Cambridge A Level Hindi - Language (AS Level only) 8687 — 2019 Oct/Nov Paper 3 · Variant 1

This document consists of 8 printed pages. DC (NF) 180639 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International Advanced Subsidiary Level HINDI LANGUAGE 8687/03 Paper 3 Essay October/November 2019 1 hour 30 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your centre number, candidate number and name in the spaces at the top of this page. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer one question in Hindi in the space provided. Dictionaries are not permitted. You should write between 250 and 400 words. Your essay will be marked out of 40 with 16 marks for Content and 24 marks for Quality of Language. 250 400 40 16 24 * 0 0 2 9 8 9 8 8 3 0 *

2 8687/03/O/N/19 © UCLES 2019 250–400 मानवीय संबंध मानवीय संबंधों की असली पहचान आपदा और ववपवति की घडी में सब से जयादा होती है। उदाहरण सहहत इस कथन की पुष्टि कीषिए। ववधध और वयवसथा कानून का प्ाथममक उददेशय और दाययतव है रा्ट्र की सुरक्ा और नागररकों को यन्पक् नयाय हदलाने की वचनवदधता एवं वयवसथा। अपने ववचार मलखिए। काय्य और ववश्ाम आि की भाग-दौड की दुयनया और वयसत ष़ंदगी में ववश्ाम के मलए समय यनकालना सवास्थय एवं काय्य-कुशलता के मलए बहुत आवशयक है। अपने ववचार मलखिए। युदध और शांयत शांयत बनाए रिने के मलए ककसी-ककसी ववषम पररषसथयत में नयायसंगत युदध का समथ्यन ककया िा सकता है। वाद-वववाद कीषिए। प्दूषण भूमंडलीय ऊ्मा में वृदधध का कारण है, अयनयंत्रित औदयौधगक ववकास के लालच में मनु्य का प्कृयत के साथ सवाभाववक ररशता भुला बैठना। वाद-वववाद कीषिए। 1 2 3 4 5

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8 8687/03/O/N/19 © UCLES 2019 … … … … … … … … … … … … … … … … … … … … … … … … 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 the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

This document consists of 3 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International Advanced Subsidiary Level HINDI LANGUAGE 8687/03 Paper 3 Essay October/November 2019 MARK SCHEME Maximum Mark: 40 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 October/November 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

8687/03 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 2 of 3 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 descriptors 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. 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.

8687/03 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 3 of 3 Language (out of 24) Content (out of 16) 21–24 Very Good Confident use of complex sentence patterns; generally accurate; extensive vocabulary; good sense of idiom. 14–16 Very Good Detailed, clearly relevant and well illustrated; coherently argued and structured. 16–20 Good Generally sound grasp of grammar in spite of quite a few lapses; reads reasonably; some attempt at varied vocabulary. 11–13 Good Sound knowledge and generally relevant; some ability to develop argument and draw conclusions. 10–15 Adequate A tendency to be simple, clumsy or laboured; some degree of accuracy; inappropriate use of idiom. 7–10 Adequate Some knowledge, but not always relevant; a more limited capacity to argue. 5–9 Poor Consistently simple or pedestrian sentence patterns with persistent errors; limited vocabulary. 3–6 Poor Some attempt at argument, tends to be sketchy or unspecific; little attempt to structure an argument; major misunderstanding of question. 1–4 Very Poor Only the simplest sentence patterns; little evidence of grammatical awareness; very limited vocabulary. 1–2 Very Poor Vague and general; ideas presented at random.