a straightforward question for candidates. The majority wrote very well explaining their own feelings about injustice against women in today’s society with reference to the text. Again some candidates only narrated the story, which was not what was required by the question. Candidates were expected to refer to examples from present society as well.

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If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer all questions.At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.

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You must answer TWO questions, ONE from Section 1: Poetry and ONE from Section 2: Prose.One answer must be a passage-based question and one must be an essay question.

At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.

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3247/02/M/J/06

SECTION 1: POETRY

Question 1

© UCLES 2006

Question 2

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[25]

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SECTION 2: PROSE

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Question 4

[25]

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Question 6

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GCE O Level

MARK SCHEME for the May/June 2006 question paper

3247 FIRST LANGUAGE URDU

3247/01 Paper 1 maximum raw mark 50

This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which Examiners were initially instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination. 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. Mark schemes must be read in conjunction with the question papers and the Report on the

Examination.

• CIE will not enter into discussion or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2006 question papers for most IGCSE and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

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GCE O Level – May/June 2006 3247 01

Question 1 [25 marks] Communication Points to be included:

• Coca Cola is modern

• It is factory made

• Tea is ancient

• Tea is natural

• Each country has its own Cola

• People like different kinds of tea, green, black, milky, etc.

• Other uses for Colas

• Economic importance of tea in subcontinent Language [10 marks] According to mark grid on Page 2 Question 2 Communication [15 marks] Main Points which can be included:

• what drinks are healthy

• What ones to avoid

• How much to drink

• When to drink

• Candidate's own opinion must be given Language [10 marks] According to mark grid on Page 2

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Language Marking Grid for Questions 1 and 2

9-10 Very good Confident use of complex sentence structures, almost always accurate, uses own

extensive and appropriate vocabulary. Confident use of idiomatic language. 7-8 Good Generally sound grasp of complex sentence structures and grammar. Some lapses but

usually accurate. Attempts to use variety of vocabulary. Some use of idiomatic language. 5-6 Satisfactory Tends to be simple and repetitive in use of structures. Basics mostly accurate, vocabulary

simple: much drawn from texts. 3-4 Poor Nearly all that is written is simple and repetitive. Sentence structures basic containing

many errors. Own vocabulary limited. 1-2 Very poor Very simple and repetitive sentence structures containing many errors. Weak grasp of

grammar and use of own vocabulary very limited.

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GCE O Level


3247/02 FIRST LANGUAGE URDU

3247/02 Paper 2 maximum raw mark 50

This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which Examiners were initially instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination. 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. Mark schemes must be read in conjunction with the question papers and the Report on the

Examination.

• CIE will not enter into discussion or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2006 question papers for most IGCSE and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

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Maximum marks 50 Candidates will write their answers in Urdu. Examiners will look for a candidate's ability to communicate effectively and will ignore linguistic errors which do not impede communication. Rubric Infringements In order to facilitate a clerical check, Examiners are requested to write the number of each question answered and the mark awarded on each script.

• If candidates answer two questions on the same text, they will be penalised; both questions are to be marked and the best mark taken.

• If candidates answer two passages/texts but on different texts they will not be penalised. Passage-based questions − Examiners should consider the extent to which candidates have been able to identify the

significant issues raised in the passage and, where appropriate, have applied these to the text as a whole.

− Examiners should consider how successfully the candidates have manipulated their material and to what extent they have shown depth of awareness and knowledge of the workings of the text under discussion.

− Examiners should reward candidates whose answers show good understanding of how a text works and how an author has conveyed the key issues.

Essay Questions − It is very helpful if Examiners comment on the scripts. This means simply ticking good

points and noting a few observations in the margin (e.g. 'good point', 'irrelevant', 'excessive quotation', etc.).

− A brief comment at the end of an essay (e.g. 'rambling answer, shows some knowledge but misses point of question') is particularly helpful.

− Do not forget to write your mark for each essay at the end of that essay, and to transfer the two marks to the front of the script, and total them.

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Question 1 [25 marks] (a) [1 mark] if both names are correct. No mark for half correct answer.

(b) [2 marks] if the meaning is clear in Urdu

(c) [4 marks] 1 mark for verse form, 3 marks for candidates' opinion.

(d) [4 marks] 1 mark for Bulbul and 3 marks for poet's message.

(e) [8 marks] for comparison with any other similar type of poem. The poem used in comparison must be on the same topic.

8 Excellent Very detailed response: material from the passage well selected; makes points thoughtfully, shows insight or engagement with the subject matter.

6 – 7 Good Detailed response: relevant material from the passage has been identified; makes some clear points; shows some engagement with the subject matter.


2 – 3 Poor

A limited attempt: some appropriate material from the passage has been picked out but is used randomly and sometimes does not appear to be focused on the question.

0 – 1 Very Poor A weak attempt: little useful material has been selected; question may not be addressed; answer may be largely irrelevant.

(f) [6 marks] 1 mark for meaning and 1 mark for its effect in the poem. Candidates have to

choose only three out of six.

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Question 2 [25 marks] Points to be included: Poet's religious education to Muslim society with examples from his poetry. The Eastern values explained by the poet in his poetry. Social and cultural values discussed by the poet in his poems.

22 – 25 Exceptional

Work

Exceptional ability to organise material, thorough knowledge, considerable sensitivity to language and to author's intentions. Really articulate and intelligent answers.



16 – 17 Painstaking


14 – 15

Fair relevance

and knowledge



10 – 11 Basic




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Question 3 [25 marks] (a) [10 marks] Points to be included: Mr Niaz's character Mrs Niaz's attitude towards subordinates Her thoughts about the little boy

9 – 10 Excellent Very detailed response: material from the passage well selected; makes points thoughtfully, shows insight or engagement with the subject matter.



3 – 4 Poor A limited attempt: some appropriate material from the passage has been picked out but is used randomly and sometimes does not appear to be focused on the question.

1 – 2 Very Poor A weak attempt: little useful material has been selected; question may not be addressed; answer may be largely irrelevant.

(b) [8 marks] Points to be included: Overall views of bureaucrats regarding their subordinates Main theme of the story Behaviour of two characters, i.e. Mr Niaz and Mrs Niaz

8 Excellent Very detailed response: material from the required story well selected; makes points thoughtfully, shows insight or engagement with the subject matter.



2 – 3 Poor

A limited attempt: some appropriate material from the required story has been picked out but is used randomly and sometimes does not appear to be focused on the question; irrelevant material from other stories has been introduced.


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(c) [7 marks] Points to be included: Character of Mr Niaz Strictness of Mrs Niaz Steps taken by Mr Niaz on the demand of his wife

7 Excellent Very detailed response: material from the required story well selected; makes points thoughtfully, shows insight or engagement with the subject matter.

6 Good Detailed response: relevant material from the required story has been identified; makes some clear points; shows some engagement with the subject matter.


2 – 3 Poor



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Question 4 [25 marks] Points to be included: The value of a human being The role of the police The role of Ghilam Muhammad The role of a common person in society


Work






14 – 15

Fair relevance

and knowledge



10 – 11 Basic




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Question 5 [25 marks]

(a) [15 marks]


Mother's general attitude

Her treatment of family members

Her treatment of outsiders

Ambition

13 -15 Excellent Very detailed response: material from the required story well selected; makes points thoughtfully, shows insight or engagement with the subject matter.

10 -12 Good Detailed response: relevant material from the required story has been identified; makes some clear points; shows some engagement with the subject matter.


4 – 6 Poor



(b) [10 marks]


Brief description of Safder's character

Brief description of the girl's character

Girl's unwillingness for the wedding

Safder's interest in helping her

9 – 10 Excellent Very detailed response: material from the passage well selected; makes points thoughtfully, shows insight or engagement with the subject matter.



3 – 4 Poor A limited attempt: some appropriate material from the passage has been picked out but is used randomly and sometimes does not appear to be focused on the question.

1 – 2 Very Poor A weak attempt: little useful material has been selected; question may

not be addressed; answer may be largely irrelevant.

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Question 6 [25 marks] Points to be included: Brief character of Chinese man His general attitude Helpful and cooperative His kind-heartedness His simplicity


Work






14 – 15

Fair relevance

and knowledge



10 – 11 Basic




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URDU: FIRST LANGUAGE

Paper 3247/01 Reading and Writing

General comments The performance of the majority of candidates was at least satisfactory, with some producing very good performances. A significant number of candidates, however, with good linguistic ability and competence in reading the given text, failed to follow the instructions closely, which affected their ability to respond appropriately to the texts and questions. The paper consists of two passages of approximately 350 words each, on a linked theme. This year’s theme was “drinks.” Candidates are asked to read the passages and then answer two questions which require extended responses. The first question requires candidates to compare and contrast the two passages. Many candidates merely summarised the two passages without contrasting or drawing any comparisons between the two texts. QUESTION ONE DonoN ybaratoN ke havale se cae or koka kola ki samaji ahmiyat ka muwazana kijiye Compare the social importance of tea and Coca Cola with reference to both passages This question was a direct comparison of the contrasting drinks discussed in the texts. Candidates were expected to: (i) make comparisons making direct reference to these texts (ii) use ‘their own words’ as far as possible. It was point (i) that made the difference between satisfactory and good performance This question was satisfactorily rather than well answered by most of candidates. The best responses were from those who were able to extract the main points of each passage and fit them together in such a way as to make appropriate comparisons and contrast. Of the similarities the most obvious were the popularity of both drinks, the stimulating effects and cost limitations. There were more contrasting points than similarities. Many candidates simply wrote two lengthy paragraphs, the first one paraphrasing Passage A and the second summarizing Passage B. Indeed, some even wrote the Urdu word for summary, ‘khwlaasa’, at the beginning of their responses. Because candidates are asked to compare the two passages, merely summarizing them without making any direct comparisons or contrasts did not enable them to achieve high marks - that is not a ‘muwazana’. The better candidates wrote a number of points and compared and contrasted them and did not merely paraphrase the whole passage without comment. A vital part of the assessment criteria is to reward candidates’ use of Urdu; if they are copying text from the passage, it is not their own language and will not be rewarded. This question required information and ideas from the passages to be used. It is appropriate to quote from the texts, but a quote is a line or two, not nearly every word. Copying out large chunks of the text means that candidates are not going to be rewarded with high marks for using their own words and consequently cannot be given too many marks for language. That being said, many candidates wrote excellent Urdu using mostly their own words. QUESTION TWO The purpose of this question, although based on the main theme of the texts, is to provide stimulus for more creative and imaginative writing on a topic deriving its theme from the texts, but not directly so. This time the candidates were asked to write a response to a friend who has sought advice on healthy drinks: ‘aap ka dost aap se sahit baksh mashrubat ke bare meN mashvarah karta hai. Aap use kya mashvarah deNge?’ ‘Your friend asks your advice on healthy drinks. What advice would you give?’

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The overall performance in this question was higher then in the first. It gave candidates an ideal opportunity to demonstrate their use of persuasive language and their imagination. The better candidates produced well planned and constructed essays discussing the pros and cons of different types of drinks, giving practical suggestions for healthy drinking. They were able to make their points using their own words within a planned framework, unlike weaker candidates who wrote in an unfocussed and unstructured way. Although the question was designed so that candidates did not need to make use of much material from the passages, the weaker candidates relied too much on the given material and wrote solely on the benefits or otherwise of tea and Coca Cola. This limited the scope of their response, which could and should have included any drink, particularly healthy ones such has water, milk, lassi, juice, etc. Candidates were not restricted in the format of their response, some wrote dialogues, some paragraphs on each drink, but most wrote in the form of a letter. Several candidates appeared to be unaware that the word ‘mashruba’ refers to drink not food and wrote on food without mentioning drink and therefore lost marks for content. There were very few candidates whose written Urdu was inadequate, although a small number of candidates presented their work in a messy way, with crossings out and scribbled insertions, in contrast to those who wrote well planned and organized essay. Many responses were well over the prescribed length. The rubric states that answers should be about a side and a half of paper, depending on size of handwriting. The length of some scripts was well over double that limitation and therefore lost some marks for structure and content. It is very important to follow the rubrics if high marks are to be achieved. At this level it is an appropriate linguistic skill to write concisely and therefore necessary for candidates to try to keep within the prescribed limits. The majority of candidates, however, wrote relevant, interesting and linguistically accurate responses to both questions within the prescribed limits.

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PRINCIPAL EXAMINER’S REPORT

Paper 3247/02 First Language Urdu

General comments The overall performance of candidates was very good. On the whole candidates showed that they had a good command of the language and a thorough understanding of the texts. Most candidates were confident in their ability to use complex sentences enabling them to write very detailed and relevant responses to the questions, which were well illustrated. Candidates attempted all of the four questions, including Question 5 and 6, which were set on the recently introduced text. Comments on specific questions POETRY Question 1 This question related to a poem entitled ‘Shekwa’ written by Allama Iqbal. There were six parts to this question and candidates were required to answer all six parts. This was a very popular question for candidates and the majority of the responses were very good. (a) Almost all candidates answered this part correctly except a few who named the poet but did not

give the title of the poem. Both the poet and the title of the poem were required. (b) The majority of candidates answered this part very well and comprehensively. A few candidates

however were unable to express the inner meaning of the verse. (c) Most of the candidates answered this challenging question very well. Candidates expressed the

sentiments of the poet very well making reference to the verses and showing a good understanding of the depth of the feelings portrayed.

