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

This document has 8 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level * 0 3 2 2 7 4 4 4 9 7 * DC (CE/SG) 303489/3 © UCLES 2022 ENGLISH LANGUAGE 9093/32 Paper 3 Language Analysis May/June 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 [ ].

2 9093/32/M/J/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 An extract from an account from 1769 of a tour of the Highlands of Scotland by a writer named Thomas Pennant Moʃt of the antient ʃports of the Highlanders, ʃuch as archery, hunting, fowling and fiʃhing, are now diʃuʃed ; thoʃe retained are, throwing the putting-ʃtone, or ʃtone of ʃtrength as they call it, which occaʃions an emulation who can throw a weighty one the fartheʃt. Throwing the penny-ʃtone, which anʃwer to our coits1. The ʃhinty, or the ʃtriking of a ball of wood or of hair : this game is played between two parties in a large plain, and furniʃhed with clubs ; which-ever ʃide ʃtrikes it firʃt to their own goal wins the match. The amuʃements by their fire-ʃides were, the telling of tales, the wildeʃt and moʃt extravagant imaginable : muʃick was another : in former times, the harp was the favorite inʃtrument, covered with leather and ʃtrung with wire, but at preʃent is quite loʃt. Bagpipes are ʃuppoʃed to have been introduced by the Danes ; this is very doubtful, but ʃhall be taken notice of in the next volume : the oldeʃt are played with the mouth, the loudeʃt and moʃt ear piercing of any wind muʃick ; the other, played with the fingers only, are of Iriʃh origin ; the firʃt ʃuited the genius of this warlike people, rouʃed their courage to battle, alarmed them when ʃecure, and colleƈted them when ʃcattered. This inʃtrument is become ʃcarce ʃince the abolition of the power of the chieftains, and the more induʃtrious turn of the common people. The Trump or Mouth Harp would not merit the mention among the Highland inʃtruments of muʃick, if it was not to prove its origin and antiquity : one made of gilt braʃs having been found in Norway, depoʃited in an urn. Vocal muʃick was much in vogue amongʃt them, and their ʃongs were chiefly in praiʃe of their antient heroes. I was told that they ʃtill have fragments of the ʃtory of Fingal and others, which they carrol as they go along. 1coits: a game in which people throw rings made of metal, rope or rubber to land over an upright spike or stick. Modern spelling is ‘quoits’. 5 10 15 20

3 9093/32/M/J/22 © UCLES 2022 [Turn over Text B The top ten topics related to ‘amusement’ from the Corpus of Contemporary American English (1990–2019) ‘amusement’ (1990–2019) park ride coaster roller attraction patron entertainment exit grin thrill

4 9093/32/M/J/22 © UCLES 2022 Text C n-gram graph for the phrases is become and has become (1720–2000) 0.00000% 0.00060% 0.00040% 0.00020% 0.00080% 0.00100% 0.00120% 0.00140% 0.00160% 0.00180% 0.00200% 0.00220% 0.00240% 0.00280% 0.00260% 1720 1740 1780 1760 1820 1800 1840 1860 1900 1880 1940 1920 1960 1980 2000 has become is become

5 9093/32/M/J/22 © UCLES 2022 [Turn over BLANK PAGE

6 9093/32/M/J/22 © UCLES 2022 Section B: Child language acquisition Question 2 Read the following text, which is a transcription of a conversation between Luke (age 4 years) and his father. They are at home. Analyse ways in which Luke and his father 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] Father: hey (1) are you an only child↗ or do you have brothers and sisters↘ Luke: i got (.) brothers (1) i got two brothers (.) is name is z (.) zak and ceejay Father: oh // Luke: and i got (.) er (.) this many er (.) [puts three fingers up] sisters (.) jessca1 (1) bunny↗ (.) and melissa Father: wow thats a big family Luke: and dont forget mum (.) and even you↘ Father: oh (.) is that your whole family↗ Luke: [nods] and dont forget me [points to himself then sighs] (.) thats all my family Father: thats your whole family↗ Luke: no wait (.) i got roberts family (.) i got him (1) and i got eliana (.) and bun Father: you have who↗ Luke: bun and even eliana Father: bun↘ Luke: and eliana Father: whos bun↗ Luke: oh and dont remember sonny Father: whos bun↗ Luke: er (.) bun (.) oh bun is grandma (.) but i always call grandma bun Father: why do you do that Luke: because i like it↗ Father: is that her nickname 5 10 15 20

7 9093/32/M/J/22 © UCLES 2022 Luke: yeah Father: when did you think that up Luke: oh because (1) i /sɪnkd/ it up this year Father: oh Luke: no i did /sɪnk/ it up this year (.) i /sɪnkd/ it up next year Father: you thought it up next year↘ (1) now how did you think that up↗ (.) where did that come from↘ (.) bun Luke: it come from a surname Father: oh it does↗ (.) does she like to be called bun↗ Luke: no [laughs] grandma has ducks (1) grandma has a bad tummy Father: she does↗ Luke: yeah but <Luke drops a toy he is holding> Father: what happened there Luke: nothing just happened (1) bun has juice Father: oh // Luke: i really like juice Father: why Luke: because it has juice (.) its got JUICE in it 1jessca: Luke’s way of saying ‘Jessica’ 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 25 30 35 40 [Turn over

