Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2021 May/June Paper 4 · Variant 2

This document has 4 pages. Any blank pages are indicated. Cambridge International AS & A Level DC (PQ) 201764 © UCLES 2021 [Turn over * 7 6 5 5 7 4 2 2 7 1 * ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics May/June 2021 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 [ ].

2 9093/42/M/J/21 © UCLES 2021 Section A: English in the world Question 1 Read the following text, which is an extract from an article written by the Icelandic novelist Ragnar Jonasson and published in a British newspaper in 2018. Discuss what you feel are the most important issues raised in the text relating to the causes and effects of the expansion of English around the world. You should refer to specific details from the text as well as to ideas and examples from your wider study of English in the world. [25] Can the language of the Vikings fight off the invasion of English? ‘Coffee and kleina1,’ reads a large sign at a roadside coffee shop by one of the main roads in Reykjavik. Not so many years ago, such a billboard would simply have read: ‘Kaffi og kleina’ – in the language of the Vikings, the official language of Iceland. It is a privilege of the few to be able to read and write Icelandic, a language understood by only around 400,000 people worldwide. Icelandic, in which the historic Sagas were written in the 13th and 14th centuries, has changed so little since then on our small and isolated island, that we can still more or less read them as they were first written. But Iceland is not so isolated anymore, and there are signs its language is facing challenges never seen before. Following the economic crash of 2008, tourism has emerged as the largest industry in Iceland, with 2.5 million tourists expected to visit a country of 350,000 people this year alone. And everyone is catering to the tourists in English. At restaurants and coffee shops, people are frequently greeted in English rather than Icelandic, and often Icelandic will get you nowhere if you want to order food or drink. Companies use English names or are rebranding themselves in English. The importance of tourists to the economy is rapidly making English not only a second language in the service industry, but almost the first language. And we must consider the effect on our youngest generation. In Iceland, foreign films or TV shows have always been shown with subtitles, rather than being dubbed, resulting in most Icelanders being able to speak English. While Icelandic broadcasters have always dubbed cartoons and children’s shows, the online world has no borders. Kids today have almost an unlimited access to entertainment in English – movies and TV series on streaming services, video games, YouTube. Recent research shows an alarming rise in students under 15 struggling to read their own language. And they are picking up English at a much faster pace than before – it is not strange to hear them speaking it in the playground. Will Icelandic soon become the second language of Icelanders? All languages evolve, but so far we have managed to help Icelandic adapt to technological changes by creating new words for modern inventions such as the telephone (sími), TV (sjónvarp), email (tölvupóstur) and computer (tölva). Further evolution is, of course, inevitable. But with the ubiquity of English, is the Icelandic language at risk of disappearing more or less completely, and sooner rather than later? And this, of course, leads to the question: what value does a language have? If it is in danger, should we make an effort to save it? In my mind, the answer is clear. Not only should we make an effort, but it is almost our moral obligation. Notes: 1 kleina: an Icelandic pastry, similar to a doughnut 5 10 15 20 25 30 35

3 9093/42/M/J/21 © UCLES 2021 Section B: Language and the self Question 2 Read the following text, which is an extract from an article by linguist John McWhorter. It was published in the online magazine Aeon in 2016. Discuss what you feel are the most important issues raised in the text relating to the ways in which language can shape and reflect personal and social identity. You should refer to specific details from the text as well as to ideas and examples from your wider study of Language and the self. [25] Euphemise this Euphemisms are like underwear: best changed frequently. What work are they doing in our language and why do they expire? What we would today call cash assistance for the differently abled could in a different era permissibly have been called welfare for cripples. The terms welfare and crippled sound somewhere between loaded and abusive today, and yet once were considered civil by educated, sensitive people. There actually was an organisation called the International Society for the Welfare of Cripples established in 1922. However, in 1960 it was retitled the International Society for the Rehabilitation of the Disabled. As appropriate as that seems from our vantage point, it demonstrated a general tendency towards which we often roll our eyes. ‘Okay, what are we supposed to call it now?’ we sometimes think, as terms considered proper for a group or phenomenon seem to change every generation or so. The implication is that we find this rolling terminology a bit much – why can’t the names of things just stay put? On disabled, for example, what was wrong with handicapped, and why must we now move on to differently abled? What the cognitive psychologist and linguist Steven Pinker has artfully termed ‘the euphemism treadmill’ is not a tic or a stunt. It is an inevitable and, more to the point, healthy process, necessary in view of the eternal gulf between language and opinion. We think of euphemisms as one-time events, where one prissily coins a way of saying something that detracts from something unpleasant about it. That serves perfectly well as a definition of what euphemism is, but misses the point that euphemism tends to require regular renewal. This is because thought changes more slowly than we can change the words for it, and has a way of catching up with our new coinages. Since that is likely eternal, we must accept that we’ll change our terms just like we change our underwear, as a part of linguistic life in a civilised society. A word is like a bell tone, with a central pitch seasoned by overtones. As the tone fades away, the overtones can hang in the air. Words are similar, with opinion, assumption and, more to the point, bias as equivalents to the overtones. Crippled began as a sympathetic term. However, a sad reality of human society is that there are negative associations and even dismissal harboured against those with disabilities. Thus crippled became accreted1 with those overtones, so to speak, to the point that handicapped was fashioned as a replacement term free from such baggage. However, because humans stayed human, it was impossible that handicapped would not, over time, become accreted with similar gunk. Enter disabled, which is now long- lived enough that many process it, too, as harbouring shades of abuse, which conditions a replacement such as differently abled. Notes: 1 accreted: gradually added to with new layers or parts 5 10 15 20 25 30 35

4 9093/42/M/J/21 © UCLES 2021 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. BLANK PAGE

This document consists of 8 printed pages. © UCLES 2021 [Turn over Cambridge International A Level ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics 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.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 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.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 3 of 8 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).

