Cambridge IGCSE English - First Language 0500 — 2009 Oct/Nov Paper 3 · Variant 2

This document consists of 4 printed pages. IB09 11_0500_32/3RP © UCLES 2009 [Turn over *9565657177* UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education FIRST LANGUAGE ENGLISH 0500/32 Paper 3 Directed Writing and Composition October/November 2009 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 2009 0500/32/O/N/09 Section 1: Directed Writing 1 You are the editor of a local weekly newspaper. A national charity is planning to open a residential home for troubled teenagers in your area. You have viewed the homepage of the organisation that is opening the centre and one of your colleagues has also conducted interviews with a range of local people. ` Some local people have objected to the residential home and some of their opinions are given below. Write an editorial, in which you: • Argue strongly in favour of opening the residential home • Persuade your readers that their fears are mistaken and their objections are groundless Base your writing on the ideas found in the web-page material opposite, and on the objections given below. You may include additional details to make the article more authentic but these must be related to the reading material provided. You should write between 1 ½ and 2 sides, allowing for the size of your handwriting. Up to 10 marks are available for the content of your answer and up to 15 marks for the quality of your writing. [25] Objections raised in interviews with local people: “I’m not happy... I just hope there aren’t any problems with shoplifting.” J. P. Marshall, local shopkeeper. “It’s a bad idea. I bet the Headteacher won’t be keen when she hears about it. I’ve heard that they’re going to be building an adventure playground on the wasteland but I’m worried about groups of problem teenagers hanging around play areas that are meant for young children. All teenagers frighten me.” Sarah Long, mother of a toddler at the nursery. “The important thing is that our community is safe and pleasant for its residents. I’m not sure how this initiative will benefit anyone except the teenagers involved.” Torben Wehymeyer, town councillor. “We don’t need this place. We don’t want to know about their problems. We’ve got a good school here and we certainly don’t want them bringing their bad behaviour into the classroom.” Cindy Lau, student at the high school.

3 © UCLES 2009 0500/32/O/N/09 [Turn over HELP for HOMELESS TEENAGERS NETWORK HHTN has 45 specialist employees, all with extensive experience in working with the homeless. • Home • About our work • How you can help • Contact us OUR SERVICES We have a free national help-line, providing advice and information 365 days a year. We have several residential homes, fully integrated into communities around the country. Our homes also offer a day programme for those who wish to drop in, including a hot meal, medical care, education and sport. All of the teenagers we help are offered counselling and take part in voluntary projects in the community. Home number 6 planned! Work is almost complete on the plans for a new residential home. HHTN Chairperson, Amirah Aristeh, explains: “This five-bedroom facility will specialise in offering teenagers a real chance to get back into the world of education. Tutors will visit the home every day until students are ready to go back into school. There will also be work experience placements arranged and, as with all our homes, the teenagers will have to do their share of the housework, making sure that they’re ready for independent living at 18. As always there will be medical help (we have already secured the co-operation of a local health centre) and counselling on offer. There will also be a programme of supervised activities for residents and day visitors to ensure their time is well-spent. Funds for the home will be raised in part by local business people and we hope there will even be a sponsored swim at the nearby school. The plan is for the home to have a grand opening with music from local students and food provided by a local supermarket.” Employee of the Month - Max Rylance I started working for the network when I was a student, answering a phone line. At first it was pretty straightforward – explaining the legal issues involved in leaving home, sending out leaflets and that kind of thing, but then I started thinking about the life homeless kids have living rough and I went out with a patrol. It was shocking! Then I got asked if I could pass on some of my knowledge (I was training to be an accountant at the time) so I started giving maths lessons in the shelter’s classroom. There was one girl who was really good at maths but she hadn’t even thought about doing exams because she’d run away from home after her Mum got re-married. She had been sleeping on the street ever since. I think that’s when I realised I wanted to get more involved. There was a boy whose story really affected me. He had some learning difficulties and had been bullied really badly at school so he started missing classes. One day he just didn’t bother to go home. After six weeks of wandering around the streets, he ended up at our door. We managed to get him reunited with his parents and moved to a new school. Of course, there are other teenagers with major problems such as drug abuse or mental illness, but lots of them have just made a drastic decision after a row and really they’re great kids. Do get in touch if you’d like to help at the new home I hope to be managing. Max Donate to HHTN every month Help give a child a home CLICK HERE

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 2009 0500/32/O/N/09 Section 2: Composition Write about 350-450 words on one of the following: Argumentative/discursive writing 2 (a) ‘The existence of the internet means that we can now communicate more easily than ever before. This can only be good.’ Do you agree? [25] OR (b) Should the vast amount of money that is used to host major sporting events such as the Olympic Games be spent in this way? [25] Descriptive writing 3 (a) Imagine that you have shrunk to only a few centimetres high. Describe what you see, hear and feel as you attempt to cross a room. [25] OR (b) Describe the minutes before and after a person receives some very important news. In your description, you should pay particular attention to the emotions involved and how they are conveyed to you. [25] Narrative writing 4 (a) Write a story, or part of a story, about disobeying an order. [25] OR (b) Write part of a story in which a character has to overcome an obstacle. [25]

