Cambridge IGCSE English - First Language 0500 — 2011 Oct/Nov Paper 3 · Variant 2

This document consists of 4 printed pages. DC (CW) 35800/4 © UCLES 2011 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 9 2 8 7 0 5 3 9 2 8 * FIRST LANGUAGE ENGLISH 0500/32 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 0500/32/O/N/11 © UCLES 2011 Section 1: Directed Writing 1 Read the fact file below and the magazine article (printed on the opposite page) about home-schooling. Imagine that your aunt and uncle are considering educating your cousin, a spoilt only child, at home and have asked for your opinions. Write a letter to them in which you should explain: • the advantages of being home schooled • the reasons why home-schooling may not be advisable • why you would or would not recommend home-schooling for your cousin. Base your letter on the fact file and the magazine article. Be careful to use your own words. Begin your letter, ‘Dear Aunt and Uncle …’. 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] HOME-SCHOOLING FACT FILE • The most common reason for choosing home-schooling is that parents are not satisfied with local schools. • Many home-schooled children are allowed to sit exams or participate in clubs and social activities in a local school. • Research shows that home-schooled children consistently outperform school-educated children at all academic levels. • A significantly higher proportion of home-schooled students, compared to school students, goes on to university. • Many universities claim that they do not discriminate against home-schooled students.

3 0500/32/O/N/11 © UCLES 2011 [Turn over In this magazine article, a university student describes the experience of being home educated. I don’t have a single GCSE or A-level, but I’m in my third year at Oxford University, studying law. I was home educated from the age of 8 until 18. One of the universities I applied to responded by email, saying: ‘Did you forget to fill the form in?’ It’s tricky and expensive to get qualifications if you’re home educated, especially if you want to do lots of them, and there’s no incentive for schools to assist pupils educated at home. Some universities refused to consider my application; Oxford was marvellous, though, and treated me like any other candidate. Home-education was never the plan. My school closed down when I was eight, in the middle of the academic year. My parents asked me if I’d like to give home-education a go. I agreed, and I always enjoyed it. My father went out to work whilst my mother worked from home, but she was there all the time for us. She had done a bit of teaching before, although she isn’t qualified. Home-education is much less drastic than people imagine. It’s not as though you’re in your house all day, never meeting people. Other children are only in school for six hours a day, after all. The only difference is that for those six hours you are not sitting in a classroom, but getting around and leading a more active life. My parents allowed my younger brother and me to take our own approach to studies – we were supervised, but it was very informal. We never had deadlines, exams, homework or even a timetable, but I don’t have a problem with self-discipline. I might do nothing on a Wednesday, but work all weekend. I’d go through phases of hiking in the hills or reading in a corner for two weeks. In the beginning, however, I did spend a few months watching appalling TV and playing computer games. Had it gone on, my parents would have acted, but I got over it. There’s only so much daytime television you can watch! I became fascinated with Antarctica, so my parents persuaded me to research it in more detail. They nudged me into subjects that I’d need, such as maths, and we had a French tutor who came weekly. Education is much broader than someone sitting you down and telling you things. Mine was a question of working out what areas I was interested in, then finding the relevant book, website or museum. I discovered that academic institutions – the British Antarctic Survey and the Science Museum, for example – are very willing to respond to an interested ten-year-old. I appreciated the freedom to pursue my interests to a greater extent than the school curriculum would allow. It’s common that children in home-education don’t get bored, and my lack of knowledge of advanced physics is not something I mourn. I wasn’t learning in complete isolation; there was a group of us who would get together for science experiments and museum trips. It is estimated that between 50,000 and 80,000 British children are educated at home each year, and there’s a support service, Education Otherwise, that organises local groups and has an advice line. People who haven’t come across home-education before seem to think we have no social skills. I didn’t find socialising a problem – I live in a city and made friends on my street. I also went to a music college and made friends there. You have to be more active socially, as it isn’t provided on a plate, so it’s more like an adult social life. I had a lot of work experience because I was free to go out and do it. I don’t think home-education is perfect; it’s just another valid model, though I’ve done well from it. I had a pleasant education, and it landed me a decent place at university. [Turn over for Section 2]

