Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2021 Feb/March Paper 1 · Variant 2

Cambridge International AS & A Level 9093/12 ENGLISH LANGUAGE February/March 2021 Paper 1 Reading 2 hours 15 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS • Answer all questions. • Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. • Dictionaries are not allowed. INFORMATION • The total mark for this paper is 50. • The number of marks for each question or part question is shown in brackets [ ]. This document has 8 pages. Any blank pages are indicated. [Turn over 03_9093_12_2021_1.17 © UCLES 2021 *0784976610*

Section A: Directed response Question 1 Read the following text, which is an extract from an article about child prodigies, published in The Sydney Morning Herald newspaper. You decide to write a letter to the newspaper in response to the article, expressing your opinions about the issues it raises. Use 150 to 200 words. (a) [10] Compare your letter with the article, analysing form, structure and language. (b) [15] 46 hours a week of practice: When is enough, enough for prodigy children? The golfer Sahara Hillman-Varma goes for a jog most mornings before school then practises golf for two or three hours every afternoon. 03_9093_12_2021_1.17 2021 2 Content removed due to copyright restrictions.

But he said parents should only do what was possible given the time and cost restraints and the needs of other family members. [Turn over 03_9093_12_2021_1.17 © UCLES 2021 3 Content removed due to copyright restrictions.

Section B: Text analysis Question 2 Read the following text, which is a review of a virtual reality experience designed by the sculptor Antony Gormley. Analyse the text, focusing on form, structure and language. [25] The moon is deeply embedded in our artistic culture – we sing about it, write about it, make films about it and in return it affects our very being through its lunar cycles. 03_9093_12_2021_1.17 © UCLES 2021 4 Content removed due to copyright restrictions.

And, for me, Lunatick hit that message home above all else. 03_9093_12_2021_1.17 © UCLES 2021 5 Content removed due to copyright restrictions.

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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. 03_9093_12_2021_1.17 © UCLES 2021 8

This document consists of 13 printed pages. © UCLES 2021 [Turn over Cambridge International AS & A Level ENGLISH LANGUAGE 9093/12 Paper 1 Reading March 2021 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 March 2021 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED March 2021 © UCLES 2021 Page 2 of 13 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.

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED March 2021 © UCLES 2021 Page 3 of 13 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. English & Media subject specific general marking principles (To be read in conjunction with the Generic Marking Principles (and requiring further guidance on how to place marks within levels)) Components using level descriptors: • We use level descriptors as a guide to broad understanding of the qualities normally expected of, or typical of, work in a level. • Level descriptors are a means of general guidance, and should not be interpreted as hurdle statements. • Where indicative content notes are supplied for a question, these are not a prescription of required content, and must not be treated as such. Alternative correct points and unexpected answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills demonstrated. • While we may have legitimate expectations as to the ground most answers may occupy, we must at all times be prepared to meet candidates on their chosen ground, provided it is relevant ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark scheme requirements for the question).

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED March 2021 © UCLES 2021 Page 4 of 13 English Language specific marking instructions: AO1 Read and demonstrate understanding of a wide variety of texts. (Understanding) • Marks should be awarded for the accuracy of the candidate’s understanding of the text and its features, not for any analysis of them which is recognised under AO3. • Where comparison is required, marks should be awarded for the candidate’s recognition of similarities and differences between the texts and their features, not for any consequent analysis. • When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. AO2 Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. (Writing) • Marks should be awarded equally on the basis of the level of the candidate’s written expression (range of features used and accuracy) and the development of their writing (its organisation and relevance to task and audience). • When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. AO3: Analyse the ways in which writers’ and speakers’ choices of form, structure and language produce meaning and style. (Analysis) • Marks should be awarded equally on the basis of the level of the candidate’s analysis of the text’s elements (form, structure and language) and of the writer’s stylistic choices (including how style relates to audience and shapes meaning). • When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. In response to Question 1(a), candidates are required to write between 150 and 200 words. While there is no direct penalty for failing to adhere to this requirement, examiners should consider this an aspect of the response’s ‘relevance to purpose’. As such, adherence to the word limit is assessed as part of the second bullet point of AO2.

