Cambridge A Level English - Language AS Level (until 2013) 8693 — 2011 Oct/Nov Paper 2 · Variant 1

This document consists of 2 printed pages. DC (CB (NB)) 29301/2 © UCLES 2011 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level Advanced International Certificate of Education * 4 6 3 4 6 7 2 9 7 3 * ENGLISH LANGUAGE 8693/21 Paper 2 Composition October/November 2011 2 hours Additional Materials: Answer Booklet/Paper READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer one question from Section A and one question from Section B. You are reminded of the need for good English and clear presentation in your answers. At the end of the examination, fasten all your work securely together. All questions in this paper carry equal marks.

2 8693/21/O/N/11 © UCLES 2011 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. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. Answer one question from Section A and one question from Section B You should write between 600 and 900 words for each composition. Section A: Narrative/Descriptive/Imaginative Writing 1 Write a short story called An Unusual Day Out. In your writing create a mood of tension and suspense. 2 Write a descriptive piece called The Airport. In your writing create a detailed sense of people and setting. 3 ‘A whole new world opened up before them: they had never been told it was going to be like this …’ Continue the opening to this story (although you do not have to write a complete story). In your writing create a sense of a mysterious future. 4 Write the memories of a narrator who recalls a special and influential event in her/his life. In your writing create a sense of character and place. Section B: Discursive/Argumentative Writing 5 ‘Organised religion does more harm than good.’ What do you think? 6 Write two letters (between 300–450 words each) to a national newspaper. One letter argues that tourism is good for your country; the other letter argues that tourism is doing lasting harm to it. 7 Does democracy work? You should give detailed reasons for your views. 8 Which three famous people from history would you invite to have a meal with you – and what would be your reasons for doing so?

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level and GCE Advanced Level MARK SCHEME for the October/November 2011 question paper for the guidance of teachers 8693 ENGLISH LANGUAGE 8693/21 Paper 2 (Composition), maximum raw mark 50 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 must be read in conjunction with the question papers and the report on the examination. • Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the October/November 2011 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

Page 2 Mark Scheme: Teachers’ version Syllabus Paper GCE AS/A LEVEL – October/November 2011 8693 21 © University of Cambridge International Examinations 2011 Assessment Objectives • Knowledge and understanding of features of English Language. • Ability to write clearly, accurately and effectively for a particular purpose or audience. Each composition is marked out of 25 marks, in accordance with the following general marking criteria. To achieve Band 5 or above work needs to address the task chosen appropriately. Candidates need to observe the 600–900 word length for each section of the paper. (If the question involves two parts, this should be interpreted as 300–450 words for each.) If they produce short work, candidates will inevitably limit the marks that can be awarded for their answer(s). Short work should be indicated by the symbol R (‘rubric infringement’) enclosed within a circle – placed at the end of each short essay and at the top left hand corner of the front page of the script.

Page 3 Mark Scheme: Teachers’ version Syllabus Paper GCE AS/A LEVEL – October/November 2011 8693 21 © University of Cambridge International Examinations 2011 Section A: Narrative/Descriptive/Imaginative Writing Band 1 22–25 • Imaginative, possibly original, appropriate approach to task, engaging audience; • Tightly controlled, appropriate structure; very directed writing • Language used imaginatively to create specific effects on the reader; • Fluent, mature expression, achieves complex effects, with a high level of technical accuracy. Band 2 18–21 • Imaginative approach to task, appropriate to audience and engaging interest; • Effective, appropriate structure, with a strong sense of purpose; • Language used to create specific effects on the reader, narrative or descriptive as appropriate; • Fluent expression achieves effects; occasional technical errors will not impede expression. Band 3 14–17 • Consistent focus on a relevant form and content, with an appropriate sense of audience and some sustained imagination; • Clear structure that fits the task; with a sense of purpose • Some effects of language are attempted and achieved, narrative or descriptive as appropriate; • Clear expression with some variety, a few technical inaccuracies. Band 4 10–13 • Clear focus on relevant form and content, with some imaginative touches, and some appropriate sense of audience; • Structure is in place, though purpose is sometimes unclear; may drift in and out of focus at times; • Appropriate effects of language are attempted, narrative or descriptive as appropriate; • Clear expression; a little unvaried or with a number of technical errors (confusion of tenses, wrong subject/verb agreement, a range of spelling errors, absent punctuation) which limit the ability to achieve effects. Band 5 6–9 • Relevant form and content with some sense of audience; • Structure may not be fully apparent; may go on without clear narrative control or descriptive contrast; • Some effects of language are attempted, narrative or descriptive as appropriate; • Expression is unclear at times; may not flow easily, with frequent technical errors (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation). Band 6 2–5 • Evidence of attempted focus on some appropriate ideas for content, but not fully appropriate to the task; form may be less sure, e.g. a wholly narrative response to a descriptive task; • Lacks structure, may be diffuse, may ramble; • Occasional effects of language are created, narrative or descriptive as appropriate; • Expression is unclear; technical and structural problems (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation) get in the way of the flow of the whole. Band 7 0–1 • Work will be inappropriate to the task, confused or incoherent, with little grasp of suitable form or content. • Weakness of organisation and technical inaccuracy (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation) will seriously impede the candidate’s ability to create an overall impression.

Page 4 Mark Scheme: Teachers’ version Syllabus Paper GCE AS/A LEVEL – October/November 2011 8693 21 © University of Cambridge International Examinations 2011 Section B: Discursive/Argumentative Writing Band 1 22–25 • Interesting, lively, approach to task, possibly original, in appropriate form, and engaging audience; • Tightly controlled structure develops ideas in logical effective manner; very directed writing; • Wide range of language and rhetorical devices used effectively to explain, argue or persuade; • Fluent, mature expression, capable of complex argument, with a high level of technical accuracy. Band 2 18–21 • Thoughtful approach to task, appropriate in form, and engaging interest; • Effective, appropriate structure with clear exposition of ideas/argument, with a strong sense of purpose; • Language and rhetorical devices used effectively to explain, argue or persuade; • Fluent expression capable of complex argument; occasional technical errors will not impede expression. Band 3 14–17 • Consistent focus on relevant content and form, with an appropriate sense of audience; • Clear appropriate structure with some development, with a sense of purpose; • Some language and rhetorical devices used to explain, argue or persuade; • Clear expression with some variety, a few technical inaccuracies. Band 4 10–13 • Clear focus on relevant form and content, and some appropriate sense of audience; • Structure is in place, though purpose is sometimes unclear; may drift in and out of focus at times; • Effects of language to explain, argue or persuade are attempted to some purpose, not always fully achieved; • Clear expression; a little unvaried or with a number of technical errors (confusion of tenses, wrong subject/verb agreement, a range of spelling errors, absent punctuation) which limit the ability to achieve effects. Band 5 6–9 • Relevant form and content with some sense of audience; • Structure may not be fully apparent-may be lacking in development or argument; • Some effects of language to explain argue or persuade are created; • Expression is unclear at times; may not flow easily, with frequent technical errors (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation). Band 6 2–5 • Work will attempt to be relevant, if not fully appropriate to the task, and will show some grasp of the topic under consideration; • Lacks structure, may leap from point to unconnected point, digress and ramble; • Occasional effects of language to explain, argue or persuade are attempted; • Expression is unclear; technical and structural problems (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation) get in the way of the flow of the whole. Band 7 0–1 • Work will be inappropriate to the task, confused or incoherent, with little grasp of the topic chosen; • Weakness of organisation and technical inaccuracy (confusion of tenses, wrong subject/verb agreement, frequent spelling errors, absent punctuation) will seriously impede the candidate’s ability to create an overall impression.