Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2023 May/June Paper 1 · Variant 2

Cambridge International AS & A Level 9093/12 May/June 2023 2 hours 15 minutes ENGLISH LANGUAGE Paper 1 Reading 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 [ ]. This document has 8 pages. Any blank pages are indicated. [Turn over 06_9093_12_2023_1.21 © UCLES 2023 *4273184367*

25 20 15 10 5 Section A: Directed response Question 1 Read the following text, which is an article about happy and healthy ageing, published in a British newspaper. You disagree with some points in the article. Write a response to the editor, in the form of an email, expressing your opinions. Use 150–200 words. [10] (a) Compare your email with the article, analysing form, structure and language. [15] (b) Do we really have to wait until we are 82 to find peak happiness? As you grow older, it is tempting to think that you have left your happiest days behind. The carefree days of your youth, when anything seemed possible, are worlds away, never to be relived. Back then you had none of the restrictive trappings of later life – a mortgage, a job, others to provide for. And, most probably, you were fit and well. You had the rest of your life ahead. I look back on my late teens and early twenties as the happiest years of my life so far, when I was a student, surrounded by friends and every day was fun and full of laughs. But my happiest days could be yet to come – and a long way off. Experts say that our feelings of joy and contentment don’t peak until the age of 82. Leading neuroscientist Daniel Levitin says that older generations are much more cheerful than younger ones. The expert states that World Health Organisation data from 60 countries show that happiness grows with age. He could be right. We tend to look at the past through rose coloured glasses. Come to think of it, the glory days of my late teens / early twenties were also full of insecurities. Relationship woes were never far from the surface: will he / won’t he call me? Does he / doesn’t he like me? Will it / won’t it last? At the time, it generated all sorts of worries. Then there were all those exams, year after year. And body image. I probably felt happier back then because those things were all I had to worry about. But I wasn’t in any way in control of my life. Later, as we begin to take some sort of path, come the real worries – how to make a living. Jobs, mortgages, car loans, bills, bills, bills  And then, for many, children and the sometimes overwhelming, scary responsibility of supporting and raising a family, of keeping a roof over their head. As Dr Levitin states in his book The Changing Mind, happiness declines in our 30s, but it starts to pick up once you reach 54. 06_9093_12_2023_1.21 © UCLES 2023 2

45 40 35 30 I’m 59. I am certainly more settled than I was at 20 – I have a home, I have raised children who are now more-or-less self-sufficient, and, although I am no high flyer, I have built an enjoyable career. But life still isn’t a bed of roses. I still have a mortgage, alongside an insecure job and an uncertain future. I can’t claim my pension for another eight years. Life is still throwing plenty of stress in my direction. The thought of having to go through another 23 years of this before I feel complete contentment is depressing to say the least. ‘You realise you’ve gotten through all these things that were stressing you out. If you make it to 82, you know you’ve managed, you’re okay,’ says Dr Levitin. But will 82 really put me on cloud nine? I think it’s more likely to put me in a care home. Those over 80 in good health should count themselves lucky. I don’t think true happiness is an age thing. Happiness is intermittent throughout life, appearing in fits and starts. It is, in my experience, about the little things: food and a decent film on Saturday nights, walks in the countryside, time with family and friends, toasted teacake with a good cup of tea. All these things bring pleasure. But if we hit the ecstatic button at 82, then great. As I labour towards my eighties, I'll hang onto that thought. [Turn over 06_9093_12_2023_1.21 © UCLES 2023 3

30 25 20 15 10 5 Section B: Text analysis Question 2 Read the following text, which is an extract from a travelogue describing the filming of a travel documentary called Around the World in Eighty Days. Analyse the text, focusing on form, structure and language. [25] Day 22: Crossing the Arabian Sea The boat really comes to life at first light which, as we are moving east and have not yet adjusted our watches, comes a little earlier each day. I’m awake today at 5. The wind has dropped and the sea is flat and calm. Over the reassuring rumble of the engine I can hear the soft sound of singing. Pull myself up on an elbow and look towards the bows1. There is Kasim, standing motionless and in perfect silhouette, looking out to sea and chanting. Beside him two or three others are gathering in the small foresail. ‘’ello Mi-kel!’ ‘Mi-kel, Mik-el Jack-son!’ As soon as they see we’re awake someone is taken off foresail lashing and sent to arrange some tea for us. One of the things this traveller has learnt is that those who have least are prepared to give most. This crew has given up a lot for us – sleeping space, living space and precious fresh water – without ever making us feel obligated or tolerated. Their life is communal, they depend on each other rather than machines, and maybe because of this their attitude to us materially overstocked and somewhat stand-offish Westerners has been unfailingly generous and helpful. The captain takes a look at the sea and removes his cap, scratches his head and shakes it respectfully. ‘We are lucky men,’ he says. He’s rarely seen it quite as calm, and he knows the power of the sea, for in a storm last year, his brother’s ship was sunk and eighteen drowned. The captain and his navigator sleep in the back of the wheelhouse. A new music centre and a pair of speakers are the only luxury. The only printed books appear to be navigational charts and almanacs. The front of the wheelhouse contains, apart from the wheel, a compass, a clock that’s stopped, a throttle control and a bell that’s rung every time the fish-line is sprung. There is also a panel of dials indicating engine RPM2, water temperature and oil pressure. None of these is working. Under the wheelhouse is a fetid, windowless airless cabin which I hope we never have to make use of. The temperature in there hovers constantly at 100 degrees, and Julian and Ron, who have to go in to load film and change stock, emerge pounds lighter. The corresponding aft3 cabin is full of the crew’s trunks. They are allowed one each in which they can import certain items free of duty. A perk of the job. Captain Suleyman says the Indian customs are very strict. No gold or guns. ‘Is there much smuggling?’ I ask him. 06_9093_12_2023_1.21 © UCLES 2023 4

