Cambridge IGCSE English - First Language 0500 — 2007 Oct/Nov Paper 3 · Variant 1

This document consists of 4 printed pages. IB07 11_0500_03/3RP © UCLES 2007 [Turn over *9830029611* UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education FIRST LANGUAGE ENGLISH 0500/03 Paper 3 Directed Writing and Composition October/November 2007 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 two questions: Question 1 (Section 1) and one question from Section 2. Dictionaries are not permitted. At the end of the examination, fasten all your work securely together. All questions in this paper carry equal marks. www.XtremePapers.com

2 © UCLES 2007 0500/03/O/N/07 Section 1: Directed Writing 1 Some towns run activity days for local children during the school holidays. These offer organised activities during the day and the children return home in the evening. Often teenagers get temporary jobs helping on these activity days. A company has decided to set up activity days for local children in your town during the long school holiday. They are advertising for teenagers to work as junior leaders, to help with the children and activities. Anyone interested must apply in writing. Write the letter you would send to the organisers to persuade them that you would be a suitable junior leader. In your letter you should: • Explain what you believe a junior leader’s role to be. • Persuade the organisers that you have the necessary skills and qualities to make a good junior leader. Base your writing on the ideas found in the promotional leaflet opposite. You may include details and opinions to make the letter more convincing, but these must be related to the leaflet provided. You should write between 1 ½ and 2 sides, allowing for the size of your handwriting. Begin as follows: Dear Organisers I would like to apply for the position of junior leader during the activity days you are providing. Up to 10 marks will be given for the content of your answer, and up to 15 marks for the quality of your writing.

3 © UCLES 2007 0500/03/O/N/07 [Turn over HOLIDAY FUN FOR EVERYONE! Are your children bored? Are they missing their friends? Are you worried that they never get any exercise? Let them come to our activity days and they’ll have no more to complain about. We offer a full day activity programme starting at 07.30 and finishing at 18.00. Where are the activities? We base our activity days at a local High School, using all the facilities, indoor and out. Day trips are also arranged to places of interest. What can my child do there? Children can choose between four types of activity: • Art and Craft • Sport • Music • Adventure In addition we offer swimming daily and a ‘chill out’ session (quizzes, videos and relaxation). What about food and drink? Breakfast and lunch are included. We also offer unlimited healthy drinks and snacks. Will they be happy? We divide children into three groups: 6-8, 9-11 and 12-13 year olds, to ensure all activities are just right for their age and ability level. Each group is led by a qualified adult staff member assisted by a number of junior leaders from the local community. These young adults are hand-picked to ensure that your daughter or son has the best possible time with us. Just look at what past participants have had to say: “I first came on one of these days two years ago. I was shy at first but quickly met others thanks to my junior leader, Ash, who introduced me to everyone.” Katja (8) “I loved the adventure stuff. I went abseiling and canoeing. There were two older boys helping with the group and they both belonged to a local climbing club so they helped me a lot, explaining what the instructors said and keeping me going when I was a bit nervous.” Sam (12) “I made a jewellery box in a craft session. I’d never even picked up a hammer before but Saskia, our junior leader, said that she’d have a go so I thought I would too. It took me ages, but I did it.” Suzannah (10) “My favourite part of camp was the music. Mital, our young leader, could play the guitar and he suggested we form a rock band. We played in one of the ‘chill out’ sessions and everyone loved it!” Krisstof (11) “Every day each group did different duties like camp clean up and cooking. I liked making lunch because we got to have second helpings. Our junior leader was firm but he showed us how to make sweet and sour sandwiches which were a bit odd!” Deepak (9) Will they be safe? All our staff are security checked and have been through a rigorous selection procedure. All staff assisting with water sports must have a swimming qualification and/or a life-saving certificate. All staff assisting with sporting activities have had at least two years’ experience in the sport and have attended a special training day prior to the start of the programme. So what do I have to do? Just drop your children off at the school from 07.15 and collect them again at 18.00. All booking details can be obtained from our help line: 012-345-678 or visit the school office.

