Cambridge IGCSE English - First Language 0500 — 2015 Feb/March Paper 3 · Variant 2

This document consists of 10 printed pages, 2 blank pages and 1 Reading Booklet Insert. DC (AC) 93928/5 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 8 5 5 9 3 9 0 3 0 9 * FIRST LANGUAGE ENGLISH 0500/32 Paper 3 Directed Writing and Composition February/March 2015 2 hours Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the spaces provided. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer two questions in the space provided: Question 1 in Section 1 and one question from Section 2. If additional space is required, you should use the lined pages at the end of this booklet. The question number(s) must be clearly shown. Dictionaries are not permitted. The Reading Booklet Insert contains the reading passage for use with Question 1, Section 1 on the Question Paper. The Insert is not assessed by the Examiner. The number of marks is given in brackets [ ] at the end of each question or part question.

2 0500/32/F/M/15 © UCLES 2015 1 Read carefully the newspaper article in the Reading Booklet Insert and then answer Section 1, