Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2019 May/June Paper 4 · Variant 3

This document consists of 6 printed pages, 2 blank pages and 1 Insert. DC (MM) 181688 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International Advanced Subsidiary and Advanced Level * 6 8 7 3 7 8 9 3 5 6 * ENGLISH LANGUAGE 9093/43 Paper 4 Language Topics May/June 2019 2 hours 15 minutes 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 two questions. You should spend about 15 minutes reading the passages and questions before you start writing your answers. You are reminded of the need for good English and clear presentation in your answers. All questions in this paper carry equal marks.

2 9093/43/M/J/19 © UCLES 2019 Answer two questions. 1 Spoken language and social groups The following text is a transcription of part of a conversation between two friends, who are both musicians. Stacey is in her twenties and Elle is in her thirties. Discuss ways in which the speakers are using language here to communicate and how their language is affected by the context. You should refer to specific details from the transcription, relating your observations to ideas from your wider study. Stacey: a lot of people in life (.) you know (.) are very very frustrated which is why they see people (.) maybe like us (.) following our dream (.) you know (.) they try and bring you down // Elle: get a real job (.) get a real job // Stacey: yeah (.) right (.) but // Elle: how many times have I been told that↗ (.) youre a female engineer (.) get a real job // Stacey: [laughs] you know its like (.) and they dont believe in what youre doing and thats because we’re fitting into a system where theyre told what to do // Elle: yeah (.) youre meant to work to live not live to work Stacey: i know (.) i was a keyboard player (.) umm piano (.) im self taught (.) everything you know (.) well i believe when youve got to be trained at something its not fully natural (.) if youve got a real natural gift then i dont think you should have to be trained because also when youre technically trained (.) you know (.) people will say how did you know // Elle: its about boundaries // Stacey: yeah // Elle: this is where education comes in (.) there shouldnt be (.) er limitations on // Stacey: no // Elle: creativity for a start (.) so like when i got in trouble at school i’d go and draw a picture and then get in trouble because it wasnt art time (.) and im like (.) hold on a minute (.) youve just made me angry (.) im drawing a picture and youre not gonna stop me (.) my dyslexia wasnt recognised at school so i would get in trouble again (.) detention all the time because i couldnt do my english work but im like (.) well (.) help me do the english work cause ive no idea what you want me to do (.) they say do that that that but me trying to put the pencil to paper and do its a whole different ball game // 5 10 15 20 25 30

3 9093/43/M/J/19 © UCLES 2019 [Turn over Stacey: i hated school (.) i used to wake up with knots in my stomach i hated it that much and i could not wait to come home (.) just to sit and play my keyboard // Elle: yeah i was (.) i just felt i didnt need school // Stacey: [laughs] // Elle: i did (.) i felt like (.) i dont need to be here (.) what are you talking about↗ (.) i dont actually need maths // Stacey: [laughs] thats exactly it (.) i (.) really just loved the music so much more but when you get sent to school everyones just being forced to do the same thing TRANSCRIPTION KEY (.) = micropause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features ↗ = upward intonation 35 40

