Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2024 May/June Paper 4 · Variant 1

This document has 8 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level DC (SK) 329905/2 © UCLES 2024 * 6 7 9 5 9 8 0 6 9 9 * ENGLISH LANGUAGE 9093/41 Paper 4 Language Topics May/June 2024 2 hours 15 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS ● Answer all questions. ● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 50. ● The number of marks for each question or part question is shown in brackets [ ].

2 9093/41/M/J/24 © UCLES 2024 Section A: English in the world Question 1 Read the following text, which is an extract from an article published in the British newspaper The Times in 2021. Discuss what you feel are the most important issues raised in the text relating to influences on the changing use of English in the world. You should refer to specific details from the text as well as to ideas and examples from your wider study of English in the world. [25] Konglish is not your bepu: South Korea fights corruption of its language Is your bepu a gaegeumaen? Content removed due to copyright restrictions.

3 9093/41/M/J/24 © UCLES 2024 [Turn over The Oxford English Dictionary added 26 this year, including PC bang, meaning an internet café, oppa, meaning an older brother or attractive older man, and mukbang, an online video featuring a person eating a large quantity of food. Content removed due to copyright restrictions.

4 9093/41/M/J/24 © UCLES 2024 Section B: Language and the self Question 2 Read the following text, which is an extract from an article published on the Psychology Today website in 2021. Discuss what you feel are the most important issues raised in the text relating to the ways in which language can shape and reflect how individuals think about themselves and others. You should refer to specific details from the text as well as to ideas and examples from your wider study of Language and the self. [25] The Power of a ‘We’ Choosing the right pronoun can be the ultimate power move Pronouns have long been at the crux of heated debate and social reform – not only in terms of how we express gender, but also how our usage reveals how we relate to one another. In looking at pronoun choice in a variety of high-stakes contexts, psychologists and linguists have discovered that our pronoun patterns reveal a lot about how we express power and social status. The Pronouns of a Leader Looking at the way pronouns pattern in the speech of higher status vs. lower status participants in interactions, particularly those in an employment context, psychologist James Pennebaker and his colleagues found that those who took on leadership roles used fewer first-person singular words (I, me, my) and more plural words (we, our, they), while those in subordinate roles used I-words more. This may at first seem surprising, as using ‘I’ might seem to be the ultimate power word – as in ‘I expect’ or ‘I need.’ But as anyone trying to effectively parent or supervise has learned, telling someone what they need to do by couching it in terms of what you want rarely works. Instead, to build a team, to motivate people, you have to convince people you are in it together and that it benefits them as well as you. So, welcome to the world of ‘we’ and ‘us,’ rather than ‘I.’ Political Pronouns Since using ‘we’ more than ‘I’ seems to carry with it a sense of collective experience and a correlation with leadership, politicians have, not surprisingly, jumped quickly on that rhetorical bandwagon. A study that examined campaign speeches of Australian Prime Ministerial candidates found that the candidates who were victorious used more inclusive ‘we’ and ‘us’ pronouns than those who lost in 80 per cent of all elections. What’s more, a series of data analyses for the ‘Language Log’ blog run by the University of Pennsylvania Professor Mark Liberman found that there has been a clear increase in second person plural pronoun usage across presidential State of the Union addresses since the Second World War. 5 10 15 20 25 30

5 9093/41/M/J/24 © UCLES 2024 This research suggests that we prefer leaders whose linguistic behavior indicates that they see themselves as ‘one of us’ and socially identify as part of a collective rather than those who set themselves apart through the use of self-referring pronouns. However, this bent toward preferring political leaders who prioritize social connectedness rather than exceptionality and unique experience does not seem to have always been the case, with this increasing preference for use of inclusive ‘we’ and ‘us’ found only in presidential speeches over the last century. 35

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8 9093/41/M/J/24 © UCLES 2024 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. BLANK PAGE

This document consists of 9 printed pages. © Cambridge University Press & Assessment 2024 [Turn over Cambridge International A Level ENGLISH LANGUAGE 9093/41 Paper 4 Language Topics 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.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 2 of 9 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.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 3 of 9 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.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 4 of 9 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). Components using point-based marking: Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer shows confusion. From this it follows that we: a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark scheme requires a specific term). b DO credit alternative answers/examples which are not written in the mark scheme if they are correct. c DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons…). d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not used wrongly.). e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities. f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e. polluted/not polluted). g DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion).

