Cambridge IGCSE English - First Language 0500 — 2011 May/June Paper 3 · Variant 1

This document consists of 4 printed pages. DC (CB (NB)) 30719/5 © UCLES 2011 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 2 7 7 7 4 8 9 4 2 9 * FIRST LANGUAGE ENGLISH 0500/31 Paper 3 Directed Writing and Composition May/June 2011 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 0500/31/M/J/11 © UCLES 2011 Section 1: Directed writing 1 Read the following transcript from a radio programme, which is an interview with the editor of World Wonders, a book of records published annually. Imagine that you have heard the discussion. Write a letter to the producer of the programme to express your views on whether or not such books should exist. In your letter you should: • examine the reasons the editor gives for publishing this book; • examine the reasons why the interviewer feels it should not be published; • give your own view and develop your arguments. Begin your letter, ‘Dear Producer…’. Base what you write on the ideas in the transcript and be careful to use your own words. 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] Interviewer: Good evening, and thank you for joining us. I understand that you have been involved in publishing this catalogue of world records since its creation? Editor: Yes, that’s right. I had the idea nearly 40 years ago. A friend wanted to know which was the highest-flying bird in the world and we couldn’t find it in any book. Of course, there was no internet then. Interviewer: Indeed. And since then the book has grown in content and sales every year? Editor: Yes, it has, and it has become the best-selling annual of all time, as it makes the perfect present. Teenagers are particularly interested in facts and stories about anything extreme. Interviewer: Undoubtedly there is an appetite for this kind of information, but some believe that what started out as admirable and educational has now become sensational, and that many of the recently introduced ‘records’ are nothing of the sort. Is it really a record if people stuff so many hamburgers into their mouths that they have to be taken to hospital? Editor: Well, it is a record of sorts, and what has made the book so popular over the years is the fact that it includes human records as well as physical and natural ones. It’s the human ones which change from year to year as people strive to scale new heights of human endeavour. Interviewer: Well, you may describe a new world record for running 100 metres as human endeavour, but is that an accurate description of someone who hasn’t cut his hair or her fingernails for 40 years? Or a man who has extracted 15.41 grams of fluff from his belly button over 20 years? Surely this is just like 19th century freak shows, which exhibited bearded women, dwarves and conjoined twins? These shows were outlawed decades ago, and rightly so. But nowadays anyone can become famous just by being grotesquely obese – and die of a heart attack before the book is even published.

3 0500/31/M/J/11 © UCLES 2011 [Turn over Editor: Of course we have to exercise judgement. As you know, we stopped including certain categories of human record which led people to indulge in unhealthy or life-threatening activities just to get into the book – like eating bicycles. Interviewer: Yes, and isn’t it true that sales have declined as a result? Surely it was ghoulish interest in the fates of the record-holders which made the book so popular? Not to mention their victims, such as the force-fed cats who died ‘competing’ to be the heaviest cat in the world, or those endangered by ‘idiots’ driving way beyond the limits of safety on public roads. Editor: I think that’s a little unfair. We have closed both the categories you mention. The majority of our sales have always been seasonal as gifts for children. The book awakens a thirst for knowledge in the young which they often keep for life. Yes, there has been some decline in traditional markets in recent years – along with those for all other reference books – as people increasingly look online for information. We shall therefore be launching a spectacular multimedia edition very soon in response to that demand. Interviewer: Nevertheless, is it not true that you have recently reviewed the policy of censoring content in response to ‘ethical’ criticisms? Editor: Yes, but I wouldn’t say that we ever bowed to censorship; I’d prefer to say that we were sensitive to some complaints. Perhaps we overreacted and took out too much. After all, if adults freely decide that they wish to engage in risky behaviour in the hope of achieving a world record – well, that happens all the time. How would Mount Everest ever have been climbed without risk, and competition? Interviewer: Scaling Mount Everest was an achievement which reflects well on the human spirit. That cannot be said for not washing your face for 50 years. Editor: Actually, we don’t have a world record for not washing. For one thing, we couldn’t verify it. We have a full-time team of professional judges who check if any new claim is valid. Obviously, the ridiculous example you’ve just given wouldn’t be acceptable. Interviewer: So, will we see a new world record for sword swallowing in the next edition? Editor: You’ll have to wait and see! Interviewer: Well, let’s find out what listeners think. Call us now with your views. [Turn over for Section 2]