(d) This was a very straightforward question and almost all candidates got full marks. (e) This part of the question was well attempted. The majority of candidates were able to compare the

given poem with another poem from the text and showed that they understood them very well. (f) The majority of candidates achieved full marks for this part, writing very detailed responses in

confident and articulate language. Question 2 Altaf Hussain Hali With the exception of a very few candidates, the majority showed a very good understanding of the topic. Most candidates wrote about the simplicity and natural style of his national poems. Those who illustrated their answers with quotations from his poetry achieved the highest marks.

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PROSE Question 3 (a) Almost all candidates who attempted this question scored very good marks. Candidates covered the topic thoroughly and were able to correctly identify the habits of Mrs Niaz. They illustrated their points with quotations from the original text. (b) The majority of the candidates discussed the attitude of civil servants giving examples from society. Some very good answers were given which were clearly explained with quotations. (c) This part of the question was again answered very well with good marks achieved. Question 4 Most candidates answered this question very well and included their own feelings about society. Again those who supported their answers with quotations from the text scored the highest marks. Candidates were expected to give their own opinion in relation to the question which they did successfully. Question 5 (a) Candidates who attempted this question on the new set text answered very well and achieved good marks. They were able to write extensively about the characters. (b) The second part of the question was very well attempted and candidates supported their answers with close reference to the novel. Question 6 Only a few candidates attempted this question and those who did made close reference to the text and gained high marks.

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Answer all questions.


*0702927639*


Paper 1 Reading and Writing May/June 2007

1 hour 30 minutes

Additional Materials: Answer Booklet/Paper

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This document consists of 7 printed pages and 1 blank page.




You must answer TWO questions, ONE from Section 1: Poetry and ONE from Section 2: Prose.One answer must be a passage-based question and one must be an essay question.


*8929674990*


Paper 2 Texts May/June 2007

1 hour 30 minutes


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3247/02/M/J/07© UCLES 2007

SECTION 1: POETRY

Question 1

[1]

[3]

[8]

[8]

[5]

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Question 2

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SECTION 2: PROSE

Question 3

[15]

[10]

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Question 4

[25]

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3247/02/M/J/07© UCLES 2007

Question 5

[15]

[10]

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3247/02/M/J/07© UCLES 2007

Question 6

[25]

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GCE Ordinary Level




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.

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.

Mark schemes must be read in conjunction with the question papers and the report on the examination.

• CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2007 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

88


GCE O LEVEL – May/June 2007 3247 01

© UCLES 2007

Question 1

Communication – Points that should be included: [10]

• Diet’s historical importance

• Early history of cooking

• Taste and flavour

• Role of diet in a healthy lifestyle

• Balanced diet – home cooking in subcontinent

• Modern trend to eating out – fast food

• Dangers of bad diet

• Summation of ideas from each passage

Language – According to mark grid on below. [10]

Organisation/Structure [5]

[Total: 25]

Question 2

Communication – Main Points which can be included: [10]

• Letter formalities and top and tail

• Reasons for writing

• Why eating junk food is bad for health

• What he/she should be eating to stay healthy

• Candidate's own opinion must be given

Language – According to mark grid on below. [10]

Organisation/Structure [5]

[Total: 25]

Note 1: Mark up to a page and a half and ignore anything above for content. Note 2: In Question 1, if content irrelevant or lifted language marks should be reduced by at least one box on grid below.

Language marking grid for Questions 1 and 2

VERY GOOD 9–10

GOOD 7–8

SATISFACTORY 5–6

POOR 3–4

VERY POOR 1–2

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GCE Ordinary Level








90



© UCLES 2007

Maximum marks 50 Candidates will write their answers in Urdu. Examiners will look for a candidate’s ability to communicate effectively and will ignore linguistic errors which do not impede communication. Rubric Infringements In order to facilitate a clerical check, examiners are requested to write the number of each question answered and the mark awarded on each script.



− Examiners should consider the extent to which candidates have been able to identify the significant issues raised in the passage and, where appropriate, have applied these to the text as a whole.

− Examiners should consider how successfully the candidates have manipulated their material and to what extent they have shown depth of awareness and knowledge of the workings of the text under discussion.

− Examiners should reward candidates whose answers show good understanding of how a text works and how an author has conveyed the key issues.

Essay Questions

− It is very helpful if Examiners comment on the scripts. This means simply ticking good points and noting a few observations in the margin (e.g. 'good point', 'irrelevant', 'excessive quotation', etc.).

− A brief comment at the end of an essay (e.g. 'rambling answer, shows some knowledge but misses point of question') is particularly helpful.

− Don't forget to write your mark for each essay at the end of that essay, and to transfer the two marks to the front of the script, and total them.

91



© UCLES 2007

Question 1 [25 marks] (a) Poet’s name. [1] (b) Background to the poem. [3] (c) Points to be included:

Due to lack of power he was very sad. Feeling of inferiority. English rule. Candidates need to show knowledge of another poem and the answer should be written in the light of that poem.

8 Excellent Very detailed response: material from the passage well selected; makes points thoughtfully, shows insight or engagement with the subject matter.

6–7 Good Detailed response: relevant material from the passage has been identified; makes some clear points; shows some engagement with the subject matter.

4–5 Satisfactory Competent response: relevant material from the passage has been identified but may lack detail or clarity; a mechanical response to the subject matter.

2–3 Poor A limited attempt: some appropriate material from the passage has been picked out but is used randomly and sometimes does not appear to be focused on the question.

0–1 Very Poor A weak attempt: little useful material has been selected; question may not be addressed; answer may be largely irrelevant. [8]

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© UCLES 2007

(d) 7–8 Excellent Very detailed response: the candidate has clearly grasped the central idea of the poem and conveys with sensitivity all the required elements; the candidate has considered the language of the poem, showing sound knowledge acquired during the course of study about the verse form/poetic style.

5–6 Good Detailed response: the candidate knows what the poem is about and conveys the required elements clearly; the language of the poem is mentioned and there is some evidence that the candidate has some knowledge about the verse form/poetic style.

3–4 Satisfactory Competent response: the candidate writes about the central theme but may lack detail or clarity or may write in a mechanical way; the candidate may not be able to comment on any language aspects of the poem and may show little knowledge about the verse form/poetic style.

1–2 Poor A limited attempt: the candidate has written about the central theme but the result will be limited and scrappy; there has been no attempt to consider any language aspects of the poem leading to some doubt that the candidate has sufficient understanding of the verse form/poetic style to adequately answer a question on this text. [8]

(e) 5 marks for five explained words. [5]

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Question 2 [25 marks] (a) Candidates should give reasons for the gloomy topics of his poetry. Five points should be included for five marks. [5] (b) Points to be included: Sadness, spiritualism, reflection of his age in his poetry, simplicity and music, etc. Any five

qualities with examples.

19–20 Exceptional work


17–18 Very Good Close attention to detail, controlled structure, perceptive use of illustration, good insight when discussing characters or themes. Ability to look beyond the obvious.

15–16 Thorough Solid and relevant work. Discussion and evaluation of material; clear conclusion reached. Good focus on material. Some limitations of material but coherent, detailed approach.

13–14 Painstaking Sound knowledge of text, mainly relevant. Some attempt to analyse, some sense of understanding of material. Candidates who fall into this category may have a tendency to write too much because they write all they know about the text or author.

11–12 Fair relevance and knowledge


9–10 Sound Knowledge of plot and characters is displayed. Makes points which are not then illustrated or developed. Will be a visible attempt to relate points made to the question.

7–8 Basic Some material – but not much sense of understanding or focus on the question. Structure is random and bitty. If there are signs of organisation and relevance, the answer should be considered for the Sound category.

4–6 Weak Candidate may have read the text but the answer is insubstantial and lacking in relevance. Any ideas will not be expressed coherently.

0–3 Poor No clear material: marks in this category are awarded almost on the basis of quantity: up to 3 for a sentence or 2 showing a glimpse of knowledge; 4 or 5 where this is also a hint of relevance to the question.

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Question 3 [25 marks]


The situation of prison. Blessings of independence. The influence and result of wrong thinking.

13–15 Excellent Very detailed response: material from the required story well selected; makes points thoughtfully, shows insight or engagement with the subject matter.

10–12 Good Detailed response: relevant material from the required story has been identified; makes some clear points; shows some engagement with the subject matter.

7–9 Satisfactory Competent response: relevant material from the required story has been identified but may lack detail or clarity; a mechanical response to the subject matter.

4–6 Poor A limited attempt: some appropriate material from the required story has been picked out but is used randomly and sometimes does not appear to be focused on the question; irrelevant material from other stories has been introduced.

0–3

Very Poor A weak attempt: little useful material has been selected from the required story or any other story; question may not be addressed; answer may be largely irrelevant. [15]


How cruelty makes people weak. Weak people can be independent if they decide to face cruelty. Cruelty can be stopped if someone has the will power.

9–10 Excellent Very detailed response: material from the passage well selected; makes points thoughtfully, shows insight or engagement with the subject matter.





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Question 4 Points to be included: How important is character? Those nations who do not have character, how do they suffer? Background to the story.



20–21 Very Good Close attention to detail, controlled structure, and perceptive use of illustration, good insight when discussing characters or themes. Ability to look beyond the obvious.








0–5 Poor No clear material: marks in this category are awarded almost on the basis of quantity: up to 3 for a sentence or two showing a glimpse of knowledge; 4 or 5 where this is also a hint of relevance to the question. [25]

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Question 5 (25 marks)


Worries about her wedding. Acceptance of her faith. Safdar’s attempt to help.




4–6 Poor A limited attempt: some appropriate material from the required story has been picked out but is used randomly and sometimes does not appear to be focused on the question; irrelevant material from other stories has been introduced.

1–3 Very Poor A weak attempt: little useful material has been selected from the required story or any other story; question may not be addressed; answer may be largely irrelevant. [15]


An obedient daughter. A loving sister. A caring woman.

9–10 Excellent Very detailed response: material from the passage well selected; makes points thoughtfully, shows insight or engagement with the subject matter.





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Question 6 Points to be included: Her anxious nature. Her love for her father. Her careless attitude etc.











0–5 Poor No clear material: marks in this category are awarded almost on the basis of quantity: up to 3 for a sentence or two showing a glimpse of knowledge; 4 or 5 where this is also a hint of relevance to the question. [25]

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GENERAL The performance of the majority of the candidates was more than satisfactory, with many producing very good performances. Candidates coped well with the different technical demands of the question format, the only limitations being that of (a) The candidates' ability to understand and respond appropriately to the texts and the questions, and (b) Their linguistic ability and competence in reading and following instructions. The standard format of this paper is that there are two passages of about 350 words each, on a linked theme which this year was Food, Diet and Health. The first passage was an historical account of the development of cooking and types of food popular on the subcontinent, while the second passage was a more health related passage on the effects of changing to a modern ‘western style’ diet and its problems. Candidates had to read these passages and then answer just two questions, both of which required extended responses. Marks are awarded for content, language and organisation/structure on a scale of 10, 10 and 5, giving a total of 25 marks for each question. There was equal weighting to each question giving a total for the paper of 50 marks. QUESTION ONE: ‘DonoN ybaratoN ke havale sesahyt mand zindagi men ghiza ki ahmiyat ka muwazana kijiye’ ‘With reference to both passages compare the importance of diet in a healthy life.’ This question required candidates to write a direct comparison of the two contrasting facts and comments discussed in the texts. Candidates were, as always, expected to: (i) Make comparisons making direct reference to these texts (ii) Use, as far as possible, ' their own words.' As always, it was a combination of the above two points which provided the Examiners with the opportunity to discriminate between the poor, the satisfactory and the good candidates’ performances. This question was satisfactorily rather than well answered by most of the candidates. The best were those who were able to extract the main points of each passage and fit them together in such a way as to make appropriate comparisons and contrast. Of course there are points from each text that should be mentioned: the importance of a balanced diet, effects of a modern ‘fast food’ diet, etc., but this does not mean that the content should be copied ‘word for word’. Such responses scored lower marks for language because the language used was copied from the text and was not the candidates’ own. The best responses were those who wrote their own response to the question, compared and contrasted these different facts and points of view expressed in the two passages. The most significant problem this year was that far too many candidates simply wrote two lengthy paragraphs, the first paraphrasing Passage A and the second summarising Passage B. Indeed, some even wrote the Urdu word for summary, 'khwlaasa', at the beginning of their responses. Because they were asked to compare the two passages,


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merely summarising them without making any direct comparisons or contrasts did not enable them to score high marks. That is not a 'muwazana'. The better candidates wrote about the points raised in each passage and then commented on their differing points of view and compared and contrasted the relative importance in each passage of diet and health. They did not merely paraphrase the two passages without comment. QUESTION TWO The main thrust of this question, although based on the central theme of the texts, is to provide a stimulus for more creative and imaginative writing on a topic deriving its theme from the texts, but not directly so. This time the candidates were asked to write a letter giving advice to a friend. 'Aap ka dost ghar ka khana taqriban chor chukka hai awr bahyr ke khane ko tarjih deta hai- apne dost ko khat ke zariye fast food ke nuqsanat se aagah kijiye' 'Your friend has practically given up home cooking and much prefers take-aways, etc. Write a letter to your friend making him aware of the disadvantages of fast food, take-aways, etc.' This gave candidates an ideal opportunity to demonstrate their powers of language and argument. The stronger candidates produced well constructed and often amusing letters telling their friends off for not eating mother’s good home cooking and wasting money and health on rubbish food. Some were very forceful and got their point across very well. They were able to make their points using their own words within a planned framework, unlike weaker candidates who merely rambled from point to point in an unstructured way. Although the question was designed so that candidates would not necessarily need to make use of much material from the passages, the weaker candidates did rely overmuch on material drawn from the passages. One surprising point of interest emerged, and that was the fact that there were some candidates who held very strong views on the subject of diet and health and were enjoying the chance to berate a friend about his unhealthy lifestyle. Certainly the humour displayed by a good many candidates was here entirely appropriate in an informal communication between friends. This question was much better attempted by candidates than the first task. There were very few candidates whose written Urdu was not up to the task, although a minority of papers displayed very messy handwriting style with crossings out and scribbled insertions. Presentation of work and clear legible handwriting is important. The length of some of the responses was also problematical. The rubric states that answers should be about a side and a half of paper, depending on size of handwriting. The length of some scripts was well over double that limitation; these will have lost some marks for structure and content. It is very important to follow rubrics if high marks are to be achieved. That being said, overall the majority of candidates wrote relevant, interesting and linguistically accurate responses to both questions.