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED March 2021 © UCLES 2021 Page 5 of 13 Section A: Directed response Question Answer Marks 1(a) Read the following text, which is an extract from an article about child prodigies, published in The Sydney Morning Herald newspaper. You decide to write a letter to the newspaper in response to the article, expressing your opinions about the issues it raises. Use 150 to 200 words. Mark according to the levels of response marking criteria in Table A. Additional guidance: The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments that should be credited. Responses might feature the following: • Form, audience, purpose, style, conventions, language and structure will be appropriately adapted to suit task • Content may include personal opinion, anecdote, argument, as well as other relevant ideas • Tone will be used to have an impact on the reader and to create an effect 10

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED March 2021 © UCLES 2021 Page 6 of 13 Question Answer Marks 1(b) Compare your letter with the article, analysing form, structure and language. Mark according to the levels of response marking criteria in Table B. Additional guidance: The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments that should be credited. Candidates may organise their response in any appropriate way. They are not required to focus on form, structure and language in separate sections. Responses might compare and analyse the following: Form • the typical text conventions used in the original article and the candidate’s own letter • the ways in which the different purposes affect the content and style of the two texts • the ways in which the article and letter appeal to the respective intended audiences, e.g. through the tone and register used in each text • any other relevant aspect of the form of the two texts Structure • the ways in which headings, sub-headings and short/long paragraphs or sections are used in each text • beginning the article with a question in the title hints at the writer’s attitude to the subject matter • the way the text develops the idea of increasing amounts of time being devoted to the child’s talent • the way the article references two parents’ viewpoints which are more in line with Dr Jung, which are then contrasted with the third parent’s viewpoint which is less aligned with Dr Jung s view • the way the article ends with the view of Dr Jung emphasises the writers’ attitude and links back to the question in the title, ultimately offering a sensible, considered and balanced answer • any other relevant structural features in the text 15

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED March 2021 © UCLES 2021 Page 7 of 13 Question Answer Marks 1(b) Language • references to quantities of time and adverbial phrases • quotes from Professor Jae Jung – credible, authority figure • quotes from the parents provide a variety of perspectives • factual information about each of the gifted children • lexical fields of education, hobbies, activities, sport, etc. • use of determiners in the subheadings – the golfer, the entrepreneur, the pianist, detaches the writer from the subject matter • inclusion of the children’s ages to highlight that they are just children • adjectives such as elite, successful and lucrative to suggest the writer’s attitude to the subject • vocabulary choices such as prodigies, gifted, sacrifice, devotes, nurture, performance, competition, imply the special nature of the children • the use of the idiomatic phrase realised she might have a second musical prodigy on her hands implies that Agnes He is somehow burdened with having two daughters whose gift for the piano the family will do their best to nurture • any other relevant language features in the text

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED March 2021 © UCLES 2021 Page 8 of 13 Marking criteria for Section A Question 1(a) Table A Level AO1: Read and demonstrate understanding of a wide variety of texts. 5 marks AO2: Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. 5 marks 5 • Sophisticated understanding of text (meaning/context/audience) • Insightful reference to characteristic features 5 marks • Sophisticated expression, with a high level of accuracy • Content is fully relevant to audience and purpose; ideas are developed throughout in a sophisticated manner 5 marks 4 • Detailed understanding of text (meaning/context/audience) • Effective reference to characteristic features 4 marks • Effective expression, with a few minor errors which do not impede communication • Content is relevant to audience and purpose; ideas are developed in an effective manner 4 marks 3 • Clear understanding of text (meaning/context/audience) • Clear reference to characteristic features 3 marks • Clear expression, with occasional errors which do not impede communication • Content is relevant to audience and purpose; ideas are developed clearly 3 marks 2 • Limited understanding of text (meaning/context/audience) • Limited reference to characteristic features 2 marks • Expression is clear but may not flow easily, with frequent errors which generally do not impede communication • Content is mostly relevant to audience and purpose; ideas are developed in a limited manner 2 marks 1 • Basic understanding of text (meaning/context/audience) • Minimal reference to characteristic features 1 mark • Basic expression, with frequent errors which impede communication • Content may lack relevance to audience and purpose; minimal development of ideas 1 mark 0 • No creditable response 0 marks • No creditable response 0 marks