4 9093/43/M/J/19 © UCLES 2019 2 English as a global language The following extract is from a 2016 article from The Daily Dot, an online magazine. Discuss what you feel are the most important issues raised here relating to the changing use of English as a global language. You should refer to specific details from the passage as well as to ideas and examples from your wider study. How the Internet is changing the English language Thanks to the Internet, a previously undeveloped area of English language – informal writing – is blossoming globally. It began with ‘netspeak’, shortening words to single letters, eliminating vowels from other words. Now, thanks to developments in technology and just the sheer amount of information that gets onto the web every day, linguistic trends are as varied and numerous as the websites that spawn them. But new ways of expressing one’s self on (and off) the web are always the subject of scrutiny, usually from corners that lament the death of ‘proper’ language. When you look closer, though, the way we write online is likely just as expressive as – and perhaps in some ways more expressive than – the ways we speak to each other in person or on the phone. David Crystal was one of the first to come out in defense of netspeak – used mainly by teenagers as they texted one another. He noted that criticism of the form of speaking has died down since its fever pitch in the early 2000s. ‘I was in a school recently looking at a group of 16-year-olds’ text messages, and there were no text abbreviations there at all,’ Crystal wrote. ‘They simply weren’t cool any more. And one lad told me that he had stopped abbreviating when he noticed his parents had started. Definitely not cool.’ The criticism that netspeak would lead children to have a poor handle on the English language also turned out to be completely unfounded, linguist Gretchen McCulloch said. ‘There’s a lot of moral panic about Internet language. But what studies have found is that kids who text more and who use more texting slang are also actually better at standard written English.’ These ways of speaking also splinter across geographic regions, the dominant gender of any particular social network, and the platforms we use. In other words, there’s evidence that dialects proliferate on the web and, to a certain extent, generate on the web as well. Additionally, Twitter’s geotags let linguists track local dialects. They reveal an archipelago of e-dialects that mirrors the geographical and cultural divisions of the physical country. For example, the abbreviation ikr (‘I know, right?’) occurs six times as often in Detroit as in the rest of the United States, while the emoticon ^-^, which denotes shyness, occurs four times more frequently in Southern California, where a large Korean community may have propelled it into the lexicon. Not only are the kids going to be alright, McCulloch thinks, but they may even be better communicators, enabled by the myriad ways of expressing themselves through emoji, GIFs, and deliberate uses and misuses of capitalization, grammar, and punctuation. Or maybe we’re just watching language change, as it always does and as it always has. As the kids say: ¯\_( )_/¯ 5 10 15 20 25 30 35

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6 9093/43/M/J/19 © UCLES 2019 3 Language acquisition by children and teenagers The following text is a transcription of part of a conversation between Jenny, aged 3 years 6 months, and her father. Discuss ways in which Jenny and her father are using language here. You should refer to specific details from the transcription, relating your observations to ideas from your studies of language acquisition. Jenny: wheres my coat Father: bring your coat here Jenny: [goes to get her hat] and my hat Father: and your hat↗ Jenny: rosannas hat Father: pardon Jenny: rosannas hat (.) cause its cold Father: bring it here Jenny: rosannas hat (.) with a bow Father: is that annas hat↗ Jenny: no (.) rosannas Father: oh rosannas Jenny: yes (.) cause (.) rosannas (.) rosanna did give it to me Father: did she↗ Jenny: yes (.) yes (.) she did Father: nice bow Jenny: yes (1) do you remember which way it go↗ Father: no Jenny: it (.) its with the bow (.) its (2) its (1) this way [shows him] like (.) with the (.) the bow at the front Father: looks good Jenny: bow at the front (1) do you remember now↗ Father: well i do now youve told me (.) yes Jenny: now (.) put hat on 5 10 15 20

7 9093/43/M/J/19 © UCLES 2019 Father: where did you go with mummy today after you came to see me↗ Jenny: umm (1) i went to shopping first (.) then i went to you Father: did you↗ Jenny: yes Father: you went shopping first (.) oh i thought you went (.) where did you go afterwards then↗ Jenny: i (1) i went home after Father: did you↗ Jenny: yes Father: did you go and get kate and anna from school Jenny: yes (1) and then (.) we went (.) then (.) we dropped kate off to your college didnt we Father: yes Jenny: and then we went home with anna Father: did you↗ Jenny: and we eat some crisps Father: when↗ Jenny: when (.) when you was at (.) yours (1) umm (.) when you were teaching (1) when you were teaching the boys (.) girls and boys Father: did you↗ (.) i didnt see any crisps Jenny: no (1) while you were at your college (.) and you were teaching the girls and boys (.) werent you↗ TRANSCRIPTION KEY (1) = pause in seconds (.) = micropause underlined = stressed sound/syllable(s) [italics] = paralinguistic features ↗ = upward intonation 25 30 35 40 45

8 9093/43/M/J/19 © UCLES 2019 BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