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Paper 3247/02 Texts

General comments The overall performance of candidates was very good. Candidates showed a very good command of language as well as knowledge of the texts. Most candidates demonstrated the ability to write very detailed responses with confident use of complex sentences structures enabling them to communicate their points well. Most candidates’ answers were relevant and well illustrated. All six questions were attempted by some candidates. Comments on specific questions Section 1: Poetry Question 1 This question was about a poem/ghazal written by ‘Bahader Shah Zafar ‘. There are five parts to this question and candidates are required to answer all five parts. This question was very popular and the majority of candidates gave excellent responses. (a) Almost all candidates answered this part correctly except a very few who did not name the poet. (b) The majority of candidates answered this part well and comprehensively, though a few candidates

were unable to explain the background to the poem. (c) Most candidates answered this more challenging part of the question very well. Referring to

second poem in the text, candidates expressed the sentiments of the poet very well and showed a good understanding of the depth of feeling portrayed.

(d) This was a very straightforward question and almost all the candidates gained full marks. (e) A very popular part of the question. Candidates demonstrated the ability to write very detailed

responses and showed a confident use of complex sentences. Most candidates gained full marks. The question required using the words in sentences, so candidates who just mentioned the meaning of those words were awarded fewer marks.

Question 2 This year this question was divided into two parts: one worth five marks and the second worth twenty marks. Part 1 was about ‘Mir Taqee Mir’ asking candidates to give reasons for his gloomy poetry. The majority of candidates answered this part very well and secured full marks. Part 2 was about five poetic qualities/features. Candidates were required to find these five qualities in any two poets from the prescribed texts apart from the poet discussed in Question 1.


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Apart from a very few candidates, most showed a very good understanding of the topic. Most candidates were able to discuss the poetic qualities/features well and those who illustrated their answers with close reference to the texts achieved the highest marks. Section 2: Prose Question 3 (a) Almost all candidates who attempted this question gained good marks. Candidates covered the topic well and correctly identified the value of Mrs Niaz’s independence. They were also able to give quotations from the original text. (b) Again the majority of candidates competently discussed the attitude of civil servants, giving examples from society. Some very good answers with quotations were given mentioning all the relevant points clearly and lucidly. Question 4 This proved to be a very straightforward question for many candidates. The majority wrote very well explaining their own feelings about the nation. Again those who supported their answers with close reference to the texts gained the most marks. Question 5 This was the least popular question set on a passage from the new novel; however candidates who attempted it performed very well and secured good marks. (a) Candidates were clearly able to write about the mental conflict Sulat Jehangir was experiencing. (b) This part of the question was very well attempted and candidates illustrated their answers with close reference to the novel. Question 6 Only a few candidates attempted this question but those who did answered well with good references from the text.


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SECTION 1: POETRY

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FIRST LANGUAGE URDU


GENERAL The performance of the majority of candidates was at least satisfactory, with many producing very good performances. The main problem that again faced many candidates was that of understanding exactly what is required by the questions and responding appropriately. This is assuming that candidates possess the linguistic ability and competence to do so. In this paper there are two passages of about 350 words each on a linked theme. This year the theme was the historical development and current state of the clothing industry in Europe and Asia. Candidates are required to read the two passages and answer the two questions that follow them, both of which require extended responses. Marks are awarded for content (10 marks), language (10 marks) and organisation/structure (5 marks) giving a total mark of 25 marks for each question. There is an equal weighting to each question giving a total for the paper of 50 marks. QUESTION ONE ‘donoN ybaratoN ke havale se maghrib awr mashriq men malbusat ki san’at ke mawjuda halat ka muwazana kijiye’ ‘With reference to both passages compare the current state of the clothing industry in the East and West.’ This question required candidates to write a direct comparison of the two contrasting facts and comments discussed in the two texts. Candidates are expected to: (i) Make comparisons with direct reference to these texts (ii) Use, as far as possible, ' their own words’. This question was satisfactorily rather than well answered by most candidates. The best were those who were able to extract the main points of each passage and fit them together in such a way as to make appropriate comparisons and contrasts between them. Of course there are points from each text that should be mentioned: the differing attitudes to ready-made and home made clothes, the changing focus of manufacturing clothes from west to east, the relative expensiveness of manufacture in the west while cheap labour and factories are available in the east, etc. This does not mean that the content should be copied word for word. Such responses scored lower marks for language because the language used was copied from the text and therefore does not demonstrate the candidates’ language abilities. The best responses were from those candidates who wrote their own response to the question, comparing and contrasting the different facts and points of view expressed in the two passages. The most significant problem this year was that far too many candidates simply wrote two lengthy paragraphs, the first paraphrasing Passage A and the second summarising Passage B. Indeed, some even wrote the Urdu word for summary, 'khwlaasa', at the beginning of their responses. Because they were asked to compare the two passages, merely summarising the passages without making any direct comparisons or contrasts did not enable them to score high marks. That is not a 'muwazana'.


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QUESTION TWO The aim of this question, although based on the main theme of the texts, is to provide a stimulus for more creative and imaginative writing on a topic which derives its theme from the texts, but not directly so. This time the candidates were asked to write a composition on the following theme: 'aap ke mulk men fashion ke asraat.’ 'The effects of fashion in your country.' This question gave candidates an ideal opportunity to demonstrate their ability to write Urdu. Fashion is a topic upon which many young people hold strong opinions and there were certainly some very powerful invectives against fashion as a western concept which is corrupting Pakistani young people. The better candidates however produced well constructed, balanced and often amusing essays on the subject. They were able to make their points using their own words within a planned framework, unlike weaker candidates who merely rambled from point to point in an unstructured way. Although the question was designed so that candidates would not necessarily need to make use of much material from the passages, the weaker candidates did rely overmuch on material drawn from the passages, or more worryingly missed the point entirely and wrote an essay on the clothing business in their country. This of course did not earn them high marks because they had not addressed the question. On the whole, this question was much better attempted by candidates than the first task. There were very few candidates whose written Urdu was not up to the task, although a minority of papers displayed a very messy handwriting style with crossings out and scribbled insertions. Presentation of work is important and some scripts were much harder to read than those that were clearly written and neatly presented. The length of some of the responses was also problematical. The rubric states very clearly that answers should be about 250 words. The length of some scripts was well over double that limitation; these scripts will have lost some marks for structure and content. It is very important to follow rubrics if high marks are to be achieved. That being said, overall the majority of candidates wrote relevant, interesting and linguistically accurate responses to both questions.


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Paper 3247/02 Texts

General comments Overall the performance of candidates was very good. The majority of candidates demonstrated the ability to write very detailed responses that were relevant and well illustrated. Most candidates had sufficient command of the Urdu language to enable them to express their ideas competently. Candidates attempted all four questions in the paper with Questions 1 and 3 being the most popular. Comments on specific questions Section 1: Poetry Question 1 This question was about the poem Nazm e Qaumi by Akbar Alahabadi. There were five parts to this question and candidates were required to answer all five parts. This was by far the most popular question and on the whole was answered well. (a) Almost all the candidates answered this part correctly although some candidates only gave the

poet’s name and not the title of the poem which was required as well, thereby only scoring one mark.

(b) The majority of candidates answered this part very well and comprehensively. A very few

candidates were unable to express the inner meaning of the verse. (c) This was a fairly straightforward question but required reference to the poem with examples. With

reference to the verses, most candidates expressed ways to make a nation popular. On the whole most candidates answered very well.

(d) This part of the question was well attempted. The majority of the candidates were able to give their

own opinion with reference to the poem and showed a good understanding of the text. (e) A very popular part of the question. Candidates demonstrated the ability to write very detailed

meanings for the words and phrases and apart from a very few candidates the majority achieved full marks.

Question 2 Shikwa Jawab e Shikwa by Allama Iqbal Apart from a very few candidates, most showed a very good understanding of the topic, describing and discussing the poet’s qualities in encouraging the nation to be vigilant and in his message of continued struggle. Those who illustrated their answers with close and relevant reference to his poetry achieved the highest marks.


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Section 2: Prose Question 3 Dastak Na Do by Altaf Fatima (a) and (b)

Almost all candidates who attempted this question achieved high marks. Candidates covered the topic well and were able to correctly identify the habits of both characters using good, relevant quotations from the original text. There were some very good comparisons made between the two sisters.

Most candidates discussed Safder Yasin’s feelings and his love for Gatee and gave relevant examples from the text about Amma Begum’s attitude. There were some excellent pieces of writing with well chosen quotations. Those who picked up all the appropriate points with clear explanations in their answers scored high marks.

Question 4 In response to this question candidates were expected to give their own opinions, justifying their thoughts and feelings with relevant examples from the text and in this most candidates were successful. The majority of candidates wrote good essays in response to this question and wrote about their own feelings and opinions when comparing Amma Begum with Jehangir Mirza. Again candidates who supported their answers with quotations which demonstrated why Amma Begum’s character was so interesting achieved the best marks.


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Question 1 Communication

• It is important to focus on the question ‘The current state of the clothes industry’.

• Reference to the past is fine in order to show changes particularly in the west.

• Big factories but no raw materials and expensive labour importing eastern raw materials.

• A big investment – small profit because costs are going up – rent, labour, etc., so closed down and shifting to the east.

• Whereas in the east there is a tradition of hand making, cheap labour and western companies in with factories, plenty of raw materials, so small investment – big profit.

• comparing and contrasting the two passages: Ideally these points should be put one against the other so that a direct comparison is made in order to achieve top marks for content, for example – In the west labour is expensive and there are no raw materials but in the east labour is cheap and there are plenty of raw materials.

9–10 Excellent Very detailed response: material from the text well selected; makes points thoughtfully, shows insight or engagement with the subject matter

7–8

Good Detailed response: relevant material from the text has been identified; makes some clear points; shows some engagement with the subject matter

5–6 Satisfactory Competent response: relevant material from the text has been identified but may lack detail or clarity; a mechanical response to the subject matter

3–4 Poor A limited attempt: some appropriate material from the text has been picked out but is used randomly and sometimes does not appear to be focused on the question

0–2 Very Poor A weak attempt: little useful material has been selected; question may not be addressed; answer may be largely irrelevant

If the passages are not compared but largely summarized then apply the following maxims:

If a summary is made with no comparison at all: Content maximum 4/10 Organization maximum 2/5 Language maximum 8/10 If some comparison is made: Content maximum 6/10 Organization maximum 3/5 Language maximum 10/10 If the length is significantly over 250 words (300+) then read everything and go down 1 mark

band for content – if you would have given 8 then go down to 6. If you would have given 6 then go down to 4.

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Structure and organisation

5 Confidently argued and structured

4 Some ability to develop argument; clear structure

3 Attempt at structure but not entirely successful

2 Little attempt at structure

1 Ideas presented at random

[max 5] Language

9–10 Excellent Confident use of complex sentence structures, accurate, uses own extensive and appropriate vocabulary. Confident use of idiomatic language.

7–8 Good Generally sound grasp of complex sentence structures and grammar. Some lapses but mostly accurate. Attempts to use a variety of vocabulary. Some use of idiomatic language.

5–6 Satisfactory Tends to be simple and repetitive in use of structures. Basics mostly accurate, vocabulary simple: much copied from texts.

3–4 Poor Nearly all that is written is simple and repetitive. Sentence structures containing many errors. Own vocabulary limited.

0–2 Very Poor Very simple and repetitive sentence structures containing many errors. Weak grasp of grammar and use of own vocabulary very limited.

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Question 2 Communication

• This is best marked as a mini essay.