4 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. © UCLES 2007 0500/03/O/N/07 Section 2: Composition Write about 350-450 words on one of the following: Argumentative/discursive writing 2 (a) ‘If you make your living by being a public figure such as a film star or musician, then you are public property and cannot expect privacy.’ Do you agree? [25] OR (b) ‘The main function of a school should be to prepare students for life, not further study.’ What do you think? [25] Descriptive writing 3 (a) Children often keep a box of special things. Describe the contents of such a ‘treasure box’. [25] OR (b) You walk into a room and there is an atmosphere of anger and embarrassment. Describe the scene, paying particular attention to the ways in which the atmosphere is made obvious to you. [25] Narrative writing 4 (a) ‘The Rescue’. Write a story in which a rescue plays a central part. [25] OR (b) The central character in a story realises that s/he has lost something vital. Write the next part of the story in which a sense of panic is built up. [25]

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2007 question paper 0500 FIRST LANGUAGE ENGLISH 0500/03 Paper 3 (Directed Writing and 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. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2007 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 2 Mark Scheme Syllabus Paper IGCSE – October/November 2007 0500 03 © UCLES 2007 Note: all Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Section 1: Directed Writing Question 1 This question tests writing objectives W1-W5: • articulate experience and express what is thought, felt and imagined • order and present facts, ideas and opinions • understand and use a range of appropriate vocabulary • use language and register appropriate to audience and context • make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation and spelling. AND aspects of reading objectives R1-R3: • understand and collate explicit meanings • understand, explain and collate implicit meanings and attitudes • select, analyse and evaluate what is relevant to specific purposes. General notes on possible content The aim of the letter is to persuade; therefore the case made will be analytical, using the promotional material to deduce the scope of the role. It should also be evaluative and promotional about the candidates’ own suitability. An idea of the duties, qualities and skills required of a junior leader should be selected/deduced from the promotional brochure that contains the following information: 1 Keep time 2 Be self-disciplined/keep order 3 Help children – ice-breaking, friendly, patient 4 Use experience in sport, music, cooking 5 Organise teams/be a team worker/do duties 6 Be enthusiastic, confident – help children to be so 7 Be organised, lead, get children to do things 8 Get on well with kids Candidates will also add other minor details from the brochure to support their letter. Be careful not to credit details that are not in the brochure. The more it is tethered to the text, the higher the reading mark. Identify Role as ‘R’ and Qualities as ‘Q’. Mark ‘Dev’ where a point is extended in a manner that properly reflects the text. Try to balance amount of reference with quality development and explanation. If in doubt, tip the balance in favour of quality interpretation, especially of the middle column in the reading material.

Page 3 Mark Scheme Syllabus Paper IGCSE – October/November 2007 0500 03 © UCLES 2007 The question is marked out of 15 for Writing and 10 for Reading. Use the following table to give a mark out of 15 for Writing. Band 1 13–15 Excellent, consistent sense of audience; persuasive/authoritative style; very fit for purpose. Fluent varied sentences/wide range of vocabulary. Strong sense of structure, paragraphing and sequence. Virtually no error. Band 2 10–12 Sense of audience mostly secure; quite stylish and fluent; sense of overall structure; arguments occasionally well developed. Writing is mainly accurate, sentences and overall language effective in places. Occasional error. Band 3 8–9 Recognisable sense of audience; mostly written in accurate, if fairly straightforward sentences; some persuasive development though not consistent; mostly quite well structured; errors minor; language straightforward but effective. Band 4 5–7 Appropriate if sometimes inconsistent style; sentences mainly accurate; more factual than persuasive; basic structure: has beginning, middle and end; fairly frequent errors perhaps including sentence separation; sentences and/or vocabulary simple. Band 5 3–4 Functional expression; largely factual with little/no persuasion; has a beginning, but main part of the letter not always sequenced; some serious errors in grammar and/or punctuation/use of vocabulary. Errors slightly intrusive. Band 6 1–2 Language and style not clear; some blurring and lack of order; despite some serious errors, can mainly be followed. Simple or muddled. Band 7 0–1 Serious inaccuracies and problems with language and grammar are too intrusive to gain a mark in Band 6. Use the following table to give a mark out of 10 for Reading. Band 1 9–10 Makes a thorough, perceptive, convincing evaluation of the role/duties/skills/ qualities, and integrates material into the case made for employment. Reads effectively between the lines. Band 2 7–8 Some good evaluation and a clear judgement of suitability for the job. Makes a case, using reading material for support. Occasionally effective development of some of the ideas in the material. Band 3 5–6 A number of points are quoted to make a satisfactory case for employment. Candidates cover the material satisfactorily but may miss opportunities to develop it relevantly or at any length. Band 4 3–4 Selects points from the material rather literally AND/OR uses the material thinly. Does not combine points into a good case. Band 5 1–2 Parts of the answer are relevant, though material may be repeated injudiciously or wrongly used. Band 7 0 Answer does not relate to question and/or too much unselective copying directly from the material to gain a mark in Band 5.

