Cambridge IGCSE English - First Language 0500 — 2012 May/June Paper 3 · Variant 1

This document consists of 4 printed pages. DC (RW) 43306/3 © UCLES 2012 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 4 6 6 6 2 1 8 3 7 8 * FIRST LANGUAGE ENGLISH 0500/31 Paper 3 Directed Writing and Composition May/June 2012 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/12 © UCLES 2012 Section 1: Directed Writing 1 Read the following transcript of a radio interview with two students who discuss their views on taking a year out between school and university. Write an article for your school or college publication in which you consider the value of taking a gap year. In your article you should: • identify and evaluate the different views expressed by Mali and Teri about gap years • use your own ideas to support your comments. Base your ideas on what you have read in the transcript. Be careful to use your own words. 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] Transcript of interview entitled ‘Mind the Gap’ Host: Tonight we have in the studio 18-year-old twins, Mali and Teri, who have come along to share their experience and views on the topical issue of gap years. Mali, you went straight to university after school. Would you like to share your views first? Mali: It never entered my mind to take off around the world as I wanted to continue with my studies to become a doctor. It takes a long time to qualify and I had a place at a respectable university. Two of my school friends were also going there and I didn’t want to feel left behind. Teri: As for me, I was sick of studying, exams, talking about careers and the future. I was exhausted after my final exams at school. I’ve always enjoyed my own company and I wanted to find out more about who I was and what I enjoyed working at. You see, that’s the thing about studying: it’s all theoretical, not practical, so how do you know if you’re going to like doing something in 10 years’ time if you don’t get some experience before committing to a long course like medicine or teaching? I didn’t think I liked children or teaching until I was asked to help teach English in a small school in Thailand. Host: Don’t identical twins usually think alike? Mali: We used to, but people change, especially in their late teens. I don’t regret going straight to university, but when Teri came back after her year away, she was more mature and invigorated; she had grown up! Teri: Yes, but others who took a year off didn’t do anything productive. I came back and saw that a couple of my friends had just been taking advantage of their parents by lying on their sofas every day, eating pizza and not considering what they wanted to do. However, I was able to put my work experience on my CV and get on an excellent teaching course, in spite of my exam results not being straight As. In my interview they said I sounded as if I was keen to learn and that I knew what I wanted, and I did. Host: Mali, did you not envy Teri just a little bit?

3 0500/31/M/J/12 © UCLES 2012 [Turn over Mali: Well, if I’m honest, there was a point in my third year when I was finding studying difficult. My confidence deserted me and I did think of leaving university, but you know you don’t have to go thousands of miles away for so-called experience. Students have long breaks so I did some voluntary work that summer in the local hospital, and that refreshed me. I, too, discovered I loved children and now I’m going to become a paediatrician, as little ones are frightened and helpless in hospital and I know I can put them at ease. Host: Didn’t you find it an expensive year off, Teri? Teri: For me, I worked my way to Thailand as part of my gap year. I learned the value of money and being there was a great reward at the end of six months’ work. Our parents are not wealthy, but I do know other friends whose parents simply bought a package from one of the many companies out there, for them to go thousands of miles to volunteer for a project where they weren’t really needed. However, I learned practical skills along the way. I can speak a new language and gained relevant career skills, and I grew to love Thailand, the people and the culture. Mali: Teri had a plan, but too many teenagers just think that they want to escape for a year. They have already been accepted by good institutions and they think they will be able to slot back into studying when they return from what they think of as a long holiday. But it doesn’t work like that. Host: You have both travelled down different roads and yet you both seem to know what you want. Both: It’s called having a plan! [Turn over for Section 2]

4 0500/31/M/J/12 © UCLES 2012 Copyright Acknowledgements: Question 1 © Independent advice on gap years, for people of all ages; www.gapadvice.org.index2.com (adapted) 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. Section 2: Composition Write about 2 sides, allowing for the size of your handwriting, on one of the following: Argumentative/Discursive Writing 2 (a) Does music divide or unite people? Give your views. [25] OR (b) ‘People should give up their cars to save the earth.’ Do you agree with this statement? [25] Descriptive Writing 3 (a) You are in a crowd of people waiting to see a total eclipse of the sun. Describe what you witness from the moment the moon starts to move across the sun to the point when it is light again. Include your thoughts and feelings throughout and the reactions of the crowd. [25] OR (b) Describe the character of someone who has had an effect on your life. [25] Narrative Writing 4 (a) You have travelled backwards or forwards in a time machine. Begin your story with the opening of the machine door after you have arrived in the past or the future. [25] OR (b) Write a story that starts with the opening of a door to a room you are not supposed to enter. [25]

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2012 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 2012 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 2012 0500 31 © University of Cambridge International Examinations 2012 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. Read the following transcript of a radio interview with two students who discuss their views on taking a year out between school and university. Write an article for your school or college publication in which you consider the value of taking a gap year. In your article you should: identify and evaluate the different views expressed by Mali and Terri about gap years and use your own ideas to support your comments. Base your ideas on what you have read in the transcript. Be careful to use your own words. Write between 1½ sides 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.