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED March 2021 © UCLES 2021 Page 9 of 13 Marking criteria for Section A Question 1(b) Table B Level AO1: Read and demonstrate understanding of a wide variety of texts. 5 marks AO3: Analyse the ways in which writers’ and speakers’ choices of form, structure and language produce meaning and style. 10 marks 5 • Sophisticated comparative understanding of texts (meaning/context/audience) • Insightful reference to characteristic features 5 marks • Sophisticated comparative analysis of elements of form, structure and language • Sophisticated analysis of how the writers’ stylistic choices relate to audience and shape meaning 9–10 marks 4 • Detailed comparative understanding of texts (meaning/context/audience) • Effective reference to characteristic features 4 marks • Detailed comparative analysis of elements of form, structure and language • Detailed analysis of how the writers’ stylistic choices relate to audience and shape meaning 7–8 marks 3 • Clear comparative understanding of texts (meaning/context/audience) • Clear reference to characteristic features 3 marks • Clear comparative analysis of elements of form, structure and/or language • Clear analysis of how the writers’ stylistic choices relate to audience and shape meaning 5–6 marks 2 • Limited understanding of texts (meaning/context/audience), with limited comparison • Limited reference to characteristic features 2 marks • Limited analysis of form, structure and/or language, with limited comparison • Limited analysis of how the writers’ stylistic choices relate to audience and shape meaning 3–4 marks 1 • Basic understanding of texts (meaning/context/audience), with minimal comparison • Minimal reference to characteristic features 1 mark • Minimal analysis of form, structure and/or language, with minimal comparison • Minimal analysis of how the writers’ stylistic choices relate to audience and shape meaning 1–2 marks 0 • No creditable response 0 marks • No creditable response 0 marks

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED March 2021 © UCLES 2021 Page 10 of 13 Section B: Text analysis Question Answer Marks 2 Read the following text, which is a review of a virtual reality experience designed by the sculptor Antony Gormley. Analyse the text, focusing on form, structure and language. Mark according to the levels of response marking criteria in Table C. Additional guidance: The analysis should address the style, form, genre, structure and language of the text (including specific and relevant references), explaining how they create meaning in relation to audience and purpose. The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments that should be credited. Candidates may organise their response in any appropriate way. They are not required to focus on form, structure and language in separate sections. Responses might analyse the following: Form • the typical text conventions used in the review • the ways in which the purpose affects the content and style of the text • the ways in which the review appeals to its intended audience, e.g. through the tone and register used in the text • any other relevant aspect of the text's form Structure • the ways in which short/long paragraphs are used in the text • the way in which the review is structured to reflect the virtual reality experience itself • any other relevant structural features in the text 25

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED March 2021 © UCLES 2021 Page 11 of 13 Question Answer Marks 2 Language • the way in which the writer uses adverbs and adjectives to describe the VR experience • the way in which sensory details are used in the text to immerse the reader in the experience • use of a lexical field related to space/the universe • the choice of verbs used in the text and their effect on the reader • the way in which pronouns are used in the text • any other relevant language features in the text

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED March 2021 © UCLES 2021 Page 12 of 13 Marking criteria for Section B Question 2 Table C Level AO1: Read and demonstrate understanding of a wide variety of texts. 5 marks AO3: Analyse the ways in which writers’ and speakers’ choices of form, structure and language produce meaning and style. 20 marks 5 • Sophisticated understanding of text (meaning/context/audience) • Insightful reference to characteristic features 5 marks • Analysis is sophisticated, coherent and very effectively structured • Insightful selection of elements of form, structure and language for analysis • Sophisticated awareness of writer’s stylistic choices, including how style relates to audience and shapes meaning • Uses precise and fully appropriate language to link evidence with explanatory comments 17–20 marks 4 • Detailed understanding of text (meaning/context/audience) • Effective reference to characteristic features 4 marks • Analysis is detailed, coherent and effectively structured • Effective selection of elements of form, structure and language for analysis • Detailed awareness of writer’s stylistic choices, including how style relates to audience and shapes meaning • Uses effective and appropriate language to link evidence with explanatory comments 13–16 marks 3 • Clear understanding of text (meaning/context/audience) • Clear reference to characteristic features 3 marks • Analysis is clear, coherent and well structured • Appropriate selection of elements of form, structure and language for analysis • Clear awareness of writer’s stylistic choices, including how style relates to audience and shapes meaning • Uses clear and appropriate language to link evidence with explanatory comments 9–12 marks

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED March 2021 © UCLES 2021 Page 13 of 13 Level AO1: Read and demonstrate understanding of a wide variety of texts. 5 marks AO3: Analyse the ways in which writers’ and speakers’ choices of form, structure and language produce meaning and style. 20 marks 2 • Limited understanding of text (meaning/context/audience) • Limited reference to characteristic features 2 marks • Limited analysis, with some structure and limited coherence • Some appropriate selection of elements of form, structure and/or language for analysis • Limited awareness of writer’s stylistic choices • Attempts to use appropriate language to link evidence with explanatory comments 5–8 marks 1 • Basic understanding of text (meaning/context/audience) • Minimal reference to characteristic features 1 mark • Basic analysis, with minimal structure or coherence • Minimal selection of elements of form, structure and language for analysis • Minimal awareness of writer’s stylistic choices • Minimal use of appropriate language to link evidence with explanatory comments 1–4 marks 0 • No creditable response 0 marks • No creditable response 0 marks