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

Cambridge International AS & A Level 9093/12 ENGLISH LANGUAGE May/June 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 06_9093_12_2021_1.13 © UCLES 2021 *3987404321*

25 20 15 10 5 Section A: Directed response Question 1 Read the following text, which is an extract from a speech given in 1994 by Hillary R. Clinton at the United Nations Fourth World Conference on Women. At the time, as the wife of President Bill Clinton, she was First Lady of the United States of America. You are a blogger for your university student website and you attended Hillary R. Clinton’s speech. Write a blog post for your fellow students, giving your personal account of the event. Use 150–200 words. (a) [10] Compare your blog post with the original speech, analysing form, structure and language. (b) [15] I would like to thank the Secretary General of the United Nations for inviting me to be part of the United Nations Fourth World Conference on Women. This is truly a celebration – a celebration of the contributions women make in every aspect of life: in the home, on the job, in their communities, as mothers, wives, sisters, daughters, learners, workers, citizens and leaders. It is also a coming together, much the way women come together every day in every country. We come together in fields and in factories. In village markets and supermarkets. In living rooms and boardrooms. Whether it is while playing with our children in the park or washing clothes in a river, or taking a break at the office water cooler, we come together and talk about our aspirations and concerns. And time and again, our talk turns to our children and our families. However different we may be, there is far more that unites us than divides us. We share a common future. And we are here to find common ground so that we may help bring new dignity and respect to women and girls all over the world – and in so doing, bring new strength and stability to families as well. By gathering in Beijing, we are focusing world attention on issues that matter most in the lives of women and their families: access to education, health care, jobs, and credit, the chance to enjoy basic legal and human rights and participate fully in the political life of their countries. There are some who question the reason for this conference. Let them listen to the voices of women in their homes, neighborhoods, and workplaces. There are some who wonder whether the lives of women and girls matter to economic and political progress around the globe  Let them look at the women gathered here and at Huairou  the homemakers, nurses, teachers, lawyers, policymakers, and women who run their own businesses. It is conferences like this that compel governments and peoples everywhere to listen, look and face the world’s most pressing problems. 06_9093_12_2021_1.13 © UCLES 2021 2

45 40 35 30 Wasn’t it after the women’s conference in Nairobi ten years ago that the world focused for the first time on the crisis of domestic violence? Earlier today, I participated in a World Health Organization forum, where government officials, NGOs, and individual citizens are working on ways to address the health problems of women and girls. Tomorrow, I will attend a gathering of the United Nations Development Fund for Women. There, the discussion will focus on local – and highly successful – programs that give hard-working women access to credit so they can improve their own lives and the lives of their families. What we are learning around the world is that, if women are healthy and educated, their families will flourish. If women are free from violence, their families will flourish. If women have a chance to work and earn as full and equal partners in society, their families will flourish. And when families flourish, communities and nations will flourish. That is why every woman, every man, every child, every family, and every nation on our planet has a stake in the discussion that takes place here. *** Let this conference be our – and the world’s – call to action. And let us heed the call so that we can create a world in which every woman is treated with respect and dignity, every boy and girl is loved and cared for equally, and every family has the hope of a strong and stable future. Thank you very much. [Turn over 06_9093_12_2021_1.13 © UCLES 2021 3

35 30 25 20 15 10 5 Section B: Text analysis Question 2 Read the following text, which is an editorial piece about the environment from the LA Times, an American newspaper. Analyse the text, focusing on form, structure and language. [25] Human activities could erase 1 million of our fellow species It’s hard to imagine a more dire assessment of what we humans have done to the world than the 1,500-page United Nations report released Monday in Paris that says, among other things, that our collective activities have put some 1 million plant and animal species at risk of extinction, many within decades. While environmentalists and other scientists have warned for years that humans are uniquely dangerous to the habitability of the planet, the new report takes a deep and broad look at exactly what those impacts have been so far, and what they foretell. It isn’t pretty. The report from the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services involved the work of more than 450 researchers and relied on 15,000 scientific and government reports; it took three years to complete. It’s an astounding accounting of what we have wrought, warning that extinction rates are accelerating rapidly and making clear that without fundamental changes to how we live and organize human societies, the massive decline in biodiversity will endanger humankind as well, because our fate is so deeply interwoven with that of other species. ‘The overwhelming evidence  presents an ominous picture,’ said Robert Watson, chair of the U.N. body that presented the report. ‘The health of ecosystems on which we and all other species depend is deteriorating more rapidly than ever. We are eroding the very foundations of our economies, livelihoods, food security, health and quality of life worldwide.’ The rate of global change in nature during the past 50 years, the report says, ‘is unprecedented in human history.’ Not coincidentally, the world population has increased from 3.7 billion to 7.6 billion since 1970. Despite the dire risk from our burning of fossil fuels, it seems that climate change is only the third biggest threat to existence of global species, at least for the moment. At the top of the list is land use, including development, logging, hunting, mining and harvesting, and man’s impact on the oceans from pollution and overfishing. Three-quarters of the earth’s surface bears the scars of human presence, as does two-thirds of the marine environment, the report says. Urbanized areas have doubled since 1990 and pollution from plastics has increased tenfold. Over-hunting and overfishing have undercut the natural diversity crucial to sustainability. Some scientists argue that the global ecosystem is undergoing a ‘sixth extinction,’ much like what happened to the dinosaurs and other lifeforms during five previous global catastrophes. But this is the first such crisis in which the blame does not fall on a massive asteroid strike or pervasive volcanic activity but on the behavior of a single species: us. 06_9093_12_2021_1.13 © UCLES 2021 4

