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

Cambridge International AS & A Level 9093/11 October/November 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 11_9093_11_2023_1.16 © UCLES 2023 *3696788106*

Section A: Directed response Question 1 Read the following text, which is a magazine article about stargazing. Your teacher has asked you to give a speech to your class about the benefits to well-being of appreciating the sky at night. Write the opening of your speech. Use 150–200 words. [10] (a) Compare the opening of your speech with the article, analysing form, structure and language. [15] (b) Reach for the Stars Dark winter nights provide the perfect opportunity for stargazing – a scientifically proven way to make us calmer, happier and more creative. 11_9093_11_2023_1.16 © UCLES 2023 2 Content removed due to copyright restrictions.

Try to get out in early January: the Quadrantid meteor shower is one of the most active, producing between 50 and 100 meteors an hour during its peak at this time. [Turn over 11_9093_11_2023_1.16 © UCLES 2023 3 Content removed due to copyright restrictions.

35 30 25 20 15 10 5 Section B: Text analysis Question 2 Read the following text, which is an extract from the autobiography of a chef. Analyse the text, focusing on form, structure and language. [25] Scrambled Egg ‘Just try it,’ pleaded my father, holding out a plate of particularly yellow scrambled egg. ‘You won’t taste the eggs, I promise.’ He had become cunning of late; a promised pancake had turned out to be an omelette, some slices of hard-boiled egg had been slipped into a salad sandwich and, in a moment of spectacular deceit, he had attempted to hide the yolk of a fried egg under a mound of baked beans. I was having none of it. Every morsel of food was inspected both on the plate and again on the fork for signs of the dreaded oeuf1. No lettuce leaf or bridge roll was left unchecked, no salad dressing went unsniffed, every sandwich was prised apart. The more wily he became, the more untrusting I learned to be. At one point I used to sit on the kitchen counter talking to him as he made supper, just to check that no new-laid wonder found its way on to my plate. I promised I’d give it a go. He didn’t leave the room. I sniffed the golden slop suspiciously. It did, sure enough, smell of cheese. The colour was deep and rich, like that of a crocus, and it had a clear moat of yellow fat round it, which looked the same as the fat which came out of one of his less successful attempts at cheese on toast. A timid forkful proved edible. A second went down easy enough and soon I had finished the lot. I am not sure who was the happiest. As the weeks went by, my scrambled suppers became less manageable. By the fourth week, the egg had become detectable; by the sixth, the cheese was barely noticeable. But by this time my father had seen enough empty plates to know I could be trusted to eat up my supper without him peering over my shoulder. Sad, then, that I couldn’t trust him not to gradually cut down on the cheese. Even sadder, then, that I started feeding it to the dog. He would come home early all the time now. Only an hour or so after I got in from school, he would appear and make me something to eat. Then he would leave the house in a whirlwind of aftershave and freshly ironed shirt, leaving me alone again, eating at the table. His cheeks had got more colour recently. His hair glistened with Brylcreem scooped from a red plastic pot and his face and neck scrubbed up pink. *** In the normal course of events, my father and Mrs Potter never would have met. He didn’t inhabit a world where women wore Crimplene2. He had never come across a woman who did her housework with her hair in rollers. Come to think of it, he didn’t even know any women who did their own housework, let alone other people’s. They got to know one another through the raffles and whist drives they organised for a local disabled 11_9093_11_2023_1.16 © UCLES 2023 4

40 group. ‘It nearly did my back in doing the waltz with Mr Guthrie,’ Joan Potter announced one evening after a wheelchair dance in the function room of the Battle of Britain pub. She wore her hair in a tight perm. Her eyes were small and twinkling, like espresso coffee. Her mouth was as tight as a walnut and carried above it the faintest of moustaches. Yet she was strangely attractive. 1oeuf: French for ‘egg’ 2Crimplene: a man-made fabric often used in clothing in the 1960s 11_9093_11_2023_1.16 © 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. 11_9093_11_2023_1.16 © UCLES 2023 8

This document consists of 17 printed pages. © UCLES 2023 [Turn over Cambridge International AS & A Level ENGLISH LANGUAGE 9093/11 Paper 1 Reading October/November 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 October/November 2023 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 2 of 17 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.

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 3 of 17 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.

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 4 of 17 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).

