Cambridge A Level Urdu - Language (AS Level only) 8686 — 2013 May/June Paper 2 · Variant 1

This document consists of 5 printed pages and 3 blank pages. DC (CW/JF) 74743 © UCLES 2013 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level * 0 5 7 7 2 7 4 7 5 3 * URDU LANGUAGE 8686/02 Paper 2 Reading and Writing May/June 2013 1 hour 45 minutes 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 all questions. Write your answers in Urdu. Dictionaries are not permitted. You should keep to any word limit given in the questions. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question.

2 8686/02/M/J/13 © UCLES 2013 Section 1 5 10 15

3 8686/02/M/J/13 © UCLES 2013 [Turn over [5] [5] [2] [3] [2] [3] [3] [2] [Total: 15 + 5 for Quality of Language = 20]

4 8686/02/M/J/13 © UCLES 2013 Section 2 5 10 15 15 7

5 8686/02/M/J/13 © UCLES 2013 [2] [3] [3] [3] [2] [2] [Total: 15 + 5 for Quality of Language = 20] [10] [5] [[5] ] [Total: 15 + 5 for Quality of Language = 20]

6 8686/02/M/J/13 © UCLES 2013 BLANK PAGE

7 8686/02/M/J/13 © UCLES 2013 BLANK PAGE

8 8686/02/M/J/13 © UCLES 2013 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. BLANK PAGE

CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level MARK SCHEME for the May/June 2013 series 8686 URDU LANGUAGE 8686/02 Paper 2 (Reading and Writing), maximum raw mark 70 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 paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

1 2 5 E Pa 5 S Eq age Sen uiv e 2 nte vale 2 enc ent ces ts o cle of 5 ear 5 g rly give sh en Ma GC how ph ark CE © win hras k S AS Ca g m ses ch S L amb me s (5 hem LEV brid an 5 × me: VE dge ing × 1 : T EL – e In g o m ea – M nter f g ark ch Ma rnat ive k) hers y/J tion en w s’ v Jun nal wo ve ne Ex ords rsi 20 xam s ( ion 013 mina 5 × n 3 atio × 1 ons m s 20 ark 013 k) 3 Syll 86 ab 686 bus 6 s Pa 0 ape 02 er [5 [5 5] 5]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper GCE AS LEVEL – May/June 2013 8686 02 © Cambridge International Examinations 2013 If any question is given Zero marks the marks for accuracy must be reduced by equivalent figure, i.e. if questions worth 2 marks scores zero, then accuracy marks are reduced by 2 marks. 3 Suggested answers 3.1 [2] 3.2 [2] 3.3 [4] 3.4 [3] 3.5 [2]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper GCE AS LEVEL – May/June 2013 8686 02 © Cambridge International Examinations 2013 3.6 [2] [Total: 15 + 5 for Quality of Language = 20 marks] Quality of Language: Accuracy (for question 3) 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error. Note re questions 3 and 4: The five marks available for quality of language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for content is scored on the full range of marks for language, i.e. length does not determine the quality of language mark. An individual answer scoring 0 for content cannot contribute to the overall Quality of Language mark. This means that the total mark out of 5 available on the whole set of answers is reduced on the following scale: Answer(s) worth a total of 2 or 3 scoring 0: reduce final assessment by 1 Answer(s) worth a total of 4 or 5 scoring 0: reduce final assessment by 2 Answer(s) worth a total of 6 or 7 scoring 0: reduce final assessment by 3 Answer(s) worth a total of 8 or 9 scoring 0: reduce final assessment by 4 Note: A minimum of one mark for Quality of Language should be awarded if there are any content marks at all (i.e. 0 language marks only if 0 content marks).

