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

Cambridge International AS & A Level 9093/11 May/June 2021 2 hours 15 minutes ENGLISH LANGUAGE Paper 1 Reading 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 06_9093_11_2021_1.1 © UCLES 2021 *6365002644*

25 20 15 10 5 Section A: Directed response Question 1 Read the following text, which is an extract from the autobiography of Usain Bolt, the famous sprinter. In the extract he describes the 100 metres race in which he won his first Olympic gold medal. You are a journalist at the Olympic 100 metres final which Usain Bolt describes in the extract. Write your report of the race for the sports section of your newspaper. Use 150–200 words. [10] (a) Compare your newspaper report with the autobiographical extract, analysing form, structure and language. [15] (b) Bang! The gun went. Man, a lot can go through a sprinter’s mind over 100 metres, and I’ve talked garbage to myself in every race I’ve ever run in. That might sound crazy to a lot of people because the metres flash by in just over nine and a half seconds, ten on a really bad day for me, but in that time I can think about a hell of a lot of stuff: like my start as I burst out of the line, especially if I’ve left the blocks too late. I think about who’s doing what ahead of me in the lanes, or whether someone behind is doing something stupid, like trying to beat me. Seriously, I talk a lot of trash in my head when I’m tearing down the track at top speed. Pow! I burst from the blocks, but Richard Thompson, the Trinidad and Tobago sprinter, was in the lane next to me and he got a start like nobody else in the history of the Olympics. Wow! How did he do that?! Now I can’t see where I am in the race, because he’s blocking my view of Asafa1 on the other side. I kept my eye on him all the way, extending my legs out of the drive phase. I made one, two, three steps and then I stumbled – I made a bad step and rocked to my right – but I recovered quickly and maintained my cool. I’d been through races before where I’d suffered a bad start, or a shaky first 20 metres, so I didn’t freak. Like Stockholm, yo. Remember Stockholm. Do not panic. Get through your drive phase and chill. Chill, chill, chill. Thompson hasn’t pulled away. He’s right there in front of you
I glanced across the line. He’s the only dude leading the pack. And then there was me. Keep chilling. 06_9093_11_2021_1.1 © UCLES 2021 2

45 40 35 30 I could feel my momentum building, my longer stride taking me past Thompson, and once I’d cleared him, I could see the rest of the line. I did a quick check – I was ahead, but there was no Asafa. Where the hell is Asafa? Everybody else was there, bunched in. Thompson, Walter Dix (USA), Churandy Martina (Netherlands Antilles), Michael Frater (Jamaica), Marc Burns (Trinidad and Tobago) and the other American runner, Darvis Patton, but still no Asafa. That seemed stupid to me, he was supposed to be there. This is kinda weird. He should be around
At 75, 80 metres I peeped again. I say peeped, but I actually looked back over my shoulder. I needed to know where he was. Where are you, bredder2? You’re the man that’s supposed to be doing well here now Tyson’s not playing. What are you doing? Do I need to run harder? Can I chill? Then it dawned on me. Oh man, oh man
I’m gonna win this race! Talk about losing it. I went totally wild even though I was still ten metres from the line. I threw my hands up in the air and acted all mad. I pounded my chest because I knew that nobody was going to catch me. It was done, I was the Olympic champ and all the work I’d suffered with Coach had paid off – all those laps of the track had taken me to the tape in first place. Notes: 1Asafa: Asafa Powell, Bolt’s Jamaican team mate and former 100 metres world record holder 2bredder: a Jamaican dialect word meaning brother [Turn over 06_9093_11_2021_1.1 © UCLES 2021 3

35 30 25 20 15 10 5 Section B: Text analysis Question 2 Read the following text, which is an article from the science section of a magazine, about whether trees can communicate. Analyse the text, focusing on form, structure and language. [25] Do Trees Talk to Each Other? I’m walking in the Eifel Mountains in western Germany, through cathedral-like groves of oak and beech, and there’s a strange unmoored feeling of entering a fairy tale. The trees have become vibrantly alive and charged with wonder. They’re communicating with one another, for starters. They’re involved in tremendous struggles and death-defying dramas. To reach enormousness, they depend on a complicated web of relationships, alliances and kinship networks. Wise old mother trees feed their saplings with liquid sugar and warn the neighbors when danger approaches. Reckless youngsters take foolhardy risks with leaf-shedding, light-chasing and excessive drinking, and usually pay with their lives. Crown princes wait for the old monarchs to fall, so they can take their place in the full glory of sunlight. It’s all happening in the ultra-slow motion that is tree time, so that what we see is a freeze-frame of the action. My guide here is a kind of tree whisperer. Peter Wohlleben, a German forester and author, has a rare understanding of the inner life of trees, and is able to describe it in accessible, evocative language. He stands very tall and straight, like the trees he most admires, and on this cold, clear morning, the blue of his eyes precisely matches the blue of the sky. Wohlleben has devoted his life to the study and care of trees. He manages this forest as a nature reserve, and lives with his wife, Miriam, in a rustic cabin near the remote village of Hümmel. Now, at the age of 53, he has become an unlikely publishing sensation. His book The Hidden Life of Trees: What They Feel, How They Communicate, written at his wife’s insistence, sold more than 800,000 copies in Germany, and has now hit the best-seller lists in 11 other countries, including the United States and Canada. Wohlleben sees a forest as a superorganism of unique individuals. A single beech tree can live for 400 years and produce 1.8 million beechnuts. A revolution has been taking place in the scientific understanding of trees, and Wohlleben is the first writer to convey its amazements to a general audience. The latest scientific studies, conducted at well-respected universities in Germany and around the world, confirm what he has long suspected from close observation in this forest: trees are far more alert, social, sophisticated – and even intelligent – than we thought. With his big green boots crunching through fresh snow, and a dewdrop catching sunlight on the tip of his long nose, Wohlleben takes me to two massive beech trees growing next to each other. He points up at their skeletal winter crowns, which appear careful not to encroach into each other’s space. ‘These two are old friends,’ he says. ‘They are very considerate in sharing the sunlight, and their root systems are closely connected. 06_9093_11_2021_1.1 © UCLES 2021 4