50 45 40 The message is clear: Unless the world drastically reorders its priorities and alters its policies, the despoliation of nature will continue. So what is to be done? A lot of hard work. The report recommends a wide range of actions, including less intrusive and lower-impact land-use policies and integration of agriculture with development, stronger focus on conservation and retention of ecological diversity, localization (and ‘improved distribution’) of agricultural food chains, stronger marine protections and use policies, and in urban areas a better focus on sustainable development in making planning decisions. Of course, those steps require political will, and if the decades-long fight to counter the worst effects of climate change from global warming is any indicator, we may be in trouble. The issue is global, and correcting the course of human behavior takes leadership and international cooperation. We hope this report, and a global consensus on the dangers we face from climate change and a variety of other behaviors, will lead to smarter, less damaging policies. This isn’t a matter of balancing the survival of one species or another against the human need for food, water and shelter. This report warns in no uncertain terms that we face an existential threat of our own making. It’s humankind’s to fix, and the urgency of doing so can’t be overstated. 06_9093_12_2021_1.13 © 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_12_2021_1.13 © UCLES 2021 8

This document consists of 14 printed pages. © UCLES 2021 [Turn over Cambridge International AS & A Level ENGLISH LANGUAGE 9093/12 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.

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 2 of 14 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 May/June 2021 © UCLES 2021 Page 3 of 14 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 May/June 2021 © UCLES 2021 Page 4 of 14 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 May/June 2021 © UCLES 2021 Page 5 of 14 Section A: Directed response Question Answer Marks 1(a) Read the following text, which is an extract from a speech given in 1994 by Hillary R. Clinton at the United Nations Fourth World Conference on Women. At the time, as the wife of President Bill Clinton, she was First Lady of the United States of America. You are a blogger for your university student website and you attended Hillary R. Clinton’s speech. Write a blog post for your fellow students, giving your personal account of the event. 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 such as venue, time, speaker, subject matter, etc., as well as other relevant ideas • A sense of voice and the persona’s personal response to the event, the speech and its content • Tone will be adapted to have an impact on the reader and to create an effect. 10

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 6 of 14 Question Answer Marks 1(b) Compare your blog post with the original speech, 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 extract and the candidate’s own written piece • the ways in which the different purposes affect the content and style of the two texts • the ways in which the speech and written piece appeal to their respective intended audiences • any other relevant aspect of the form of the two texts Structure • the way in which long/short paragraphs or sections are used in the text • opening and closing the speech by thanking the conference • the use of discourse markers and anaphoric/cataphoric referencing • the way in which the text develops the idea of the conference being a call to action • any other relevant structural features in the texts 15

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 7 of 14 Question Answer Marks 1(b) Language • use of a positive lexicon • the use of repetition for emphasis • the way in which pronouns are used in the text for inclusivity • use of parallel structures • the frequent use of listing in the text • use of the subjunctive mood • the way in which contrasts are used in the text • the use of rhetorical devices including: questions, triplets, allusion, etc. • the way in which sentences are used in the text including: sentence variety/function and the use of parenthetical structures • any other relevant language features in the texts

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 8 of 14 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 May/June 2021 © UCLES 2021 Page 9 of 14 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

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 10 of 14 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 May/June 2021 © UCLES 2021 Page 11 of 14 Section B: Text analysis Question Answer Marks 2 Read the following text, which is an editorial piece about the environment from the LA Times, an American Newspaper. 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 editorial (journalistic form) • The ways in which the purpose (to present the official opinion of the publication) affects the content and style of the text • The ways in which the editorial appeals to its intended audience, e.g. through the serious tone and formal register used in the text • Any other relevant aspect of the text’s form. 25

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 12 of 14 Question Answer Marks 2 Structure • The ways in which paragraphs are constructed and sequenced in the text • The ways in which ideas are developed to build an argument and present an unequivocal opinion/view on the issue being considered • Varying paragraph length and how this enables the writer to develop certain points in depth/detail, or make high impact points for dramatic effect • The use of discourse markers for organisation/cohesion • The use of a range of cohesive devices – tense agreement, anaphoric/cataphoric refences, substitution, etc. • Any other relevant structural feature in the text. Language • Choice/connotations of lexis: emotive vocabulary, e.g. dire, endanger, warned, extinction, ominous, wrought, despoliation, existential, threat, etc. • Use of first-person plural pronouns to indicate collective responsibility • Numerical/ quantitative terms add weight to the argument • Use of listing in sentences such as, eroding the very foundations of our economies, livelihoods, food security, health and quality of life worldwide, and the effect this has on the reader • Contractions used to create a less formal register/ slightly conversational tone • The inclusion of facts and statistics to give credibility to the opinions presented in the editorial • The effect of the metaphor Three quarters of the earth’s surface bears the scars of human presence • The inclusion of quotes from third party experts • Use of the third person • Formal tone • Lexical fields concerned with the global environment / sustainability /climate change / natural science • The use of sentences containing colons to dramatically illustrate the seriousness of the situation • Sentence variety and function • The way in which adverbs are used in the text • Any other relevant language feature in the text.

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 13 of 14 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 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

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 14 of 14 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