This document consists of 8 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International Advanced Level ENGLISH LANGUAGE 9093/43 Paper 4 Language Topics May/June 2019 MARK SCHEME Maximum Mark: 50 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 2 of 8 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 3 of 8 1 Spoken language and social groups Band 1 22–25 Discriminating analysis of language: subtle appreciation of the conventions and ingredients of specific forms; very detailed and perceptive exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) sophisticated awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a comparative, balanced, articulate and very fluent manner. Band 2 18–21 Engaged and very focused analysis of language; proficient appreciation of the conventions and ingredients of specific forms; detailed and insightful exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) proficient awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a comparative, sustained, consistent and fluent manner. Band 3 14–17 Measured analysis of language; sound appreciation of the conventions and ingredients of specific forms; some detailed and informed exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) competent awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a reasonably comparative, controlled manner. Band 4 10–13 Some attempt to develop analysis of language; the beginnings of appreciation of the conventions and ingredients of specific forms; sound, if at times uneven and undeveloped, exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) some sense of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a comparative, if at times partial, manner. Band 5 6–9 Basic analysis of language; simple response to the conventions and ingredients of specific forms; some exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) a measure of awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; general ability to convey knowledge and understanding; some reliance on feature-spotting, with basic comment. Band 6 2–5 Limited analysis of language; generalised response to conventions and forms; tendency to assert some of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) unfocused awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; limited ability to convey knowledge and understanding in a comparative manner; tendency to focus on identification of less important features (such as the use of punctuation). Below Band 6 0–1 Minimal appreciation and awareness of language and forms/conventions; work fragmented or incoherent. Unfocused; very limited. Probably marked by brevity.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 4 of 8 Question Answer Marks 1 Likely content Note: These must not be seen as prescriptive or ‘finite’ lists. Candidates should be rewarded positively for any valid response to the task which relates to the Assessment Objectives. Candidates are likely to refer to: • non-fluency features of spontaneous speech: fillers, pauses, false starts, reformulations, for example: a lot of people in life (.) you know; yeah i was (.) i just felt • some language features that are thought to be female language characteristics (e.g. co-operative overlaps, back-channel support) – Note. it is easy to over-state the significance of ‘gendered’ features • structure of exchanges – co-operative overlaps and interruptions. For example, Elle: get a real job (.) get a real job // Stacey: yeah (.) right (.) but // Elle: how many times have i been told that↗ • support and feedback between participants – for example the regular use of yeah by both participants and the laughing, particularly of Stacey • reference to theories/theorists of language such as Robin Lakoff, Deborah Tannen, Deborah Cameron and Jennifer Coates • inclusive v. exclusive speech Strong candidates are likely to appreciate the highly co-operative nature of this conversation, and to see that both participants are trying to be as helpful as they can be. They might also comment on instances of mimicry – for example ‘get a real job’ and ‘that that that’. If candidates pursue such lines of argument in a balanced and coherent way, they are likely to gain higher marks. Refer to the band descriptors and standardisation scripts in arriving at your mark. 25

