Cambridge IGCSE English - First Language 0500 — 2010 May/June Paper 3 · Variant 2

This document consists of 4 printed pages. DC (AC) 17706/2 © UCLES 2010 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education 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. The number of marks is given in brackets [ ] at the end of each question or part question. All questions in this paper carry equal marks. * 5 1 3 0 9 3 3 4 5 9 * FIRST LANGUAGE ENGLISH 0500/32 Paper 3 Directed Writing and Composition May/June 2010 2 hours Additional Materials: Answer Booklet/Paper www.XtremePapers.com

2 0500/32/M/J/10 © UCLES 2010 Section 1: Directed Writing 1 Old people sometimes find themselves without company or support when their circumstances change or they are separated from their families. Sometimes elderly people are afraid of rapid changes in society or what they think is an increasing crime rate, particularly amongst teenagers. Building Bridges is a successful new scheme which is about to start up in your area. It challenges negative opinions held by elderly people and teenagers about each other. It has already proved to be a learning experience and great fun for those people taking part. You are a senior student at your school. You have a chance to talk to Roberta, a lively 82-year- old, and Samuel, who is 16, and find out how the scheme works for them in their town. Read the transcript on the opposite page of Roberta’s and Samuel’s reflections on the Building Bridges scheme. Write the words of a talk that you give to students at your school during an assembly or morning meeting. In your talk, you should: • explain what Roberta and Samuel gain from the scheme; • persuade your fellow students that it would benefit both them and the wider community if they took part. Base what you write on the transcript you have read. You should write between 11/2 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]

3 0500/32/M/J/10 © UCLES 2010 [Turn over Roberta, aged 82, has this to say about the Building Bridges scheme in her area: I like to think I’m a trend setter, even at my age. I was one of the first to say ‘yes’ to this scheme and my friends followed after. I wanted to get to know more about the young people hanging around outside shops, obviously bored to tears. Of course I was invisible to them; and I’m sad to say that I was quite scared of them with their loud voices, metal bits hanging from their noses and eyebrows, and war paint on their faces. Now I know that’s just the outside; appearances can be deceptive and that works both ways. The first time I was introduced to Samuel, a few of us had gone to the local high school to meet some students. My immediate thought was how polite he was, offering me a coffee and hanging up my coat. Once we got talking there was no stopping us. His grandmother had died two years earlier; I could tell that he missed her and that she must have been a lively soul. I found myself telling him how much I missed my own son and his family. They were killed in a car accident a few years ago, and I realised that it was the first time I had talked about them since then. There are lots of old people, like me, who find themselves all alone in the world. Years ago we thought we’d still be part of a loving family, with grandchildren to care for. Meeting Samuel was a turning point for me. He’s interested in me and the things I’ve done in my long life, but more importantly he’s got me involved in more and more activities that I never thought I would be able to do. I might not go skate boarding but I’m getting good at playing on his game console and he has shown me how to use the laptop computer that I won when he entered my name online. Listen to me, ‘online’! I can email and Samuel has been trying to get me to write about the things I’ve experienced in my life in a ‘blog’. He even thinks I could get it published. I would have laughed at the idea before, but now my new motto is ‘If not now, then when?’ We’re both keen artists and he often brings me his artwork from school to look at and it’s made me get my paintbox out again. Another big change is that I get out and visit Samuel’s family. I often go over there to dinner and take them a home-made cake when I do. This scheme has thrown me a lifeline and it makes me angry when other old people won’t give teenagers a chance. Samuel, aged 16, has this to say: Roberta loves to talk! I didn’t really understand just how much one person can achieve in life until I met her. I loved to listen to my gran’s stories about her childhood, and this was one of the reasons that I got involved with ‘Building Bridges’. Did you know that some of our senior citizens often go for days without talking to a single person? It was easy for me to get involved because I didn’t think of it as charity. Now I just love spending time with Roberta; she is a seriously interesting lady! Do you know that just twenty years ago she learned to fly a helicopter and clocked up ten thousand miles? What about the fact that she was a chess champion when she was younger? No wonder I can never beat her. Her eyesight isn’t as good as it used to be so she trusts me to help her with bank statements and bills. Quite honestly, I don’t know how she survives on the small amount of money she has, but she does know how to budget. We often go to museums and art galleries, places I normally would have avoided, but she makes them interesting. My family love having Roberta over for dinner; she really makes them laugh. Some of the crazy things she did back in the sixties, when she campaigned for women’s rights, make my mum seem boring. Sometimes we have organised events for the elderly; Roberta doesn’t like being called that. Usually it’s about using your initiative. If you know someone who is old and lives alone then introduce yourself and ask how you can help. Take your mum or dad along the first time if you want, to make it less awkward perhaps. A new elderly gentleman, Enrique, joined us earlier this week and I’m sure Roberta was wearing lipstick!

