Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2022 Feb/March Paper 3 · Variant 2

This document has 8 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level DC (CE/SG) 214967/3 © UCLES 2022 ENGLISH LANGUAGE 9093/32 Paper 3 Language Analysis February/March 2022 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 [ ]. * 3 1 4 7 4 6 7 9 6 8 *

2 9093/32/F/M/22 © UCLES 2022 Section A: Language change Question 1 Read Texts A, B and C. Analyse how Text A exemplifies the various ways in which the English language has changed over time. In your answer, you should refer to specific details from Texts A, B and C, as well as to ideas and examples from your wider study of language change. [25] Text A The opening of an article about a blogger called Carles and his blog ‘Hipster Runoff’. The article featured on an American online magazine in 2015. The Last Relevant Blogger The story of the rise and fall of Hipster Runoff, and its elusive creator Carles, is the story of the last decade on the internet. by Brian Merchant 30 January 2015, 5:15 pm Before he was voted Hipster of the Decade, before he was coining musical subgenres and helping the New York Times understand ‘alt’ culture, Carles was another mid-00s music blogger who just wanted to get his site listed on Hype Machine. The music discovery engine uses an algorithm to pull the ‘most-blogged about’ songs from the web – if your site makes the cut, you are officially an ‘influencer.’ Carles was definitely that, for a while. Maybe he still will be. But now he’s sold off his flagship creation, his ‘blog worth blogging about.’ Whatever your opinion of the divisive Hipster Runoff (HRO to its devotees), it is, at the very least, true to say there is nothing else like it on the internet. HRO was part relentless hipster scene chronicle, part relentless satirization of that scene, part shameless clickbait1, part self-reflexive critique of the entire online economy. Its author – who goes only by Carles, the Prince of Blogs, and who has until now maintained anonymity – writes exclusively in an affected voice thick with irony, sarcasm, now-outdated IM2 lingo (hey bb3), and an easily corruptible contempt for anything mainstream. Canonical posts include ‘Animal Collective is a Band Created By/For/On the Internet’ and ‘My job/career does not align with my true personal brand. [Generation Y and the mainstream workplace].’ The site’s heyday was the late 00s and early 10s, when Carles’s rapid-blogged quest for ‘authenticity’ was both the embodiment of hipster values and some of its most dynamic (and funniest) criticism, up until his spectacular implosion. And, like the hipster itself, nobody – least of all Carles, probably – was ever really sure exactly what Hipster Runoff was. Despite that, or maybe because of it, HRO became a living document of a singular moment in internet history. A blip when a persistent weirdo, without the help of venture capital or a marketing firm, without getting swallowed by a media company, could simply blog his way into modest fame and profitability. * * * At its peak in 2012, Hipster Runoff was receiving 2.2 million pageviews a month – not bad for a lone ‘content farmer.’ The site went dark the year after that. 1 clickbait: internet content designed to attract users to click on a link to another webpage 2 IM: instant messaging – online text conversation 3 bb: ‘babe’ or ‘baby’ 5 10 15 20 25 30

3 9093/32/F/M/22 © UCLES 2022 [Turn over Text B The top ten synonyms for ‘web’ from the British National Corpus (1980s–1993) ‘web’ tangle thread maze realm net skeleton texture continuation apparatus complexity

4 9093/32/F/M/22 © UCLES 2022 Text C n-gram graph for the words online, internet and Internet (1970–2015) 0.00000% 0.00100% 0.00200% 0.00300% 0.00400% 0.00500% 0.00600% 0.00700% 0.00800% 0.00900% 0.01000% 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 internet Internet online