• Focus on the title – ‘The effects of fashion in their country.’

• Be open minded as to the different interpretations of fashion’s effects.

• Students have an opportunity to have free expression of their ideas and opinions. We are looking for a personal response to the title.


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Candidates will write their answers in Urdu. Examiners will look for a candidate’s ability to communicate effectively and will ignore linguistic errors, which do not impede communication. Rubric Infringements In order to facilitate a clerical check, examiners are requested to write the number of each question answered and the mark awarded on each script.



• Examiners should consider the extent to which candidates have been able to identify the significant issues raised in the passage and, where appropriate, have applied these to the text as a whole.

• Examiners should consider how successfully the candidates have manipulated their material and to what extent they have shown depth of awareness and knowledge of the workings of the text under discussion.

• Examiners should reward candidates whose answers show good understanding of how a text works and how an author has conveyed the key issues.

Essay Questions

• It is very helpful if Examiners comment on the scripts. This means simply ticking good points and noting a few observations in the margin (e.g. ‘good point’, ‘irrelevant’, ‘excessive quotation’, etc).

• A brief comment at the end of an essay (e.g. ‘rambling answer, shows some knowledge but misses point of question’) is particularly helpful.

• Don’t forget to write your mark for each essay at the end of that essay, and to transfer the two marks to the front of the script, and total them.

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1 (a) Name of poet and the poem. [2] (b) Two marks for how the poet feels and why he feels like that. [4] (c) Points to be included:

• To learn culture and skills

• To travel around the world and gain experience

• To have knowledge of all aspects of life

6–7 Excellent Detailed response: relevant material from the passage has been identified; makes some clear points; shows some engagement with the subject matter

4–5 Good Competent response: relevant material from the passage has been identified but may lack detail or clarity; a mechanical response to the subject matter

2–3 Satisfactory A limited attempt: some appropriate material from the passage has been picked out but is used randomly and sometimes does not appear to be focused on the question

0–1 Poor A weak attempt: little useful material has been selected; question may not be addressed; answer may be largely irrelevant

[7] (d) Points to be included:

• Good, soft language always touches the heart

• Interest in action changes things

• To speak without concentrating has an adverse effect on the listener

6–7 Excellent Detailed response: relevant material from the passage has been identified; makes some clear points; shows some engagement with the subject matter

4–5 Good Competent response: relevant material from the passage has been identified but may lack detail or clarity; a mechanical response to the subject matter

2–3 Satisfactory A limited attempt: some appropriate material from the passage has been picked out but is used randomly and sometimes does not appear to be focused on the question

0–1 Poor A weak attempt: little useful material has been selected; question may not be addressed; answer may be largely irrelevant

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2 Points to be included:

• Unity

• Organisation

• Struggle and to know about the past











0–5 Poor No clear material: marks in this category are awarded almost on the basis of quantity: up to 3 for a sentence or two showing a glimpse of knowledge; 4 or 5 where this is also a hint of relevance to the question.

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3 (a)

• Discussion of the characters

• The habits of Gatee

• The habits of Arjumand

14–15 Excellent Very detailed response: material from the required story well selected; makes points thoughtfully, shows insight or engagement with the subject matter

11–13 Good Detailed response: relevant material from the required story has been identified; makes some clear points; shows some engagement with the subject matter

8–10 Satisfactory Competent response: relevant material from the required story has been identified but may lack detail or clarity; a mechanical response to the subject matter

5–7 Poor A limited attempt: some appropriate material from the required story has been picked out but is used randomly and sometimes does not appear to be focused on the question; irrelevant material from other stories has been introduced

1–4 Very Poor A weak attempt: little useful material has been selected from the required story or any other story; question may not be addressed; answer may be largely irrelevant

[15] (b)

• His love for Gatee

• His sincerity about the family

• His loneliness






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for the guidance of teachers



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.



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• Communication – [maximum 10 marks] Points that may be included: comparing and contrasting the two passages

• People don’t care for their own safety or that of others

• Lack of education (or application of knowledge)

• Selfish attitude

• Should take responsibility for one’s own safety as well as that of others.


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• Communication – [maximum 10 marks] Main points which can be included:

• Should learn from media if no other way is available

• Abide by the rules and regulations of the traffic

• Ignore ‘might is right’

• Be sympathetic

• Enforce rules (the police) and no bribery!


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ADDITIONAL MARKING NOTES Q1 & Q2 Some candidates will write well in excess of the 250 word limit. IF WORD COUNT IS ABOVE 300: REDUCE CONTENT MARKS BY ONE MARK BAND (IF YOU WOULD HAVE GIVEN 8 - GIVE 6 REDUCE STRUCTURE MARKS BY ONE MARK (IF YOU WOULD HAVE GIVEN 4 - GIVE 3 Q1: This is meant to be written as a “compare and contrast” (muwazana) of the traffic behaviour of

people in the East and the West. A) Many candidates will write what is, in effect, a summary of the two passages. IF THERE IS NO EVIDENCE OF MUWAZANA: CONTENT: MAX 5 ORGANISATION MAX 3 LANGUAGE MAX 7 Q2: Ideally this should be presented so that it is clear that an interview has taken place, although it is

NOT necessary to present it as a dialogue. A) IF THERE IS NO MENTION OF AN INTERVIEW: CONTENT: MAX 6 ORGANISATION MAX 4 LANGUAGE MAX 7 B) Material should be drawn from both passages so there should be mention of traffic in the West. If

not – reduce content mark by 1.

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Maximum marks 50 Candidates will write their answers in Urdu. Examiners will look for a candidate’s ability to communicate effectively and will ignore linguistic errors, which do not impede communication. Rubric Infringements In order to facilitate a clerical check, examiners are requested to write the number of each question answered and the mark awarded on each script.






Essay Questions

• It is very helpful if Examiners comment on the scripts. This means simply ticking good points and noting a few observations in the margin (e.g. ‘good point’, ‘irrelevant’, ‘excessive quotation’, etc.).



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Question 1 [25 marks] (a) [10 marks] Points to be included: Candidates are expected to explore the reasons for the lover’s madness in prison and the

remedy, and explain the lover’s demand for justice from God against the wounds given to him by his beloved.

9–10 Excellent Very detailed response: material from the text well selected; makes points thoughtfully; shows insight or engagement with the subject matter.

7–8 Good Detailed response: relevant material from the text has been identified; makes some clear points; shows some engagement with the subject matter.

5–6 Satisfactory Competent response: relevant material from the text has been identified but may lack detail or clarity; a mechanical response to the subject matter.

3–4 Poor A limited attempt: some appropriate material from the text has been picked out but is used randomly and sometimes does not appear to be focused on the question.


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(b) [15 marks] Points to be included: Candidates are expected to identify the similes and metaphors in both poems and explore the

way the writer uses them to express his feelings.









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Question 2 [25 marks] Points to be included: Points about the writer’s struggle for his nation, his imprisonment and his love for his people should be included. An exploration of how effective the writer is in presenting the sorrow his beloved has brought to him in a very realistic manner.












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Question 3 [25 marks] (a) [10 marks] Points to be included: Candidates are expected to discuss how the poet portrays the beauty of his country through the

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(b) [10 marks] Points to be included: Candidates are expected to explore: how the poet creates the effect of rhythm and music, how

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Question 4 [25 marks] Points to be included: Candidates are expected to explore the way the poet gives religious education to Muslim society with close examples from his poetry. Also how Eastern values are expressed through his poetry. How social and cultural values are discussed by the poet in his poems.












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Question 9 [25 marks] (a) [10 marks] Points to be included: Her respect for her father. Her hatred of her mother because of her mother’s strictness. Her father listens to whatever she demands whereas her mother tries to ignore her.






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FIRST LANGUAGE URDU

Paper 3247/01Reading and Writing

GENERAL

The format of this paper, designed to test the abilities of first-language candidates, includes two passages ofabout 350 words each, on a linked theme, upon which two questions are set. Candidates are required toread these passages and answer the two questions both of which require extended responses. Marks areawarded for communication (10), language (10), and organisation/structure (5), giving a total of 25 marks foreach question. There is an equal weighting to each question giving a total for the paper of 50 marks. Thisyear the theme was the behaviour of people from different parts of the world when they are driving.

The performance of the majority of the candidates was satisfactory, with many producing a good standard ofwritten work. A few candidates however had significant problems understanding and respondingappropriately to the texts and questions.

QUESTION ONE

‘donoN ybaratoN ki roshni men mashriq awr maghrib men traffic ke bare men logon ke ravayya kamuwazana kijiye’

‘In the light of both passages compare the behaviour of people concerning traffic in the East and West.’

This question required candidates to write a direct comparison of the two contrasting facts and commentsdiscussed in the texts.

Candidates were expected to:

(i) make comparisons with direct reference to the two texts; and

(ii) use their own words as far as possible.

This question was satisfactorily rather than well answered by most candidates. The best responses werethose that extracted the main points from each passage and fit them together in such a way as to makeappropriate comparisons and contrasts between them. There are points from each text that should bementioned: the differing attitudes towards other road users, the traffic police, respect for the law, theacceptance or otherwise of responsibility for accidents. All these points highlight the differences in thebehaviour of road users from west to east, but this does not mean that the content should be copied word forword. Such responses containing large chunks of copied material scored lower marks for language becausethe language written was not their own.

The best examples were from those candidates who wrote their own response to the question, comparingand contrasting the different facts and points of view expressed in the two passages. The most significantproblem this year was that far too many candidates simply wrote two lengthy paragraphs, the firstparaphrasing Passage A and the second summarising Passage B. Indeed, some even wrote the Urdu wordfor summary, 'khwlaasa', at the beginning of their responses. Because they were asked to compare the twopassages, merely summarising them without making any direct comparisons or contrasts did not enable highmarks to be achieved. That is not a 'muwazana'.

The more able candidates wrote about the points raised in each passage and then commented on theirdiffering behaviours. They did not merely paraphrase the two passages without comment.


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QUESTION TWO

The main purpose of this question, although based on the main theme of the texts, is to provide a stimulusfor more creative and imaginative writing on a topic deriving its theme from the texts, but not directly so. Thistime candidates were asked to write a composition on the following theme:

‘ aap apne college ke rysale ke liye mwqami traffic police ke incharge ka interview lete hayn. dononybaraton ki roshni men interview ka matan lykhiye.’

‘You interview the local traffic police chief for your college magazine. Write the text of the interview.’

This gave candidates an ideal opportunity to demonstrate their ability to write Urdu. The format of thecomposition was not determined, but many candidates chose to present it as a dialogue, which on occasionproved very interesting. The stronger candidates produced well-constructed and often amusingcompositions on the subject.

By using the interview format candidates had the opportunity to frame questions and answers whichdemonstrated that they had understood material from the passages. They were able to make their pointsusing their own words within that framework, unlike weaker candidates who merely rambled from point topoint in an unstructured way.

On the whole, candidates performed better in this question than in the first task.

LINGUISTIC ABILITY

This paper is aimed at first-language Urdu speakers so a high standard of accuracy is required to gain topmarks. There were very few candidates whose written Urdu was not up to the task, and a minority of papersdisplayed a very messy handwriting style with crossings out and scribbled insertions. The length of some ofthe responses is also problematical. The rubric has been changed this year and states very clearly thatanswers should be about 250 words. The length of some scripts was well over double that; these candidateswill have lost some marks for structure and content. It is very important to follow the rubrics if high marks areto be achieved.

That being said, overall the majority of candidates wrote relevant, interesting and linguistically accurateresponses to both questions.


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FIRST LANGUAGE URDU

Paper 3247/02Texts

General comments

Overall the performance of candidates was very good. Most candidates demonstrated the ability to writevery detailed responses that were relevant and well illustrated. The majority of candidates had sufficientcommand of the Urdu language to enable them to express their ideas clearly and competently. A fewcandidates did not appear to read the rubric carefully and subsequently lost marks. Equally it is important toread the questions carefully before answering to ensure that the specific focus of the question is addressed.


Section 1: POETRY

Question 1(a)

This question was about a ghazal written by Mir Taqee Mir.

There were two parts to this question and candidates were required to answer both parts. The question wasattempted by a relatively small number of candidates. Most who did attempt it answered very well andcomprehensively. There were a few weaker candidates however who were unable to express themselves ina very coherent way.

Question 1(b)

This part of the question was very well attempted with most candidates achieving full marks. It was clear thatcandidates knew the difference between a simile and a metaphor.

Question 2

Faiz Ahmed Faiz

This was not a very popular question but those who attempted it showed a very good understanding of thetopic. Most candidates were able to discuss the theme of reality in Faiz’s poetry, the situation of the countryand the natural style he uses. Those who illustrated their answers with direct quotations from his poetryachieved the highest marks

Question 3

POEM

This was a popular question this year with most candidates achieving very good marks.

(a) On the whole candidates seemed to have been very well prepared and were able to give quotations fromthe original text to support the points they made.

(b) This part was again very well answered. The majority of candidates discussed all three features of thepoem with very good illustrations from the text. A few candidates discussed only two features instead ofthree and therefore lost marks.