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 5 of 8 2 English as a global language Band 1 22–25 Discriminating analysis of linguistic issue/topic; subtle appreciation of ramifications beyond the specific context offered in the question; detailed and perceptive exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) sophisticated awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a balanced, articulate and very fluent manner. Band 2 18–21 Engaged and very focused analysis of linguistic issue/topic; proficient appreciation of ramifications beyond the specific context offered in the question; detailed and thoughtful exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) proficient awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a sustained, consistent and fluent manner. Band 3 14–17 Measured analysis of linguistic issue/topic; sound appreciation of ramifications beyond the specific context offered in the question; some detailed and informed exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) competent awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a reasonably controlled manner. Band 4 10–13 Some attempt to develop analysis of linguistic issue/topic; the beginnings of appreciation of ramifications beyond the specific context offered in the question; sound, if at times uneven and undeveloped, exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) some sense of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding, though control may at times be only partial. Band 5 6–9 Basic analysis of linguistic issue/topic; simple response to the specific context(s) offered in the question; some exploration of example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) a measure of awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; general ability to convey knowledge and understanding; some reliance on mere assertion. Band 6 2–5 Limited analysis of linguistic issue/topic; generalised response to context(s) offered in the question; tendency to offer without exploration/explanation example(s) from the extract(s) and from the candidate’s own wider study; (where appropriate) unfocused awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; limited ability to convey knowledge and; tendency to assertion, and limited discrimination as to what is genuinely significant. Below Band 6 0–1 Minimal appreciation and awareness of linguistic issue/topic; work fragmented or incoherent. Unfocused; very limited. Probably marked by brevity.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 6 of 8 Question Answer Marks 2 Likely content Note: These must not be seen as prescriptive or ‘finite’ lists. Candidates should be rewarded positively for any valid response to the task which relates to the Assessment Objectives. Candidates are likely to refer to: • issues related to notions of world/global English • the functional role of English on the internet • how ‘dialects proliferate on the web’ and provide examples of such dialects • prescriptive vs. descriptive linguistic models; how some ‘lament the death of “proper” language’ • the ‘myriad ways of expressing’ oneself on the internet • the idea of language change, ‘as it always does and as it always has’ • notions of ‘Englishes’ across the world mirroring ‘geographical and cultural divisions’ (such as the American and Korean examples in the passage – stronger candidates may use their own examples). Stronger and more confident candidates may wish to take issue with or develop the idea that young people ‘may even be better communicators’, enabled by new means of expressing themselves online. If candidates pursue such lines of argument in a balanced and coherent way, they are likely to gain higher marks. Refer to the band descriptors and standardisation scripts in arriving at your mark. 25

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 7 of 8 3 Language acquisition by children and teenagers Band 1 22–25 Discriminating analysis of language: subtle appreciation of the conventions and ingredients of specific forms; very detailed and perceptive exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) sophisticated awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a comparative, balanced, articulate and very fluent manner. Band 2 18–21 Engaged and very focused analysis of language; proficient appreciation of the conventions and ingredients of specific forms; detailed and insightful exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) proficient awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a comparative, sustained, consistent and fluent manner. Band 3 14–17 Measured analysis of language; sound appreciation of the conventions and ingredients of specific forms; some detailed and informed exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) competent awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a reasonably comparative, controlled manner. Band 4 10–13 Some attempt to develop analysis of language; the beginnings of appreciation of the conventions and ingredients of specific forms; sound, if at times uneven and undeveloped, exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) some sense of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a comparative, if at times partial, manner. Band 5 6–9 Basic analysis of language; simple response to the conventions and ingredients of specific forms; some exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) a measure of awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; general ability to convey knowledge and understanding; some reliance on feature–spotting, with basic comment. Band 6 2–5 Limited analysis of language; generalised response to conventions and forms; tendency to assert some of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) unfocused awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; limited ability to convey knowledge and understanding in a comparative manner; tendency to focus on identification of less important features (such as the use of punctuation). Below Band 6 0–1 Minimal appreciation and awareness of language and forms/conventions; work fragmented or incoherent. Unfocused; very limited. Probably marked by brevity.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 8 of 8 Question Answer Marks 3 Likely content Notes: These must not be seen as prescriptive or ‘finite’ lists. Candidates should be rewarded positively for any valid response to the task which relates to the Assessment Objectives. Candidates are likely to refer to: • child-directed speech, e.g. the father’s use of a range of question types to elicit response • other uses of “caretaker” speech • theorists and theories, such as Skinner (Behaviourism/reinforcement), Chomsky (language acquisition device), Piaget (cognitive development), Vygotsky, Bruner et al. • Jenny’s developmental stage and linguistic competence: there are many examples of complex structures beyond the telegraphic stage, for example we dropped kate off to your college didn’t we • There are several grammatical errors in her speech, for example i went to shopping first; we eat some crisps • Evidence of at least 3 of Halliday’s functions of language (Interactional – do you remember which way it go↗, Representational – i went to shopping first, Regulatory – this way [shows him] like (.) with the (.) the bow at the front • Use of questions in Jenny’s speech, for example do you remember which way it go↗ • The structure of the exchanges: overwhelmingly fulfilled adjacency pairs, with little evident interruption or overlap • Turn-taking in conversation, no evident interruption or overlap Refer to the band descriptors and standardisation scripts in arriving at your mark. 25