4 0500/32/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) Should we allow ourselves to depend on machines and electronic gadgets? [25] OR (b) ‘Think globally, act locally.’ Do you believe this is the right approach to solving the world’s environmental problems? [25] Descriptive Writing 3 (a) Describe the most disappointing gift you have received and your reactions at the time. [25] OR (b) You are in a place which you feel may be haunted. Describe the place, and your feelings and reactions. [25] Narrative Writing 4 (a) ‘The figure in the long, black coat.’ Use this as the title of a narrative. [25] OR (b) Write a story which takes place in extreme weather conditions. [25] Copyright Acknowledgements: Section 1 © ADAPTED, Fleur Britten; Sunday Times Style Magazine; Times Newspapers Ltd; 18 October 2009. 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 0500/32 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. • 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 32 © 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 your aunt and uncle are considering educating your cousin, a spoilt only child, at home and have asked for your opinions. Write a letter to them in which you should explain: • the advantages of being home schooled • the reasons why home-schooling may not be advisable • why you would or would not recommend home-schooling for your cousin. Base your letter on the fact file and the magazine article. 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 32 © University of Cambridge International Examinations 2011 Responses may use the following: A Advantages of being home schooled • Enjoyable. • Active. • Can follow own interests. • Avoids boredom. • Existence of a support service. • Allows more time for work experience. • Statistics suggest home-schooled students are higher academic achievers. Points for this particular child: • The child could choose which subjects to focus on. • The child would get individual attention which would encourage him/her to work. • The child would not have to anything he/she did not want to do. B Reasons why home-schooling may not be advisable • No GCSEs or A-level qualifications; difficult and expensive if not attached to a school. • Some universities do not accept home-schooled applicants. • Requires self-discipline; no deadlines, homework, exams or timetable. • Some children may watch too much television. • Cost of private tutors. • Can lead to isolation; requires proactive socializing. • Socio-economic factors crucial to outcome. • Still only a tiny proportion of students are home schooled. Points for this particular child: • The child may not have the necessary self-discipline or ability to meet deadlines. • The child might need to have a strict schedule in order to produce work. • The child might need the competition of other students to make them want to achieve. • The child might already spend too much time at home being indulged. [Continued on page 4]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0500 32 © University of Cambridge International Examinations 2011 C Recommendation for this spoilt child Yes, home-schooling is recommended/No, home-schooling is not recommended because: • S/he can choose own teachers. • Doesn’t have to do irrelevant subjects. • Will need to develop independent research skills. • Needs to be mature and self-motivated. • Firm but flexible parental support necessary. • Innate intelligence may be a crucial factor. • Not all parents can act as effective teachers. • The child may need the regular company of other children. The discriminator is the evaluation of the arguments, which requires candidates to draw inferences and make judgments about whether the advantages outweigh the disadvantages in this particular case. Perceptive responses may note that the writer is exceptionally able and from a privileged home, and that therefore this experience may not be typical, and that since the cousin is ‘spoilt’, i.e. over-indulged already, this should affect the decision. Ideas and opinions must remain connected to the passage, while developing its claims and assessing their implications with clear and persuasive arguments.

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0500 32 © University of Cambridge International Examinations 2011 This 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 response. 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. The 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. int MScheme 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; more fact 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 Serious inaccuracies and problems with language and grammar are too intrusive to gain a mark in Band 6.

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0500 32 © 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) Should we allow ourselves to depend on machines and electronic gadgets? [25] (b) ‘Think globally, act locally.’ Do you believe this is the right approach to solving the world’s environmental problems? [25] Descriptive Writing 3 (a) Describe the most disappointing gift you have received and your reactions at the time. [25] (b) You are in a place which you feel may be haunted. Describe the place, and your feelings and reactions. [25] Narrative Writing 4 (a) ‘The figure in the long, black coat.’ Use this as the title for a narrative. [25] (b) Write about a story which takes place in extreme weather conditions. [25]

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0500 32 © 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 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0500 32 © 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 9 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0500 32 © 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 10 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0500 32 © 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.