Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2023 Feb/March Paper 3 · Variant 2

This document has 8 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level DC (KN/CT) 313249/3 © UCLES 2023 * 7 0 9 6 8 7 2 2 8 2 * ENGLISH LANGUAGE 9093/32 Paper 3 Language Analysis February/March 2023 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/F/M/23 © UCLES 2023 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 Extracts from the women’s clothing section of an international fashion retailer’s website in 2020. Jumpsuits Feeling bold? For YouTube-fitness-star vibes, add a pristine white pair of trainers to top off the look. Content removed due to copyright restrictions.

3 9093/32/F/M/23 © UCLES 2023 [Turn over Text B Ten of the top collocates for ‘squad’ from the Early English Books Online corpus (1470s–1690s) and the iWeb corpus (2017) ‘squad’ 1470s–1690s ‘squad’ 2017 soldiers league awkward player police season small club cavalry championship policemen coach members football troopers cup sergeant match mounted tournament

4 9093/32/F/M/23 © UCLES 2023 Text C n-gram graph for allrounder and all-rounder (1900–2019) 0.00000000% 0.00000100% 0.00000200% 0.00000300% 0.00000400% 0.00000500% 0.00000600% 0.00000700% 1930 1940 1950 1960 1900 1910 1920 1970 1980 1990 2000 2010 all-rounder allrounder

5 9093/32/F/M/23 © UCLES 2023 [Turn over BLANK PAGE

6 9093/32/F/M/23 © UCLES 2023 Section B: Child language acquisition Question 2 Read the following text, which is a transcription of a conversation between James (age 4 years) and his mother. They are at home, playing with toy houses and characters. Analyse ways in which James 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: how do you know that its stuarts house and bobs1 house↗ James: because (2) it has stuarts name on here (.) and it has bobs name on here Mother: what does stuarts name begin with↗ James: /stjə/ Mother: /stjə/↗ [laughs] whats at the beginning ↗ James: /s/ Mother: good boy James: im going to be bob (1) you can come to my house if you want Mother: id love to (.) can i bring my boomerang↗ James: yep if you want Mother: i do (.) i promise not to throw it though so it doesnt knock over your bicycle (.) why have you got a bicycle in your house bob ↗ James: i dont know the question (.) i have no idea (3) seriously mummy i dont know why Mother: oh okay (1) can i have a cup of tea if i come to your house↗ James: (1) yeah Mother: yeah and maybe a cookie (.) any cookies↗ James: yeah theres some in the drawers Mother: is there James: yeah Mother: amazing (.) do the drawers open↗ James: no they dont actually open Mother: right let me (.) pour this cup of tea <mother makes a noise as if pouring water> thats a delicious cup of tea bob (.) thank you 5 10 15 20

7 9093/32/F/M/23 © UCLES 2023 [Turn over James: i need to get a cup <James looks for a cup in the kitchen> (4) i cant find any Mother: dont worry we can pretend can’t we ↗ James: yes we can pretend Mother: would you like milk with your tea↗ James: yeah the milk is a good choice Mother: is it↗ James: yeah the milk in my house is really good Mother: what makes your milk so special ↗ James: because (1) its (.) because (.) i dont actually have milk (1) its (.) its made out of hot chocolates Mother: ha ha that sounds amazing (.) i dont think i want hot chocolate in my tea though (.) it sounds a bit strange (.) you can get hot chocolate in coffee though (.) did you know that↗ James: no 1 stuart and bob: the toy characters James is playing with 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

8 9093/32/F/M/23 © UCLES 2023 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 2023 [Turn over Cambridge International A Level ENGLISH LANGUAGE 9093/32 Paper 3 Language Analysis February/March 2023 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 2023 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 February/March 2023 © UCLES 2023 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 February/March 2023 © UCLES 2023 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 February/March 2023 © UCLES 2023 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 February/March 2023 © UCLES 2023 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 February/March 2023 © UCLES 2023 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 and semantics • There is a range of lexis used related to modern fashion, including jumpsuit, T and athleisure. Candidates may discuss the origins of this lexis. • Clipping is used in beaut, gorge and sesh. • Informal register is used e.g. cute, use of exclamation marks and direct address, as appropriate to the target audience. Older texts tend to be more formal in register. • The initialisms PJs and BFF are used. • The terms inbox and out of office are linked to the rise of communication technology. • The collective noun squad has undergone lexical broadening: this is used initially in Text A to mean ‘a group of friends’, but originally referred to a group of military men, then extended to include groups in sports and police work (as in the second instance in Text A). Text B exemplifies this. • Bling is a noun used to refer to shiny jewellery which was coined in the late 1990s and is still in use. 25

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED February/March 2023 © UCLES 2023 Page 7 of 13 Question Answer Marks 1 Grammar • There is evidence of grammatical conversion. For example, lunching has changed from a noun to a verbs with the addition of the -ing ending. • Using Text C, candidates may give reasons for the increasing use of hyphenation. • elliptical constructions e.g. Feeling bold? Orthography • Spelling is mostly standard as would be expected in a contemporary text. • Phonetic spelling in pro-fesh and pro-fash. Graphology • Capital letters are standardised and used for proper nouns and abbreviations. • Some phrases are hyphenated such as white‐T-under‐black‐jumpsuit, which is an example of linguistic play that characteristically enhances the tenor between the writer and the audience. • *Yawns* uses punctuation in a way that would not be found in older texts. In contemporary informal texts e.g. SMS messaging, asterisks are used in this way to highlight paralinguistic features and add drama to the text.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED February/March 2023 © UCLES 2023 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 February/March 2023 © UCLES 2023 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 mark 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 February/March 2023 © UCLES 2023 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 James (age 4 years) and his mother. They are at home, playing with toy houses and characters. Analyse ways in which James 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 as a way of directing the speech and the play, with varying intonation e.g. what does stuarts name begin with↗. • Words are sometimes stressed e.g. bobs house. • Questioning is used to correct James’ speech in whats at the beginning. 25

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED February/March 2023 © UCLES 2023 Page 11 of 13 Question Answer Marks 2 Children’s language features • James uses turn taking competently to produce fulfilled adjacency pairs, with exchanges initiated by the mother. • James is in the post-telegraphic stage. He uses some determiners (my house) and is able to place the plural pronoun ‘we’ in the subject position in we can pretend. • James is able to integrate negation into a sentence in they dont actually open. • James expresses himself using a range of lexis, including the adverb actually. • James is able to use intonation and stress for emphasis. • James mostly uses simple sentences but is also able to use complex sentences e.g. you can come to my house if you want. References to relevant theories and research should be integrated into the response and may include: • Halliday’s functions of language e.g. representational – theres some in the drawers; imaginative – im going to be bob; personal – the milk in my house is really good; interactional – you can come to my house if you want. • Dore’s functions of language – James is mostly answering. • Skinner (Behaviourism), e.g. positive reinforcement (good boy). • Piaget (cognitive development), with James being in the pre-operational stage. • Bruner (Language Acquisition Support System) whats at the beginning↘. • Vygotsky – Mother brings James into his zone of proximal development e.g. giving the correct response /s/.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED February/March 2023 © UCLES 2023 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 February/March 2023 © UCLES 2023 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