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

[Turn over Cambridge International AS & A Level DC (WW/FC) 342581/3 © UCLES 2025 This document has 8 pages. Any blank pages are indicated. * 5 3 6 5 1 0 8 6 3 0 * ENGLISH LANGUAGE 9093/31 Paper 3 Language Analysis 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 or part question is shown in brackets [ ].

2 9093/31/M/J/25 © UCLES 2025 Section A: Language change Question 1 Read Texts A, B and C. Analyse how Text A exemplifies the various ways in which the English language has changed over time. In your answer, you should refer to specific details from Texts A, B and C, as well as to ideas and examples from your wider study of language change. [25] Text A The opening of The Quality Papers, a magazine of short stories, published in 1827 INTRODUCTION. INTRODUCTION. Reader eader ! have you ever been at Ryde ! have you ever been at Ryde1 ? If you have, so much ? If you have, so much the better ; if not, do not expect that I am going to enter into a the better ; if not, do not expect that I am going to enter into a description of that delectable spot here. No, I merely asked description of that delectable spot here. No, I merely asked the question, that I might give myself an opportunity of letting the question, that I might give myself an opportunity of letting you know, that thither you know, that thither I was sent, by my good friend Dr. B., in was sent, by my good friend Dr. B., in the month of July last past, (as the lawyers have it,) in search the month of July last past, (as the lawyers have it,) in search of health. of health. rise early rise early!—was the Doctor’s first precept ; and !—was the Doctor’s first precept ; and according I according I did did rise every morning with the Sun, (that is, when he rise every morning with the Sun, (that is, when he thought proper to shew himself in a morning,) and, as a matter thought proper to shew himself in a morning,) and, as a matter of course, took a stroll on the pier, to inhale the sea breezes, and of course, took a stroll on the pier, to inhale the sea breezes, and beget an appetite for my breakfast. beget an appetite for my breakfast. In one of these morning walks, it was my good fortune to In one of these morning walks, it was my good fortune to encounter the pleasantest—heartiest—and oddest-conceited encounter the pleasantest—heartiest—and oddest-conceited old Gentleman, that ever reached sixty and seven. old Gentleman, that ever reached sixty and seven. I—who have, by the way, when walking, a foolish habit of I—who have, by the way, when walking, a foolish habit of looking on the ground, in quest, perhaps, (as my lively and looking on the ground, in quest, perhaps, (as my lively and lovely friend Mrs. L*** T*** once remarked,) of ‘strayed lovely friend Mrs. L*** T*** once remarked,) of ‘strayed thoughts and fallen fancies’—was first struck with admiration at thoughts and fallen fancies’—was first struck with admiration at the brilliancy and magnitude of the gold buckles, with which the brilliancy and magnitude of the gold buckles, with which the worthy old soul’s shoes were illuminated ; and it was not till the worthy old soul’s shoes were illuminated ; and it was not till these same lowermosts had met my eyes some half a score these same lowermosts had met my eyes some half a score2 of of times, that I thought of raising them to ascertain unto what sort times, that I thought of raising them to ascertain unto what sort of man they belonged. of man they belonged. 5 10 15 20 25

3 9093/31/M/J/25 © UCLES 2025 [Turn over I was rewarded, however, for my pains, with a view of as I was rewarded, however, for my pains, with a view of as superb a figure, as ever graced the bay-window at White’s superb a figure, as ever graced the bay-window at White’s3 or or the chair at a tavern dinner. He was tall, and somewhat of the the chair at a tavern dinner. He was tall, and somewhat of the portliest ; with a face like a full blown rose ; a large—black— portliest ; with a face like a full blown rose ; a large—black— roving—laughing eye—an admirable paunch—and a pair of legs, roving—laughing eye—an admirable paunch—and a pair of legs, that would have immortalized any body below the degree of a that would have immortalized any body below the degree of a Baronet Baronet 4! ! 1 Ryde: an English coastal town 2 a score: twenty 3 White’s: the name of an exclusive club 4 Baronet: a rank in the British aristocracy Text B The top five modifying adverbs found with ‘conceited’ taken from the Early English Books Online Corpus (1470s–1690s) and the English Web Corpus (2020) ‘conceited’ (1470s–1690s) ‘conceited’ (2020) highly insufferably strongly intolerably pleasantly disgustingly fondly monstrously proudly dreadfully 30