45 40 35 ‘Oh, plenty smuggling  in clothes,  wrist-watches  but,’ he reassures me, ‘we are not smugglers,’ and laughs uproariously. *** Midday: 92°F under the awning. We’re due south of Karachi. Looking at my map I observe that it has taken us a day to travel between the ‘A’ and the ‘R’ of ‘Arabian Sea’. Sunday afternoon on the Al Sharma. Suddenly there is some sea-borne entertainment. Dahwood, at the wheel, has spotted dolphins approaching the boat. They gather ahead of us, lazily and luxuriously rolling around in the bow wave, weaving in and out, diving, backtracking, returning and always keeping just ahead of the boat. The crew encourage them with drumbeats and whistles. As soon as they know there’s an audience the dolphins show off shamelessly. For a magical few minutes they stay and play. The sea is so blue and clear it is one of the most remarkable and beautiful sights of the journey so far, rivalled a little later by the raising of the huge sail. 1bow: the front of a ship 2RPM: revolutions per minute 3aft: the back of a ship 06_9093_12_2023_1.21 © UCLES 2023 5

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BLANK PAGE 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. 06_9093_12_2023_1.21 © UCLES 2023 8

This document consists of 15 printed pages. © UCLES 2023 [Turn over Cambridge International AS & A Level ENGLISH LANGUAGE 9093/12 Paper 1 Reading May/June 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 May/June 2023 series for most Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 2 of 15 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.

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 3 of 15 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.

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 4 of 15 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).

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 5 of 15 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. AO3: Analyse the ways in which writers’ and speakers’ choices of form, structure and language produce meaning and style. (Analysis) • Marks should be awarded equally on the basis of the level of the candidate’s analysis of the text’s elements (form, structure and language) and of the writer’s stylistic choices (including how style relates to audience and shapes meaning). • When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. In response to Question 1(a), candidates are required to write between 150 and 200 words. While there is no direct penalty for failing to adhere to this requirement, examiners should consider this an aspect of the response’s ‘relevance to purpose’. As such, adherence to the word limit is assessed as part of the second bullet point of AO2.

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 6 of 15 Section A: Directed response Question Answer Marks 1(a) Read the following text, which is an article about happy and healthy ageing, published in a British newspaper. You disagree with some points in the article. Write a response to the editor, in the form of an email, expressing your opinions. Use 150–200 words. 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 feature the following: • Form, audience, purpose, style, conventions, language and structure will be appropriately adapted to suit the task • Content may include personal opinion, anecdote, argument, as well as other relevant ideas • The idea that happiness is distinct from contentment, and that these can be achieved at different stages of life • Tone will be used to have an impact on the reader and to create an effect. 10

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 7 of 15 Question Answer Marks 1(b) Compare your email with the article, analysing form, structure and language. 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 form, structure and language in separate sections. Responses might compare and analyse the following: Form • the typical text conventions used in the original article and the candidate's own email • the ways in which the different purposes affect the content and style of the two texts • the ways in which the article and the email appeal to the respective intended audiences, e.g. through the tone and register used in each text • any other relevant aspect of the form of the two texts Structure • the ways in which the heading and short/long paragraphs or sections are used in each text • the way the article develops the subject • the way the article references different viewpoints − of the narrator and the 'experts' • the way that the article ends • any other relevant structural features in the text 15