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6 9093/32/F/M/22 © UCLES 2022 Section B: Child language acquisition Question 2 Read the following text, which is a transcription of a conversation between Blake (age 5 years) and his mother. They are at home and Blake is in the bath. Analyse ways in which Blake and his mother are using language in this conversation. In your answer, you should refer to specific details from the transcription, as well as to ideas and examples from your wider study of child language acquisition. [25] Mother: who was at maggies house ↗ Blake: erm (.) marshal Mother: marshal↗ Blake: yes ↗ Mother: who else↗ Blake: whos that other (.) whos that boy↗ Mother: whos which one ↗ Blake: um the one that you made me took (.) take (.) er the one that you letted me take a ride (.) um at the car // Mother: kemsley↗ Blake: yeah kemsley Mother: and maggie // Blake: yes maggies like my girlfriend Mother: is she really↗ Blake: yes (.) and she invited me to her birthday Mother: and what did you do at her birthday↗ Blake: um i didnt even get (.) i only got one thing mum (.) that thing you get to turn on a rope Mother: a piñata1↗ (.) you got some treats out of the piñata↗ Blake: yeah but i only got one (.) everybody got a lot more than me Mother: thats okay (.) you shared with everyone↗ Blake: yes ↗ Mother: thats good Blake: but somebody took all of the stickers that i got 5 10 15 20 25

7 9093/32/F/M/22 © UCLES 2022 Mother: i bet they shared with you later Blake: and i asked nicely for my stickers back and they DIDNT GIVE THEM BACK Mother: so tell me about maggie Blake: erm /m/ i love maggie ↗ Mother: you do↗ Blake: yes Mother: why do you love maggie Blake: since she invited me to her birthday Mother: is she beautiful↗ Blake: yes Mother: i like maggie and i love miss carolyn Blake: um well i really love maggies um er brother cause his face looks like um (.) a an oval but its not (.) its like a circle Mother: thats pretty cool (.) you think morgans face looks like a circle ↗ Blake: yes Mother: what about mister greg (.) is he nice↗ Blake: mister greg told me if i have a job (1) and i dont ↗ Mother: mister greg asked if you had a job↗ (1) what did you say ↗ Blake: i said no since i dont have a job Mother: what are you going to be when you grow up ↗ Blake: a knight in shining armour 1piñata: a decorated container filled with toys or sweets, often hung up at parties for children to hit with a stick until it breaks to release the contents TRANSCRIPTION KEY (1) = pause in seconds (.) = micropause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features <italics> = contextual information UPPER CASE = words spoken with increased volume °word° = words spoken with decreased volume ↗ = upward intonation ↗ = downward intonation /wɪv/ = phonemic representation of speech sounds [Turn over 30 35 40 45

8 9093/32/F/M/22 © UCLES 2022 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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. REFERENCE TABLE OF International Phonetic Alphabet (IPA) PHONEMIC SYMBOLS (RECEIVED PRONUNCIATION) 1 Consonants of English 2 Pure vowels of English / f / fat, rough / i / beat, keep / v / very, village, love / ɪ / bit, tip, busy / ɵ / theatre, thank, athlete / e / bet, many / ð/ this, them, with, either / æ / bat / s / sing, thinks, losses / ʌ / cup, son, blood / z / zoo, beds, easy / a / car, heart, calm, aunt / ʃ / sugar, bush / ɒ / pot, want / ʒ / pleasure, beige / ɔ/ port, saw, talk / h / high, hit, behind / ə / about, sudden / p / pit, top / ɜ / word, bird / t / tip, pot, steep / ʊ / book, wood, put / k / keep, tick, scare / u / food, soup, rude / b / bad, rub / d / bad, dim 3 Diphthongs of English / g / gun, big / eɪ / late, day, great / tʃ / church, lunch / aɪ / time, high, die / dʒ / judge, gin, jury / ɔɪ / boy, noise / m / mad, jam, small / aʊ / cow, house, town / n / man, no, snow / əʊ / boat, home, know / ŋ / singer, long / ɪə / ear, here / l / loud, kill, play / eə / air, care, chair / j / you, beyond / ʊə / cure, jury / w / one, when, sweet / r / rim, bread / ʔ / uh-oh

This document consists of 13 printed pages. © UCLES 2022 [Turn over Cambridge International A Level ENGLISH LANGUAGE 9093/32 Paper 3 Language Analysis March 2022 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 2022 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED March 2022 © UCLES 2022 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.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED March 2022 © UCLES 2022 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.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED March 2022 © UCLES 2022 Page 4 of 13 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).