8 9093/32/M/J/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 / iː / 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 / aː / car, heart, calm, aunt / ʃ / sugar, bush / ɒ / pot, want / ʒ / pleasure, beige / ɔː / port, saw, talk / h / high, hit, behind / ə / about, sudden / p / pit, top / ɜː / word, bird / t / tip, pot, steep / ʊ / book, wood, put / k / keep, tick, scare / uː / 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 May/June 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 May/June 2022 series for most Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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 May/June 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 May/June 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 May/June 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 May/June 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  A range of lexis is used from the field of sport and music: fowling; ʃhinty; bagpipes; Trump. Some of this lexis is still in use today.  The compound nouns (e.g. putting-ʃtones, fire-ʃide) are hyphenated, which would seem unusual today. They may be more likely to be written without a hyphen by modern writers, perhaps reflecting the tendency over time for compound words to begin by being written with a space, then to be hyphenated, then written solidly without a hyphen.  The verb fowling – meaning a hunting sport – today sounds archaic.  The term amusements is still used today, although it has undergone a lexical broadening, as demonstrated in Text B.  The word chiefly has declined in use, possibly due to changes in social structures (and the abolition of the power of the chieftans). Today we would be more likely to say ‘mainly’ or ‘mostly’.  The word carrol is here used as a synonym of the verb ‘sing’, whereas we are today more familiar with it as a noun.  quite in is quite lost has undergone a lexical shift, as it was previously used as an intensifier and now is weaker in meaning.  The word parties has now been replaced by ‘teams’ in this context. 25

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 7 of 13 Question Answer Marks 1 Grammar  Text C shows a crossover between is become, as in Text A, and the more contemporary has become, demonstrating a change in the construction of the present perfect.  There is a perceived mismatch in subject-verb agreement in the phrase the other … are of Irish origin.  Sentences are generally long, extended by semi-colons. Shorter sentences would be expected in contemporary texts. Orthography  The spelling of the word carrol with a double r is not standard today.  The adjective antient is today spelt ‘ancient’.  muʃick is now spelt ‘music’, without a k and demonstrating the loss of the long ʃ.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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 May/June 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 May/June 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 Luke (age 4 years) and his father. They are at home. Analyse ways in which Luke and his father 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 father uses a variety of question types as a way of directing the speech.  Positive reinforcement is given (wow thats a big family), which could be linked to Skinner’s theory of behaviourism.  Rising intonation is added to declaratives to form questions e.g. thats your whole family↗.  Pronouns and verbs in questions are stressed, e.g. are you an only child; why do you do that.  Recasting is used to correct Luke’s speech e.g. you thought it up next year↘. 25

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2022 © UCLES 2022 Page 11 of 13 Question Answer Marks 2 Children’s language features  Luke generally uses turn taking competently. The exchanges are mostly fulfilled adjacency pairs although Luke does not answer the question asked in line 18 immediately Father: whos bun↗ Luke: oh and dont remember sonny  There are occasional overlaps created by Luke continuing to talk after back channelling or supportive monitoring talk from his father.  Luke is able to use the simple present tense consistently and also uses simple past tense constructions e.g. nothing just happened.  Luke uses a non standard construction in it come from a surname. He is perhaps unsure about the irregular past tense came that could be used here in standard grammar, or alternatively of the need for subject-verb agreement to make it comes from…  Luke also uses a non standard term: i /sɪnkd/ it up. Here he applies the regular rules adding an -ed to make a past tense ending but the correct word think is non standard and so does not require this suffix. This could be linked to Chomsky’s notion of a language acquisition device.  Luke uses a range of other lexical features including correct use of the singular personal pronouns I and me in the subject and object postitions, use of the determiners my and this, and use of the subordinating conjunction because.  Luke’s use of negation seems to be developing. He correctly uses negation with a contraction in dont forget me but seems less secure with dont remember sonny (he means ‘don’t forget Sonny’) and no i did /sɪnk/ it up this year where the negative form is omitted.  Luke uses compound sentences competently e.g. i got him (1) and i got eliana. However, sometimes the connective used does not appear to match the meaning e.g. oh bun is grandma (.) but i always call grandma bun.  Use of stress and increased volume for emphasis e.g. because i like it↗.  Child phonological competence, e.g. using /sɪnk/ for ‘think’.  Candidates may discuss the semantics of dont remember which seems to be used instead of ‘don’t forget’, and the reference to thinking ‘next year’. References to relevant theories and research should be integrated into the response and may include:  Halliday’s functions of language. E.g. Representational – bun is grandma.  Chomsky (innateness/language acquisition device) as above.  Skinner (Behaviourism), e.g. positive reinforcement (see above).  Bruner (Language Acquisition Support System), e.g. seen in the utterances of the father.  Luke is in the preoperational stage (Piaget).  Luke’s utterances are post-telegraphic.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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 May/June 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