Cambridge IGCSE English - First Language 0500 — 2012 Oct/Nov Paper 3 · Variant 2

This document consists of 4 printed pages. DC (LEO) 50290/3 © UCLES 2012 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education FIRST LANGUAGE ENGLISH 0500/32 Paper 3 Directed Writing and Composition October/November 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. * 7 3 9 6 3 7 1 8 7 5 * www.XtremePapers.com

2 0500/32/O/N/12 © UCLES 2012 Section 1: Directed Writing 1 Read the magazine article opposite about a street child called Emmanuel who has achieved educational success. You are Sister Jean. Write a letter to persuade local businesses to donate money to expand the work of the Archway Children’s Centre. In your letter you should: • explain the work of the Centre and why it is necessary • use Emmanuel’s story to support your appeal • give reasons why local businesses should support the Centre. Base your letter on what you have read in the magazine article. Be careful to use your own words. Begin your letter, ‘Dear Local Business...’. 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]

3 0500/32/O/N/12 © UCLES 2012 [Turn over Child rescued from the streets gets top award Among the winners at a recent awards ceremony, one 16-year-old student stood out as an inspiring example of how education can transform lives. Emmanuel, a student from an international school in the region, won the top award for Art and Design. Yet just ten years earlier, Emmanuel had faced a difficult and uncertain future living on the streets. Owing to difficult family circumstances, Emmanuel ran away from home when he was just six years old. His parents were not able to look after him because of illness and lack of money. Initially, he begged on the streets of the capital, which exposed him to many dangers and risks of disease. His life changed forever when one day, by chance and in the hope of a meal, he found himself in the Archway Children’s Centre. ‘It was June 1997, and from that moment my life changed,’ says Emmanuel. ‘Before that, I had been in a dark room, searching for a way out. But then I found a door; that door was the Archway Children’s Centre. No one opened it for me. I opened it myself. Suddenly, after so many years of darkness, it felt as if someone had switched on all the lights.’ The Centre is dedicated to empowering street children aged between 7 and 17 years old. It provides them with shelter, medical treatment, and clothing, as well as education and numerous other services. Their vision is of a country in which all children can enjoy their basic rights to survival, development, protection and participation in society. They believe that every child has a talent and a need for it to be discovered and nurtured. The Archway provided primary school education for Emmanuel, and gave him shelter at the home. At school he discovered a talent for painting that was fostered by Sister Jean, the Centre’s founder. With her help, he secured a scholarship to continue his secondary education locally. Emmanuel explains: ‘Sister Jean recognised that the international school was the only place where I could develop my artistic potential. There I had inspirational teaching and encouragement to aim high.’ Following his outstanding examination result in Art and Design – in addition to good grades in other subjects – Emmanuel is now hoping to pursue a career as an illustrator. Sister Jean is searching for a scholarship to enable him to go to art school abroad to continue his studies. He intends to return to his home country at the end of his course to teach Art to local children, as well as to produce his own design work. Emmanuel is passionate about the Archway Children’s Centre, and wants to help other children who are living on the streets in order to show his gratitude for all that the Centre has done for him. With this in mind, he contributed his story to a book published to raise money for the Centre and to show how lives can be transformed through education. The stories are all written and illustrated by the Centre’s children. The number of street children in his country is rising dramatically, and it is estimated that there are 3,500 in the capital alone. Emmanuel says: ‘Without the Centre’s founder and my own efforts, my artistic talent would never have been discovered. I was not only helped to overcome my difficulties, I was given a complete rescue package. I hate to think what would have happened to me, where I would be now, if chance had not directed me to the ever-open door of the Archway. Many of the children who were begging with me on the street were not so lucky and they became criminals or the victims of crime. Whoever buys the book is helping to rescue more street children, and opening the door so that they can step into the future. One day, I want to be able to say that I helped other street children to find out what they are good at. I hope to help them shine.’