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED March 2022 © UCLES 2022 Page 5 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. 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. AO5: Analyse and synthesise language data from a variety of sources. (Data handling) • Marks should be awarded equally on the basis of the level of the candidate’s selection, analysis and synthesis of language data. • When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. Higher marks should be awarded where candidates identify patterns and offer thoughtful and plausible explanations for the features they are discussing. Weaker answers may spot features or describe individual cases of language change without reference to broader considerations or examples.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED March 2022 © UCLES 2022 Page 6 of 13 Section A: Language change Question Answer Marks 1 Read Texts A, B and C. Analyse how Text A exemplifies the various ways in which the English language has changed over time. In your answer, you should refer to specific details from Texts A, B and C, as well as to ideas and examples from your wider study of language change. 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. Candidates may organise their response in any appropriate way. They are not required to focus on lexis, grammar and syntax, orthography and graphology in separate sections. Responses might feature the following: Lexis • There is a range of lexis used related to modern computer-based technology including web, clickbait, blog, online and IM. Candidates may discuss possible origins of such lexis. For instance, the compound noun clickbait comes from click and bait. The increase in usage of online and internet which candidates may note from Text C, would accord with the increase in computer usage. This was also true of Internet until recent years, but it has now been decapitalised. • They may refer to Text B to discuss how web has acquired new meanings in relation to technology. • The plural noun subgenres to mean ‘part of a larger genre’ is derived from the Latin prefix ‘sub-’ meaning ‘below or under’, with ‘genre’ which has come from Latin and French. This plural noun adds to the sophistication of the text, juxtaposed with more informal lexis such as weirdo. • The adjective flagship meaning ‘the most important of one of a group of things’ would seem to be derived from flagship as a noun meaning ‘the first of a fleet of ships’. This therefore seems to have undergone some broadening. • Candidates may discuss the connotations and denotation of the noun hipster. This seems to have originated in 1920s America to denote those who carried hip flasks, then changed in the 1930s to refer to hip-shaking dancers. 25

