Cambridge IGCSE English - First Language 0500 — 2010 Oct/Nov Paper 3 · Variant 2

This document consists of 4 printed pages. DC (CB (SD)) 24585/3 © UCLES 2010 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 7 3 4 8 7 1 4 0 7 9 * FIRST LANGUAGE ENGLISH 0500/32 Paper 3 Directed Writing and Composition October/November 2010 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. 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. www.XtremePapers.com

2 0500/32/O/N/10 © UCLES 2010 Section 1: Directed writing 1 A documentary on television captures your attention. In this programme two families have recently taken part in a research project looking into the positive and negative effects of television on family life. Family X agreed to the removal of all television programmes and film for a period of three months. Family Y were asked to carry on as normal. The views of the eldest teenager in each household are given in the transcripts on the opposite page. Makers of the documentary have invited responses on their website. Write an article for the website on the subject of television and family life. In your article you should: • identify the positive and negative aspects of television in the home • evaluate the role played by television in family life. Base what you write on the ideas found in the transcripts on the opposite page. You should write between 1½ and 2 sides, allowing for the size of your handwriting. Up to 10 marks will be available for the content of your answer and up to 15 marks for the quality of your writing. [25]

3 0500/32/O/N/10 © UCLES 2010 [Turn over Family X Chief spokesman for the X family, this is Kwami here. I’m nearly 18 and the eldest in a family of two younger sisters and an irritating 10 year old brother. Initially, I couldn’t believe what my parents had done to us and felt like joining in the loud weeping coming from the others. How would we cope for three whole months without the hub of entertainment in the corner of the room? Early withdrawal symptoms were suffered by all: frantic searches for the remote control, anticipation of a favourite programme, jostling for position to watch … an empty space! Sulking, we retreated, realising that we were asking each other questions, sharing similar feelings and actually communicating as a family for the first time in ages. It wasn’t easy, but it was good to have a break from the constant bleak news and the tired chat shows. We discussed the fact that most of us turned on the television out of boredom or habit. At the end of the first week mum dug out our mountain bikes from the garage and we did the unthinkable: a family outing to nearby woods with fresh air filling our lungs as we raced each other downhill. We realised how unfit we all were, but we were also aware of how enjoyable it was. I even helped the younger ones with their homework. I had more energy, partly owing to not staying up late to watch some bad horror film, but also because I rediscovered basketball and tennis. Our parents started doing things they had always talked about, such as a family bowling night. We discovered they had secretly taken up salsa dancing. These changes didn’t happen overnight. We missed our nightly dose of soap operas and reality shows, but instead of watching others live their lives, we are leading full lives of our own. Family Y Hi. I’m Saskia. At 17 I’m the eldest of four and, if I say it myself, the most responsible person taking part in this family research project. I suppose everyone will think that we’re the lucky ones. I mean, what’s difficult about keeping the televisions and watching every programme on the box day and night? Well, it’s not been as straightforward or as boring as that really; in fact it has been quite illuminating. Aware that we were part of an experiment, we began to analyse our viewing habits. Within three days there were additional questions before we even switched the television on: why had we decided to watch a certain show, who wanted to turn on the television first, what else could or should we be doing instead? By the end of week one, we didn’t feel that we had the best deal after all! We aren’t ‘couch potatoes’ in this house. We usually decide what each of us wants to see. Take travel documentaries, for example. Without watching programmes like these I would not have the burning ambition to go around the world or to do my voluntary work abroad next year. Documentaries have instilled a passion in me that I can’t find in books or photographs. However, it became clear that too often the television would be on all evening as one ‘favourite’ programme merged into the news that filled the slot before an ‘exciting new drama’ someone had to watch. We became more honest with ourselves and learned to recognise when we just put on ‘the box’ to have some noise and company if we were the first ones home, or if we were just using the television to escape homework, washing up, or simply talking to each other. The more we had to justify our reasons for viewing, the less television dominated our lives. My younger brothers still enjoy the new inventions and car shows, our little sister cannot miss ‘Pet Rescue,’ and programmes like these give them ideas for careers or nurture a caring instinct. Mum and Dad take one night a week ‘off’ to pop some popcorn and watch a film with us. We can talk or argue about it afterwards, as everyone has different opinions about the actors or the ending. From comedies to current affairs it’s our choice, but now we choose more wisely!