4 9093/31/M/J/25 © UCLES 2025 Text C n-gram graph for the words shew and show (1780–2000) show shew 1780 0.0000% 0.0020% 0.0040% 0.0060% 0.0080% 0.0100% 0.0120% 0.0140% 0.0160% 0.0180% 0.0200% 0.0220% 0.0240% 0.0260% 1800 1820 1840 1860 1880 1900 1920 1940 1960 1980 2000

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6 9093/31/M/J/25 © UCLES 2025 Section B: Child language acquisition Question 2 Read the following text, which is a transcription of a conversation between Izzy (age 3 years) and her mother. They are at home, having breakfast. Analyse ways in which Izzy and her mother are using language in this conversation. In your answer, you should refer to specific details from the transcription, as well as to ideas and examples from your wider study of child language acquisition. [25] Izzy: mummy like /pɒwɪdʒ/↗ Mother: yes i do like porridge (2) are you going to eat yours↗ Izzy: too hot (3) i like /pɒwɪdʒ/ Mother: lets blow on it to make it cooler (.) ready (.) steady (.) BLOW Izzy: i go <makes a loud blowing noise> Mother: thats it (2) now it will be cooler and you can eat the porridge all up↘ Izzy: i like /pɒwɪdʒ/ (.) mummy like /pɒwɪdʒ/ (.) daddy like /pɒwɪdʒ/ (1) what bout nanny and papa tom↗ /deɪ/ like /pɒwɪdʒ/↗ Mother: well im not sure about nanny but papa tom definitely likes porridge (1) lots of porridge (1) it makes him big and strong Izzy: we /gəʊɪn/ see papa tom↗ Mother: yes we’ll go and see him this afternoon Izzy: put my /suːz/ on↘ Mother: no we’re not going yet (1) theres a lot to do first so we’ll go this afternoon (1) so first of all youll need to eat your breakfast (1) then what do we need to do↗ Izzy: /suːz/ and (.) and (1) and coat Mother: yes well we do need our shoes and coats but we need to go shopping after breakfast (1) so lets think of the things we need to buy (1) we can make a list (2) so what do we need to buy↗ Izzy: we buy (.) we buy (.) we buy (.) TOYS Mother: no we dont need any more toys (1) we have lots of toys but we do need to buy some // Izzy: /pɒwɪdʒ/ and (.) er (.) EGGS Mother: hmm i think we have enough porridge for now and you do need to eat yours please↘ Izzy: i not like /pɒwɪdʒ/↘ 5 10 15 20 25

7 9093/31/M/J/25 © UCLES 2025 [Turn over Mother: you must eat it (2) come on eat it all up Izzy: I NOT LIKE IT (.) I NOT (1) i want go papa tom Mother: we’re not going yet and anyway its too early (1) look its still dark outside (1) if you look outside youll be able to see the sparkly lights Izzy: can’t see (.) can’t see <tries to stand on chair> Mother: dont stand on that chair please izzy (.) its too wobbly↘ Izzy: yes mummy too wobbly (2) mummy /kæwɪ/ me /kæwɪ/ me (.) i want /kæwɪ/ TRANSCRIPTION KEY (1) = pause in seconds (.) = micropause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features <italics> = contextual information UPPER CASE = words spoken with increased volume °word° = words spoken with decreased volume ↗ = upward intonation ↘ = downward intonation /wɪv/ = phonemic representation of speech sounds 30 35