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Question 4

The majority of candidates wrote very well in response to this question and explained and described theirown feelings and opinions about society in a way that was relevant to the question. Again candidates whowere able to support their points with close and relevant quotations from the text scored the better marks.

Section 2: PROSE

Question 5

(a) This question was based on the passage and the majority of candidates answered this question very wellshowing their ability to write about the wish the author had in his mind. Some candidates however did notaddress the specific focus of the question being asked of them and as such the marks awarded to them werelimited.

(b) This part of the question was very well attempted and candidates gave their answers with reference tothe essay. The question was about characterisation and candidates were asked to write about the characterof illusion.

Question 6

Only a few candidates chose to answer this question but those that did showed that they had studied thisessay very well indeed, and included good, relevant references from the text and achieved high marks.

Question 7

Mirat ul Aroos

This question was a very popular choice.

(a) Candidates who answered this part did so very well, including relevant quotations and references fromthe text, achieving good marks.

(b) In this part of the question candidates were required to give their own opinion of the character of themother of Muhammad Aqil, referring to both the present society and to the text. The majority of candidateswrote very convincingly on the topic and achieved very good marks.

Question 8

Relatively few candidates attempted this question but those who did gave good responses with appropriatereferences from the text gaining them high marks. The question required candidates to give their ownopinion about how realistic both characters are. Again those who answered with examples from the text andwith reasons from day to day life scored the highest marks.

Question 9

Dastak Naa Do

This question proved not to be very popular this year. Those candidates who did attempt the questiontended to give very brief responses with little reasoning. However, there were a handful of candidates whohad evidently studied this novel thoroughly and answered with relevant examples and giving their ownopinion where appropriate.

Although part (b) was a general type of question it also related directly to the novel. The majority of thosewho attempted it did not answer with close enough reference to the characters featured in the novel.

Question 10

This question was again not very popular. The few candidates who attempted this question did so quite well,fulfilling the demands of the question, embellishing their answers with quotations from the novel.


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• Communication – [maximum 10 marks] Points that may be included:

• Modern media: television, computers and the internet have taken over.

• Watching and listening is more common compared with reading.

• The internet is cheaper and provides more material.

• More money is required to buy books.


7–8 Good Detailed response: relevant material from the text has been identified; makes some clear points; shows some engagement with the subject matter










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3–4 Poor Nearly all that is written is simple and repetitive. Sentence structures containing many errors. Own vocabulary limited. Nearly all copied from texts.


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• Communication – [maximum 10 marks] Points that may be included:

• Reading books is more satisfying – increases knowledge and vocabulary.

• Represents the period and customs/traditions of the times when the work was written.

• How people faced challenges

• Awareness of the times and improvement in language


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3–4 Poor Nearly all that is written is simple and repetitive. Sentence structures containing many errors. Own vocabulary limited. Nearly all copied from texts.


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Maximum marks 50 Candidates will write their answers in Urdu. Examiners will look for a candidate’s ability to communicate effectively and will ignore linguistic errors which do not impede communication. Rubric Infringements In order to facilitate a clerical check, Examiners are requested to write the number of each question answered and the mark awarded on each script.

• If candidates answer two questions on the same text (i.e. 1 and 2, 3 and 4, 5 and 6, 7 and 8 or 9 and 10), they will be penalised; both questions are to be marked and the best mark taken.

• If candidates answer two passage-based questions or two essay questions (e.g. 1 and 5, 2 and 6, etc.), they will be penalised; both questions are to be marked and the best mark taken.

Passage-based questions




Essay Questions




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1 (a) 10 marks Points to be included:

• To explain how his poetry is for all periods.

• To explain how his poem is for all nations.

• To explain how his poem is for every individual.

9–10 Excellent

Very detailed response: the candidate has clearly grasped the central idea of the poem and conveys with sensitivity all the required elements; the candidate has considered the language of the poem, showing sound knowledge acquired during the course of study about the verse form/poetic style.

7–8 Good

Detailed response: the candidate knows what the poem is about and conveys the required elements clearly; the language of the poem is mentioned and there is some evidence that the candidate has some knowledge about the verse form/poetic style.

4–6 Satisfactory

Competent response: the candidate writes about the central theme but may lack detail or clarity or may write in a mechanical way; the candidate may not be able to comment on any language aspects of the poem and may show little knowledge about the verse form/poetic style.

1–3 Poor

A limited attempt: the candidate has written about the central theme but the result will be limited and scrappy; there has been no attempt to consider any language aspects of the poem leading to some doubt that the candidate has sufficient understanding of the verse form/poetic style to adequately answer a question on this text.

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(b) 15 marks Points to be included:

• How the poet has guided the Muslims to work hard and struggle.

• How the poet has shown the Muslims to follow the practical way of life.

• How the poet has tried to stop the inferiority complex in Muslims.

14–15 Exceptional

work




8–9 Painstaking


6–7

Fair relevance

and knowledge



0–3 Basic


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2 25 marks

Points to be included: Candidates' own opinion and judgement about the qualities of two poets particularly in the field of love. Candidates are expected to explain all those feelings without which love poetry does not complete.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



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• Comparison of Eastern and Western values.

• Defensive attitude to safeguard Eastern values.




3–4 Poor


0–2 Very Poor A weak attempt: little useful material has been selected from the required story or any other story; question may not be addressed; answer may be largely irrelevant.


Candidates have to give reasons why people like his verse even though no Western society exists in the East.




5–7 Poor



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4 25 marks Points to be included:

• His quality as a narrator.

• His quality as a tourist.

• His quality and attractive way of explaining the weather and festivals.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



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• Division in the society.

• His humour on this division.







• How his work is like a mirror to reflect people’s social face.

• His humour.

• To what extent he was successful in showing the social weakness of the society.





1–4 Very Poor A weak attempt: little useful material has been selected; question may not be addressed; answer may be largely irrelevant.

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• His quality of characterisation.

• His real characters.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



10–11 Basic




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7 (a) 10 marks


• The importance of the letter he wrote for his daughter.

• Why he wrote such a letter.

• Why that letter is important for brides.




3–4 Poor



(b) 10 marks


• The reason for not writing such a letter for his older daughter.

• The circumstances which led to his stopping writing the letter for Akbri.




5–7 Poor



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• Why he wrote the novel only for women.

• The type of evils he wanted to remove from the society.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



10–11 Basic




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• Why family people think that Gatee is responsible for Masaood’s ill-treatment.

• The circumstances that led to this situation.






(b) 15 marks


• The role of Ama Begum and Saoolat Aapa.

• The attitude of Gatee.

• Why she leaves the house.




5–7 Poor



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• The character of Jehangir Mirza.

• His weaknesses.

• His way of living life.

22–25 Exceptional

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General Certificate of Education Ordinary Level 3247 First Language Urdu June 2010

Principal Examiner Report for Teachers

FIRST LANGUAGE URDU


GENERAL In this paper there are two passages of about 350 words each on a linked theme. This year the theme was literature and reading. Following the passages, there are two questions: the first directly based upon the texts and the second on a topic leading naturally from it, but which does not depend on it. Both questions require extended responses. Marks are awarded for content (10 marks), language (10 marks) and organisation/structure (5 marks), giving a total mark of 25 for each question. There was equal weighting to each question giving a total for the paper of 50 marks. The performance of the majority of the candidates was satisfactory, with many of them producing good performances. As in previous sessions, candidates’ ability to understand and respond appropriately to the texts and the questions had a profound effect on performance. QUESTION ONE ‘adab awr mutala ke shawq par badalte hue zamane ke asrat.’ donoN ybaratoN ki roshni men is bayan par apne kheyalat ka azhar kijiye. ‘The effects of passing time on the pleasure of reading and literature.’ In the light of both passages express your ideas on this statement. This question required candidates to write their response to this question using the facts and comments discussed in the texts. Candidates were, as always, expected to: (i) Make comments making direct reference to these texts (ii) Use their own words as far as possible. As always, it was a combination of the above two points which discriminated between poor, satisfactory and good performances. This year’s set question was not, as in other years, a ‘muwazana’ ‘Compare and contrast.’ This is in line with the specifications for this paper, which do not specify a ‘muwazana’ type task only, but rather allow a variety of questions. Scrutiny of many of the scripts and overall statistics indicates that the less prescriptive question in this year’s paper proved advantageous to the majority of candidates, who have performed better on Question 1 this year in comparison with previous years. The candidates who scored the highest marks were those who were able to extract the main points from each passage and fit them together in such a way as to make appropriate comments relating to the passage of time. There are points from each text that should be mentioned: the love and popularity of literature and reading in the old days; the fact that poetry was a common interest keenly discussed in cafes and reading books was a very popular hobby for many people; but as time passed poets no longer gathered as they used to; people were attracted to new media, etc. Candidates should remember that content should not be copied ‘word for word’ from the texts. Where language is copied, lower marks are awarded as the language is not the candidate’s own. As in previous years, the best answers were by candidates who wrote their own response to the question and used different facts and points of view expressed in the two passages. The most significant problem this year was that far too many candidates simply wrote two lengthy paragraphs, the first paraphrasing Passage

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A and the second summarising Passage B. Indeed, some even wrote the Urdu word for summary, 'khwlaasa', at the beginning of their responses. As in previous years, very many otherwise linguistically able candidates wrote what amounted to not much more than a selection of sentences from the texts, mentioning in great detail the Pak Tea House and the comings and goings of poets, whose names and activities were copied straight from the passage. This cannot be given high marks either for content or for language, because firstly the question has not been answered, and secondly much of what is written is not the candidate’s own language. Stronger candidates wrote about the points raised in each passage and then commented on the effect of time on literary and book-reading. They did not merely paraphrase the two passages without comment. QUESTION TWO The aim of this question, although based on the main theme of the texts, is to provide a stimulus for more creative and imaginative writing on a topic deriving its theme from the texts, but not directly so. This time the candidates were asked to write a composition on the following theme: '' aap apne college ke rysale ke liye kitaben parhne ki ahmiyat par ek mazmun likhiye.’ ‘Write an article on the importance of reading books for your college magazine.'' This gave candidates an ideal opportunity to demonstrate their ability to write Urdu in a less restrictive format. Stronger candidates produced well-constructed and often engaging and highly readable compositions on the subject. On the whole, candidates made much better attempts at this question than the first task. This is reflected in the marks achieved. A high standard of accuracy is required to gain top marks for language. There were very few candidates whose written Urdu was not adequate. There were a small number of scripts which demonstrated a weak grasp of Urdu spelling and orthography, although, by and large, the grammatical details were correctly observed. Presentation of work is also important and some scripts were harder to read than those that were clearly written and neatly presented. The length of some of the responses was also problematical. The rubric clearly states that answers should be about 250 words. The length of some scripts was well over double that; these scripts will have lost some marks for structure and content. It is very important to follow rubrics if high marks are to be achieved. That being said, overall, the majority of candidates wrote relevant, interesting and linguistically accurate responses to both questions.

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FIRST LANGUAGE URDU

Paper 3247/02 Texts

General comments Generally the paper was well attempted and the majority of candidates fully understood the rubrics and performed well. Candidates demonstrated their ability to write fluently. There was good use of grammar and appropriate and colloquial expressions were used, showing good command of the Urdu language. In this session, a number of candidates tried to answer more than two questions while others attempted two essay type questions. The rubrics state that candidates should answer just two questions (one from each section) and that one question should be passage-based and the other an essay question. Candidates are advised to read the instructions carefully. Comments on specific questions Section 1: POETRY Question 1 This question, which was less popular than others, was about the Ghazal غزل by Allama Iqbal and gave candidates the opportunity to demonstrate their knowledge of the poet and his poetry. (a) Those candidates who attempted the question wrote very good answers, showing they were fully

prepared for this type of question. (b) This part of the question was also very well attempted by candidates, although a number of

candidates wrote more generally about the question but did not refer to his other poems from the syllabus. Those who answered the question including references to his other poems achieved high marks.

Question 2 This question was very popular and most candidates understood the demands of the question. A few candidates wrote only about one poet instead of two and could therefore only be awarded a maximum of half of the marks available for this part. Candidates are reminded to read the question carefully before attempting to answer. Question 3 (a) and (b) This question, from Nazim منظ by Akber Allahabadi, was another very ” اگر مذہب گيا “

popular choice. A large number of candidates who attempted this question achieved high marks. Most candidates demonstrated their ability to write constructively in Urdu.

Question 4 This question was very straightforward yet there were a few candidates who mixed up the poem of Nazir Akber Abadi with the poem of Akhtar Sherani او دیس سے آنے والے بتا resulting in zero marks for this question. Again, candidates should be reminded to read the question carefully before attempting to answer.

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Section 2: PROSE Question 5 (a) and (b) Many candidates answered this question very well with full reference to the text as well as to

society. Candidates who gave descriptive accounts of rich and poor achieved the highest marks. Question 6 Again this question was very popular with very strong responses. Some candidates tried to summarise the whole essay which was not what the question required and therefore they did not achieve high marks here. Question 7 Mirat ul Aroos (a) and (b) This question was very popular and very well attempted. Most candidates grasped the demands

of the question fully and were able to explain why Door Andaish Khan after she married and اصغری wrote the letter to his younger daughter Asghari دور اندیش خان

not to his other daughter Akaberi اکبری Question 8 (a) and (b) This question was also a very popular and well attempted. The majority of the candidates who

had studied this novel answered very well, achieving high marks. A few candidates, however, summarised the whole novel rather than answering the question and therefore achieved low marks.