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 5 of 9 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.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 6 of 9 Marking criteria for Section A Question 1 and Section B Question 2 Table A Level AO1: Read and demonstrate understanding of a wide variety of texts. 10 marks 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. 10 marks 5  Sophisticated understanding of text (meaning/context/ audience)  Insightful reference to specific points 9–10 marks  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 linguistic issues, concepts, methods and approaches represented in the text  Insightful reference to wider study of linguistic issues, concepts, methods and approaches 9–10 marks 4  Detailed understanding of text (meaning/context/ audience)  Effective reference to specific points 7–8 marks  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 linguistic issues, concepts, methods and approaches represented in the text  Effective reference to wider study of linguistic issues, concepts, methods and approaches 7–8 marks 3  Clear understanding of text (meaning/context/ audience)  Clear reference to specific points 5–6 marks  Clear expression, with occasional errors which do not impede communication  Content is relevant; ideas are developed clearly 3 marks  Clear understanding of linguistic issues, concepts, methods and approaches represented in the text  Clear reference to wider study of linguistic issues, concepts, methods and approaches 5–6 marks

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 7 of 9 Level AO1: Read and demonstrate understanding of a wide variety of texts. 10 marks 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. 10 marks 2  Limited understanding of text (meaning/context/ audience)  Limited reference to specific points 3–4 marks  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 linguistic issues, concepts, methods and/or approaches represented in the text  Some limited reference to wider study of linguistic issues, concepts, methods and/or approaches 3–4 marks 1  Basic understanding of text (meaning/context/ audience)  Minimal reference to specific points 1–2 marks  Basic expression, with frequent errors which impede communication  Content may lack relevance in parts; minimal development of ideas 1 mark  Minimal understanding of linguistic issues, concepts, methods and/or approaches represented in the text  Minimal reference to wider study of linguistic issues, concepts, methods and/or approaches 1–2 marks 0  No creditable content 0 marks  No creditable content 0 marks  No creditable content 0 marks

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 8 of 9 Section A: English in the world Question Answer Marks 1 Read the following text, which is an extract from an article published in the British newspaper The Times in 2021. Discuss what you feel are the most important issues raised in the text relating to influences on the changing use of English in the world. You should refer to specific details from the text as well as to ideas and examples from your wider study of English in the world. 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 discuss the following:  the growing prevalence of hybrid forms of English around the world  how Konglish (and other hybrid languages) can be incomprehensible and words can be baffling  how South Korea’s language is linked with its pride in its national language  how the same is true in other countries and cultures  how and why using English loanwords results in the use of less Korean vocabulary  how many believe that this can pose a grave threat to our cultural identity  the absorption of foreign words into the Oxford English Dictionary  how Korean words are entering other languages, creating a two-way process between languages  how some see this process as an inevitable part of the growth and development of languages 25

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2024 © Cambridge University Press & Assessment 2024 Page 9 of 9 Section B: Language and the self Question Answer Marks 2 Read the following text, which is an extract from an article published on the Psychology Today website in 2021. Discuss what you feel are the most important issues raised in the text relating to the ways in which language can shape and reflect how individuals think about themselves and others. You should refer to specific details from the text as well as to ideas and examples from your wider study of Language and the self. 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 discuss the following:  how pronoun usage reveals how we relate to one another  how our pronoun patterns reveal a lot about how we express power and social status  how research suggests that those who took on leadership roles used fewer first-person singular words… and more plural words than those in subordinate roles  how using ‘we’ seems to carry with it a sense of collective experience and a correlation with leadership  how and why politicians and leaders have utilised this  how there has been a clear increase in second person plural pronoun usage across presidential State of the Union addresses  how research suggests that we prefer leaders whose linguistic behavior indicates that they see themselves as ‘one of us’ and socially identify as part of a collective  pronoun choice in other areas, such as in advertising  other issues relating to pronoun choice, for example gender identity and pronouns 25