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0500 31 © University of Cambridge International Examinations 2012 Responses may use the following ideas: A Positive aspects of a gap year experience • Very popular with teenagers. • Break from the hard work of school work, exams and pressure. • Time out to consider options/to discover self. • Studying is about theory rather than practice in contrast to working/travel/experience. • Refreshes/invigorates. • Encourages growth in maturity. • Good to add to a CV, perhaps compensating for exam results. • Encourages appropriate action to be taken in the future. • Earning money/teaching the value of money. • Discover more about the life, culture and people of a different country. B Negative aspects of a gap year experience • Time factors: a gap year lengthens the period of progressing to a career. • Some do not use the time wisely/view these years as an escape/take advantage of parents. • Cost factors: Programmes/packages offered by some travel companies are costly and parents usually pay these costs. • Teenagers change greatly at this time and they may find returning to education difficult/ impossible. C Considering own views • Don’t have to go thousands of miles away to foreign countries as one can volunteer at home in the long student holidays (Mali working in local hospital). • Volunteering at home/during holidays gives students a taste of future interests. Also buys time to choose career path – own examples and development. • A plan is vital. Both twins didn’t rush into either option and both got what they wanted from their own experience – other examples and development of the idea that it is not just an excuse to escape. • Balance: It is down to personal taste what an individual decides to do. One needs to consider options carefully. Accept other relevant ideas derived from the passage and relevant to the question as a basis for the article.

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0500 31 © University of Cambridge International Examinations 2012 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. Reads effectively between the lines. Shows understanding by developing much of the reading material and integrating it into a response to the task. Band 2 7–8 Some evidence of evaluation, engaging with a few of the main points with success. Uses reading material to support the argument. Occasionally effective development of ideas in the material. Band 3 5–6 Reproduces a number of points to make a satisfactory response. The response covers the material adequately, 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 the material thinly. Does not combine points into a connected response. Band 5 1–2 Parts of the response are relevant, though the 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; authoritative and appropriate style. 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; there is evidence of style and fluency; sentences and vocabulary are effective. Secure overall structure; mostly well-sequenced. Writing is mainly accurate. Band 3 8–9 Occasional sense of audience; mostly written in correctly structured sentences; vocabulary may be plain but adequate for the task; mostly quite well structured. Errors minor. Band 4 5–7 Inconsistent style; simple or faultily constructed sentences; vocabulary simple; basic structure. Frequent errors, including sentence separation. Band 5 3–4 Inappropriate expression; the response is not always well sequenced. Serious errors in sentence structure/vocabulary/grammar/punctuation. Band 6 1–2 Expression unclear; flawed sentence construction and order. Persistent serious errors interfere with the conveying of meaning. Band 7 0 Problems of expression and accuracy are too serious to gain a mark in Band 6.

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0500 31 © University of Cambridge International Examinations 2012 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) Does music divide or unite people? Give your views. [25] (b) ‘People should give up their cars to save the earth?’ Do you agree with this statement? [25] Descriptive Writing 3 (a) You are in a crowd of people waiting to see a total eclipse of the sun. Describe what you witness from the moment the moon starts to move across the sun to the point when it is light again. Include your thoughts and feelings throughout and the reactions of the crowd. [25] (b) Describe the character of someone who has had an effect on your life. [25] Narrative Writing 4 (a) You have travelled backwards or forwards in a time machine. Begin your story with the opening of the machine door after you have arrived in the past or the future. [25] (b) Write a story that starts with the opening of a door to a room you are not supposed to enter. [25]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0500 31 © University of Cambridge International Examinations 2012 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 range of images with interesting details which contribute to a sense of atmosphere. • 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 – May/June 2012 0500 31 © University of Cambridge International Examinations 2012 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 but cohesive 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 details, 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 only a series of chronological events with occasional references to 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 – May/June 2012 0500 31 © University of Cambridge International Examinations 2012 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 very simple narrative; it may consist of nonsensical or confusing events. • 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 lacks development. • There are examples of sequenced sentences, but there is also repetition and muddled ordering. • Stories are incoherent and narrate events indiscriminately. Endings are absent or 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 2012 0500 31 © University of Cambridge International Examinations 2012 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 uses limited vocabulary and grammar; errors occasionally serious. Look for: • simple sentences • errors of sentence separation. Band 5 3–4 Writing is simple in vocabulary and grammar; errors are distracting and sometimes serious, but overall meaning can 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 weak in vocabulary and grammar; serious, persistent errors; meaning is 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.