Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2022 Feb/March Paper 4 · Variant 2

[Turn over DC (NF) 215052/1 © UCLES 2022 This document has 4 pages. Any blank pages are indicated. * 6 2 0 9 8 7 1 4 6 6 * ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics 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 [ ]. Cambridge International AS & A Level

2 9093/42/F/M/22 © UCLES 2022 Section A: English in the world Question 1 Read the following text, which is an extract from a blog written by the publishers of the Oxford English Dictionary. It was written to explain why 29 Nigerian English words and phrases were added to the dictionary in 2020. Discuss what you feel are the most important issues raised in the text relating to the changing use of English in 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] Release notes: Nigerian English My English-speaking is rooted in a Nigerian experience and not in a British or American or Australian one. I have taken ownership of English. This is how acclaimed Nigerian writer Chimamanda Ngozi Adichie describes her relationship with English, the language which she uses in her writing, and which millions of her fellow Nigerians use in their daily communication. By taking ownership of English and using it as their own medium of expression, Nigerians have made, and are continuing to make, a unique and distinctive contribution to English as a global language. We highlight their contributions in this month’s update of the Oxford English Dictionary, as a number of Nigerian English words make it into the dictionary for the first time. The majority of these new additions are either borrowings from Nigerian languages, or unique Nigerian coinages that have only begun to be used in English in the second half of the twentieth century, mostly in the 1970s and 1980s. One particularly interesting set of such loanwords and coinages has to do with Nigerian street food. The word buka, borrowed from Hausa and Yoruba and first attested1 in 1972, refers to a roadside restaurant or street stall that sells local fare at low prices. Another term for such eating places first evidenced in 1980 is bukateria, which adds to buka the -teria ending from the word cafeteria. An even more creative synonym is mama put, from 1979, which comes from the way that customers usually order food in a buka: they say ‘Mama, put …’ to the woman running the stall, and indicate the dish they want. The word later became a generic name for the female food vendors themselves – Nobel Prize-winning Nigerian playwright Wole Soyinka notably includes a Mama Put character in one of his works. The informal transport systems that emerged in Nigeria’s huge, densely populated cities have also necessitated lexical invention. Danfo, a borrowing from Yoruba whose earliest use in written English is dated 1973, denotes those yellow minibuses whizzing paying passengers through the busy streets of Lagos, the country’s largest city. Okada, on the other hand, is first attested1 twenty years later, and is the term for a motorcycle that passengers can use as a taxi service. It is a reference to Okada Air, an airline that operated in Nigeria from 1983 to 1997, and its reputation as a fast yet potentially dangerous form of transport, just like the motorcycle taxi. The oldest of our new additions that are originally from Nigeria is next tomorrow, which is the Nigerian way of saying ‘the day after tomorrow’. It was first used in written English as a noun in 1953, and as an adverb in 1964. The youngest of the words in this batch is Kannywood, first used in 2002, which is the name for the Hausa-language film industry based in the city of Kano. It is a play on Hollywood, following the model of Nollywood, the more general term for the Nigerian film industry that was added to the OED in 2018. 1 attested : established 5 10 15 20 25 30 35

