Cambridge IGCSE English - First Language 0500 — 2011 Oct/Nov Paper 3 · Variant 1

This document consists of 4 printed pages. DC (LEO) 39042/5 © UCLES 2011 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 9 1 1 3 8 3 0 6 4 4 * FIRST LANGUAGE ENGLISH 0500/31 Paper 3 Directed Writing and Composition October/November 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/O/N/11 © UCLES 2011 Section 1: Directed Writing 1 Read the following discussion between three students and a visiting writer. Imagine that you are one of the students: Alex, Robina or Hamesh. You decide to talk to your class about ways of promoting awareness of reading among pupils. Write the words of your talk in which you should: • suggest ways of encouraging an interest in reading • argue against the reasons some pupils give for not reading • suggest a programme of events for a Reading Week in your school. Base your talk on the discussion below. Be careful to use your own words. You should write between 1½ and 2 sides, allowing for the size of your handwriting. Up to 10 marks are available for the content of your answer and up to 15 marks for the quality of your writing. [25] Three 16-year-old students, Alex, Robina and Hamesh, love books. They have just attended a reading by a popular writer of young adult fiction. They stay behind to talk to the writer. Alex: Thank you for agreeing to spend some time with us. Writer: That’s perfectly OK. I wish more young people like you would attend these sorts of events; it’s usually parents who turn up instead. Robina: We can tell from the first chapter that your latest book will be an exciting read, but many pupils at our school don’t like reading as they say it’s ‘boring’. Writer: Well, teenagers do have lots of studying to do, as well as having to read prescribed books for English. Perhaps this makes reading seem like a chore as they have to do it. Alex: I think that I have been lucky; I can remember my parents reading wonderful stories to me when I was very young and taking me to the library to choose a book to read. Now I can’t imagine life without fiction. Hamesh: Our English teacher is always moaning and saying, ‘Boys never read, they just play games’, but I think that many young people our age don’t associate reading with pleasure. How would you persuade young people to get involved in reading? Writer: Well, it depends on the person and what they’re interested in. I’d tell them that reading is special because it’s personal; it can send chills down your spine, bring tears to your eyes, take you to wonderful places, and allow you to identify with characters you might love or to get revenge on those you hate! Robina: Yes, when I read I feel that it’s me, not my favourite character, who is challenging villains. I like to escape back in time in historical novels, or even experience life on a different planet in science fiction, but give me a good mystery to solve and I will read all night in order to find out who the culprit really is. Alex: Fantasy novels, that sometimes take up to four books to tell the whole story, are my ideal read. My brother can’t understand why I bother to read these. He says it’s easier to watch the film versions. I think that’s just lazy. I enjoy picturing the characters and different creatures and lands in my imagination; it’s my creation then, not some film director’s ideas. I’ll still see the film, but I’m usually disappointed.

3 0500/31/O/N/11 © UCLES 2011 [Turn over Writer: Many young people find it difficult to find the right book for them. Recently, extremely popular films have been instrumental in enticing children and teenagers into reading books for the first time. Others like to identify with the struggles that a character in a book faces. My latest book is set in a far off country, but the themes of being an outsider, being bullied or wanting to leave home are universal. Young people realise that they are not on their own and life can, and does, get better. Perhaps you could conduct a survey to discover what types of stories younger pupils are interested in or ask them about films they enjoy. Hamesh: Yes, maybe. How would you persuade students who never read fiction? Writer: A friend of mine produces graphic novels and these are a huge hit with many reluctant readers. Story versions of computer games are also popular. Young people who are used to reading are also much better at writing, in all subjects. Good vocabulary, grammar and spelling are excellent side effects of reading for entertainment. As senior students you could encourage younger pupils to read. Alex: Do you suggest we talk to them about the books we like, perhaps have a reading hour where we read the first chapter of our favourite book? Writer: Maybe, or you could pin up book reviews of novels that you would recommend for their age. Ask the school librarian to print out the top twenty books aimed at 12-year- olds and upwards. You and your friends could set up a Book Club, at lunchtimes or after school, and invite younger students to attend. Displaying some exciting new book covers in their classrooms – making sure that they can also read the blurbs on the backs – may encourage them to get going. Hamesh: I started reading about famous sporting heroes before I read any novels. Younger students have interests and hobbies, so would it be good to get them to tell us about these non-fiction books, too? Perhaps we could suggest novels in which the story centres around one of their favourite topics. Writer: Yes, that’s a good idea. Indeed, you could ask me to visit for a Reading Week. I may even have written a new novel by then! [Turn over for Section 2]