8 9093/31/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. REFERENCE TABLE OF International Phonetic Alphabet (IPA) PHONEMIC SYMBOLS (RECEIVED PRONUNCIATION) 1 Consonants of English 2 Pure vowels of English / f / fat, rough / iː / beat, keep / v / very, village, love / ɪ / bit, tip, busy / ɵ / theatre, thank, athlete / e / bet, many / ð / this, them, with, either / æ / bat / s / sing, thinks, losses / ʌ / cup, son, blood / z / zoo, beds, easy / aː / car, heart, calm, aunt / ʃ / sugar, bush / ɒ / pot, want / ʒ / pleasure, beige / ɔː / port, saw, talk / h / high, hit, behind / ə / about, sudden / p / pit, top / ɜː / word, bird / t / tip, pot, steep / ʊ / book, wood, put / k / keep, tick, scare / uː / food, soup, rude / b / bad, rub / d / bad, dim 3 Diphthongs of English / g / gun, big / eɪ / late, day, great / tʃ / church, lunch / aɪ / time, high, die / dʒ / judge, gin, jury / ɔɪ / boy, noise / m / mad, jam, small / aʊ / cow, house, town / n / man, no, snow / əʊ / boat, home, know / ŋ / singer, long / ɪə / ear, here / l / loud, kill, play / eə / air, care, chair / j / you, beyond / ʊə / cure, jury / w / one, when, sweet / r / rim, bread / ʔ / uh-oh

This document consists of 14 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge International A Level ENGLISH LANGUAGE 9093/31 Paper 3 Language Analysis 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.

9093/31 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 2 of 14 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.

9093/31 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 3 of 14 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.

9093/31 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 4 of 14 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).

9093/31 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 5 of 14 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 4 Assessment Objective 5 Repetition Omission Requires clarity Seen [Highlighter] Inaccurate Not relevant

9093/31 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 6 of 14 English Language specific marking instructions: AO1 Read and demonstrate understanding of a wide variety of texts. (Understanding) • Marks should be awarded for the accuracy of the candidate’s understanding of the text and its features, not for any analysis of them which is recognised under AO3. • Where comparison is required, marks should be awarded for the candidate’s recognition of similarities and differences between the texts and their features, not for any consequent analysis. • When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. AO2 Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. (Writing) • Marks should be awarded equally on the basis of the level of the candidate’s written expression (range of features used and accuracy) and the development of their writing (its organisation and relevance to task and audience). • When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. (Conceptualisation) • Marks should be awarded equally on the basis of the level of the candidate’s understanding of the relevant issues, concepts, methods and approaches represented both in the text(s) and in their wider studies. • When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. AO5: Analyse and synthesise language data from a variety of sources. (Data handling) • Marks should be awarded equally on the basis of the level of the candidate’s selection, analysis and synthesis of language data. • When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. Higher marks should be awarded where candidates identify patterns and offer thoughtful and plausible explanations for the features they are discussing. Weaker answers may spot features or describe individual cases of language change without reference to broader considerations or examples.

9093/31 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 7 of 14 Section A: Language change Question Answer Marks 1 Read Texts A, B and C. Analyse how Text A exemplifies the various ways in which the English language has changed over time. In your answer, you should refer to specific details from Texts A, B and C, as well as to ideas and examples from your wider study of language change. Mark according to the levels of response marking criteria in Table A. Additional guidance: The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments that should be credited. Candidates may organise their response in any appropriate way. They are not required to focus on lexis, grammar and syntax, orthography and graphology in separate sections. Responses might feature the following: Lexis and semantics • The semantic shift in the use of conceited. In Text A it seems to have a more positive meaning than the contemporary denotation of being excessively proud or vain. Text B exemplifies this, suggesting that this word has undergone some pejoration or lexical narrowing. • The adverb thither is used where ‘there’ or ‘to that place’ may be used in contemporary English. • The use of beget and beheld as verbs, which would sound archaic or literary today. • There seems to be conversion from an adjective in lowermosts, used here as a plural noun. • The terms half a score and sixty and seven would most likely be replaced by ‘ten’ and ‘sixty seven’ in contemporary texts. • The verb illuminated is used to suggest decoration rather than something which is lit up, which is the more common meaning of this in contemporary use. 25

9093/31 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 8 of 14 Question Answer Marks 1 Grammar • Sentences are often complex. Sentences are frequently broken up with commas and relative clauses, e.g the first sentence in paragraph 4. • Semi colons are frequently used to separate clauses, which gives the text a feeling of density. Spelling • Text A was published after Samuel Johnson’s dictionary in 1755, so standardised spelling is used for the most part. • One exception is the use of an irregular spelling of shew for ‘show’. Text C shows that there was a crossover in their relative popularity in 1820, just a few years before this text was published. Graphology • Capital letters are standardised in the initial position, e.g. Ryde, with the exception of Sun, Doctor, Gentleman and Baronet. • Capital letters are used for emphasis/direct address, e.g. READER! • There is consistency, as per the fashion of the time, in removal of individuals’ full names; however, there is inconsistency in how this is expressed: Dr. B. and Mrs. L*** T***. • The writer uses dashes in some places where contemporary writers would use a comma, e.g. a large – black – roving – laughing eye. • Lower case letters are used after exclamation marks at the start of paragraphs one and two, and a dash is used immediately after an exclamation mark. These do not look correct to a contemporary reader.

