Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2025 May/June Paper 1 · Variant 3

[Turn over Cambridge International AS & A Level * 3 8 4 9 6 4 1 1 6 1 * DC (WW) 343415/1 © UCLES 2025 This document has 8 pages. Any blank pages are indicated. ENGLISH LANGUAGE 9093/13 Paper 1 Reading May/June 2025 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 is shown in brackets [ ].

2 9093/13/M/J/25 © UCLES 2025 Section A: Directed response Question 1 Read the following text, which is an article about making journeys on sleeper trains. (a) You work for a railway company. Write the opening text for a brochure advertising the launch of your company’s new sleeper train journeys. Use 150–200 words. [10] (b) Compare the text for your brochure with the article, analysing form, structure and language. [15] Why sleeper trains are being revived across Europe There’s no doubt that Julia Senninger is a train aficionado1. Content removed due to copyright restrictions.

3 9093/13/M/J/25 © UCLES 2025 [Turn over ‘People want to get away from the stress of the airport, and once they travel by train and see more scenery from the window, and saunter to the hotel easily when they arrive in the city, they want to do it again.’ Content removed due to copyright restrictions.

4 9093/13/M/J/25 © UCLES 2025 Section B: Text analysis Question 2 Read the following text, which is an extract from a non‑fiction book about mindfulness1. Analyse the text, focusing on form, structure and language. [25] THE INVISIBLE ARMY One autumn night a few years back, our home was broken into while we were sleeping and many of our belongings were stolen. The thieves took our wallets, passports, cameras and other personal items that were lying around the house. The following day, my partner and I awoke to the aftermath and the police were called and reports filed. The next few days were filled with an overwhelm of emotions, our fears flooding our minds with a feeling of helplessness and hurt. Would the culprits be back? Were we still in danger? Could we afford to replace everything that had been stolen? Would we be able to sleep soundly again? Over the next few days, as we spoke to neighbours and friends, the support we received was truly beautiful. Our elderly neighbour, who is nearing ninety years old, offered to stand guard outside the house during the night so that we could sleep soundly, and family friends offered to lend us their teenage boys to sleep on the sofa for a few days in case anyone came back to try again. Over the next week, more and more messages poured in. I have been reminded that, fundamentally, we are creatures of community and it is in our nature to ensure that others are OK. Even distance or time apart cannot dull the flames of friendship and the power of love, and people will continue to cheer us on even if we have lost touch or not seen them for a while. I have learned through this experience five things about support that remind me how much stronger we are together and how much impact a supportive environment can have on our wellbeing. First, people are innately helpful and will always support where they can. In the case of hardship or misfortune, people will go to extraordinary lengths to ensure you feel safe and loved. Second, we must remember to be proactive with our support. In our case, we did not overtly ask for help, but it came flooding in. Do not always wait for people to ask for your help; sometimes, their situation is too traumatic for them to reach out straight away. Be persistent and do not let your ego or emotions get in the way of your efforts; sometimes, their resistance itself is a cry for help. Third, never underestimate the power of real human connection. Pick up the phone to say hi and check in; in a digital world, there is nothing more warming than the sound of friends or family. Real support comes from real connections: do not be efficient when it comes to love and kindness. The fourth thing is that when support is offered to you, try to say yes: do not let your pride get in the way. Almost everything in life is easier when the work is shared. If you are struggling to pay the rent, or make ends meet, be honest, share your troubles, and you will be pleasantly surprised at the lengths people will go to to help you back on your feet. If you are struggling mentally or emotionally, do not feel you are a burden to others; you never need to suffer alone, there are always people who are happy to listen. 5 10 15 20 25 30 35

5 9093/13/M/J/25 © UCLES 2025 And finally, support is not a measure of equal exchange, it is not an agreement of reciprocity or future repayment. Give it freely if you can, but do not expect anything in return. Support need not be rewarded; let it always simply be love in action. 1mindfulness: a state of awareness of the present moment; used as a therapeutic technique 40

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8 9093/13/M/J/25 © UCLES 2025 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 18 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge International AS & A Level ENGLISH LANGUAGE 9093/13 Paper 1 Reading May/June 2025 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 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 2 of 18 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.

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 3 of 18 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.

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 4 of 18 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).

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 5 of 18 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standardisation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning Assessment Objective 1 Assessment Objective 2 Assessment Objective 3 Good point Error (analysis) SPAG error Unclear expression / errors throughout Good language Lifted material Purpose

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 6 of 18 Annotation Meaning Addressing the question Uncertain relevance to the question Repetition Tense error

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 7 of 18 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.