4 S Pa Su age gg e 5 es 5 ted answers Ma GC ark CE © k S AS Ca ch S L amb hem LEV brid me: VE dge : T EL – e In ea – M nter ch Ma rnat hers y/J tion s’ v Jun nal [T ve ne Ex ota rsi 20 xam al: ion 013 mina 15 n 3 atio + ons 5 f s 20 for 013 Qu 3 ual S lity yll 86 of ab 686 f La bus 6 ang s guage = Pa 0 = 20 ape 02 0 m er mar 4.1 [2 4.2 [3 4.3 [3 4.4 [3 4.5 [2 4.6 {2 rks 1 2] 2 3] 3 3] 4 3] 5 2] 6 2} s]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper GCE AS LEVEL – May/June 2013 8686 02 © Cambridge International Examinations 2013 Quality of Language: Accuracy (for question 4) 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error. Note re questions 3 and 4: The five marks available for quality of language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for content is scored on the full range of marks for language, i.e. length does not determine the quality of language mark. An individual answer scoring 0 for content cannot contribute to the overall Quality of Language mark. This means that the total mark out of 5 available on the whole set of answers is reduced on the following scale: Answer(s) worth a total of 2 or 3 scoring 0: reduce final assessment by 1 Answer(s) worth a total of 4 or 5 scoring 0: reduce final assessment by 2 Answer(s) worth a total of 6 or 7 scoring 0: reduce final assessment by 3 Answer(s) worth a total of 8 or 9 scoring 0: reduce final assessment by 4 Note: A minimum of one mark for Quality of Language should be awarded if there are any content marks at all (i.e. 0 language marks only if 0 content marks).

5a Th Ca ha 5b a C hes and ave b R R C Pa Co se a did e ac Re Re Ca age omp are ate cce esp esp and e 7 pre e m es ess on on dida 7 ehe mar mu s to se se ate ens rke ust o 1 to sh es’ sion ed a t w 0 a th hou ow n E acc rite ava e p uld wn a Ess cor e a aila pas be app say rdin at le able ssa e o pro Ma GC y ng eas e m age nly opr ark CE © to st 1 mar e y 40 riat k S AS Ca ma 10 rks 0 w te o ch S L amb ark dif s. wor opi hem LEV brid k gr ffer rds inio me: VE dge rids ren s lo on : T EL – e In s o nt p ong is i ea – M nter on t poi g so imp ch Ma rnat the nts o n por hers y/J tion e fo s d not rta s’ v Jun nal ollo raw mu nt [T ve ne Ex owin win uch he ota rsi 20 xam ng ng h d re. al: ion 013 mina pa info deta 15 n 3 atio age orm ail + ons es. ma ca 5 f s 20 tio n b for 013 n f be Qu 3 from giv ual S m b ven lity yll 86 bot n. of ab 686 th f La bus 6 pa ang s ssa gua age age es e = Pa 0 in = 20 ape 02 or 0 m er rde mar er to [5 rks o 5] s]

Page 8 Mark Scheme: Teachers’ version Syllabus Paper GCE AS LEVEL – May/June 2013 8686 02 © Cambridge International Examinations 2013 Quality of Language: Accuracy (for question 5) 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0–1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error. Note re questions 3 and 4: The five marks available for quality of language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for content is scored on the full range of marks for language, i.e. length does not determine the quality of language mark. An individual answer scoring 0 for content cannot contribute to the overall Quality of Language mark. This means that the total mark out of 5 available on the whole set of answers is reduced on the following scale: Answer(s) worth a total of 2 or 3 scoring 0: reduce final assessment by 1 Answer(s) worth a total of 4 or 5 scoring 0: reduce final assessment by 2 Answer(s) worth a total of 6 or 7 scoring 0: reduce final assessment by 3 Answer(s) worth a total of 8 or 9 scoring 0: reduce final assessment by 4 Note: A minimum of one mark for Quality of Language should be awarded if there are any content marks at all (i.e. 0 language marks only if 0 content marks).

Page 9 Mark Scheme: Teachers’ version Syllabus Paper GCE AS LEVEL – May/June 2013 8686 02 © Cambridge International Examinations 2013 Response to the passage (Question 5) This should be marked as a mini-essay according to the variety and interest of the opinions and views expressed, the candidate’s response to the original text stimulus, and their ability to express a personal point of view. Additional guidance on marking specific questions will be given to examiners. 5 Very good Varied and interesting ideas, showing an element of flair and imagination, a capacity to express a personal point of view. 4 Good Not the flair and imagination of the best candidates, but work still shows an ability to express a range of ideas, maintain interest and respond to the issues raised. 3 Sound A fair level of interest and ideas. May concentrate on a single issue, but there is still a response to ideas in the text. 2 Below average Limited range of ideas; rather humdrum. May disregard the element of response to the text, and write a largely unrelated free-composition. 0–1 Poor Few ideas to offer on the theme. Banal and pedestrian. No element of personal response to the text. Repeated error.