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

This document has 8 pages. [Turn over * 4 6 0 4 1 2 7 2 0 8 * ENGLISH LANGUAGE 9093/32 Paper 3 Language Analysis May/June 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 [ ]. Cambridge International AS & A Level DC (PQ/CGW) 313371/5 © UCLES 2023

2 9093/32/M/J/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 An advertisement published in 1904 in The Pittsburgh Gazette, an American newspaper JOSEPH HORNE CO. ______________________________ Our Totally Different Serge1 Suits for Men. ______________________________ $10.00, $12.00, $15.00, $20.00, $30.00. ______________________________ A Joseph Horne Co. label on the inside of a serge suit is tantamount to saying there is none better, very few so good—for the same money. We invite the most searching and critical examination of the way our suits are tailored, of the grades of cloth used. Every one all wool with pure wool lining. Some of our serge suits are lined with silk, and it is good silk. Note especially the fit of the coat, how it sets around the neck, how the shoulders stand out, what a graceful hang the coat has. The fit of these serge suits could not be duplicated except by a custom tailor, and for that fit you would have to pay double what we ask. ______________________________ Men’s Newest Neckwear. Did you ever notice how particular about his neckwear a man is?. He may be indifferent about every other article of his attire, and be more than critical about his necktie. One man may like black, another may think indistinct blue the correct thing, and so on, and each must have a selection to meet his fancy. Well, we can please them all. We have another shipment of finest English Foulard Silk Neckwear just in. There is no neckwear so satisfactory as that made from these fine English silks, they don’t fray, and crease less than any other silk. Women’s Fabric Gloves. Summer Styles. Fabric gloves are worn more and more. Today as many well dressed women wear silk or lisle2 gloves as kid3. Not so many years since everyone wore kid gloves. As for the fabric gloves, we feel like congratulating Madame Fashion. ’Tis but seldom her majesty pronounces in favor of anything so thoroughly practical. Not only are they worn in the street, but the fine silk gloves are correct for evening wear as well. 5 10 15 20 25

3 9093/32/M/J/23 © UCLES 2023 [Turn over Full Length Silk Coats for Women— Variously Priced. A long silk coat. What could be more dressy? Wear it when you go out driving, and not a bit of dust will injure your gown. Wear it when automobiling, nothing could be more correct. Slip it on over your frills and flounces and you have a jaunty evening wrap. And we dare say the ingenious woman could find as many more occasions for this practical garment. 1serge: a heavy fabric made from wool 2lisle: fine, smooth cotton 3kid: a fine, high-quality leather 30

4 9093/32/M/J/23 © UCLES 2023 Text B Synonyms for ‘satisfactory’ taken from the Early English Books Corpus (1470s–1690s) and from an online dictionary in 2021 ‘Satisfactory’ (1470s–1690s) ‘Satisfactory’ (2021) ſatisfactory adequate satisfying acceptable desirable sufficient convincing reasonable pleasing tolerable

5 9093/32/M/J/23 © UCLES 2023 [Turn over Text C n-gram graph for ’tis but and it’s only (1800–2000) 2000 ’tis but it’s only 1980 1960 1940 1920 1900 1880 1860 1840 1820 1800 0.000000% 0.000010% 0.000020% 0.000030% 0.000040% 0.000050% 0.000060% 0.000070% 0.000080% 0.000090% 0.000100% 0.000110%

6 9093/32/M/J/23 © UCLES 2023 Section B: Child language acquisition Question 2 Read the following texts, which are transcriptions of two parts of a conversation between India (age 1 year and 10 months) and her mother. They are at home, playing with some toy monkeys and other toy animals. Analyse ways in which India and her mother are using language in this conversation. In your answer, you should refer to specific details from the transcriptions, as well as to ideas and examples from your wider study of child language acquisition. [25] Part A India: all /lelaʊ/ Mother: its a colourful bench isnt it (2) green (.) purple and yellow India: [indecipherable speech sounds] Mother: the monkeys are going to be piled up now are they↗ <India piles the monkeys up> (5) oh well done (2) thats a big tower of monkeys (.) <the monkeys fall down> oh (.) crash India: oh↘ Mother: and again (5) well done (2) how many monkeys are there↘ India: /wʌ/ (.) /t/ (.) three four /dɒmiːz/ Mother: is it big↗ (.) big tower↗ (.) one (.) two (.) three (.) four India: /t/ (.) three four Mother: one two three four (.) thats right↗ India: mama weeee [laughs] Mother: oh no the monkeys are going to jump on the sofa are they↗ India: mummy jump jump jump Mother: oh monkeys jumping everywhere (.) jump jump jump (.) careful you dont throw them so they get lost India: mummy jump jump (.) wow (.) /dæt/ get that Mother: you want me to get it↗ India: jump jump jump down oh uh like /e/ oh uh like her Mother: like her↗ (.) monkeys (.) what are monkeys eating↘ India: a nana Mother: yeah it is a nana isnt it (.) how many monkeys are on the table↘ 5 10 15 20

