Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2015 Oct/Nov Paper 2 · Variant 1

This document consists of 2 printed pages, 2 blank pages and 1 Insert. DC (LEG) 94166/2 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level * 4 4 7 3 6 8 2 5 2 7 * ENGLISH LANGUAGE 9093/21 Paper 2 Writing October/November 2015 2 hours No Additional Materials are required. READ THESE INSTRUCTIONS FIRST An answer booklet is provided inside this question paper. You should follow the instructions on the front cover of the answer booklet. If you need additional answer paper ask the invigilator for a continuation booklet. 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. All questions in this paper carry equal marks.

2 9093/21/O/N/15 © UCLES 2015 Answer one question from Section A and one question from Section B. All questions carry equal marks. You should write between 600–900 words for each question. Section A: Imaginative Writing 1 Write the opening to a story called The Carnival. In your writing, create the impression of a range of colours and sounds. 2 Write a descriptive piece called Sunday Morning. In your writing, create a sense of time and place. 3 Write an autobiographical piece called Bitterness, in which the narrator reflects on experiences he or she has not yet come to terms with. In your writing, create a sense of mood and character. Section B: Writing for an Audience 4 A student council has been established in a school and two students with contrasting views wish to stand for election. Each one delivers a speech outlining to other students why they should be elected. Write the text of each speech (between 300–450 words each). In your writing, create a sense of the candidates’ different outlooks and attitudes. 5 An animal welfare charity wishes to recruit new members. It makes a short promotional film to describe its work and the issues it campaigns for. Write the script for the voiceover of the film. In your writing, create a sense of a serious and active organisation. 6 A radio station aimed at a teenage audience invites you to write a script for a ‘youth culture’ programme. The script suggests which aspects of present youth culture will last – and which will not. Write the script. In your writing, create a sense of enthusiastic and reasoned argument.

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4 9093/21/O/N/15 © UCLES 2015 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Advanced Subsidiary and Advanced Level MARK SCHEME for the October/November 2015 series 9093 ENGLISH LANGUAGE 9093/21 Paper 2 (Writing), 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 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 October/November 2015 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2015 9093 21 © Cambridge International Examinations 2015 Assessment Objectives AO2: demonstrate a knowledge and understanding of English language (including, at A Level, spoken language) and its use in a variety of contexts AO3: write clearly, accurately, creatively and effectively for different purposes/audiences, using different forms. The paper contains two sections: Section A and Section B. There are three questions in each section. Candidates answer two questions: one from Section A and one from Section B. Each piece of writing is marked out of 25 marks, in accordance with the general marking criteria. Section A: Imaginative Writing (narrative/descriptive) Questions require a narrative or descriptive piece of continuous writing of 600–900 words (or two shorter linked pieces of 300–450 words). Candidates are required to show that they can write imaginatively, using language to create deliberate effects e.g. in conveying a mood or describing a character. Section B: Writing for an Audience (discursive/argumentative) Questions require a piece of continuous writing of 600–900 words (or two shorter linked pieces of 300–450 words). In each question, a specified form for the writing will be given (e.g. a magazine feature, article, review, letter to a newspaper, scripted speech, voiceover) for a specified audience. Candidates are required to show that they can present a view clearly, construct an argument carefully, and write coherently and persuasively.

Page 3 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2015 9093 21 © Cambridge International Examinations 2015 Section A: Imaginative Writing (narrative/descriptive) Band 1 22–25 • Imaginative, possibly original, appropriate approach to task, engaging audience; very strong voice; • 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; strong sense of voice; • 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; consistent sense of voice; • 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; some sense of voice; • Structure is in place though may not be fully consistent – may drift in and out of focus at times or be uneven; • 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; an occasional sense of voice; • 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; a limited sense of voice; • 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 Syllabus Paper Cambridge International AS/A Level – October/November 2015 9093 21 © Cambridge International Examinations 2015 Section B: Writing for an Audience (discursive/argumentative) Band 1 22–25 • Interesting, lively, approach to task, possibly original, in appropriate form, and engaging audience; very strong voice; • 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; strong sense of voice; • 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, a consistent sense of voice; • Clear appropriate structure with some development; • Some language and rhetorical devices used to explain, argue or persuade; • Clear expression with some variety, a few technical inaccuracies. Band 4 10–13 • Clear focus on relevant form and content, and some appropriate sense of audience; some sense of voice; • Appropriate structure is in place though may not be fully consistent – may drift in and out of focus or be uneven; • 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, a range of spelling errors, absent punctuation) which limit the ability to achieve effects. Band 5 6–9 • Relevant form and content with some sense of audience; occasional sense of voice; • 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, limited sense of voice; • 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.