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 8 of 15 Question Answer Marks 1(b) Language references to experts in the field − quotations from authoritative figures to lend credibility to the argument e.g. • Leading neuroscientist Daniel Levitin, Experts say • the use of first person narrative, chatty and informal style, and inclusion of personal information/viewpoint e.g. I look back on my late teens and early twenties as the happiest years of my life so far; I wasn’t in any way in control of my life; I’m 59. I am certainly more settled than I was at 20; I don’t think true happiness is an age thing • the range of lexical fields used such as family life e.g. I have raised children, scary responsibility of supporting and raising a family, of keeping a roof over their head; responsibilities e.g. the restrictive trappings of later life, how to make a living, jobs, mortgages, car loans, bills, bills, bills_; happiness e.g. carefree days, every day was fun and full of laughs; anxieties e.g. full of insecurities, relationship woes, all those exams, year after year, I wasn’t in any way in control of my life, the real worries • positive and reassuring language e.g. full of laughs, fit and well, an enjoyable career, pleasure, the glory days • vocabulary indicating uncertainty e.g. Relationship woes • repetition and its varying effects e.g. of ages in number form, bills, why..., still, happiness • the tone of humour and self-mockery often linked to let-downs, antitheses or disbelief in anything good occurring e.g. Come to think of it, the glory days of my late teens/early twenties were also full of insecurities; But will 82 really put me on cloud nine? I think it’s more likely to put me in a care home; if we hit the ecstatic button at 82, then great • any other relevant language features in the text.

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 9 of 15 Marking criteria for Section A Question 1(a) Level AO1: Read and demonstrate understanding of a wide variety of texts. 5 marks AO2: Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. 5 marks 5  Sophisticated understanding of text (meaning/context/audience)  Insightful reference to characteristic features 5 marks  Sophisticated expression, with a high level of accuracy  Content is fully relevant to audience and purpose; ideas are developed throughout in a sophisticated manner 5 marks 4  Detailed understanding of text (meaning/context/audience)  Effective reference to characteristic features 4 marks  Effective expression, with a few minor errors which do not impede communication  Content is relevant to audience and purpose; ideas are developed in an effective manner 4 marks 3  Clear understanding of text (meaning/context/audience)  Clear reference to characteristic features 3 marks  Clear expression, with occasional errors which do not impede communication  Content is relevant to audience and purpose; ideas are developed clearly 3 marks 2  Limited understanding of text (meaning/context/audience)  Limited reference to characteristic features 2 marks  Expression is clear but may not flow easily, with frequent errors which generally do not impede communication  Content is mostly relevant to audience and purpose; ideas are developed in a limited manner 2 marks 1  Basic understanding of text (meaning/context/audience)  Minimal reference to characteristic features 1 mark  Basic expression, with frequent errors which impede communication  Content may lack relevance to audience and purpose; minimal development of ideas 1 mark 0  No creditable response 0 marks  No creditable response 0 marks

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 10 of 15 Table A Marking criteria for Section A Question 1(b) Level AO1: Read and demonstrate understanding of a wide variety of texts. 5 marks AO3: Analyse the ways in which writers’ and speakers’ choices of form, structure and language produce meaning and style. 10 marks 5  Sophisticated comparative understanding of texts (meaning/ context/audience)  Insightful reference to characteristic features 5 marks  Sophisticated comparative analysis of elements of form, structure and language  Sophisticated analysis of how the writers’ stylistic choices relate to audience and shape meaning 9–10 marks 4  Detailed comparative understanding of texts (meaning/context/ audience)  Effective reference to characteristic features 4 marks  Detailed comparative analysis of elements of form, structure and language  Detailed analysis of how the writers’ stylistic choices relate to audience and shape meaning 7–8 marks 3  Clear comparative understanding of texts (meaning/context/ audience)  Clear reference to characteristic features 3 marks  Clear comparative analysis of elements of form, structure and/or language  Clear analysis of how the writers’ stylistic choices relate to audience and shape meaning 5–6 marks 2  Limited understanding of texts (meaning/context/audience), with limited comparison  Limited reference to characteristic features 2 marks  Limited analysis of form, structure and/or language, with limited comparison  Limited analysis of how the writers’ stylistic choices relate to audience and shape meaning 3–4 marks

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 11 of 15 1  Basic understanding of texts (meaning/context/audience), with minimal comparison  Minimal reference to characteristic features 1 mark  Minimal analysis of form, structure and/or language, with minimal comparison  Minimal analysis of how the writers’ stylistic choices relate to audience and shape meaning 1–2 marks 0  No creditable response 0 marks  No creditable response 0 marks