45 40 In cases like this, when one dies, the other usually dies soon afterward, because they are dependent on each other.’ Since Darwin, we have generally thought of trees as striving, disconnected loners, competing for water, nutrients and sunlight, with the winners shading out the losers and sucking them dry. The timber industry in particular sees forests as wood-producing systems and battlegrounds for survival of the fittest. There is now a substantial body of scientific evidence that refutes that idea. It shows instead that trees of the same species are communal, and will often form alliances with trees of other species. Forest trees have evolved to live in cooperative, interdependent relationships, maintained by communication and a collective intelligence similar to an insect colony. 06_9093_11_2021_1.1 © UCLES 2021 5

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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. 06_9093_11_2021_1.1 © UCLES 2021 8

This document consists of 15 printed pages. © UCLES 2021 [Turn over Cambridge International AS & A Level ENGLISH LANGUAGE 9093/11 Paper 1 Reading May/June 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 May/June 2021 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 2 of 15 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.

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 3 of 15 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.

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 4 of 15 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).

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 5 of 15 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.

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 6 of 15 Section A: Directed response Question Answer Marks 1(a) Read the following text, which is an extract from the autobiography of Usain Bolt, the famous sprinter. In the extract he describes the 100 metres race in which he won his first Olympic gold medal. You are a journalist at the Olympic 100 metres final which Usain Bolt describes in the extract. Write your report of the race for the sports section of your newspaper. Use 150–200 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 key factual information about the event – venue, date, time, etc.; as well as other relevant ideas • Tone will be used to have an impact on the reader and to create an effect. 10 1(b) Compare your newspaper report with the autobiographical extract, 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. 15

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 7 of 15 Question Answer Marks 1(b) Responses might compare and analyse the following: Form • The typical text conventions used in the original autobiographical extract (personal form) and the candidate’s own newspaper report • The ways in which the different purposes affect the content and style of the two texts • The ways in which the autobiography and newspaper report appeal to their respective intended audiences • Any other relevant aspect of the text’s form. Structure • The way the text begins with a one-word (onomatopoeic) exclamation • The use of one sentence paragraphs/exclamations • Sentence type/sentence function and the sequencing of long/short paragraphs • How the structure of the text affects the pace and how this links to the subject of the text • Tense shifts – simple perfect to simple present/present continuous and the effect on the reader • The use of internal dialogue and alternating paragraphs – shifts from the external to the internal. Use of repetition, e.g. ‘Chill, chill, chill’ • The use of ellipsis, dashes and how these affect the pace of the text • Any other relevant structural feature in the text. Language • The use of exclamatory sentences • The use of simple (often very short) sentences • Colloquial words and phrases, e.g. ‘dude’, ‘chill’, ‘man’ • Dialect words, e.g. ‘bredder’ • The use of imperative verbs within the internal dialogue, e.g. ‘Remember Stockholm’, ‘Do not panic’, ‘Get through your drive phase’, etc. • The use of a conversational tone • The way in which verbs are used in the text • The use of rhetorical questions and their effect on the reader • Any other relevant language features in the text and their effect on the reader.

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 8 of 15 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

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 9 of 15 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 0 • No creditable response 0 marks • No creditable response 0 marks

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 10 of 15 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 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

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 11 of 15 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 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

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 12 of 15 Section B: Text analysis Question Answer Texts 2 Read the following text, which is an article from the science section of a magazine, about whether trees can communicate. 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 article (journalistic form) • The ways in which the purpose (to inform/explain) affects the content and style of the text • The ways in which the article 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 headings, short/long paragraphs or sections are used in the text • The use of a question for the title establishes the writer’s angle and is to be answered in the text • Shifts in focus between the description of the trees, Peter Wohlleben, Wohlleben’s book and the scientific research being carried out on the subject take the reader on a journey: both through the forest and through the changing understanding of scientists on the subject of trees • Any other relevant structural feature in the text. 25

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 13 of 15 Question Answer Texts 2 Language • Use of first-person and, at times, chatty style • Descriptive style and the use of imagery, including personification, simile, metaphor, alliteration, etc. • Characterisation of different trees through the use of adjective phrases – ‘Wise, old Mother’, ‘Reckless youngsters’, ‘Crown princes’ and ‘old monarchs’ • Familial terms and their connotations • Majestic terms and their connotations • Lexical field concerned with connectedness; ‘communal’, ‘alliances’, ‘cooperative’, ‘interdependent’, ‘relationships’, ‘collective’ • Any other relevant language features in the text (word classes, lexis, tense, sentences, etc.) and their effect on the reader.

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 14 of 15 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

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 15 of 15 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