3 9093/42/F/M/22 © UCLES 2022 Section B: Language and the self Question 2 Read the following text, which is an extract from an article published on The Conversation website in 2019. Discuss what you feel are the most important issues raised in the text relating to the ways in which language can shape and reflect how individuals think. 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] The power of language: we translate our thoughts into words, but words also affect the way we think Have you ever worried in your student years or later in life that time may be starting to run out to achieve your goals? If so, would it be easier conveying this feeling to others if there was a word meaning just that? In German, there is. That feeling of panic associated with one’s opportunities appearing to run out is called Torschlusspanik. German has a rich collection of such terms, made up of often two, three or more words connected to form a superword or compound word. Compound words are particularly powerful because they are (much) more than the sum of their parts. Torschlusspanik, for instance, is literally made of ‘gate’ – ‘closing’ – ‘panic’. If you get to the train station a little late and see your train’s doors still open, you may have experienced a concrete form of Torschlusspanik, prompted by the characteristic beeps as the train doors are about to close. But this compound word of German is associated with more than the literal meaning. It evokes something more abstract, referring to the feeling that life is progressively shutting the door of opportunities as time goes by. English too has many compound words. Some combine rather concrete words like ‘seahorse’ and ‘butterfly’. Others are more abstract, such as ‘backwards’ or ‘whatsoever’. And of course in English too, compounds are superwords, as in German or French, since their meaning is often distinct from the meaning of their parts. A seahorse is not a horse; a butterfly is not a fly. One remarkable feature of compound words is that they don’t translate well at all from one language to another, at least when it comes to translating their constituent parts literally. Who would have thought that a ‘carry-sheets’ is a wallet – porte-feuille –, or that a ‘support-throat’ is a bra – soutien-gorge – in French? This begs the question of what happens when words don’t readily translate from one language to another. For instance, what happens when a native speaker of German tries to convey in English that they just had a spurt of Torschlusspanik? Naturally, they will resort to paraphrasing, that is, they will make up a narrative with examples to make their interlocutor understand what they are trying to say. But then, this begs another, bigger question: Do people who have words that simply do not translate in another language have access to different concepts? Take the case of hiraeth for instance, a beautiful word of Welsh famous for being essentially untranslatable. Hiraeth is meant to convey the feeling associated with the bittersweet memory of missing something or someone, while being grateful of their existence. Hiraeth is not nostalgia, it is not anguish, or frustration, or melancholy, or regret. And no, it is not homesickness, as Google Translate may lead you to believe, since hiraeth also conveys the feeling one experiences when they ask someone to marry them and they are turned down, hardly a case of homesickness. 5 10 15 20 25 30 35

4 9093/42/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. BLANK PAGE

This document consists of 9 printed pages. © UCLES 2022 [Turn over Cambridge International A Level ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics February/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 February/March 2022 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 February/March 2022 © UCLES 2022 Page 2 of 9 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 February/March 2022 © UCLES 2022 Page 3 of 9 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.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED February/March 2022 © UCLES 2022 Page 4 of 9 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 February/March 2022 © UCLES 2022 Page 5 of 9 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 February/March 2022 © UCLES 2022 Page 6 of 9 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 February/March 2022 © UCLES 2022 Page 7 of 9 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 • Minimal 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 content 0 marks • No creditable content 0 marks • No creditable content 0 marks

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED February/March 2022 © UCLES 2022 Page 8 of 9 Section A: English in the world Question Answer Marks 1 Read the following text, which is an extract from a blog written by the publishers of the Oxford English Dictionary. It was written to explain why 29 Nigerian English words and phrases were added to the dictionary in 2020. Discuss what you feel are the most important issues raised in the text relating to the changing use of English in 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 the English-speaking of Chimamanda Ngozi Adichie is rooted in a Nigerian experience • how Nigerians are taking ownership of English and using it as their own medium of expression • how they are making a unique and distinctive contribution to English as a global language • examples from the text of loanwords and coinages to do with food, transport and other aspects of Nigerian life, along with examples from wider study • the portmanteau word bukateria, along with other examples from wider study • lexical invention evident in Nigerian English, along with other examples from wider study • the wordplay evident in Nigerian English, along with other examples from wider study • how language is constantly evolving throughout the world. 25

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED February/March 2022 © UCLES 2022 Page 9 of 9 Section B: Language and the self Question Answer Marks 2 Read the following text, which is an extract from an article published on The Conversation website in 2019. Discuss what you feel are the most important issues raised in the text relating to the ways in which language can shape and reflect how individuals think. 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 may be associated with more than the literal meaning e.g. Torschlusspanik • whether compound words are particularly powerful • how the meaning of words is often distinct from the meaning of their parts • whether people without access to particular words have limited access to different concepts • how this is illustrated with the example of hiraeth • other examples of words that don’t have a translatable counterpart in other languages • the question, what happens when words don’t readily translate from one language to another? • how other languages differ in their representation of thoughts and ideas. 25