Cambridge IGCSE English - First Language 0500 — 2012 May/June Paper 3 · Variant 2

This document consists of 4 printed pages. DC (RW) 43307/3 © UCLES 2012 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 7 9 3 1 5 6 3 7 0 1 * FIRST LANGUAGE ENGLISH 0500/32 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 0500/32/M/J/12 © UCLES 2012 Section 1: Directed Writing 1 Read the claims of an environmental organisation in the box below and the press statement from an airline pilots’ association on the opposite page. Write a school magazine article with the title ‘What is the real truth about air travel?’ In your article you should: • identify and evaluate the different views on global warming and air travel • use your own ideas to support your comments. Base your ideas on what you have read in the box below and the press statement. 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] CLEAR THE AIR! • People living near airports suffer from aircraft noise, traffic congestion and air pollution. • Air travel is the world’s fastest growing source of greenhouse gases, which contribute to global warming. • Aviation generates nearly as much carbon dioxide annually as that from all human activities in Africa. • A passenger taking one long haul flight can produce as much carbon dioxide as a motorist driving for a whole year. • Air traffic has been expanding since 1960; it is expected that the number of people flying will virtually double over the next 15 years. • Only a tax on aviation fuel or emissions would reduce air traffic. • Air travel has been proved to be more polluting than rail travel over short distances. • Advances in telecommunications have reduced the need to travel on business. • What you can do: ¾ fly less frequently, whether for business or pleasure ¾ take a train as an alternative to domestic or short haul flights ¾ support the domestic tourist economy and plan holidays in your own country.

3 0500/32/M/J/12 © UCLES 2012 [Turn over Aviation and the Environment – the Truth at Last! Air travel became, some time ago, the scapegoat for global warming, but new research challenges the myth that air transport is the major cause of growing carbon dioxide emissions. A report published today exposes the ‘half truths and untruths’ told by those who attack air travel and make passengers feel guilty about taking a flight. We accept that the planet has a problem, and that something certainly has to be done about the rising level of carbon dioxide emissions, and we will play our part. But we cannot and will not accept the false accusation that the airline industry is the most culpable one with regard to air pollution and environmental damage. Long distance high speed trains are more polluting than planes for long journeys over 800 kilometres, and European ships emit significantly more carbon dioxide than European planes, yet no one is calling for restrictions on train travel or an end to ocean cruises. And no one is calling for any dramatic cut back in car travel, which is the biggest polluter of all the existing forms of transport. In fact most countries have recently embarked on road building programmes! World air travel actually accounts for only two to three per cent of global carbon dioxide emissions, according to the International Panel on Climate Change. Although air travel is still increasing in popularity (despite the carbon footprint campaign), even by 2050 it will still only produce less than six per cent – a tiny amount compared to the big polluters. The airline industry has already taken measures to cut carbon dioxide emissions by 50 per cent, and technological advances currently being developed will allow us to cut them even further through reducing fuel consumption and employing alternative fuels. It would not therefore be appropriate for governments to take measures to restrict air transport at this time. The damage done not only to our industry but to tourism, and especially to the economies of developing nations, would be enormous and irreversible. Our message to all air travellers is to stop feeling guilty about flying, since your carbon footprint would almost certainly be greater if you travelled by another means of transport. Making savings in the home can more than compensate for the damage to the environment of a plane trip abroad. This is too important an issue to be reduced to slogans used by campaigners and politicians to further their own interests. We are tired of the aviation industry being an easy target just because it happens to be a highly visible one. The attacks must stop now so that we can all focus attention on the real causes of the problem which threatens to destroy the planet. [Turn over for Section 2]

4 0500/32/M/J/12 © UCLES 2012 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) If you were offered the chance to learn everything about your future, would you take it? Argue why you would or would not want to know what was going to happen to you. [25] OR (b) Do you believe that individuals who are wealthy enough should be expected to fund good causes? [25] Descriptive Writing 3 (a) Describe children playing with a grandparent. [25] OR (b) Describe a time when you felt homesick. Where were you at the time, and what were your thoughts and feelings? [25] Narrative Writing 4 (a) Write a story called ‘The Rock’. [25] OR (b) ‘The lady, her face barely visible through the thick lace veil, turned the card over to reveal…’. Begin or end a story with these words. [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 0500/32 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 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 32 © 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 claims of an environmental organisation in the box below, and the press statement from an airline pilots’ association, on the opposite page. Write a school magazine article with the title ‘What is the real truth about air travel?’. In your article you should identify and evaluate the different views on global warming and air travel, and use your own ideas to support your comments. Base your ideas on what you have read in the box below and the press statement. 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]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0500 32 © University of Cambridge International Examinations 2012 Responses may use the following ideas: A Airline industry’s opinions on global warming and air travel • for long journeys, high speed trains, ships and cars are worse, yet more roads being built • airline industry has already cut emissions and will cut fuel consumption in future • developing countries need tourism and therefore air travel for economic development • more effective carbon footprint reductions can be made in the home • airline industry is targeted only because of its high visibility/real causes being ignored B Why campaigners want reduction in air travel • too much noise, traffic and pollution near airports • air travel affects climate change/fastest growing source of greenhouse gases • air traffic expected to continue expanding and number of passengers to nearly double • air travel more polluting than cars or rail over short distances • not necessary for businesses because of telecommunication advances C Points which could be used in evaluation and own views (including implicit points) • air travel not significant in overall amount of carbon dioxide given out by vehicles • the world depends on tourism, especially many poorer countries, so it would not be fair to destroy their economies by encouraging people to stay in their own country • rail travel is not always a substitute; the service can be unreliable or more expensive • not all business meetings can be conducted by video conferencing • unfair that people should be made to feel guilty for going somewhere exotic on holiday • even the campaigners and politicians rely on getting places quickly by air 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 32 © 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 32 © 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) If you were offered the chance to learn everything about your future, would you take it? Argue why you would or would not want to know what was going to happen to you. [25] OR (b) Do you believe that individuals who are wealthy enough should be expected to fund good causes? [25] Descriptive Writing 3 (a) Describe children playing with a grandparent. [25] OR (b) Describe a time when you felt homesick. Where were you at the time, and what were your thoughts and feelings? [25] Narrative Writing 4 (a) Write a story called ‘The Rock’. [25] OR (b) ‘The lady, her face barely visible through the thick lace veil, turned the card over to reveal…’. Begin or end your story with these words. [25]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0500 32 © 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 32 © 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 32 © 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. 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 – May/June 2012 0500 32 © 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.