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED March 2022 © UCLES 2022 Page 7 of 13 Question Answer Marks 1 • The noun influencer is presented in inverted commas perhaps to denote that this term’s denotation is changing with a more narrow definition used here – to influence others to buy services or goods by promoting items on social media. The inverted commas would not be used in the current decade. • Clipping is seen in the term alt for ‘alternative’. Candidates may draw analogies to more familiar clippings such as ‘flu’ for ‘influenza’ and ‘bus’ for ‘omnibus’. • Shortening is seen in the abbreviation HRO (short for ‘Hipster Runoff’) and initialism IM (Instant Messaging). • Abbreviation is also used in bb (short for ‘babe’ or ‘baby’), whilst blog, a derivation of the portmanteau word ‘weblog’ (formed from ‘web’ and ‘log’), is used to denote an online journal. Candidates may comment on the increasing use of other similar word formation such as ‘vlog’ (video log) and initialisms like ‘imo’, ‘brb’ and ‘lol’ which are often seen in text-speak. • Idioms are used including went dark meaning ‘to go off line or private’. The idiomatic makes the cut meaning to ‘meet the requirements’ is used and is derived from golf. Grammar • Fronted adverbials are often used to start paragraphs: Before he was voted ; At its peak ; and In mid-2014… This relaxes the register, which we might not expect from an earlier text. • There is wide use of declarative sentences which accords with the informative purpose of this text. In contemporary texts such as this, we might expect the tenor of the piece to be more informal, such as through the use of rhetorical questions, inclusive pronouns (we, you) and imperatives. • A coordinating conjunction is used to form a non-standard sentence in But now… making the text seem informal. Graphology • Capital letters are used in abbreviations such as HRO (probably because it id the title of the blog) and IM (as is the norm for this initialism) but not for slang bb. • Presence of hyperlinks.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED March 2022 © UCLES 2022 Page 8 of 13 Marking criteria for Section A Question 1 Table A Level 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. 5 marks AO5: Analyse and synthesise language data from a variety of sources. 15 marks 5 • 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, and insightful reference to, linguistic issues, concepts, methods and approaches 5 marks • Insightful and fully appropriate selection of language data from all three sources • Sophisticated and insightful analysis of language data • Sophisticated synthesis of evidence from all three sources of language data 13–15 marks 4 • 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, and effective reference to, linguistic issues, concepts, methods and approaches 4 marks • Effective and appropriate selection of language data from all three sources • Detailed and effective analysis of language data • Effective synthesis of evidence from all three sources of language data 10–12 marks 3 • Clear expression, with occasional errors which do not impede communication • Content is relevant; ideas are developed clearly 3 marks • Clear understanding of, and appropriate reference to, linguistic issues, concepts, methods and approaches 3 marks • Clear and appropriate selection of language data from at least two sources • Clear analysis of language data • Clear synthesis of evidence from at least two sources of language data 7–9 marks 2 • 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, but generally appropriate reference to, linguistic issues, concepts, methods and/or approaches 2 marks • Limited and generally appropriate selection of language data; may be uneven coverage • Limited analysis of language data • Some attempt to synthesise evidence from sources of language data 4–6 marks

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED March 2022 © UCLES 2022 Page 9 of 13 Level 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. 5 marks AO5: Analyse and synthesise language data from a variety of sources. 15 marks 1 • Basic expression, with frequent errors which impede communication • Content may lack relevance in parts; minimal development of ideas 1 mark • Basic understanding of, and minimal reference to, linguistic issues, concepts, methods and/or approaches 1 mark • Basic and minimal selection of language data • Basic analysis of language data • Minimal attempt to synthesise evidence from sources of language data 1–3 marks 0 • No creditable response 0 marks • No creditable response 0 marks • No creditable response 0 marks

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED March 2022 © UCLES 2022 Page 10 of 13 Section B: Child language acquisition Question Answer Marks 2 Read the following text, which is a transcription of a conversation between Blake (age 5 years) and his mother. They are at home and Blake is in the bath. Analyse ways in which Blake and his mother are using language in this conversation. In your answer, you should refer to specific details from the transcription, as well as to ideas and examples from your wider study of child language acquisition. 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 child-directed speech and children’s language features in separate sections. Responses might feature the following: Child-directed speech • The mother frequently asks questions, and sometimes imperatives to manage the topic e.g. what are you going to be when you grow up; so tell me about maggie. • Repetition is used (marshal↗) which could be linked to Skinner’s theories (behaviourism/reinforcement). • Recasting is used (mister greg asked if you had a job↗) which could be linked to Bruner’s LASS. • Rising intonation is added to declaratives to form questions e.g. kemsley↗. • Stress is used to draw attention to proper nouns, e.g. so tell me about maggie. • The mother helps to reinforce or extend Blake’s vocabulary e.g. Blake:…that thing you get to turn on a rope Mother: a piñata↗ 25