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 8 of 18 Section A: Directed response Question Answer Marks 1(a) Read the following text, which is an article about making journeys on sleeper trains. You work for a railway company. Write the opening text for a brochure advertising the launch of your company’s new sleeper train journeys. 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 task • Content may include key factual information as well as other relevant ideas • Tone will be used to have an impact on the reader and to create an effect 10

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 9 of 18 Question Answer Marks 1(b) Compare the text for your brochure with the article, analysing form, structure and language. Mark according to the levels of response marking criteria in Table B. Additional guidance: The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments that should be credited. Candidates may organise their response in any appropriate way. They are not required to focus on form, structure and language in separate sections. Responses might compare and analyse the following: Form • The typical text conventions used in the original article and the candidate’s brochure opening • The ways in which the different purposes affect the content and style of the two texts • The ways in which the text and the brochure opening appeal to their respective intended audiences • Any other relevant aspect of the texts’ form Structure • Relatively consistent paragraph length and the effect of this on the reader • The way the text develops to include different positive viewpoints and different journeys/railway companies • Discourse markers and other cohesive devices including: tense agreement, anaphoric reference etc. • The way in which the final paragraph of the text reflects an equally positive opening; it begins with the experience of a named traveller and concludes with reasons why people enjoy travelling by train • Any other relevant structural feature in the text 15

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 10 of 18 Question Answer Marks 1(b) Language • The title of the article suggests someone/something being brought back to life • The use of quotations from rail companies and passengers to add credibility: We booked the train as soon as it launched, we're seeing lots more people choose the train • The passage evokes a sense of adventure, joins places together and mentions ‘exotic’ locations: destinations include Rome, Porto and Edinburgh, overnight from Brussels and Amsterdam to Berlin, to reach ski resorts • The use of language to suggest a sense of rejuvenation: revived, make a comeback, reawaken the enchanting experience of the night train • Reference is made to rail journeys as an environmentally friendly form of travel: powered by renewable energy, the carbon footprint is just a fraction of a flight • The use of facts and figures both supports rail travel and other modes: 50% more costly than flights, 250 kg of carbon dioxide emissions per passenger • The use of lists of three: adventurous, romantic and efficient; Rome, Porto and Edinburgh • The use of positive and romantic images of train travel: sleeping on a train overnight saves a hotel bill, a more enjoyable journey, glorious roaring 20s charm, enchanting experience, luxurious services • Any other relevant language features in the text.

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 11 of 18 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

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 12 of 18 0 • No creditable response 0 marks • No creditable response 0 marks

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 13 of 18 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

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 14 of 18 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

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 15 of 18 Section B: Text analysis Question Answer Marks 2 Read the following text, which is an extract from a non-fiction book about mindfulness. 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 the extract • The ways in which the purpose affects the content and style of the text • The ways in which the extract appeals to its intended audience, e.g. through the tone and register used in the text • Any other relevant aspect of the text’s form • Structure • The ways in which paragraphs are constructed and sequenced in the text • The ways in which ideas are developed from a negative opening to positive enumerated advice • Similar paragraph lengths and the sense of continuity • The use of discourse markers for organisation/cohesion • The use of a range of cohesive devices – tense agreement, anaphoric/cataphoric refences, substitution, etc • Any other relevant structural features of the text. 25

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 16 of 18 Question Answer Marks 2 Language • The title – The Invisible Army – suggests hostility and aggression but actually indicates a sense of support contributed by a whole community • The text begins with a negative experience but gives positive advice and shows a positive outlook: we are creatures of community and it is in our nature to ensure that others are OK • The negative opening is underlined by the use of worried questions: Would the culprits be back? Were we still in danger? • The style is anecdotal, using first person narrative but also incorporating inclusivity: we • There is use of calm, reassuring tones and language: the support we received was truly beautiful, we could sleep soundly, love and kindness • There is a sense of comfort in family and neighbours, even the faintly laughable image of the elderly neighbour standing guard: family friends offered to lend us their teenage boys, the support we received was truly beautiful • Metaphors and alliteration used to convey both positive and negative aspects of the whole experience: creatures of community, helplessness and hurt, fears flooding our minds, flames of friendship • Advice is given throughout, using imperatives but gently, not commanding harshly: do not expect anything in return, let it always simply be love in action, be persistent • Lists are used, for example to indicate how many things are stolen: wallets, passports, cameras • Lexical choices are beautiful, kind words, underlined by sibilance and reinforcing the message of the text: people sent flowers and cards, cakes and small gifts, support, stronger together, safe, secure • Any other relevant language features of the text

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 17 of 18 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

9093/13 Cambridge International AS & A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 18 of 18 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