4 0500/31/O/N/11 © UCLES 2011 Section 2: Composition Write about 2 sides, allowing for the size of your handwriting, on one of the following: Argumentative/Discursive Writing 2 (a) Discuss the various possible influences on a person’s choice of career. [25] OR (b) ‘Everything we learn is useful.’ Argue for or against this statement. [25] Descriptive Writing 3 (a) Describe a scene from your childhood. Describe the surroundings and your feelings at that time. [25] OR (b) A travelling circus or show comes to your area. Describe one or two of the acts and include the reactions of the spectators. [25] Narrative Writing 4 (a) ‘Although they had been forbidden to go, there they were, on the other side of the steel fence, laughing hysterically.’ Use this idea as the basis for a narrative. [25] OR (b) Write a story that includes a practical joker as one of its characters. [25] Copyright Acknowledgements: Question 1 © (ADAPTED) Independent advice on gap years, for people of all ages; www.gapadvice.org.index2.com 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 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 October/November 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 – October/November 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. Nonetheless, the content must be clearly related to and derived from the passage. 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. Imagine that you are one of the students: Alex, Robina or Hamesh. You decide to talk to your class about ways of promoting awareness of reading among pupils. Write the words of the talk in which you should: • suggest ways of encouraging an interest in reading • argue against the reasons some pupils give for not reading • suggest a programme of events for a Reading week in your school. Base your talk on the discussion below. Be careful to use your own words. You should write between 1½ and 2 sides, allowing for the size of your handwriting. Up to 10 marks are available for the content of your answer and up to 15 marks for the quality of your writing. [25]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0500 31 © University of Cambridge International Examinations 2011 Responses may use the following: A Suggest ways of encouraging an interest in reading • Recreate experience of being read to as a child/older students reading to younger pupils. • Highlight the joys of reading: it is personal/can ‘send chills down spines’/create emotions/ escapism/identify with characters that one gets to know, love or hate. • Show pupils the many genres: from thrillers/historical/fantasy or mystery; something for all. • Suggest that reluctant readers see the film versions of popular novels to ‘lure’ them in to reading the novels themselves. • Many young adult books highlight the problems that younger pupils face: feeling like an outsider, being bullied, wanting to leave home, but they offer suggestions to overcome these situations and provide comfort/optimism/hope. • Graphic novels and story versions of computer games are good to recommend to very reluctant readers. • Reading has the benefit of improving writing skills in all subjects: side effects include good vocabulary, grammar and spelling. B Argue against the reasons some pupils give for not reading REASON ARGUMENT boring huge variety of novels/genres and types; something for everyone already studying many books books are light relief, not like text books; escapism element boys don’t read many exciting books (fantasy, graphic novels, story versions of computer games, spy stories) and other genres that many boys enjoy (made into films) reading not pleasurable cite views of Robina and Alex (personal/thrilling/identification and offering optimism) C Suggest a programme of events for a Reading week in your school • Produce a survey that asks younger students about their interests/favourite films and possible ideas of books they might like to read. • Have a Reading hour planned in which older pupils read the first chapter of a book • Organise a Book Club in lunch hour and invite young pupils to attend. • Using form classes to pin up book reviews and exciting new book covers showing the interesting summary/blurb at the back to encourage discussion. • School libraries are important – ask the librarian to pin up a Top 20 chart list of most popular books. • Have Question and Answer forums to discuss popular hobbies/interests and suggest books to suit. • Ask teachers to invite local/popular young adult fiction authors to visit the school. Some candidates may have other ideas for this section, but these should be grounded in ideas from the passage. Others may just copy what the writer says towards the end. This will receive credit for C. If the material isn’t altered into the form of speech then it would count as listing.

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0500 31 © University of Cambridge International Examinations 2011 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 Gives a thorough, perceptive, convincing evaluation of the ideas in the passage and the speaker’s character. Reads effectively between the lines. Develops the reading material and integrates it into the response to the task. Band 2 7–8 Some evidence of evaluation of the passage, engaging with a few of the main points with success. Uses reading material to support the argument. Occasionally effective development of some of the ideas in the material. Band 3 5–6 Reproduces a number of points to make a satisfactory response. Response covers 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 response. Band 5 1–2 Parts of the response are relevant, though material may be repeated or used inappropriately. Band 6 0 Response 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 Consistent sense of audience; persuasive/authoritative style; 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 quite fluent; sense of overall structure; mostly well-sequenced; arguments occasionally well developed. Writing is mainly accurate; sentences and language effective. 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; vocabulary may be plain but adequate for the task. Band 4 5–7 Appropriate if sometimes inconsistent style; sentences mainly accurate; fact rather than argument; basic structure; 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. Band 6 1–2 Language and style not clear; some meanings imprecise and lacking in order; despite some serious errors, gist can mainly be followed. Faulty sentence construction. Band 7 0 Inaccuracies and problems with language and grammar are too serious to gain a mark in Band 6.

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 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 Argumentative/Discursive Writing 2 (a) Discuss the various possible influences on a person’s choice of career. [25] (b) ‘Everything we learn is useful’. Argue for or against this statement. [25] Descriptive Writing 3 (a) Describe a scene from your childhood. Describe the surroundings and your feelings at that time. [25] (b) A travelling circus or show comes to your area. Describe one or two of the acts and include the reactions of the spectators. [25] Narrative Writing 4 (a) ‘Although they had been forbidden to go, there they were, on the other side of the steel fence, laughing hysterically.’ Use this idea as the basis for a narrative. [25] (b) Write a story that includes a practical joker as one of its characters. [25]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 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 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 persona, 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 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 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 undeveloped 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 – October/November 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 an inability 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 a 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. 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.

Page 9 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 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.