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

This document consists of 4 printed pages. DC (CB (NB)) 30731/3 © UCLES 2011 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 6 0 1 7 1 7 9 6 6 6 * FIRST LANGUAGE ENGLISH 0500/33 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.net

2 0500/33/M/J/11 © UCLES 2011 Section 1: Directed writing 1 Read the following discussion and consider the views of both the teacher and her students. Imagine that you are one of the students involved in the discussion. Write an article for your school magazine about how people use modern technology. In your magazine article you should: • examine issues about family and social life; • examine issues about health and safety; • give your own view and develop your arguments. Base your magazine article on the ideas found in the discussion 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] After a Communication Studies lesson, the teacher, Mrs Trapido, and three students discuss modern technology. Mrs Trapido: That lesson makes me more worried than ever about your physical well being. Surely it’s not a good thing that you use modern technology to escape from reality so often? Bharat: So, what do you do to escape from the stresses of your job? No doubt you ‘up the volume’ on your classical music in the car or watch the latest soap opera on television. Either way, it’s not that different. Mrs Trapido: Okay, we all need to switch off now and then, but the kids I see are permanently hooked up to some gadget that stops them communicating with others. My son is constantly in his own bubble; if he’s not on the phone to a friend then he’s ‘shuffling’ and focused on his music player, and don’t get me started on these new games and films he watches on a ridiculously small screen. Katrin: It’s the latest technology. It solves the problem of what film you all want to watch on television. He’s just ‘zoning out’; it’s what we all do. In your day you would have gone to your room. Well, now we can block out situations that are stressful. Mrs Trapido: What? Like family life? You see that’s what worries me. He’s there in the room with us, but he’s not really there. Ali: Well, it depends on how high the volume is! I can easily listen to my music as well as tune in to what’s being said around me. If my mother starts an argument, then I just turn the volume up to the maximum! Bharat: That’s how I like to listen to my music anyway. Loud. Mrs Trapido: You see that also concerns me. New studies prove it is dangerous to listen to really loud music as it can cause hearing loss. www.XtremePapers.net

3 0500/33/M/J/11 © UCLES 2011 [Turn over Katrin: Well, what about you and your laptop? You’re always hunched over it typing, risking injury to your back and your hands. You see, you condemn our use of technology, but you forget how much people older than us rely on it. Plus, if anything goes wrong with your new devices, you usually ask us to fix it. Mrs Trapido: Okay, I know you belong to the technological society, but it doesn’t stop me worrying about your health. My laptop isn’t a miniscule gadget that requires me to risk my eyesight to see the screen. The keys on your game players are so small that you could suffer from repetitive strain injury or even arthritis in the future. Katrin: I get your point. However, we know that we should have breaks when our eyes get tired or our fingers ache. Mrs Trapido: What about the dangers of walking around or cycling whilst the latest rap song is blaring in your ears? You’re oblivious to the traffic around you and you risk being in an accident. What’s more, someone could attack you as you wouldn’t be aware of their presence. Ali: It is stupid to lock yourself up in your own world in a busy city, but is it very different from adult motorists talking on their mobiles and causing accidents? Mrs Trapido: But it’s in cities where I see most teenagers not interacting with what’s going on around them, and they don’t even mutter please or thank you to others who serve them. Ali: You can’t blame these devices for bad manners. Don’t tell me that adults aren’t tempted to block out the noise and stress of public transport! I saw an old guy with headphones on in the subway, blissfully unaware of his surroundings. Mrs Trapido: Everyone over thirty looks old to you lot! My point is still relevant. I’m not just concerned about noise. I’ve even heard of discos where teenagers listen and dance to their own choice of music on their own headphones. Katrin: Hey, that’s a good idea! The world is changing. By the way, is that your cell phone ringing? [Turn over for Section 2] www.XtremePapers.net

4 0500/33/M/J/11 © UCLES 2011 Section 2: Composition Write about 350–450 words on one of the following: Argumentative/discursive writing 2 (a) ‘Young people today do not have real friends. Long lists of names on social networking sites on the internet have taken their place.’ Discuss this statement. [25] OR (b) Some people say that both girls and boys do better in single sex schools. What are your views? [25] Descriptive writing 3 (a) Describe a restful place. [25] OR (b) Describe an alien’s first impression of a town centre known to you. [25] Narrative writing 4 (a) ‘While I was looking idly through my family’s old box of documents, I suddenly came across an official letter.’ Imagine yourself as the narrator and continue this story. [25] OR (b) Take an old tale or myth and retell it as though it is happening in your country at this time. [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. www.XtremePapers.net