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 12 of 15 Table B Section B: Text analysis Question Answer Marks 2 Read the following text, which is an extract from a travelogue describing the filming of a travel documentary called Around the World in Eighty Days. Analyse the text, focusing on form, structure and language. Mark according to the levels of response marking criteria in Table C. Additional guidance: The analysis should address the style, form, genre, structure and language of the text (including specific and relevant references), explaining how they create meaning in relation to audience and purpose. 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 form, structure and language in separate sections. Responses might analyse the following: Form • the typical text conventions used in travel writing • the ways in which the purpose affects the content and style of the text • the ways in which the extract appeals to its intended audience, e.g. through the tone and register used in the text • any other relevant aspect of the form Structure • the ways in which short/long paragraphs and dialogue are used in the text • the way in which the extract is structured to reflect time passing for the narrator • the way in which references to dates and times are used in the text, e.g. the title Day 22 • any other relevant structural features in the text 25

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 13 of 15 Question Answer Marks 2 Language • the way in which the writer uses lists and adjectives to describe variety in the setting e.g. the wind has dropped and the sea is flat and calm; A new music centre and a pair of speakers are the only luxury. The only printed books appear to be navigational charts and almanacs; a foetid, windowless airless cabin; weaving in and out, diving, backtracking, returning and always keeping just ahead of the boat; The sea is so blue and clear it is one of the most remarkable and beautiful sights of the journey so far • the way in which sensory details, such as sounds and vivid sights or smells, are used in the text to immerse the reader in the travelling narrator's experience e.g. Over the reassuring rumble of the engine, I can hear the soft sound of singing; There is Kasim, standing motionless and in perfect silhouette, looking out to sea and chanting; a foetid, windowless airless cabin which I hope we never have to make use of; The crew encourage them with drumbeats and whistles • use of a lexical field related to boats and the sea e.g. reassuring rumble of the engine; look towards the bows; the small foresail; This crew; The captain and his navigator; navigational charts; the bow wave; the raising of the huge sail • the use of verbs in the text, and their effect on the reader e.g. gather, rolling, weaving in and out, diving, backtracking, returning , show off , stay and play for example are all used to describe the way in which the dolphins provide welcome entertainment for the humans on board • vocabulary used to create a sense of calm and stillness e.g. Midday: 92 degrees F. under the awning, Sunday afternoon on the Al Sharma, a magical few minutes • the use of dialogue to indicate the connection and a lively communication between speakers of different languages e.g. ‘ello Mi-kel!' 'Mi-kel, Mik-el Jack-son!' and to help relate the narrative e.g. 'Oh, plenty smuggling_in clothes_ wrist watches_ but,' he reassures me, 'we are not smugglers,' • the depiction of the crew as unfailingly kind and generous despite their limited possessions, space and, presumably, wealth e.g. those who have least are prepared to give most; This crew has given up a lot for us – sleeping space, living space and precious fresh water; sent to arrange some tea for us; unfailingly generous and helpful. • any other relevant language features in the text

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 14 of 15 Table C Marking criteria for Section B Question 2 Level AO1: Read and demonstrate understanding of a wide variety of texts. 5 marks AO3: Analyse the ways in which writers’ and speakers’ choices of form, structure and language produce meaning and style. 20 marks 5  Sophisticated understanding of text (meaning/context/audience)  Insightful reference to characteristic features 5 marks  Analysis is sophisticated, coherent and very effectively structured  Insightful selection of elements of form, structure and language for analysis  Sophisticated awareness of writer’s stylistic choices, including how style relates to audience and shapes meaning  Uses precise and fully appropriate language to link evidence with explanatory comments 17–20 marks 4  Detailed understanding of text (meaning/context/audience)  Effective reference to characteristic features 4 marks  Analysis is detailed, coherent and effectively structured  Effective selection of elements of form, structure and language for analysis  Detailed awareness of writer’s stylistic choices, including how style relates to audience and shapes meaning  Uses effective and appropriate language to link evidence with explanatory comments 13–16 marks 3  Clear understanding of text (meaning/context/audience)  Clear reference to characteristic features 3 marks  Analysis is clear, coherent and well structured  Appropriate selection of elements of form, structure and language for analysis  Clear awareness of writer’s stylistic choices, including how style relates to audience and shapes meaning  Uses clear and appropriate language to link evidence with explanatory comments 9–12 marks 2  Limited understanding of text (meaning/context/audience)  Limited reference to characteristic features 2 marks  Limited analysis, with some structure and limited coherence  Some appropriate selection of elements of form, structure and/or language for analysis  Limited awareness of writer’s stylistic choices  Attempts to use appropriate language to link evidence with explanatory comments 5–8 marks

9093/12 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 15 of 15 1  Basic understanding of text (meaning/context/audience)  Minimal reference to characteristic features 1 mark  Basic analysis, with minimal structure or coherence  Minimal selection of elements of form, structure and language for analysis  Minimal awareness of writer’s stylistic choices  Minimal use of appropriate language to link evidence with explanatory comments 1–4 marks 0  No creditable response 0 marks  No creditable response 0 marks