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED March 2022 © UCLES 2022 Page 11 of 13 Question Answer Marks 2 Children’s language features • Blake uses turn-taking competently and the exchanges are mostly fulfilled adjacency pairs. • Occassionally Blake does not answer entirely directly or relevantly e.g. Mother: what about mister greg (.) is he nice↗ Blake: mister greg told me if i have a job (1) and i dont↘ • Blake is able to form questions and correct his own utterances e.g. whos that other (.) whos that boy↗. • Blake is able to use the simple present tense consistently and also uses the simple past form she invited me. • Blake uses a non standard construction in you made me took (.) take (.) er the one that you letted me take a ride (.) um at the car. He corrects his use of tense in take (the irregular past tense construction took is not needed here as the tense is marked on made) but overgeneralises in applying a regular ‘ed’ ending to the irregular verb let. Such examples could be linked to Chomsky’s notion of a language acquisition device. • Blake uses a range of other lexical features including correct use of singular subject and object personal pronouns i/me, and the contracted negative form didnt. He uses the plural stickers. He is able to use only and even as adverbs for emphasis; and the comparative more than me. He also uses prepositions e.g. at the car. • Use of stress and increased volume for emphasis e.g. um well i really love maggies um er brother; they DIDNT GIVE THEM BACK. • Blake is able to use compound and complex sentence structures e.g. um well i really love maggies um er brother cause his face looks like um (.) a an oval but its not (.) its like a circle (complex compound); and i said no since i dont have a job (complex). References to relevant theories and research should be integrated into the response and may include: • Halliday’s functions of language. e.g. Representational – somebody took all of the stickers that i got; Personal – I love maggie; Heuristic – whos that boy↗; Imaginative – a knight in shining armour. • Chomsky (innateness/language acquisition device) e.g. Blake’s use of tense. • Skinner (Behaviourism), e.g. reinforcement (see above). • Vygotsky, e.g. scaffolding leading to Blake reaching his zone of proximal development. • Bruner (Language Acquisition Support System), e.g. seen in the utterances of the mother.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED March 2022 © UCLES 2022 Page 12 of 13 Marking criteria for Section B Question 2 Table B Level AO1: Read and demonstrate understanding of a wide variety of texts. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 15 marks AO5: Analyse and synthesise language data from a variety of sources. 5 marks 5 • Sophisticated understanding of text (meaning/context/audience) • Insightful reference to characteristic features 5 marks • Sophisticated understanding of linguistic issues, concepts, methods and approaches • Insightful reference to wider study of linguistic issues and concepts • Insightful reference to linguistic methods and approaches taken by fully appropriate theorists 13–15 marks • Sophisticated selection, analysis and synthesis of language data 5 marks 4 • Detailed understanding of text (meaning/context/audience) • Effective reference to characteristic features 4 marks • Detailed understanding of linguistic issues, concepts, methods and approaches • Effective reference to wider study of linguistic issues and concepts • Effective reference to linguistic methods and approaches taken by appropriate theorists 10–12 marks • Detailed selection, analysis and synthesis of language data 4 marks 3 • Clear understanding of text (meaning/context/audience) • Clear reference to characteristic features 3 marks • Clear understanding of linguistic issues, concepts, methods and approaches • Clear reference to wider study of linguistic issues and concepts • Clear reference to linguistic methods and approaches taken by appropriate theorists 7–9 marks • Clear selection, analysis and synthesis of language data 3 marks 2 • Limited understanding of text (meaning/context/audience) • Limited reference to characteristic features 2 marks • Limited understanding of linguistic issues, concepts, methods and/or approaches • Some limited reference to wider study of linguistic issues and/or concepts • Some limited reference to linguistic methods and/or approaches taken by generally appropriate theorists 4–6 marks • Limited selection, analysis and/or synthesis of language data 2 marks

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED March 2022 © UCLES 2022 Page 13 of 13 Level AO1: Read and demonstrate understanding of a wide variety of texts. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 15 marks AO5: Analyse and synthesise language data from a variety of sources. 5 marks 1 • Basic understanding of text (meaning/context/audience) • Minimal reference to characteristic features 1 mark • Basic understanding of linguistic issues, concepts, methods and/or approaches • Minimal reference to wider study of linguistic issues and/or concepts • Minimal reference to linguistic methods and/or approaches taken by theorists 1–3 marks • Basic selection, analysis and/or synthesis of language data 1 mark 0 • No creditable response 0 marks • No creditable response 0 marks • No creditable response 0 marks