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 0500/33 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.net

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0500 33 © 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 discussion and consider the views of both the teacher and her students. Imagine that you are one of the students involved in the discussion. Write an article for your school magazine about how people use modern technology. In your magazine article you should: • examine issues about family and social life; • examine issues about health and safety; • give your own view and develop your arguments. Base your magazine article on the ideas found in the discussion 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] General notes on possible content: The article needs to be balanced and not only highlight the positive and negative sides of the argument, but also show an ability to develop these points and give the candidates’ own slant, examples and ideas without moving too far from the stimulus material. Candidates should try and adopt a reasonable teenager newspaper/magazine style, but it is quite likely that they have more knowledge about these MP3’s, mobiles and other handheld gaming consoles. As long as candidates are developing some of the issues in the text, then it should add to the style for the writing mark. www.XtremePapers.net

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0500 33 © University of Cambridge International Examinations 2011 A Family and Social Life • Teenage attachment to these electronic devices which prevent normal communication. • Escapism – not joining in with conversation. • Seclusion/in a bubble that is harmful to family life. • Not interacting in public places (with or without the family) so that the norms of taught manners are often ignored. • Good manners are ignored; teenagers don’t say please or thank you. • Teenagers together, yet alone (could be siblings at home) not talking to each other, but on their mobiles/listening to their own music/playing hand held games. • Often suits parents/adults to have teenagers occupied – double standards (e.g. when their offspring choose what to do, this prevents arguments about what film to watch). • Parents nagging/arguing could create a need for teenagers to turn on their technology. • Adults are fixated on what young people do but there may be some envy as they often rely on young people to help with similar electronic equipment. • Most adults have mobiles these days. B Health and Safety • Potentially dangerous noise levels of the music listened to on MP3 players. • The miniscule size of all these gadgets is a health risk: eyesight loss, repetitive strain injuries, arthritis. • Walking/cycling/being on the subway with other sounds blocked out – potentially dangerous as oblivious to traffic/risking an accident/someone could attack. • Adults are also careless when it comes to posture (back problems/RSI in hands). • Teenagers are not foolish; if their eyes or hands hurt, then they will take breaks. • Are the perils of walking around with headphones on worse than the many incidents of adults using mobile phones whilst driving? • The idea of an MP3 disco might be the most harmful for hearing, but is it more harmful than the noise at pop concerts? Each set of points in the sections above need to be drawn together to form a cohesive informative, yet also argumentative article. The skill lies in the evaluation section C, in which they must develop the ideas above as well as counter balance what each group has to say. C Relevant views/ideas • Teenagers and stress – ‘zoning out’ – ideas? • Escapism ideas – are these gadgets used for ‘me time’/do they stop them communicating with their peers? • Adults own escape/cut off mechanisms. • The use of some personal anecdote may develop a point. • Candidates may show bias by championing the case for teenagers – that they are in a no win situation. E.g. they are often told to be quiet but cannot immerse themselves in their music or games. Surprisingly, some candidates will try to take the adult side. Candidates should attempt to show both sides of the debate. www.XtremePapers.net

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0500 33 © 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, positive and negative, with links between these logically made. 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 (positive and negative points with evidence of linking ideas) 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 positives and negatives satisfactorily, but may miss opportunities to develop it relevantly or at length. Band 4 3–4 Selects points (positive and negative) 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 www.XtremePapers.net

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0500 33 © 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) ‘Young people today do not have real friends. Long lists of names on social networking sites on the internet have taken their place.’ Discuss this statement. [25] OR (b) Some people say that both girls and boys do better in single sex schools. What are your views? [25] Descriptive writing 3 (a) Describe a restful place. [25] OR (b) Describe an alien’s first impression of a town centre known to you. [25] Narrative writing 4 (a) ‘While I was looking idly through my family’s old box of documents, I suddenly came across an official letter.’ Imagine yourself as the narrator and continue this story. [25] OR (b) Take an old tale or myth and retell it as though it is happening in your country at this time. [25] www.XtremePapers.net

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0500 33 © 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. www.XtremePapers.net

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0500 33 © 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. www.XtremePapers.net

Page 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0500 33 © 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. www.XtremePapers.net

Page 9 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2011 0500 33 © 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. www.XtremePapers.net