9093/31 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 9 of 14 Marking criteria for Section A Question 1 Table A Level AO2: Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 5 marks AO5: Analyse and synthesise language data from a variety of sources. 15 marks 5 • Sophisticated expression, with a high level of accuracy • Content is fully relevant; ideas are developed throughout in a sophisticated manner 5 marks • Sophisticated understanding of, and insightful reference to, linguistic issues, concepts, methods and approaches 5 marks • Insightful and fully appropriate selection of language data from all three sources • Sophisticated and insightful analysis of language data • Sophisticated synthesis of evidence from all three sources of language data 13–15 marks 4 • Effective expression, with a few minor errors which do not impede communication • Content is relevant; ideas are developed in an effective manner 4 marks • Detailed understanding of, and effective reference to, linguistic issues, concepts, methods and approaches 4 marks • Effective and appropriate selection of language data from all three sources • Detailed and effective analysis of language data • Effective synthesis of evidence from all three sources of language data 10–12 marks 3 • Clear expression, with occasional errors which do not impede communication • Content is relevant; ideas are developed clearly 3 marks • Clear understanding of, and appropriate reference to, linguistic issues, concepts, methods and approaches 3 marks • Clear and appropriate selection of language data from at least two sources • Clear analysis of language data • Clear synthesis of evidence from at least two sources of language data 7–9 marks

9093/31 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 10 of 14 Level AO2: Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 5 marks AO5: Analyse and synthesise language data from a variety of sources. 15 marks 2 • Expression is clear but may not flow easily, with frequent errors which generally do not impede communication • Content is mostly relevant; ideas are developed in a limited manner 2 marks • Limited understanding of, but generally appropriate reference to, linguistic issues, concepts, methods and/or approaches 2 marks • Limited and generally appropriate selection of language data; may be uneven coverage • Limited analysis of language data • Some attempt to synthesise evidence from sources of language data 4–6 marks 1 • Basic expression, with frequent errors which impede communication • Content may lack relevance in parts; minimal development of ideas 1 mark • Basic understanding of, and minimal reference to, linguistic issues, concepts, methods and/or approaches 1 mark • Basic and minimal selection of language data • Basic analysis of language data • Minimal attempt to synthesise evidence from sources of language data 1-3 marks 0 • No creditable response 0 marks • No creditable response 0 marks • No creditable response 0 marks

9093/31 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 11 of 14 Section B: Child language acquisition Question Answer Marks 2 Read the following text, which is a transcription of a conversation between Izzy (age 3 years) and her mother. They are at home. Analyse ways in which Izzy and her mother are using language in this conversation. In your answer, you should refer to specific details from the transcription, as well as to ideas and examples from your wider study of child language acquisition. Mark according to the levels of response marking criteria in Table B. Additional guidance: The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments that should be credited. Candidates may organise their response in any appropriate way. They are not required to focus on child-directed speech and children’s language features in separate sections. Responses might feature the following: Child-directed speech • The mother frequently separates the clauses in her declaratives with pause and micropause to facilitate understanding e.g. lots of porridge (1) • She uses minimal interrogatives which allows the conversation to flow freely and naturally, although she issues a mix of closed and open questions, e.g. are you going to eat yours↗ and what do we need to do↗ • The inclusive plural pronoun is prominent in the mother’s utterances, e.g. we have lots of toys indicating the very close tenor which is also evident in lets blow on it • The mother maintains a level of politeness even when she is attempting control of behaviour e.g. you do need to eat yours please↘ and dont stand on that chair please 25