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2009 question paper for the guidance of teachers 0500 FIRST LANGUAGE ENGLISH 0500/32 Paper 32 (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, 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. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2009 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: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0500 32 © UCLES 2009 Section 1: Directed Writing Note: All examiners are instructed that alternative correct answers and unexpected approaches in candidate scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. 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. 1 You are the editor of a local weekly newspaper. A national charity is planning to open a residential home for troubled teenagers in your area. You have viewed the homepage of the organisation that is opening the centre and one of your colleagues has also conducted interviews with a range of local people. Some local people have objected to the residential home and some of their opinions are given below. Write an editorial, in which you: • Argue strongly in favour of opening the residential home • Persuade your readers that their fears are mistaken and their objections are groundless Base your writing on the ideas found in the web-page material opposite, and on the objections given below. You may include additional details to make the article more authentic but these must be related to the reading material provided. You should write between 1½ and 2 sides, allowing for the size of your handwriting. Up to 10 marks are available for the content of your answer and up to 15 marks for the quality of your writing. [25]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0500 32 © UCLES 2009 General notes on likely content Mark the editorial according to links with the objections and web-page material. Mark A–C in the margin (as below) and simply tick wherever details from the passage are used as evidence. This will give you a checklist of how much candidates have used the material from the passage. You can then make a qualitative judgement according to the band descriptors to reach your final mark out of ten, balancing quantity with quality. Who is setting up the home? HHTN Employs 45 specialists Local businesses/school/supermarket involved Why is the home being set up? To get children off the streets To provide health care to homeless children To offer education to homeless children To try to integrate homeless into the community To make the local community more aware of the issues How objections can be tackled Increased crime: May actually bring the unruly element/crime/drug abuse/mental illness off the streets Groups of unruly youths: Should be fewer due to street patrols and some teenagers will be in the shelter for classes etc. No benefits to community: May improve the area with new facilities such as adventure playground/community projects manned by teens Not necessary in this area: will make local adults/children more aware of the issues, e.g. bullying, family disputes etc. Other plus points: Will provide work for local students/teachers/medics/shops May provide workers for local businesses. Method of marking Mark the following in the margin: A: Why it is needed B: What it provides for the teenagers C: Objections (as on the left hand page of the Examination Paper) Note: The best candidates will answer C with information from B (This is a discriminator). Evaluation: where candidates explain the benefits to the community or use the passage to answer C. Flexibility: Do not demand that all candidates know what an Editorial looks like, but do expect an element of formality, especially when arguing a case. Do not expect candidates to use all the detail, but those who are aware of how much is in the left hand column of the right hand page AND use the right hand column as well have read the passage in detail.

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0500 32 © UCLES 2009 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 language generally effective in places. Occasional error. Band 3 8–9 Occasional sense of audience; mostly written in accurate, if fairly straightforward sentences; some argument, though not strong; mostly quite well structured. Errors minor; language straightforward but effective. Band 4 5–7 Appropriate if sometimes inconsistent style; sentences mainly accurate; fact rather than argument; basic structure: has beginning, middle and end; fairly frequent (minor) errors; perhaps including sentence separation; sentences and/or vocabulary simple. Band 5 3–4 Functional expression; largely factual with little/no argument; has a beginning, but main part of article not always well sequenced; some serious errors in grammar/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 sentences. Band 7 0 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; creates a persuasive case. Reads effectively between the lines. Develops the reading material and integrates it into the argument/response to the task. Band 2 7–8 Some evidence of evaluation and a relevant case, using reading material to support the argument. 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 argument. The response covers the material satisfactorily, but may miss opportunities to develop it relevantly or at length. Band 4 3–4 Selects points from the material rather literally and/or uses the material thinly. Does not combine points into a connected piece. Band 5 1–2 Parts of the answer are relevant, though material may be repeated injudiciously or wrongly used. Band 6 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 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0500 32 © UCLES 2009 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. 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. Argumentative/discursive writing 2 (a) ‘The existence of the internet means that we can now communicate more easily than ever before. This can only be good.’ Do you agree? [25] 2 (b) Should the vast amount of money that is used to host major sporting events such as the Olympic Games be spent in this way? [25] Descriptive writing 3 (a) Imagine that you have shrunk to only a few centimetres high. Describe what you see, hear and feel as you attempt to cross a room. [25] 3 (b) Describe the minutes before and after a person receives some very important news. In your description, you should pay particular attention to the emotions involved and how they are conveyed to you. [25] Narrative writing 4 (a) Write a story, or part of a story, about disobeying an order. [25] 4 (b) Write part of a story in which a character has to overcome an obstacle. [25]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0500 32 © UCLES 2009 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 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0500 32 © UCLES 2009 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 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0500 32 © UCLES 2009 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 • Grammatical errors such as incorrect use of prepositions and tense 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