4 0500/32/O/N/10 © UCLES 2010 Section 2: Composition Write about 350–450 words on one of the following: Argumentative/discursive writing 2 (a) Do you think that it is right for English, in all its forms, to become the most important world language? [25] OR (b) ‘The school curriculum provides everything that the average teenager needs to know for adult life.’ What are your views on this statement? [25] Descriptive writing 3 (a) Write a descriptive account entitled ‘The Flower Seller’. [25] OR (b) You have to get to an important event or meeting, but the vehicle you are in is held up in a traffic jam. Describe what is going on around you and your feelings during the delay. [25] Narrative writing 4 (a) ‘Nothing could have survived that explosion, so what on earth is that climbing out of the ...!’ Use this sentence at an important point in your story. [25] OR (b) Write a story in which greed plays an important part. [25] 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 October/November 2010 question paper for the guidance of teachers 0500 FIRST LANGUAGE ENGLISH 0500/32 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, 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 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 – October/November 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 (15 marks): • 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 (10 marks): • Understand and collate explicit meanings • Understand, explain and collate implicit meanings and attitudes • Select, analyse and evaluate what is relevant to specific purposes. A documentary on television captures your attention. In this programme two families have recently taken part in a research project looking into the positive and negative effects of television on family life. Family X agreed to the removal of all television programmes and film for a period of three months. Family Y were asked to carry on as normal. Makers of the documentary have invited responses on their website. Write an article for the website on the subject of television and family life. In your article you should: identify the positive and negative aspects of television in the home and evaluate the role played by television in family life. Base what you write on the ideas found in the transcripts on the opposite page. You should write between 1½ and 2 sides, allowing for the size of your handwriting. Up to ten marks will be available for the content of your answer, and up to fifteen marks for the quality of your writing. [25]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0500 32 © UCLES 2010 General notes on likely content Responses should try and integrate the positive and negative aspects of television in the home as highlighted in both Family X and Family Y’s statements. Both have lots to say about the addictive nature or automatic use of this device, but Y does make some reasonable points about being selective. The statements are not in any order as such, but conclusions are drawn in each. A Issues raised in Family Y – negative • Saskia initially believes that the family are not ‘couch potatoes’ but later admits that ‘the television would be on all evening’. • Reasons for this included: switching it on for noise or company if alone/that one programme merged into another, not being selective and allowing it to fill in gaps between favourite shows and news. • Used the television to escape homework/washing up or having to make conversation. • Addictive properties – especially for younger children who have favourite shows. • Serious gaps (in both families’ communication) are addressed by this experiment. B Positive issues raised in both Family X and Family Y • The experiment raises awareness of television viewing habits. • It has jolted Family Y into asking questions: why view a certain programme/who turns the television on first/what could the family do instead? • Saskia’s interest in travel/documentaries have fuelled her desire to travel and do voluntary work. • Also the younger children have an interest in new inventions, car programmes and ‘Pet Rescue’ that have positive effects on their plans for future careers/present interests. • Social aspect of the family watching a good film together and perhaps talking about it afterwards. • Although the Family X point is about a break from the news, responses could cite this as a positive feature – that all the family is aware of what is going on in the world. • Break from predictable chat shows or reality programmes. • Break from the news being read out every half hour or so. • Any activities provoke conversation amongst family members. • Spin offs include having more energy/getting fresh air/healthier. C What happens when you give TV its proper role in the family • You and your family have time to live a full and healthy life together (instead of staying in and watching ‘fake’ people having their TV lives). • You learn to communicate with each other. • You take up real sports, go bowling, go on bike rides (etc.). • You become helpful in the house, washing up (etc.). • You help your siblings with homework. • You encourage your parents to live independent lives (salsa dancing).

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 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 article. 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, 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. Responses 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 difficulties with language and grammar are too intrusive to gain a mark in Band 6.

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 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 for Content and Structure, S for Style and Accuracy). Argumentative/discursive writing 2 (a) Do you think that it is right for English, in all its forms, to become the most important world language? [25] (b) ‘The school curriculum provides everything that the average teenager needs to know for adult life.’ What are your views on this statement? [25] Descriptive writing 3 (a) Write a descriptive account entitled ‘The Flower Seller’. [25] (b) You have to get to an important event or meeting, but the vehicle you are in is held up in a traffic jam. Describe what is going on around you and your feelings during the delay. [25] Narrative writing 4 (a) ‘Nothing could have survived that explosion, so what on earth is that climbing out of the…!’ Use this sentence at an important point in your story. [25] (b) Write a story in which greed plays an important part. [25]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 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 – October/November 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. 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 weakness in sustaining 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.

Page 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2010 0500 32 © UCLES 2010 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. Band 7 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. 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