4 0500/31/M/J/11 © UCLES 2011 Section 2: Composition Write about 350–450 words on one of the following: Argumentative/discursive writing 2 (a) Are you glad to be living at the present time or would you prefer to have been alive in a previous historical period? Explain the reasons for your choice. [25] OR (b) ‘The world is changed by the small actions of ordinary people, not by the big actions of important people’. Discuss this claim. [25] Descriptive writing 3 (a) You arrive on an island. Write a description of your first impressions of the place and its people. [25] OR (b) Describe what you see and hear from a hiding place. [25] Narrative writing 4 (a) You witness an incident which you are forced to get involved in. Use this idea as the basis for a narrative. [25] OR (b) Write a story based on an animal that escapes. [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 May/June 2011 question paper for the guidance of teachers 0500 FIRST LANGUAGE ENGLISH 0500/31 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. • Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the May/June 2011 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 2011 0500 31 © University of Cambridge International Examinations 2011 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. Read the following transcript from a radio programme, which is an interview with the editor of World Wonders, a book of records published annually. Imagine that you have heard the discussion. Write a letter to the producer of the programme to express your views on whether or not such books should exist. In your letter you should: • examine the reasons the editor gives for publishing this book; • examine the reasons why the interviewer feels it should not be published; • give your own view and develop your arguments. Begin your letter, ‘Dear Producer…’. Base what you write on the ideas in the transcript and be careful to use your own words. 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]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0500 31 © University of Cambridge International Examinations 2011 A Justifications for publication • increases in content and sales every year • best selling annual ever • makes the perfect present, especially for teenagers • provides a challenge/inspires human endeavour • has become more responsible and banned some of the records • awakes thirst for knowledge in young minds • without risk and competition, major successes would never be achieved • team of judges ensures validity • the things that teenagers enjoy and which apparently sell the books are entertaining. B Interviewer’s objections • has become sensationalistic/not really educational • records are not for appropriate ‘achievements’ • distasteful to want to learn about ‘freaks’ • encourages unhealthy living/can even cause death • sales fall when extreme records are removed, proving no genuine educational interest • animals are victims of owners’ desires to become famous • some attempts at records endanger innocent lives • ethical policy is now being reversed because of falling sales • some records do not reflect well on the human race. C Development of own views positive: • satisfies natural curiosity • censorship is always a bad thing/people should be able to choose whether to buy it • people have the right to decide whether to take risks to compete for a place in it • modern world has a growing appetite for real life situations, as in reality TV • teenagers who don’t otherwise read much enjoy reading this kind of material. negative: • no need for it now the internet exists • encourages unwholesome interest in fates of record holders rather than the records • governed by commercial factors/launching online edition as well • ethical policy is being reviewed so some banned records will now return • after more than 40 years, it’s time to move on/old fashioned concept. The discriminator is where where the candidate has to evaluate the two sides and form an argument of their own (C). Candidates’ ideas and opinions must, however, remain connected to the passage, while developing its claims and assessing their implications. The arguments in the letter should be clear and persuasive.

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0500 31 © University of Cambridge International Examinations 2011 This question is marked out of 15 for Writing and 10 for Reading. 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 ideas in the interview. Reads effectively between the lines. Develops the reading material and integrates it into the argument. Band 2 7–8 A good evaluation of the passage, using reading material to support the argument. Occasionally effective development of some of the ideas in the material. Band 3 5–6 A reasonable response, referring to a number of points. 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 an effective response. 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. First variant Mark Scheme 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 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 mostly fluent/complex sentences/range of vocabulary/occasional error/mostly well sequenced. Band 3 8–9 Recognisable sense of audience; mostly written in accurate, if fairly straightforward language; some argument based on material apparent; mostly quite well structured. Errors minor; language straightforward but effective; vocabulary fit for task. 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; language and vocabulary simple with occasional attempts at argument. Band 5 3–4 Functional expression; facts selected and occasionally listed; has a beginning, but main part of response is 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. First variant Mark Scheme

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0500 31 © University of Cambridge International Examinations 2011 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 be equal, and one mark may well be (much) higher than the other, for a variety of reasons. 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’, S standing for Style’). It is important that marking is not ‘bunched’: do not be reluctant to award marks in the top and bottom bands. Argumentative/discursive writing 2 (a) Are you glad to be living at the present time or would you prefer to have been alive in a previous historical period? Explain the reasons for your choice. [25] OR (b) ‘The world is changed by the small actions of ordinary people, not by the big actions of important people’. Discuss this claim. [25] Descriptive writing 3 (a) You arrive on an island. Write a description of your first impressions of the place and its people. [25] OR (b) Describe what you see and hear from a hiding place. [25] Narrative writing 4 (a) You witness an incident which you are forced to get involved in. Use this idea as a basis for a narrative. [25] OR (b) Write a story based on an animal that escapes. [25]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0500 31 © University of Cambridge International Examinations 2011 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 consistently 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 and effectiveness. 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 2011 0500 31 © University of Cambridge International Examinations 2011 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 a clear attempt to use features such as character, setting, tension, climax. • 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. • There is some overall structure, 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 2011 0500 31 © University of Cambridge International Examinations 2011 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. Paragraphing is inconsistent. 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 development is very limited. • There are examples of sequenced sentences, but there is also repetition and muddled ordering. • Stories are very simple and narrate events indiscriminately, with very little development. 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 2011 0500 31 © University of Cambridge International Examinations 2011 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.