Cambridge A Level English - Language and Literature (AS Level only, from 2016) 8695 — 2010 Oct/Nov Paper 2 · Variant 1

This document consists of 2 printed pages. DC (LEO) 29075 © UCLES 2010 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level 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. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer one question from Section A and one question from Section B. You are reminded of the need for good English and clear presentation in your answers. At the end of the examination, fasten all your work securely together. All questions in this paper carry equal marks. LANGUAGE & LITERATURE IN ENGLISH 8695/21 Paper 2 Composition October/November 2010 2 hours Additional Materials: Answer Booklet/Paper * 0 5 1 3 3 1 5 4 5 2 *

2 8695/21/O/N/10 © UCLES 2010 Answer one question from Section A and one question from Section B. You should write between 600 and 900 words for each composition. Section A: Narrative/Descriptive/Imaginative Writing 1 Write a descriptive piece called The Lost World. In your writing create an atmosphere of decay and isolation. 2 ‘She read the text message on her phone. She paused, gasped, and took a very deep breath…’ Continue the story. In your writing bring out a sense of suspense and tension. (You do not have to complete the story.) 3 Write two contrasting pieces (between 300–450 words each), one about your most enjoyable experience, and the other about your least enjoyable experience. 4 Write the opening to a short story called A New Romance. In your writing create an unusual setting in which two strangers meet for the first time. Section B: Discursive/Argumentative Writing 5 ‘Giving aid to less developed countries does more harm than good.’ What do you think – and why? 6 A magazine publishes two contrasting articles (between 300–450 words each), one called ‘The Future Still Looks Bright’, and the other called ‘It’s Not Going to Get Any Better’. Write the two articles, bringing out clear differences in their viewpoints about the ways in which the world is changing. 7 ‘Education provided by the state is good enough for everyone.’ ‘Private (paid for) education is far more beneficial for students than state-funded education.’ Which view are you in closer agreement with – and why? 8 A product which you cannot do without is about to go out of existence: the company which makes it is about to cease its production. Write a letter to the company in which you describe the origin and history of your relationship with the product and – most of all – why it is an essential part of your life. Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level and GCE Advanced Level MARK SCHEME for the October/November 2010 question paper for the guidance of teachers 8695 LANGUAGE AND LITERATURE IN ENGLISH 8695/21 Paper 2 (Composition), maximum raw mark 50 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes 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 October/November 2010 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

Page 2 Mark Scheme: Teachers’ version Syllabus Paper GCE A/AS LEVEL – October/November 2010 8695 21 © UCLES 2010 Assessment Objectives • Knowledge and understanding of features of English Language. • Ability to write clearly, accurately and effectively for a particular purpose or audience. Each composition is marked out of 25 marks, in accordance with the following general marking criteria. To achieve Band 5 or above work needs to address the task chosen appropriately.

Page 3 Mark Scheme: Teachers’ version Syllabus Paper GCE A/AS LEVEL – October/November 2010 8695 21 © UCLES 2010 Section A: Narrative/Descriptive/Imaginative Writing Band 1 22–25 • Imaginative, possibly original, appropriate approach to task, engaging audience; • Tightly controlled, appropriate structure; • Language used imaginatively to create specific effects on the reader; • Fluent, mature expression, achieves complex effects, with a high level of technical accuracy. Band 2 18–21 • Imaginative approach to task, appropriate to audience and engaging interest; • Effective, appropriate structure; • Language used to create specific effects on the reader, narrative or descriptive as appropriate; • Fluent expression achieves effects; occasional technical errors will not impede expression. Band 3 14–17 • Consistent focus on a relevant form and content, with an appropriate sense of audience; • Clear structure that fits the task; • Some effects of language are attempted and achieved, narrative or descriptive as appropriate; • Clear expression with some variety, a few technical inaccuracies. Band 4 10–13 • Clear focus on relevant form and content, with some imaginative touches, an appropriate sense of audience; • Structure is in place though may not be fully consistent – may drift in and out of focus at times; • Appropriate effects of language are attempted, narrative or descriptive as appropriate; • Clear expression, a little unvaried or with a number of technical errors (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation) which limit the ability to achieve effects. Band 5 6–9 • Relevant form and content with some sense of audience; • Structure may not be fully apparent – may go on without clear narrative control or descriptive contrast; • Some effects of language are attempted, narrative or descriptive as appropriate; • Expression is clear but may not flow easily, with frequent technical errors (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation). Band 6 2–5 • Evidence of attempted focus on some appropriate ideas for content, or a reasonable piece but not fully appropriate to the task; form may be less sure, e.g. a wholly narrative response to a descriptive task; • Lacks structure, may be diffuse, may ramble; • Occasional effects of language are created, narrative or descriptive as appropriate; • Expression is unclear at times; technical and structural problems (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation) get in the way of the flow of the whole. Band 7 0–1 • Work will be inappropriate to the task, confused or incoherent, with little grasp of suitable form or content. • Weakness of organisation and technical inaccuracy (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation) will seriously impede the candidate’s ability to create an overall impression.

Page 4 Mark Scheme: Teachers’ version Syllabus Paper GCE A/AS LEVEL – October/November 2010 8695 21 © UCLES 2010 Section B: Discursive/Argumentative Writing Band 1 22–25 • Interesting, lively approach to task, possibly original, in appropriate form, and engaging audience; • Tightly controlled structure develops ideas in logical effective manner; • Wide range of language and rhetorical devices used effectively to explain, argue or persuade; • Fluent, mature expression, capable of complex argument, with a high level of technical accuracy Band 2 18–21 • Thoughtful approach to task, appropriate in form, and engaging interest; • Effective, appropriate structure with clear exposition of ideas/argument; • Language and rhetorical devices used effectively to explain, argue or persuade; • Fluent expression capable of complex argument; occasional technical errors will not impede expression. Band 3 14–17 • Consistent focus on relevant content and form, with an appropriate sense of audience; • Clear appropriate structure with some development; • Some language and rhetorical devices used to explain, argue or persuade; • Clear expression with some variety, with a few technical inaccuracies. Band 4 10–13 • Clear focus on relevant form and content, with some appropriate sense of audience; • Appropriate structure is in place though may not be fully consistent – may drift in and out of focus or digress at times; • Effects of language to explain, argue or persuade are attempted to some purpose, not always fully achieved; • Clear expression, a little unvaried or with a number of technical errors (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation) which limit the ability to achieve effects. Band 5 6–9 • Relevant form and content with some sense of audience; • Structure may not be fully apparent – may be lacking in development or argument; • Some effects of language to explain, argue or persuade are created; • Expression is clear but may not flow easily, with frequent technical errors (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation). Band 6 2–5 • Work will attempt to be relevant, or a reasonable piece but not fully appropriate to the task, and will show some grasp of the topic under consideration; • Lacks structure, may leap from point to unconnected point, digress and ramble; • Occasional effects of language to explain, argue or persuade are attempted; • Expression is unclear at times; technical and structural problems (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation) get in the way of the flow of the whole. Band 7 0–1 • Work will be inappropriate to the task, confused or incoherent, with little grasp of the topic chosen; • Weakness of organisation and technical inaccuracy (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation) will seriously impede the candidate’s ability to create an overall impression.