Page 4 Mark Scheme Syllabus Paper IGCSE – October/November 2007 0500 03 © UCLES 2007 Section 2: Composition Questions 2 (a), 2 (b), 3 (a) 3 (b), 4 (a) and 4 (b) Give two marks: • the first mark is out of 13 for content and structure: see Table A • the second mark is out of 12 for style and accuracy: see Table B. Remember that these marks will not necessarily match and one mark may well be (much) higher than the other. The maximum overall mark for the Composition is 25. Write the total clearly at the end as follows: (e.g.) C7 + S10 = 17 (C standing for ‘Content’, S standing for ‘Style’). It is important that marking is not ‘bunched’: do not be reticent about awarding marks in the top and bottom bands.

Page 5 Mark Scheme Syllabus Paper IGCSE – October/November 2007 0500 03 © UCLES 2007 COMPOSITION TASKS: TABLE A – CONTENT AND STRUCTURE ARGUMENTATIVE/DISCURSIVE TASK DESCRIPTIVE TASK NARRATIVE TASK Band 1 11–13 • Consistently well developed, logical stages in an overall, at times complex, argument. • Each stage is linked to the preceding one, and sentences within paragraphs are soundly sequenced. • There are many well-defined, well- developed ideas and images, describing complex atmospheres with a range of details. • Overall structure is provided through devices such as the movements of the writer, the creation of a short time span, or the creation of atmosphere or tension. There is no confusion with writing a story. Repetition is avoided and the sequence of sentences makes the picture clear to the reader. • The narrative is complex and sophisticated and may contain devices such as sub-texts, flashbacks and time lapses. Cogent details are provided where necessary or appropriate. • Different parts of the story are balanced and the climax carefully managed. Sentence sequences are sometimes arranged to produce effects such as the building up of tension or providing a sudden turn of events. Band 2 9–10 • Each stage of the argument is defined and developed, although the explanation may not be consistent. • The stages follow in a generally cohesive progression. Paragraphs are mostly well sequenced, although some may finish less strongly than they begin. • There is a good selection of interesting ideas and images, with a range of details. • These are formed into an overall picture of some clarity, largely consistent and effective. There may be occasional repetition, and opportunities for development or the provision of detail may be missed. Sentences are often well sequenced. • The writing develops some interesting features, but not consistently so. Expect the use of detail and some attention to character or setting. • Writing is orderly and the beginning and ending (where required) are satisfactorily managed. The reader is well aware of the climax even if it is not fully effective. Sequencing of sentences provides clarity and engages the reader in events or atmosphere. Band 3 7–8 • There is a series of relevant points and a clear attempt is made to develop some of them. These points are relevant, straightforward and logical/coherent. • Repetition is avoided, but the order of the stages in the overall argument can be changed without adverse effect. The sequence of the sentences within paragraphs is satisfactory, but the linking of ideas may be insecure. • There is a selection of relevant ideas, images, and details, which satisfactorily address the task. An attempt is made to create atmosphere. • The description provides a series of points rather than a sense of their being combined to make an overall picture, but some ideas are developed successfully, albeit straightforwardly. Some sentences are well sequenced. • A straightforward story (or part of story) with identification of features such as character and setting. • While opportunities for appropriate development of ideas are sometimes missed, overall structure is competent, and some features of a developed narrative are evident. Sentences are usually sequenced to narrate events clearly.