Question 9 Dastak Naa Doo (a) and (b) This question was less popular than other questions. Those candidates who attempted this

question discussed all the reasons for Gatee leaving home. Candidates who gave their own opinion with reference to the novel achieved high marks.

Question 10 A good number of candidates attempted this question and achieved very good marks.

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• Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the May/June 2011 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

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• Communication – [maximum 10 marks] This is a direct response to the question relating to both the passages relevant to the decline and revival of cricket. Points that may be included: DECLINE:

• too long, 5 days

• no results

• weather to hot or too cold

• low attendance

• people not afford time/tickets REVIVAL

• rethink at the top

• introduction of 1 day matches

• exciting finishes

• big hitting

• crowds come back

• man of the match

• cash prizes

9–10 Excellent Very detailed response: material from the text well selected; makes points thoughtfully, shows insight or engagement with the subject matter.





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• Communication – [maximum 10 marks] Question 2 is a less prescriptive task and as long as the candidate responds appropriately to the task set they are not bound by the material from the given texts. There should be equal weight to the positives and the negatives of cricket. Candidates should at this level write a conclusion to their arguments to access the highest band for content.

9–10 Excellent Very detailed response: material from the text well selected; makes points thoughtfully, shows insight or engagement with the subject matter.





Length – apply the same maxims as in Question 1.

• Structure – [maximum 5 marks]












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208



Maximum marks 50 Candidates will write their answers in Urdu. Examiners will look for a candidate’s ability to communicate effectively and will ignore linguistic errors which do not impede communication. Rubric Infringements In order to facilitate a clerical check, Examiners are requested to write the number of each question answered and the mark awarded on each script.


• If candidates answer two passages/texts or two essay questions but on different texts they will be penalised; both questions are to be marked and the best mark taken.





209




• To explain how the poet feels in love.

• To explain how the poet makes readers feel about his love affairs.

• To explain in the light of the given poem.

9–10 Excellent


7–8 Good


4–6 Satisfactory


1–3 Poor


210




• How his poems have the elements of disappointment.

• How the poet has shown the signs of deprivation in his poems.

• Reference should be made from both the poems.

14–15 Exceptional

work




8–9 Painstaking


6–7

Fair relevance

and knowledge



0–3 Basic


211



2 25 marks


• Candidates’ own opinion with reference to Momin’s poems on how his beloved does not respond to him positively in love while the poet himself does. The candidates are expected to explain all those feelings without which the love poetry is not complete.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



10–11 Basic




212




• Candidates’ point of view about the poem ‘Qanaat’ with reference to the poem.

• How a person who does Qanaat becomes prosperous etc.




3–4 Poor




• His quality as a narrator.

• His quality as poet of nature.

• His quality and attractive way of explaining to make the readers fresh.




5–7 Poor



213




• His criticism of western culture.

• His criticism of those people who follow the western culture.

• Comparison between Eastern and Western culture.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



10–11 Basic




214



5 (a) 10 marks


• Kermoo’s leaving his profession and educating his sons.

• Change of his life style.

• Chudary’s point of view about Kermoo.

9–10 Excellent Very detailed response: material from the required story well selected; makes points thoughtfully; shows insight or engagement with the subject matter.



3–4 Poor



(b) 15 marks


• Chudary as leader of the village.

• Kermoo as a musician.

• Chudary as a curl character.

• Kermoo as a humble character.




5–7 Poor



215




• Candidates’ point of view on the given essay according to their own knowledge and understanding of the text.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



10–11 Basic




216



7 (a) 10 marks


• Akbary’s childish behaviour.

• Her openness to the cheater.

• Cheater’s ways of trapping Akbary.




3–4 Poor



(b) 15 marks


• Akbary’s character.

• Aqal’s character.

• Difference between both characters.




5–7 Poor



217




• Character of Mama Azmat.

• Her involvement in the house hold matters.

• Creating misunderstanding situation between Ashgary’s and her in laws.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



10–11 Basic




218




• Gatee’s character as a straightforward person.

• Mum’s strictness.

• Family members’ criticism.




3–4 Poor



(b) 15 marks


• The role of Ama Begum.

• Her authoritative character.

• Her involvement in every house hold matter.




5–7 Poor



219




• Candidate’s own point of view after having read the novel.

• Answer with the reference to the novel.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



10–11 Basic




220



FIRST LANGUAGE URDU


Key message In order to do well in this examination, candidates should:

• in Question I, answer the question set rather than summarise the two passages

• in Part II, respond to the task as set

• in Parts I and II, stay within the prescribed word limits. General comments The standard format of this paper, designed to test the abilities of first-language candidates, is to include two passages of about 350 words each, on a linked theme of, this year, the decline and revival of cricket, following which there are two questions, one directly based upon the texts and the second on a topic leading naturally from it, but which does not depend on it. Candidates were asked to read these passages and then answer two questions, both of which required extended responses. Marks were awarded for content, language and organisation/structure on a scale of 10, 10 and 5, giving a total mark of 25 for each question. There was equal weighting to each question giving a total for the paper of 50 marks. The performance of the majority of the candidates was satisfactory, with many of them producing good performances. This paper is aimed at first-language Urdu speakers so a high standard of accuracy is required to gain top marks. There were very few candidates whose written Urdu was not up to the task. Candidates should take care to present their work clearly and neatly so that everything the candidate has written can be rewarded. The length of many of the responses was problematical. The rubric states very clearly that answers should be about 250 words. The length of some scripts was well over double that; these will have lost some marks for content. Examiners are instructed to read the whole piece but to penalise overlong essays by reducing the content band down by one band. For example if a candidate was to have been given 8 for content, only 6 would be awarded to an overlong response. It is very important to follow rubrics if high marks are to be achieved. That being said, overall the majority of candidates wrote relevant, interesting and linguistically accurate responses to both questions. Comments on specific questions Question 1 “Cricket ke ‘urooj awr zavaal se mwta’lyq apne tasuraat qalamband kijiye” donoN ybaratoN ki roshni men is bayan par apne kheyalat ka yzhar kijiye.

221



In connection with the rise and decline of cricket write your impressions. In the light of both passages express your ideas on this statement. This question required candidates to write their response to this question using the facts and comments featured in the texts. Candidates were, as in previous sessions, expected to:

(i) Make comments making direct reference to these texts

(ii) Use, as far as possible, their own words. As in previous sessions, it was a combination of the above two points which provided the Examiners with the opportunity to discriminate between and reward varying levels of performance. This year, the key part of the question is apne tasuraat, ‘your impressions’. This means that candidates are required to record their own reaction to the material presented in both of the texts. This question was satisfactorily rather than well answered by most candidates. The best answers were those that were able to extract the main points of each passage and present them, along with their own comments on the material, using accurate and idiomatic Urdu, employing a range of vocabulary and structures. Although candidates are required to mention points from each text, for example, the long time taken to complete a five-day match, the weather, the revived popularity of one-day matches, etc., they should take care not to copy word-for-word from the texts. In this session, many candidates copied large chunks of text almost verbatim, concentrating, for example, a hundred words or so on trivial points such as Hitler’s and Roosevelt’s reactions. Such responses scored lower marks for language because the language used was copied from the text and was not the candidate’s own. As in previous sessions, the best responses were those that gave the candidate’s own response to the question and used different facts and points of view expressed in the two passages. The most significant problem this year was that far too many candidates simply wrote two lengthy paragraphs, the first paraphrasing Passage A and the second summarising Passage B. Indeed, some even wrote the Urdu word for summary, khwlaasa, at the beginning of their responses. This year the better responses contained points raised in each passage and included the candidates’ own opinions and ideas and comments on them. In simple terms, they answered the question set. They did not merely paraphrase the two passages without comment. Question 2 The main difference between this question and the first one is that, although based on the main theme of the texts, its purpose is to provide a stimulus for more creative and imaginative writing on a topic deriving its theme from the texts, but not directly so. This time the candidates were asked to write a composition on the following theme: aap apne college ke rysale ke liye cricket ke fawaid awr nuqsanat par ek mazmun likhiye. ‘Write an essay on the advantages and disadvantages of cricket for your college magazine.’ This gave candidates an ideal opportunity to demonstrate their ability to write Urdu. The better candidates produced well-constructed and often thought provoking compositions on the subject. Although there was no defined format for the essay, most candidates structured their essays in one of two ways. The first wrote two separate paragraphs while others wrote on particular matters from both points of view. They were able to make their points using their own words within that framework, unlike weaker candidates who merely rambled from point to point in an unstructured way. On the whole, this question was much better attempted than the first question and this is reflected in the marking.

222



FIRST LANGUAGE URDU

Paper 3247/02 Texts

Key message To do well in this paper, candidates must make sure they understand all the demands of the question. They must produce a response which is entirely relevant to the question set and supported with appropriate examples from the text. General comments Overall, the performance of the candidates this year was very good. The candidates have shown good command of language as well as of the text. Most of them have demonstrated the ability to write very detailed responses and have shown confident use of complex sentences. Their answers were relevant and well illustrated. The majority of the candidates have followed the instructions and attempted both questions in the papers. Comments on specific questions Section 1: Poetry Question 1 (a) This question was about a Ghazal written by Mir Taqee Mir. There were two parts of this question and candidates were required to answer both parts. The

Examiners observed that this question was one of the more popular questions.

Those who attempted this part answered very well and comprehensively. Very few candidates were unable to express themselves fully.

(b) This was a very straightforward question and almost all the candidates scored high marks. This

part of the question was very well attempted. Candidates have shown that they know about Mir Taqee Mir and in their answers they have provided references and examples from his Ghazals.

Question 2 Momin Khan Momin This question was a less popular question. Those who attempted this question have shown reasonable understanding of the topic. Most of the candidates have discussed what was required in the question. A few generally wrote on the features of Momin Khan’s poetry scoring low marks. Question 3 (a) For this question, answers on either Dar Safat e Qanaat or Qanaat or both were accepted.

Examiners took into account that candidates did not have the Qanaat poem in front of them and extensive and thorough marking and post-marking checks were carried out to ensure that no candidates were disadvantaged. Marking statistics showed that this was a popular question and that candidates generally did well on this question.

223



(b) The second part of the question was more general about the poet and again this was very well attempted. The majority of the candidates scored high marks for this question. The candidates have given useful quotations from his poetry to justify their answers.

Question 4 This was very straightforward and the most popular question for the candidates. The majority of the candidates have written very well and explained how the poet has criticised all those who have forgotten their Eastern values and have adopted Western values. Again those who supported their answers with quotations scored full marks. Section 2: Prose Question 5 (a) This question was based on the passage and a good majority of the candidates answered this

question very well, giving examples from the text. All those who attempted this question scored very good marks.

(b) The part (b) of the question was very well attempted too and candidates gave their answers with

reference to the essay. It was based on the characterisation and candidates were asked to compare two characters in the text. Those who scored full marks compared two characters and gave the reasons for the character being full of life.

Question 6 A high number of candidates attempted this question and those who answered gave references from the text and scored high marks. It was clear that those who have shown the ability to answer this question properly had studied this work very well. Question 7 (a) This question was less popular than other questions in the paper. The candidates who answered

this part did well. Those who have included quotations and references from the text while answering this question scored high marks. Candidates who simply narrated the whole story could not score high marks.

(b) Part (b) of the question was a comparison between two very important characters. The candidates

were required to give examples from the text to prove their answer. Those who attempted this question answered this part of the question very well and scored high marks.

Question 8 A small number of candidates attempted this question and those who answered with references from the text scored high marks. The demand of the question was to prove “Mama Azmat” a negative character, who was involved not only in theft in the house but created misunderstandings between Asghari and her in-laws. A few candidates only wrote on the first part of the question and ignored the second part scoring fewer marks. Question 9 (a) This year Question 9 was less popular than other questions. A small number of candidates

attempted this question. Some candidates had prepared fully and answered with examples and illustrated with their own opinion. Others wrote very short responses without any reasoning. These candidates could not be awarded high marks.

(b) Part (b) was a general type of question on a very important character. Those who attempted this

question gave very good reasons for the importance of the character with reference to the novel and scored very good marks.

4224



Question 10 This question was again not a popular one. A small number of candidates attempted this question. Those who attempted it fulfilled the demand of the question. Candidates who did well supported their answers with quotations from the novel.

225



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236



Question 1 [maximum 25 marks] Communication – [maximum 10 marks] Points may include:






If the passages are not compared but largely summarised then apply the following maxims: If a summary is made with no comparison at all: Content maximum 4/10 Organisation maximum 2/5 Language maximum 8/10 Is some comparison is made: Content maximum 6/10 Organisation maximum 3/5 Language maximum 10/10 If the length is significantly over 250 words (300+) then read everything and go down 1 mark band for content – if you would have given 8 then go down to 6. If you would have given 6 then go down to 4.