4 0500/32/M/J/10 Section 2: Composition Write about 350–450 words on one of the following: Argumentative/discursive writing 2 (a) ‘Some people spend far too much time and money on household pets. They would do better to have fewer animals and to use the money to help the poor and needy.’ What are your views? [25] OR (b) ‘Life is all about competition. To get ahead in almost every aspect of life we inevitably trample on others to get what we want.’ Discuss this view and give your own opinion. [25] Descriptive writing 3 (a) Describe three moments in a race; the start, the middle and the finish. [25] OR (b) Describe the time when you mastered a skill such as unicycling, skateboarding, skiing, cooking or even plate spinning. Describe what you were trying to do, and your thoughts and feelings at the final moment of success. [25] Narrative writing 4 (a) Write a story in which the main character is desperately trying to cross a border to safety. [25] OR (b) ‘Everyone was talking about the new teacher at school. There was something different about her, something strange about her eyes that frightened people…’. Use this to begin your story. [25] © UCLES 2010 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.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2010 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 May/June 2010 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 – May/June 2010 0500 32 © UCLES 2010 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. You are a senior student at your school. You have a chance to talk to Roberta, a lively 82-year- old, and Samuel, who is 16, and find out how the scheme works for them in their town. Read the transcript of Roberta’s and Samuel’s reflections on the Building Bridges scheme. Write the words of a talk that you give to students at your school during an assembly or morning meeting. In your talk, you should: explain what Roberta and Samuel gain from the scheme; persuade your fellow students that it would benefit both them and the wider community if they took part. Base what you write on the transcript you have read. You should write between 1½ and 2 sides, allowing for the size of your handwriting. Up to ten marks are available for the content of your answer, and up to fifteen marks for the quality of your writing. [25] General notes on possible content: Candidates should try and integrate the positive aspects for both old and young from the texts. The best answers will attempt an overview of the problems that ‘stereotypes’ can cause in a good introduction. As it is a speech, it should have a strong voice and audience and use examples from both Roberta and Samuel’s experience/relationship to illustrate that they have gained an overview and more general inferences/advantages to the community. A – Positive points concerning old people may include: • The scheme assists in helping old people get over their fears of teenagers in general by getting them to know individuals/breaking stereotypes. • It raises the profile of older people in communities – highlights their skills/past achievements. • Many old people without families will gain ‘new’ ones – Samuel’s family have Roberta around for dinner and they share experiences. • Some old people have not talked to a person for days and this (implicitly) must make them feel important again – they have things to say and deserve to be listened to. • It kindles new interests in senior citizens – Roberta now knows about game consoles, can work her laptop computer, can email and is even considering writing a ‘blog’ about her eventful life. She’s even baking cakes and taking up art again. • Old people can gain even more confidence and perhaps go out instead of spending long hours indoors; Roberta visits museums, art galleries, visits Samuel’s family.

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0500 32 © UCLES 2010 • Confidence is boosted by talking about eventful lives – perhaps things that they’ve forgotten were huge achievements at the time: Roberta’s helicopter licence, her time as a women’s chess champion, her part in women’s rights. B – Positive points concerning teenagers/young people may include (some of these concern points above but in a different way): • Young people can enjoy the company of people who were once ‘invisible’ to them. • If they no longer have grandparents living, then this is an opportunity to feel special and valued by an older person again. • They can be amazed by the various backgrounds that all old people have to share with them and may even take up hobbies or widen their education as a result: e.g. playing chess, an interest in history and art or music they might never have considered before. • They feel trusted and more mature through helping elders with bank statements, bills and also (implicitly) many learn the value of money and budgeting as a result. • Initiates new interest in local area such as visiting museums and art galleries (some candidates might develop this and get them to show older people areas of interest to them). • It’s a chance for young people to show their skills – maths in working out a budget/computing/art work done at school – and to get positive feedback in return. • Overall there is a sense of becoming a useful, caring and valued member of the local community. • Lastly, on a lighter note, it could be fun to play matchmaker – Roberta’s lipstick for the newcomer Enrique!

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0500 32 © UCLES 2010 The question is marked out of 10 for Reading and 15 for Writing. Use the following table to give a mark out of 10 for Reading. Band 1 9–10 Makes a thorough, perceptive, convincing evaluation of ideas from the two accounts and creates a persuasive, rhetorical and mature speech. Reads effectively between the lines. Develops the reading material and integrates it into the response to the task. Band 2 7–8 A good evaluation of the ideas in the speech, 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 response. Candidates cover the material satisfactorily, but may miss opportunities to develop it relevantly or at length. Band 4 3–4 Selects points from the passage rather literally and/or uses 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. 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. 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. 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 response 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.

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0500 32 © UCLES 2010 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: C7 + S10 = 17 (C standing for ‘content and structure’, S for ‘style and accuracy’). Argumentative/discursive writing 2 (a) ‘Some people spend far too much time and money on household pets. They would do better to have fewer animals and to use the money to help the poor and needy.’ What are your views? (b) ‘Life is all about competition. To get ahead in almost every aspect of life we inevitably trample on others to get what we want.’ Discuss this view and give your own opinion. Descriptive writing 3 (a) Describe three moments in a race; the start, the middle and the finish. (b) Describe the time when you mastered a skill such as unicycling, skateboarding, skiing, cooking or even plate spinning. Describe what you were trying to do, and your thoughts and feelings at the final moment of success. Narrative writing 4 (a) Write a story in which the main character is desperately trying to cross a border to safety. (b) ‘Everyone was talking about the new teacher at school. There was something different about her, something strange about her eyes that frightened people…’. Use this to begin your story. [25]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0500 32 © UCLES 2010 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 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.

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0500 32 © UCLES 2010 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 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. 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 brief 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.

Page 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0500 32 © UCLES 2010 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; 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. Paragraphing is inconsistent. 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 9 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0500 32 © UCLES 2010 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