Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2024 May/June Paper 1 · Variant 1

Cambridge International AS & A Level 9093/11 May/June 2024 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_11_2024_1.15 © UCLES 2024 *9668919476*

30 25 20 15 10 5 Section A: Directed response Question 1 Read the following text, which is a newspaper article about pollution created by new plastic. Having read the article, you decide to write an email to a large company, urging them to take action to reduce their plastic waste. Write the text for your email. Use 150–200 words. [10] (a) Compare your email with the newspaper article, analysing form, structure and language. [15] (b) Call for global treaty to end production of ‘virgin’ plastic by 2040 Scientists say agreement must cover extraction of raw materials and pollution that blights seas and land A binding global treaty is needed to phase out the production of ‘virgin’ or new plastic by 2040, scientists have said. The solution to the blight of plastic pollution in the oceans and on land would be a worldwide agreement on limits and controls, they say in a special report in the journal Science. Since the 1950s about 8 billion tonnes of plastic has been produced. The effects are everywhere. One of the report’s authors, Nils Simon, said: ‘Plastics are ubiquitously found in increasing amounts worldwide, including in terrestrial environments and even inside the human body.’ The authors say the very properties that have made plastic an apparently essential modern material also make it a serious environmental threat. Science senior editor Jesse Smith writes: ‘As for much new technology, their development and proliferation occurred with little consideration for their impacts, but now it’s impossible to deny their dark side as we confront a rapidly growing plastic pollution problem.’ ‘The time for preventing plastic pollution is long past – the time for changing the future of plastics in our world, however, is now.’ The report calls for a new global treaty ‘to cover the entire lifecycle of plastics, from the extraction of the raw materials needed for its manufacture to its legacy pollution’. The largest proportion of plastic waste comes from packaging materials (47%), while textiles are responsible for 14% and transport 6%. Each year, 3% of worldwide plastic waste ends up in the oceans; in 2010 that amounted to about 8 million tonnes of plastic. Yet plastic production has continued to increase. In 2019, 368 million tonnes of newly made, or virgin, plastics were produced. By 2050, the production of new plastic from fossil fuels could consume 10–13% of the remaining global carbon budget permissible to ensure temperatures rise to no more than 1.5°C above pre-industrial levels as required by the Paris climate agreement. 06_9093_11_2024_1.15 © UCLES 2024 2

50 45 40 35 Simon calls for a binding global treaty to: • Phase out the production of newly made or virgin plastic by 2040. • Create a circular economy for plastic, incentivising reuse and refill and the elimination of substantial volumes of plastic pollution. • Start a worldwide clean-up of plastic waste. ‘Plastic pollution poses a considerable, even though not yet fully understood, threat to the environment, species, and habitats, as well as to cultural heritage,’ said Simon. ‘Its social impacts include harm to human health, in particular among vulnerable communities, and it comes with substantial economic costs affecting especially regions depending on tourism.’ ‘Addressing these challenges requires a transformative approach that facilitates measures to reduce production of virgin plastic materials and includes equitable steps toward a safe and circular economy for plastics.’ Cleaning up the vast plastic waste footprint spread across the world requires the targeting of clogged waterways, drains and sewers in many countries that do not have rubbish collection services and where creating and boosting waste management services would be necessary. Producers of plastic would also be required to contribute to help fund clean-ups in some countries. The impact of plastic pollution on the environment could trigger negative impacts which are irreversible, the report’s authors warned. They warned that the plastic pollution of the oceans and land is at a rate which cannot be tackled by any clean-up, particularly when it affects remote areas. What is required is curtailing the emissions of plastic to the environment as rapidly and comprehensively as possible, they say. [Turn over 06_9093_11_2024_1.15 © UCLES 2024 3

Section B: Text analysis Question 2 Read the following text, which is an article from a travel company’s newsletter, about a hiking tour of the little-known Marche region of Italy. Analyse the text, focusing on form, structure and language. [25] We never regret hiking anywhere. 06_9093_11_2024_1.15 © UCLES 2024 4 Content removed due to copyright restrictions.

The Italy of yesteryear, but still alive in Marche. 06_9093_11_2024_1.15 © UCLES 2024 5 Content removed due to copyright restrictions.