237



Structure and organisation – [maximum 5 marks]












238



Question 2 [maximum 25 marks] Communication – [maximum 10 marks] Points may include:






Length – apply the same maxims as in Question 1. Structure – [maximum 5 marks]






239









240


GCE Ordinary Level








241



Maximum marks 50 Candidates will write their answers in Urdu. Examiners will look for a candidate's ability to communicate effectively and will ignore linguistic errors, which do not impede communication. Rubric infringements In order to facilitate a clerical check, examiners are requested to write the number of each question answered and the mark awarded on each script.







242



1 (a) Points to be included [10 marks]

• To explain how the poet feels in love.

• To explain how the poet has reflected human feelings in love in his Ghazal.

• To explain in the light of the given poem.




1–3 Poor



(b) Points to be included [15 marks]

• How his ghazals are full of humour.

• How the poet has used metaphor and similes in his poems.

• Reference should be made from both the poems.




5–7 Poor



243



2 Points to be included [25 marks]

• Candidates' own opinion with reference to Iqbal's poems about how he has awakened the Muslims of sub-continent with the help of his poetry. The candidates are expected to explain all those elements of his poetry without which the purpose of his poems is incomplete.

22–25 Exceptional Exceptional ability to organise material, thorough knowledge, work considerable sensitivity to language and to author's intentions. Really articulate and intelligent answers.



16–17 Painstaking



Candidate understands the demands of the question without being relevance able to develop a very thorough response. A simple approach, and including narrative and learnt material. Many candidates will fall into knowledge this category.


10–11 Basic

Some material - but not much sense of understanding or focus on the question. Structure is random and bitty. If there are signs of organisation and relevance, the answer should be considered for the Sound category.


0–5 Poor


244




• Candidates are expected to explain the importance of Musadas e Hali.




1–3 Poor




• Candidates should discuss how people can save their religion and nation by participating in the nation's miseries.




5–7 Poor



245




• His quality as an international religionist.

• Reference from his poems about human life and national problems.




16–17 Painstaking





10–11 Basic



0–5 Poor

Poor No clear material: marks in this category are awarded almost on the basis of quantity: up to 3 for a sentence or two showing a glimpse of knowledge; 4 or 5 where this is also a hint of relevance to the question.

246




• Akbar Azam as a King.

• Akbar Azam as a Father.

• Reference from the text.




1–3 Poor




• Character of Mah Rani.

• Mah Rani as a mother.

• Mah Rani as wife.




5–7 Poor



247




• Character of Akbar Azam.

• Character of Anar Kali.




16–17 Painstaking





10–11 Basic



0–5 Poor


248




• Character of Asghari.

• Asghari as a daughter in law.

• Asghari as a wife.




1–3 Poor




• Character of Mama Azmat.

• Family set up of Mulivi Muhammad Fazal.

14–15 Excellent Excellent Very detailed response: material from the required story well selected; makes points thoughtfully, shows insight or engagement with the subject matter.



5–7 Poor


1–4 Very Poor Poor A weak attempt: little useful material has been selected from the required story or any other story; question may not be addressed; answer may be largely irrelevant.

249




• Our Andaish Khan as father.

• Candidates are expected to give examples from the text about his character.


20–21 Very Good Good Close attention to detail, controlled structure, and perceptive use of illustration, good insight when discussing characters or themes. Ability to look beyond the obvious.


16–17 Painstaking





10–11 Basic



0–5 Poor


250




• Ammah Begum as an experienced mother. (reasons with reference from the text)

• Ammah Begum as an inexperienced mother. (reasons with reference from the text)




1–3 Poor




• The role of Gatee.

• Role of Gatee's father.

• Amma begum's interference between father and children.




5–7 Poor



251




• The character of China Man.

• His feelings for Gatee's family.

• His way of living life.




16–17 Painstaking





10–11 Basic



0–5 Poor


252



FIRST LANGUAGE URDU


Key messages In order to do well in this examination, candidates should:

• in Question 1, answer the question set rather than summarise the two passages

• in Question 2, respond to the task as set

• in Questions 1 and 2, stay within the prescribed word limits. General comments The overall performance of the candidates was very good. The candidates showed a good command of language and structure, as well as content. Most candidates demonstrated the ability to write very detailed and comprehensive responses and showed confident use of complex sentences. Their answers were relevant and well illustrated. The majority followed the instructions and attempted both questions from the paper. Though less so than last year, the length of a few responses was problematical. The rubric states very clearly that answers should be about 250 words. The length of some scripts was well over double that; these will have lost some marks for content. Examiners are instructed to read the whole piece but to penalise overlong essays by reducing the content band down by one band. For example if a candidate was to have been given 8 for content, only 6 would be awarded to an overlong response. Candidates should take care to present their work clearly and neatly so that everything the candidate has written can be rewarded. Question 1 In this question the candidates were asked to compare ancient and modern marathons and present the answer including their own ideas. This year the majority of the candidates differentiated effectively between comparison and summary. Candidates generally did very well on this question. They paid attention to both language and structure and to giving their own views. Due to the high standard of the answers, the majority of the candidates scored high marks. There were a few candidates who did not adhere to the word limit and could therefore not score the highest marks. Question 2 This question was of the same standard as previous years. Most candidates attempted this question very well, giving their own ideas about the popularity of sports. Those who provided a range of ideas to make sports popular scored very good marks. Those who just wrote about the Government responsibility to make sports popular did not score such good marks. Again, most candidates demonstrated very good language as well as structure in their answers. As in Question 1, there were a few candidates who wrote over the word limit and could therefore not achieve the highest marks.

253



FIRST LANGUAGE URDU

Paper 3247/02 Texts

Key messages To do well in this paper, candidates must make sure they understand all the demands of the question. They must produce a response which is entirely relevant to the question set and supported with appropriate examples from the text. General comments The overall performance of the candidates was very good. The candidates have shown good command of language as well as the text. Most of them have demonstrated the ability to write very detailed responses and shown confident use of complex sentences. Their answers were relevant and well illustrated. The majority of the candidates have followed the instructions and attempted both questions from both sections of the paper. Comments on specific questions Section 1: Poetry Question 1 (a) This question was about a Ghazal written by Mirza Ghalib and was designed to test the knowledge of the candidates about the text and its meaning. There were two parts of this question and candidates were required to answer both parts. The Examiners observed that this question was one of the popular questions as a good number of candidates have attempted this question. Those who attempted this part generally answered very well and comprehensively by explaining the theme of the Ghazal, expressing their opinion about the poet’s feelings and emotions about ‘love’. Question 1 (b) Most candidates scored well in this part of the question. The candidates who scored high marks clearly explained the poet’s use of similes and metaphors in the verses and also explained their understanding very well. Question 2 This question was not a very popular question. Those who attempted this question have shown reasonable understanding of the topic. Most of the candidates have discussed what was required in the question. Others wrote generally on the features of Allama Iqbal’s poetry, which meant they scored low marks. Question 3 (a) This part of the question was about a statement by Sir Syed Ahmed Khan regarding the importance of Mulana Hali’s poem ‘Musaddus e Hali’. Most candidates answered this part very well and demonstrated the ability to understand the sentiments expressed by the poet.

254



Question 3 (b) The second part of the question was more general and was very well attempted. Most candidates scored high marks in this part of the question. The candidates gave correct quotations from his poetry to justify their answers. Question 4 This was the most popular question. Most candidates have answered very well and explained how the poet discussed national problems and international matters. Again those who supported their answers with quotations scored high marks. Section 2: Prose Question 5 (a) This question was based on the passage and a good majority of the candidates answered this question very well giving examples from the text. All those who attempted this question scored very good marks. Question 5 (b) This part of the question was very well attempted too and candidates gave their answers with reference to the essay. It was based on the feelings of ‘Mahrani’ and candidates were asked to give the reasons. Those who scored full marks have given the reasons for their answer. Question 6 A good majority of candidates attempted this question and it was one of the more popular questions in the Paper. The candidates were able to show they understand that it was a great tragedy in the history and they were able to explain their choice with good use of language and reference from the text. Those who have shown the ability to answer this question properly must have studied the text very well. Question 7 (a) This question was not so popular compared to other questions in the paper. The candidates who answered this part generally wrote very well. It was a character study. Those included quotations and references from the text scored full marks. Question 7 (b) This part of the question was about the negative character of ‘Mama Azmat’. The candidates were required to give examples from the text to prove their answer. Those who attempted this question were generally able to successfully describe the negative features of the character. Question 8 A small number of candidates attempted this question and those who answered with references from the text scored high marks. The demand of the question was to prove that ‘Dur Andaish’ was a reformer in the novel. Those who attempted this question were able to describe very successfully this character. Question 9 (a) This year this question was not very popular. A small number of candidates tried to attempt this question. Those who have attempted this part generally wrote very short responses, without giving reasons. A few candidates, who seemed to have studied this novel thoroughly and prepared fully answered with examples and illustrated the answer with their own opinion. Question 9 (b) Part (b) of this question was about how Gati became rebellious because of the harsh treatment of her mother Ammah Begum. Again those who gave their opinion with reference from the text scored good marks.

3255



Question 10 This question was not a very popular one. Those candidates who have attempted it have fulfilled the demand of the question. The candidates generally supported their answers with quotations from the novel.

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CAMBRIDGE INTERNATIONAL EXAMINATIONS

GCE Ordinary Level

MARK SCHEME for the May/June 2013 series




Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

267

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Structure – [maximum 5 marks]












271

INTERNATIONAL EXAMINATIONS

GCE Ordinary Level

MARK SCHEME for the May/June 2013 series




Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

272



Maximum marks 50 Candidates will write their answers in Urdu. Examiners will look for a candidate's ability to communicate effectively and will ignore linguistic errors, which do not impede communication. Rubric infringements In order to facilitate a clerical check, examiners are requested to write the number of each question answered and the mark awarded on each script.







273



1 (a) Points to be included: [10 marks]

• An explanation of why he was so indifferent with reasons.

• ‘Mula’ does not believe in theories and concepts; he does not have any vision.

• ‘Philosopher’ does not understand the feelings of love; he only wants to solve the mysteries of the world.




1–3 Poor



(b) Points to be included: [15 marks]

• Candidates are required to say whether they agree or disagree with the statement, giving justification for their opinion with close reference to the text.




5–7 Poor



274



2 Points to be included: [25 marks]

• Aspects of Ghalib’s poetry such as themes of sadness, humour, use of similes and metaphors, philosophical thinking, depth of meaning, etc.




16–17 Painstaking





10–11 Basic



0–5 Poor


275




• Candidates are expected to discuss whether this poem meant a new life for the Muslim nation and to support their ideas with reference to the poem.




1–3 Poor




• Candidates are expected to explain how the poet has described the character/concept of MOMIN and whether they agree or disagree with his concept.




5–7 Poor



276




• The poet’s love for his country and the description of beautiful scenes. How those who live abroad develop love for their country and feel at home when reading the poem. Any other points supported by reference to the poem.




16–17 Painstaking





10–11 Basic



0–5 Poor


277




• Candidates are expected to discuss the different ways in which the poet uses humour in his writing, for example using common everyday items to amuse his readers.




1–3 Poor




• Candidates are expected to discuss the merits or otherwise of what the author has done in his essay including the way in which the author puts his views across.




5–7 Poor



278




• Candidates are expected to explore the way the author thinks about culture and civilization with close reference to his work included in the syllabus.




16–17 Painstaking





10–11 Basic



0–5 Poor


279




• Mama Azmat and her activities.

• Her involvement in all matters.

• Too much freedom given to her to discuss any matter she likes.




1–3 Poor




• Candidates are required to explore why she did not want to expose herself at the beginning and what would have happened had she done so.




5–7 Poor



280




• The novel became popular because it was written for women. Candidates should demonstrate their ability to discuss characterization in the novel, giving examples of different characters.




16–17 Painstaking





10–11 Basic



0–5 Poor


281




• The use of very simple language with examples from the passage.

• Candidates’ own opinions with close reference to the novel.




1–3 Poor




• Candidates are expected to explain how and why Sulat Jehangir is so sad. She wants to say something but cannot express herself. Candidates are expected to explain in their own opinion why she was so emotional.




5–7 Poor



282




• Candidates are required to explore his romantic character, his importance in the novel, his interest in the family and his personal views about different characters.




16–17 Painstaking





10–11 Basic



0–5 Poor


283

Cambridge General Certificate of Education Ordinary Level 3247 First Language Urdu June 2013


FIRST LANGUAGE URDU


Key messages It is important to include relevant material from both passages in response to Question 1. Question 2 requires candidates to write using the appropriate style, format and vocabulary of a speech rather than a general essay on the topic. General comments The overall performance of candidates was very good. Candidates demonstrated a good command of the language, wrote detailed responses and were confident in their use of complex sentences. Most responses were relevant and well illustrated. Some candidates did not address the specific question asked and did not keep to the word limit. Comments on specific questions Question 1 The majority of candidates showed a high level of reading and writing skills, appropriately using material from both passages in their composition. Weaker responses were characterised by a tendency to write a general composition on the topic without using examples and ideas from the given passages. Candidates need to use material from both passages in response to the question; in some cases material from only one passage was used. Some candidates could improve their performance by writing more concisely, making sure that they keep to the word limit. Question 2 Most candidates performed well in this question. The best responses used an appropriate writing style and wholly relevant material in their speeches, providing good justification and examples in support of their thoughts about how students are builders of the nation. Most candidates kept their focus on the question, were concise and stayed within the word limit. Candidates need to write in the appropriate format asked for in the question; some candidates did not write in the format of a speech and instead wrote an essay on the topic. Weaker responses were less focussed, over long and did not provide examples in support of their ideas. Candidates need to answer the specific subject matter of the question; some wrote about successful people being those who work hard (the topic for Question 1), rather than students as builders of the nation, and therefore some of their content could not be credited.