9093/31 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 12 of 14 Question Answer Marks 2 Children’s language features • Izzy has a wide range of phonological competencies although there is residual substitution of phoneme /r/ in /pɒwɪdʒ/↗ and /kæwɪ/. Nonetheless, she is able to produce the consonant cluster in wobbly with ease • She receives and transmits negation, e.g. Mother: dont stand on that chair please izzy (.) its too wobbly↘ Izzy: yes mummy too wobbly and can’t see although this becomes inaccurate when Izzy is more emphatic e.g. I NOT LIKE IT • There is omission of some particles and deletion of final phoneme, e.g. we goin see • Izzy understands the concept of turn-taking and frequently initiates adjacency pairs with interrogatives. There is only one instance of interruption • She demonstrates varied use of intonation including raised volume, e.g. TOYS, stressed syllable, e.g. coat and upward and downward pitch at the end of utterances • Izzy is able to use family terms of address and incorporate them into a list • Subject verb agreement is not yet evident, e.g. daddy like /pɒwɪdʒ/ • She is able to compare states, e.g. too hot References to relevant theories and research should be integrated into the response and may include: • Izzy is transitioning between the telegraphic and post-telegraphic stages of acquisition, demonstrated for example by her ability to follow and complete her mother’s long sentence with the interruption /pɒwɪdʒ/ and (.) er (.) EGGS which includes use of conjunction • The mother uses positive and negative reinforcement, e.g. thats it and we’re not going yet (Skinner) • Chomsky’s notion of Language Acquisition Device may be evident in Izzy’s virtuous errors which include i want /kæwɪ/ • Izzy uses a variety of pronouns, e.g. i, we, my in accordance with Bellugi’s Stage 3 of acquisition – person, subject, number and possession • Halliday’s Regulatory and Personal functions are evident in i want and i not like, as is the Heuristic function in /deɪ/ like /pɒwɪdʒ/↗ • Izzy’s egotistical utterances indicate that she has achieved Piaget’s preoperational stage.

9093/31 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 13 of 14 Marking criteria for Section B Question 2 Table B Level AO1: Read and demonstrate understanding of a wide variety of texts. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 15 marks AO5: Analyse and synthesise language data from a variety of sources. 5 marks 5 • Sophisticated understanding of text (meaning/context/audience) • Insightful reference to characteristic features 5 marks • Sophisticated understanding of linguistic issues, concepts, methods and approaches • Insightful reference to wider study of linguistic issues and concepts • Insightful reference to linguistic methods and approaches taken by fully appropriate theorists 13–15 marks • Sophisticated selection, analysis and synthesis of language data 5 marks 4 • Detailed understanding of text (meaning/context/audience) • Effective reference to characteristic features 4 marks • Detailed understanding of linguistic issues, concepts, methods and approaches • Effective reference to wider study of linguistic issues and concepts • Effective reference to linguistic methods and approaches taken by appropriate theorists 10–12 marks • Detailed selection, analysis and synthesis of language data 4 marks 3 • Clear understanding of text (meaning/context/audience) • Clear reference to characteristic features 3 marks • Clear understanding of linguistic issues, concepts, methods and approaches • Clear reference to wider study of linguistic issues and concepts • Clear reference to linguistic methods and approaches taken by appropriate theorists 7–9 marks • Clear selection, analysis and synthesis of language data 3 marks

9093/31 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 14 of 14 Level AO1: Read and demonstrate understanding of a wide variety of texts. 5 marks AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. 15 marks AO5: Analyse and synthesise language data from a variety of sources. 5 marks 2 • Limited understanding of text (meaning/context/audience) • Limited reference to characteristic features 2 marks • Limited understanding of linguistic issues, concepts, methods and/or approaches • Some limited reference to wider study of linguistic issues and/or concepts • Some limited reference to linguistic methods and/or approaches taken by generally appropriate theorists 4–6 marks • Limited selection, analysis and/or synthesis of language data 2 marks 1 • Basic understanding of text (meaning/context/audience) • Minimal reference to characteristic features 1 mark • Basic understanding of linguistic issues, concepts, methods and/or approaches • Minimal reference to wider study of linguistic issues and/or concepts • Minimal reference to linguistic methods and/or approaches taken by theorists 1–3 marks • Basic selection, analysis and/or synthesis of language data 1 mark 0 • No creditable response 0 marks • No creditable response 0 marks • No creditable response 0 marks