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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_11_2024_1.15 © UCLES 2024 8

This document consists of 16 printed pages. © Cambridge University Press & Assessment 2024 [Turn over Cambridge International AS & A Level ENGLISH LANGUAGE 9093/11 Paper 1 Reading May/June 2024 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 2024 series for most Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 2 of 16 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 descriptions 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 May/June 2024 © Cambridge University Press & Assessment 2024 Page 3 of 16 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 May/June 2024 © Cambridge University Press & Assessment 2024 Page 4 of 16 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 May/June 2024 © Cambridge University Press & Assessment 2024 Page 5 of 16 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 May/June 2024 © Cambridge University Press & Assessment 2024 Page 6 of 16 Section A: Directed response Question Answer Marks 1(a) Read the following text, which is a newspaper article about pollution created by new plastic. Having read the article, you decide to write an email to a large company, urging them to take action to reduce their plastic waste. Write the text for your email. 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 an informed personal viewpoint  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 May/June 2024 © Cambridge University Press & Assessment 2024 Page 7 of 16 Question Answer Marks 1(b) Compare your email with the newspaper 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 newspaper article and the candidate's email  the ways in which the different purposes affect the content and style of the two texts  the ways in which the article and 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  beginning the extract with a reference to the view of scientists gives credibility to the argument  the use of bullet point structure to suit the purpose of the writing  the way in which paragraphs are sequenced to present a wide range of facts to support the argument  the way in which the text shifts focus from the past production of harmful plastics to what can be done in the future  the effect of including direct speech from a range of sources invested in improving the situation  varying paragraph length and how this enables the writer to place importance on key facts and statistics  any other relevant structural features in the text 15

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 8 of 16 Question Answer Marks 1(b) Language  the use of quotations from named scientists, and the reference to the journal, Science, to lend credibility  the use of alarming statistics and facts to add urgency to the argument - Since the 1950s about 8 billion tonnes of plastic has been produced  the connotations of powerful vocabulary choices such as - blight of plastic pollution , a serious environmental threat, clogged waterways  the use of alliteration enhances the urgency of - harm to human health  the emphatic use of the list of three - clogged waterways, drains and sewers; threat to the environment, species, and habitats  the frequent use of long, complex sentences adds factual detail to persuade the reader  the use of a lexical field associated with harm - blight, threat, problem, waste, vast plastic waste footprint, clogged, pollution, emissions  any other relevant language features in the text. 15

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 9 of 16 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

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 10 of 16 0  No creditable response 0 marks  No creditable response 0 marks

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 11 of 16 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 May/June 2024 © Cambridge University Press & Assessment 2024 Page 12 of 16 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 May/June 2024 © Cambridge University Press & Assessment 2024 Page 13 of 16 Section B: Text analysis Question Answer Marks 2 Read the following text, which is an article from a travel company’s newsletter, about a hiking tour of the 25 little-known Marche region of Italy. 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 writing appeals to its intended audience, e.g. through the tone and register used in the text  any other relevant aspects of the form Structure  the ways in which short/long paragraphs are used in the text  the way in which the writing is structured/its chronology that follows the journey the writer makes  the way in which the writer intersperses personal anecdotes with factual and useful information for the reader  any other relevant structural features in the text 25

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 14 of 16 Question Answer Marks 2 Language  the occasional use of colloquial or informal vocabulary – squidged, trotted  the inclusive first person plural point of view – we  reference to specific, named places visited to locate them for the reader – Tuscany, Umbria, Adriatic, Apennines  alliteration – slowly and simply, elegant ease, treasure trove, hazard for hikers, slipped silently  reference to stories/a sense of the legendary – giant drifts of snow, wolves living high up in the mountains  the use of rhetorical questions as the narrator ruminates on the place and its past  conventional vocabulary of praise – breathtaking, beautiful, dramatic, handsome  references to the age of the area – fossils strew the footpaths, aura of ancient wilderness  named delicacies in food special to the area  language suggesting quiet and calm – absolute quiet of a countryside undisturbed, the gentle hum of village life, not seeing a soul  any other relevant language features in the text.

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 15 of 16 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 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

9093/11 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 16 of 16 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 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