1www.OnlineExamHelp.com 284



FIRST LANGUAGE URDU

Paper 3247/02

Texts

Key messages Answers need to address the specific focus of each question and show an understanding of the texts beyond their literal meaning to the issues and attitudes that they raise. Some candidates wrote only general essays and needed to include an informed response to the texts. General comments Overall the performance of candidates was very good. Candidates showed a good command of language which meant they were able to communicate their exploration and understanding of the texts clearly. Most wrote very detailed responses which were relevant and well illustrated. Comments on specific questions Section 1: Poetry GHAZLEIN Question 1 Iqbal (a) Many candidates answered this part well and comprehensively. A few candidates did not organise or express their thoughts clearly. (b) This part was very well attempted. The strongest candidates showed a good understanding of Iqbal's use of humour in describing his feelings and supported their ideas with examples from the text. Question 2 Ghalib Candidates who attempted this question demonstrated a very good understanding of the topic. The best responses included a detailed discussion of the features of Ghalib’s poetry and included well chosen quotations from his poetry to illustrate their points.

NAZMEIN Question 3 Iqbal (a) This part was very well answered by most candidates. The best responses showed a detailed understanding of the text and appropriate use of quotations from it. (b) This part was again very well answered. The majority of candidates explored the features of “Mard e Momin”. There were some very good responses in which candidates focussed clearly on the question and made close reference to the poetry in support of the points they made. Weaker candidates tended to write more generally about the poem or gave only an explanation of the verses.

2285



Question 4 There were some very good responses which explored the author's use of language to communicate the feelings of those who are living abroad far from their own country. Many included good use of quotations in support of the points made. Some candidates could improve their performance by answering the specific question asked. Candidates should avoid merely giving an explanation of the whole poem without addressing the specific question, in this case about the feelings of those who are living abroad. Section 2: Prose MAZAMEEN Question 5 (a) This question was generally answered very well. The best responses showed a good understanding of how the author uses everyday items in a humorous way, gave a detailed account of the author’s views about the bicycle and included their own opinion. A few candidates could improve their performance by answering the specific question asked rather than giving a general response about the text. (b) This part of the question was very well attempted. The best responses showed insight into the underlying attitude of the author and of the issues raised in the essay and made close reference to the essay itself. Question 6 This question was generally well answered. The best responses were well-argued, articulate and showed a good understanding of the author's views on culture and civilisation. Question 7 Mirat ul Aroos (a) Candidates answered this part very well. The best responses explored the character of Mama Azmat and her activities in a sensitive and informed way and included relevant quotations and references from the text. (b) The majority of candidates answered this part well. There were some interesting discussions about Ashgary and the habits of “Mama Azmat” which included informed personal opinion with close reference to the text. Question 8 The best responses to this question differentiated between the good and bad characters, showed an understanding of the author's use of language to create his effects and included a discussion of the characterisation of “Nazir Ahmad”. Question 9 Dastak Na Do (a) Some responses showed a thorough understanding of the novel. discussed the author's use of simple language and included a personal response. Weaker responses contained only general comments with insufficient detail and did not include reasons or examples from the text. (b) Many candidates did not address this question adequately; reference needed to be made to the characters involved in the novel, for example an exploration of why Sulat Jehangir is sad and struggles to express herself.

3286



Question 10 Most candidates addressed the question fully, showing a good understanding of the characters, relationships and situations in the novel and included appropriate references in their responses.

4287

Cambridge International ExaminationsCambridge Ordinary Level

*1035072884*



1 hour 30 minutes



If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.Do not use staples, paper clips, glue or correction fluid.DO NOT WRITE IN ANY BARCODES.



283

283

3


5

10

15

285

285

4



286

286



Question 1 [maximum 25 marks] Points may include:

Communication– [maximum 10 marks]






If the passages are not compared but largely summarised then apply the following maxims: If a summary is made with no comparison at all: Content maximum 4/10 Organisation maximum 2/5 Language maximum 8/10 If some comparison is made: Content maximum 6/10 Organisation maximum 3/5 Language maximum 10/10 If the length is significantly over 250 words (300+) then read everything and go down 1 mark band for content – if you would have given 8 then go down to 6. If you would have given 6 then go down to 4.

287

287















288

288



Question 2 [maximum 25 marks] Points may include:

Communication– [maximum 10 marks]






Length – apply the same maxims as in Question 1.

289

289



Structure – [maximum 5 marks]












290

290



FIRST LANGUAGE URDU

Paper 3247/01

Reading and Writing

Key Messages It is important to include relevant material from both passages in response to Question 1. Candidates are reminded that in order to access full range of marks they need to read the task for Question 2 carefully and to write within the specified word limit using appropriate style, format and vocabulary. General Comments The majority of candidates performed well in both questions. Candidates wrote detailed responses, have demonstrated a good command of the language and were confident in their use of complex sentences. Comments on Specific Questions Question 1 The question required candidates to write an essay on Agriculture and Environment. The majority of candidates performed well in this question showing a high level of reading and writing skills. Strong candidates have demonstrated their ability to appropriately select material from both passages and to use it effectively in their writing. Weaker responses were characterised by a tendency to write general composition on the topic without using examples and ideas from the given passages or using material from only one passage. Candidates are reminded to use material from both passages in response to the question in order to access full marks. Question 2 Most candidates performed well in this question. The best responses used an appropriate writing style and wholly relevant material in their speeches, providing good justification and examples in support of their thoughts about the role young people play in protecting the environment. Most candidates kept their focus on the question, were concise and stayed within the word limit. Candidates are reminded to write in the appropriate format asked for in the question; some candidates did not write in the format of a speech and instead wrote an essay on the topic. Weaker responses were less focussed as candidates did not provide examples in support of their ideas and did not keep within the word limit. Candidates are reminded to answer the specific subject matter of the question in order to achieve full marks available for content.

291

291


Cambridge International ExaminationsCambridge Ordinary Level

*0367553467*



1 hour 30 minutes



If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.Do not use staples, paper clips, glue or correction fluid.DO NOT WRITE IN ANY BARCODES.



[ ]

292

292

3


[10]

[15]

[25]

3

4

294

294

5


7

8

[10]

[15]

[25]

296

296



Maximum marks 50 Candidates will write their answers in Urdu. Examiners will look for a candidate’s ability to communicate effectively and will ignore linguistic errors, which do not impede communication. Rubric infringements In order to facilitate a clerical check, examiners are requested to write the number of each question answered and the mark awarded on each script.







Essay questions




298

298




• To show simplicity with reference from the given verses.

• To show fluency in the verses with examples.

• To show how readers feel ease to understand his verses.

9–10 Excellent


7–8 Good


4–6 Satisfactory


1–3 Poor


299

299




• How the poet has discussed different matters in love.

• How the poet has discussed love affairs with due care and seriousness.

• How the poet has taken due care to discuss everything, but within limits of the culture.

14–15 Exceptional

work




8–9 Painstaking


6–7

Fair relevance

and knowledge



0–3 Basic


300

300




• Candidates’ own opinions about the writing style of Mir Taqee Mir specifically with reference to his simplicity of emotions and use of fluent words to present his point of view.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



10–11 Basic



0–5 Poor

No clear material: marks in this category are awarded almost on the basis of quantity: up to 3 for a sentence or two showing a glimpse of knowledge; 4 or 5 where there is also a hint of relevance to the question.

301

301




• Candidates’ own views about the poet and his ideas about the religion.

9–10 Excellent


7–8 Good


4–6 Satisfactory


1–3 Poor


302

302




• Candidates have to give examples of his satiric way of conveying a message to people about modern education.

14–15 Exceptional

work




8–9 Painstaking


6–7

Fair relevance

and knowledge



0–3 Basic


303

303




• How the poem is the history of rise and fall of the Muslim nation.

• How the poem has become a lament for the Muslim society.

• His quality and attractive way of writing this poem.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



10–11 Basic



0–5 Poor


304

304




• Candidates’ own opinions about the humorous style of the author.

• Examples from the text of his humour.

9–10 Excellent


7–8 Good


4–6 Satisfactory


1–3 Poor


305

305




• Candidates’ own views about whether or not use of simple words is necessary for a humorous writing style.






6–7 Fair relevance

and knowledge




306

306




• His quality as a father of Urdu short stories.

• His quality as writer about reality.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



10–11 Basic



0–5 Poor


307

307




• Short descriptions of all three characters.

• Candidates’ own views about any specific character with examples.

9–10 Excellent


7–8 Good


4–6 Satisfactory


1–3 Poor


308

308




• Discussion about given text and very simple writing style.

• Examples from the text to show it is close to real life.






6–7 Fair relevance

and knowledge




309

309




• Candidates’ own views about characters.

• Comparison between both characters.

• Examples from the novel about the real character.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



10–11 Basic



0–5 Poor


310

310




• Why family people are not that caring about “GATEE”?

• Safder Yaseen takes interest in Gatee because he has a soft spot for her.

9–10 Excellent


7–8 Good


4–6 Satisfactory


1–3 Poor


311

311




• The role of Ama Begum and Saoolat Aapa.

• Attitude of Gatee and her inferiority complex.

14–15 Exceptional

work




8–9 Painstaking


6–7

Fair relevance

and knowledge



0–3 Basic


312

312




• Candidates’ own views about gaining everything with money with examples.

22–25 Exceptional

work




16–17 Painstaking


14–15

Fair relevance

and knowledge



10–11 Basic



0–5 Poor


313

313



FIRST LANGUAGE URDU

Paper 3247/02

Texts

Key Messages All candidates are required to select one question from section one Poetry and one question from section two Prose. Answers need to address the specific focus of each question and show an understanding of the texts beyond their literal meaning to the issues and attitudes that they raise. Some candidates wrote only general essays and needed to include an informed response to the texts. General Comments Overall the performance of candidates was very good. Candidates showed a good command of language which meant they were able to communicate their exploration and understanding of the texts clearly. Comments on Specific Questions Section One Question 1 (a) Most of the candidates answered this part well and comprehensively by giving reference to the

Ghazal and by expressing their opinion about the poet. (b) This part was very well attempted. Stronger candidates showed a good understanding of the

poetry included in the syllabus. Question 2 Candidates who attempted question on “Mir Taqi Mir” demonstrated a very good understanding of the topic. The best responses included a detailed discussion of the features of poetry including the use of similes and metaphors. Question 3 (a) The question on Akber Alah Abadi poem “Agar Mazhab Giya” was very well answered by most

candidates. The best responses showed a detailed understanding of the poem and appropriate use of quotations from it.

(b) This part was very well answered. Stronger candidates focussed clearly on the poet’s ideas about

modern education and made close reference to the poetry in support of the points they made. Question 4 This question was about Hali’s poem “Musadus e Hali”. There were some very good responses with in depth discussion of the author's use of sentiments to communicate the value of religion and culture. Many candidates discussed Eastern values and included good use of quotations in support of the points made. Candidates are encouraged to answer the specific question asked and avoid merely giving an explanation of the whole poem without addressing the specific question.

314

314



Section Two Question 5 (a) This question was generally answered well. Stronger responses addressed the specific question

asked on the author’s sense of humour with reference from the given passage. Weaker candidates gave only a general response about the text.

(b) This part was well attempted. The best responses showed insight into the author’s style and made

close reference to his work. Question 6 This was another popular question. The best responses demonstrated candidates’ understanding of Munshee Pram Chand’s style; candidates’ answers were well-argued and articulate with close references to Munshee Pram Chand’s work. Question 7 (a) This part invited candidates to compare the three characters. The best responses explored which

character was in the right, justified their answer in a sensitive and informed way and included relevant quotations and references from the text.

(b) This question was very popular. Candidates were asked to write about the reality and style of the

passage. Stronger candidates supported their answers with close references and quotations from the text.

Question 8 This question was generally well answered. The best responses included a comparison between the two characters and showed an understanding of the author's use of language to create his effects. Many good answers included a discussion of “Akbari” character that can still be seen in our present society. Question 9 (a) In this question the candidates were required to write about Safder Yaseen’s character. Stronger

responses showed a thorough understanding of the character’s nature and included informed personal opinion with close reference to the text.

(b) This part was based on relationship between “Gatee”, her mother and sister. Stronger candidates

produced well-balanced answers exploring the reasons why Gatee became rebellious. Question 10 Most candidates addressed the question very well, showing a good understanding of the characters, relationships and situations in the novel. Stronger candidates justified the idea that not all can be bought with money, making appropriate references in their responses and drawing on examples from the text.

315

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UurduFL.2013

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