4 0500/32/O/N/12 © UCLES 2012 Section 2: Composition Write about 2 sides, allowing for the size of your handwriting, on one of the following: Argumentative/Discursive Writing 2 (a) ‘Having lots of rules is better than having lots of freedom.’ Argue for or against this statement. [25] OR (b) Do you think that the existence of zoos can be justified nowadays, when it is possible to visit animals in their habitat or to see them on television? [25] Descriptive Writing 3 (a) Describe the best meal that you ever had with a group of people, including details of the place and the atmosphere. [25] OR (b) You arrive at an airport or railway station to discover that there is a long delay. Describe what you see and hear, and your thoughts and feelings while you are waiting. [25] Narrative Writing 4 (a) You see someone in a crowd whom you recognise but you can’t think why. On noticing you, the person moves away, and you instinctively follow. Write the story. [25] OR (b) Write a story which begins with someone hearing an eerie and unidentifiable noise. [25] Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2012 series 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 should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the October/November 2012 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components. www.XtremePapers.com

Page 2 Mark Scheme Syllabus Paper IGCSE – October/November 2012 0500 32 © 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 magazine article about a street child called Emmanuel who has achieved educational success. You are Sister Jean. Write a letter to persuade local businesses to donate money to expand the work of the Archway Children’s Centre. In your letter you should explain the work of the Centre and why it is necessary, use Emmanuel’s story to support your appeal and give reasons why local businesses should support the Centre. Base your letter on what you have read in the magazine article. Be careful to use your own words. Begin your letter, ‘Dear Local Business…’ 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 Syllabus Paper IGCSE – October/November 2012 0500 32 © Cambridge International Examinations 2012 Candidates may use the following ideas: A the work of the Centre and why it is necessary • saves children from dangers of street life • prevents children from becoming involved in crime • gives them a future • changes lives • nurtures talents • provides full range of shelter and support • believes children have right to a place in society • number of street children on the rise • published book raises awareness and money for the trust B Emmanuel’s story • turned up independently aged six • showed early talent for painting • adapted to international school education • excelled in Art and other exams • wants to become an illustrator • intends to return to his country • committed to helping others develop artistic skills C reasons for businesses to support Centre (inference) • dependent on financial support from local community • children with talent and dedication need further education beyond the scope of the Centre • there are many other young adults like Emmanuel deserving help • businesses benefit from publicity gained from supporting worthy causes • commerce has a moral obligation to help the underprivileged • businesses benefit from increased educational and skills levels in the local community, from which they can recruit Accept all other relevant ideas derived from the passage and relevant to the question as a basis for the letter.

Page 4 Mark Scheme Syllabus Paper IGCSE – October/November 2012 0500 32 © 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. riant 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. First variant Mark Scheme

Page 5 Mark Scheme Syllabus Paper IGCSE – October/November 2012 0500 32 © 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 The maximum overall mark for the Composition is 25. Write the total clearly at the end as follows: C7 + S10 = 17 (C standing for ‘content and structure’, S for ‘style and accuracy’). Argumentative/Discursive Writing 2 (a) ‘Having lots of rules is better than having lots of freedom.’ Argue for or against this statement. [25] OR (b) Do you think that the existence of zoos can be justified nowadays, when it is possible to visit animals in their habitat or to see them on television? [25] Descriptive Writing 3 (a) Describe the best meal that you ever had with a group of people, including details of the place and the atmosphere. [25] OR (b) You arrive at an airport or railway station to discover that there is a long delay. Describe what you see and hear, and your thoughts and feelings while you are waiting. [25] Narrative Writing 4 (a) You see someone in a crowd whom you recognise but you can’t think why. On noticing you, the person moves away, and you instinctively follow. Write the story. [25] OR (b) Write a story which begins with someone hearing an eerie and unidentifiable noise. [25]

Page 6 Mark Scheme Syllabus Paper IGCSE – October/November 2012 0500 32 © 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 Syllabus Paper IGCSE – October/November 2012 0500 32 © 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 Syllabus Paper IGCSE – October/November 2012 0500 32 © 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 Syllabus Paper IGCSE – October/November 2012 0500 32 © 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.