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 5 of 17 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

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 6 of 17 Question Answer Marks 1(a) Read the following text, which a magazine article about stargazing. Your teacher has asked you to give a speech to your class about the benefits to wellbeing of appreciating the sky at night. Write the opening of your speech. 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 anecdote, argument, persuasive language, as well as other relevant ideas • Tone will be used to have an impact on the reader and to create an effect. 10

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 7 of 17 Question Answer Marks 1(b) Compare the opening of your speech 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 text and the candidate's speech • the ways in which the different purposes affect the content and style of the two texts • the ways in which the article and the speech 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 headings and short/long paragraphs or sections are used in each text • the way the article develops the increasing benefits of stargazing • the way the article references different examples of the benefits • the way that the article ends with cognitive improvements • the shift in narrative focus from inside the house to the night sky, past beliefs etc • any other relevant structural features in the text 15

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 8 of 17 Question Answer Marks 1(b) Language • the repeated but different types of light imagery e.g. sparkling, dazzling, brightest, flashing its rainbow hues contrasted with urban lighting • factual information about past cultural beliefs and interest in the stars e.g. references to Egyptians, Scandinavians, Polynesians, and the contrast/juxtaposition between/of ancient and modern e.g. since prehistoric times, it shone for us, too • personification and metaphor use e.g. an unexpected visitor, a sparkling diamond, this distant star gifted a moment of stillness, Busy lifestyles and urban lighting conspire to keep our attention focused down • positive and reassuring language e.g. language suggesting wonder - awe, gaze, gifted a moment of stillness,triggers a host of physical and psychological benefits, boosting creativity and lowering stress , that jaw-droppingfeeling , beyond our everyday experience • vividly contrasted/juxtaposed references to the cosy indoors and the vastness of the night sky e.g. huddled by the window to enjoy a view...; the three of us knelt by the glass and gazed upwards • the listed and positive impacts of 'experiencing awe' e.g. more curious and creative; better able to remember details of a short story; more original examples; showed greater interest in abstract paintings, and persisted longer on difficult puzzles • contrast between busy modern lifestyles, and technology, and 'the wheeling night sky' which suggests freedom e.g. Busy lifestyles and urban lighting contrasted with turning our gaze upwards and the chaos of the day quietening • any other relevant language features in the text.

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 9 of 17 Marking criteria for Section A Question 1(a) Table 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

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 10 of 17 Marking criteria for Section A Question 1(b) Table 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

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 11 of 17 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 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

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 12 of 17 Marking criteria for Section A Question 1(b) Table 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

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 13 of 17 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 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

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 14 of 17 Section B: Text analysis Question Answer Marks 2 Read the following text, which is an extract from the autobiography of a chef. 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 an autobiography • 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 aspects of the text’s form Structure • the ways in which short/long paragraphs are used in the text • the way in which the extract is structured to reflect the experience of the child narrator • any shifts in narrative focus e.g. away from the child-father relationship to that of the father and Mrs Potter • any other relevant structural features in the text 25

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 15 of 17 Question Answer Marks 2 Language • the way in which the writer uses adjectives negatively or positively to describe the food e.g. dreaded; promised, golden, deep and rich • the way in which details are used in the text to immerse the reader in the egg-loathing child's experience e.g. the oxymoronic golden slop; a clear moat of yellow fat • use of a dialogue to open the extract and its hint of the battle to come between father and child e.g. 'Just try it,' pleaded my father • the way that the narrator associates his father with deceit e.g. cunning, slipped into, wily, attempted to hide, spectacular deceit • the way that this type of language creates the tone of humour as the father tries to deceive but the boy is e.g. untrusting; having none of it, inspected ... every morsel, no ... left unchecked, sniffed ... suspiciously • the use of the French word to emphasise how much the boy dislikes eggs: the dreaded oeuf • the use of language/imagery halfway through to indicate the father's increasing interest in Mrs Potter e.g. whirlwind of aftershave and freshly ironed shirt • language used to describe Mrs Potter who seems an unlikely partner for the father but is e.g. strangely attractive • the use of vivid similes to describe her e.g. like espresso coffee, mouth as tight as a walnut and how these are food- related indicating the boy's concern with and interest in food • any other relevant language features in the text.

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 16 of 17 Marking criteria for Section B Question 2 Table C 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

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 17 of 17 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 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 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