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 4 of 8 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. AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. (Conceptualisation) • Marks should be awarded equally on the basis of the level of the candidate’s understanding of the relevant issues, concepts, methods and approaches represented both in the text(s) and in their wider studies. • When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 5 of 8 Marking criteria for Section A Question 1 and Section B Question 2 Table A Level AO1: Read and demonstrate understanding of a wide variety of texts. 10 marks AO2: Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 10 marks 5 • Sophisticated understanding of text (meaning/context/audience) • Insightful reference to specific points 9–10 marks • Sophisticated expression, with a high level of accuracy • Content is fully relevant; ideas are developed throughout in a sophisticated manner 5 marks • Sophisticated understanding of linguistic issues, concepts, methods and approaches represented in the text • Insightful reference to wider study of linguistic issues, concepts, methods and approaches 9–10 marks 4 • Detailed understanding of text (meaning/context/audience) • Effective reference to specific points 7–8 marks • Effective expression, with a few minor errors which do not impede communication • Content is relevant; ideas are developed in an effective manner 4 marks • Detailed understanding of linguistic issues, concepts, methods and approaches represented in the text • Effective reference to wider study of linguistic issues, concepts, methods and approaches 7–8 marks 3 • Clear understanding of text (meaning/context/audience) • Clear reference to specific points 5–6 marks • Clear expression, with occasional errors which do not impede communication • Content is relevant; ideas are developed clearly 3 marks • Clear understanding of linguistic issues, concepts, methods and approaches represented in the text • Clear reference to wider study of linguistic issues, concepts, methods and approaches 5–6 marks

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 6 of 8 Level AO1: Read and demonstrate understanding of a wide variety of texts. 10 marks AO2: Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 10 marks 2 • Limited understanding of text (meaning/context/audience) • Limited reference to specific points 3–4 marks • Expression is clear but may not flow easily, with frequent errors which generally do not impede communication • Content is mostly relevant; ideas are developed in a limited manner 2 marks • Limited understanding of linguistic issues, concepts, methods and/or approaches represented in the text • Some limited reference to wider study of linguistic issues, concepts, methods and/or approaches 3–4 marks 1 • Basic understanding of text (meaning/context/audience) • Minimal reference to specific points 1–2 marks • Basic expression, with frequent errors which impede communication • Content may lack relevance in parts; minimal development of ideas 1 mark • Basic understanding of linguistic issues, concepts, methods and/or approaches represented in the text • Minimal reference to wider study of linguistic issues, concepts, methods and/or approaches 1–2 marks 0 • No creditable response 0 marks • No creditable response 0 marks • No creditable response 0 marks

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 7 of 8 Section A: English in the world Question Answer Marks 1 Read the following text, which is an extract from an article written by the Icelandic novelist Ragnar Jonasson and published in a British newspaper in 2018. Discuss what you feel are the most important issues raised in the text relating to the causes and effects of the expansion of English around the world. You should refer to specific details from the text as well as to ideas and examples from your wider study of English in the world. 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 discuss the following: • the concepts of a world language, English as a ‘global’ language, and English as a lingua franca • how reading and writing Icelandic is described as a privilege of the few and how it is facing challenges never seen before • how English is becoming almost the first language because of tourism • the effect this is having on the younger generation • the infiltration of another culture as much of the entertainment online is in English • how Icelandic is evolving, and adapting to technological change by creating new words • how this process is evident in other languages • the ubiquity of English around the world and the effect that has on Icelandic and other indigenous languages • the potential risk of Icelandic disappearing more or less completely • other examples of languages at risk around the world and the concept of language death • the idea that it is almost our moral obligation to save languages from dying, because of the value of the language. 25

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2021 © UCLES 2021 Page 8 of 8 Section B: Language and the self Question Answer Marks 2 Read the following text, which is an extract from an article by linguist John McWhorter. It was published in the online magazine Aeon in 2016. Discuss what you feel are the most important issues raised in the text relating to the ways in which language can shape and reflect personal and social identity. You should refer to specific details from the text as well as to ideas and examples from your wider study of Language and the self. 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 discuss the following: • how words which seem loaded and abusive today were once considered civil • the concept of a euphemism treadmill or how acceptable words seem to change every generation or so • how this may be a healthy process • other examples of euphemisms • how thought changes more slowly than we can change the words for it • how words can have opinion, assumption and bias built into their meanings • how words can harbour shades of abuse • the wider relationship between language and thought • linguistic determinism/relativity • how euphemisms might be used to protect the receiver and make the user feel more acceptable in society. 25