Page 6 Mark Scheme Syllabus Paper IGCSE – October/November 2007 0500 03 © UCLES 2007 Band 4 5–6 • Mainly relevant points are made and they are developed partially with some brief effectiveness. • The overall argument shows signs of structure but may be sounder at the beginning than at the end, or may drift away from the topic. There may be some repetition. The sequence of sentences may be occasionally insecure. • Some relevant ideas are provided and occasionally developed a little, perhaps as a narrative. There are some descriptive/atmospheric episodes, but the use of event may overshadow them. • There is some overall structure, but the writing may lack direction and intent. There may be interruptions in the sequence of sentences and/or some lack of clarity. • Responds relevantly to the topic, but is largely a series of events with only occasional details of character and setting. • Overall structure is sound, but there are examples where particular parts are too long or short. The climax is not effectively described or prepared. Sentence sequences narrate events and occasionally contain irrelevances. Band 5 3–4 • A few relevant points are made and may be expanded into paragraphs, but development is very simple and not always logical. • There is weakness of sequencing overall and within paragraphs. Paragraphing is inconsistent. Repetition and a failure to sustain relevant argument are obvious. • Content is relevant but lacking in scope or variety. Opportunities to provide development and detail are frequently missed. • The overall structure, though readily discernible, lacks form and dimension. The reliance on identifying events, objects and/or people sometimes leads to a sequence of sentences without progression. • A simple narrative with a beginning, middle and end (where appropriate); it may consist of everyday happenings or fantastic, non-engaging events. Content may seem immature. • Unequal or inappropriate importance is given to parts of the story. Dialogue may be used ineffectively. There is no real climax. Sentence sequences are used only to link simple series of events. Band 6 1–2 • A few points are discernible but any attempt to develop them is very limited. • Overall argument only progresses here and there and the sequence of sentences is poor. • Some relevant facts are identified, but the overall picture is unclear and lacks development. • There are examples of sequenced sentences, but there is also repetition and muddled ordering. • Stories are very simple and narrate events indiscriminately. Endings are simple and lack effect. • The shape of the narrative is unclear; some of the content has no relevance to the plot. Sequences of sentences are sometimes poor, leading to a lack of clarity. 0 • Rarely relevant, little material, and presented in a disorderly structure. Not sufficient to be placed in Band 6. • Rarely relevant, little material, and presented in a disorderly structure. Not sufficient to be placed in Band 6. • Rarely relevant, little material, and presented in a disorderly structure. Not sufficient to be placed in Band 6.

Page 7 Mark Scheme Syllabus Paper IGCSE – October/November 2007 0500 03 © UCLES 2007 COMPOSITION TASKS: TABLE B: STYLE AND ACCURACY Band 1 11–12 Writing is consistent, stylistically fluent, linguistically strong and accurate; has sense of audience • Look for appropriately used ambitious words • Complex sentence structures where appropriate Band 2 9–10 Writing is mostly fluent, sometimes linguistically effective and largely accurate; may have some sense of audience • Look for signs of a developing style • Some ability to express shades of meaning Band 3 7–8 Writing is clear, competent (if plain) in vocabulary and grammar; errors perhaps frequent, but minor • Look for mostly correct sentence separation • Occasional precision and/or interest in choice of words. Band 4 5–6 Writing is clear and accurate in places, and expresses general meaning in vocabulary and grammar; errors occasionally serious • Look for simple sentences • Errors of sentence separation Band 5 3–4 Writing is generally simple in vocabulary and grammar; errors are distracting and sometimes serious, but general meaning can always be followed • Look for definite weaknesses in sentence structures • First language interference Band 6 1–2 Writing is very limited in correct vocabulary and grammar; error is persistent; meaning is sometimes blurred • Look for faulty and/or rambling sentences • Language insufficient to carry intended meaning Band 7 0 Writing is difficult to follow because of inadequate language proficiency and error.