7 9093/32/M/J/23 © UCLES 2023 [Turn over India: MORE Mother: there arent any more (.) thats (.) thats the number that there are (.) do you want to put them back in the bag↘ India: no Part B India: /æməlz/ little bye bye Mother: bye animals (1) see you later (3) wheres he driving to then↗ India: a /haʊ/↘ [India sings to herself] bye bye /æməlz/ (1) bye bye mummy Mother: bye bye india <India tries to place toys in a toy car> are they both going in the car are they↗ India: /dɒn/ fit mummy Mother: do you want me to help you↗ (2) pass it here then↘ (1) yeah (1) theres two men in the car now India: brum brum brum (1) car (1) /b/ (.) /æməlz/ /wɒʔ el/ mummy Mother: what else↗ (1) weve got the white tiger (1) weve got the tiger (.) weve got the horsie India: /dɔːtʃiː/ (.) /dɔːtʃiː/ (.) /dɔːtʃiː/ (.) /dɔːtʃiː/ (.) /dɔːtʃiː/ Mother: where have the lion cubs gone↗ India: /dɔːtʃiː/ Mother: oh your horsie (.) you want to get your horsie out↗ 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

8 9093/32/M/J/23 © UCLES 2023 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 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.

This document consists of 13 printed pages. © UCLES 2023 [Turn over Cambridge International A Level ENGLISH LANGUAGE 9093/32 Paper 3 Language Analysis 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.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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 May/June 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 May/June 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 May/June 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 May/June 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  The semantic shift in the use of satisfactory, which is here used in a more positive way than the contemporary denotation of being acceptable. Text B exemplifies this.  The adjective correct is used several times, suggesting that expectations for clothing were relatively rigid at the time.  The use of the dated expression dare say.  The verb automobiling is rarely used today, and ‘driving’ would be more likely to be used in contemporary texts. Students may discuss how similar contemporary verbs have been formed from nouns, such as texting.  The noun flounce is also used today as a verb with negative connotations, denoting lexical shift.  The use of garment and attire sound formal today.  Since is used here to be synonymous with ‘ago’. 25

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 7 of 13 Question Answer Marks 1 Grammar  Sentences are varied in structure, and relatively similar to what would be expected in contemporary advertising e.g. the incomplete sentence Every one all wool with pure wool lining.  Direct address to audience in questions.  The clipped ’Tis would today be written as single words ‘It is’, or – as seen in Text C – the contraction ‘it’s’. Many other words have been abbreviated in contemporary English, such as ‘tie’ for necktie.  Text C exemplifies the changing use of ’tis but and it’s only.  Orthography  Text A was published after Samuel Johnson’s dictionary in 1755, so standardised spelling is used.  Graphology  Graphology appears to be similar to what we would expect in contemporary English. The fashion of using the long ‘ʃ’, used instead of ‘s’ in medial positions in all words and to start words which are not begun with capitals – as seen in Text B – is no longer used.  The text is columnised and itemised for clear reading; the prices are included in the heading, italicised for emphasis.  Lines in the heading end in full stops, which would not be the case today.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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 May/June 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 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 2023 © UCLES 2023 Page 10 of 13 Section B: Child language acquisition Question Answer Marks 2 Read the following texts, which are transcriptions of two parts of a conversation between India (age 1 year and 10 months) and her mother. They are at home, playing with some toy monkeys and other toy animals. Analyse ways in which India and her mother are using language in this conversation. In your answer, you should refer to specific details from the transcriptions, 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 e.g. how many monkeys are on the table  Use of varying intonation in these questions e.g. is it big↗.  Imperatives are sometimes use to direct India e.g. dont throw them.  Recasting is used to correct India’s speech e.g. oh your horsie.  Diminutives are used e.g. horsie.  Onomatopoeia in crash to add drama.

9093/32 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2023 © UCLES 2023 Page 11 of 13 Question Answer Marks 2 Children’s language features  India uses turn taking competently, with exchanges initiated by the mother. Some of these are fulfilled adjacency pairs e.g. Mother: what are monkeys eating↗ India: a nana↘  India is emerging from the holophrastic stage into the telegraphic stage.  She uses all as a pronoun.  She is starting to use negation with no and / dɒn / fit.  She uses the adjective little.  India is able to use falling intonation to signify her feelings e.g. oh↘.  Child phonological competence, e.g. using deletion in nana for ‘banana’ and amals for ‘animals’; substitution in / dɔːtʃiː / for ‘horsie’; assimilation in / lelaʊ / for ‘yellow’; and final consonant deletion in / wʌ/ for ‘one’ and / wɒʔ el / for ‘what else’. References to relevant theories and research should be integrated into the response and may include:  Halliday’s functions of language e.g. representational – / dɒn / fit mummy and MORE; imaginative – brum brum brum; instrumental – no; interactional – bye bye mummy.  Positive reinforcement is given (one two three four (.) thats right) which could be linked to Skinner’s theory of behaviourism.  Piaget (cognitive development), with India being in the pre-operational stage.  Chomsky (language acquisition device), with India’s omission of certain grammatical elements suggesting that she is being systematic rather than imitating what she has heard.  Vygotsky e.g. scaffolding such as bye animals.  Bruner (Language Acquisition Support System) seen in the utterances of the parent. 25

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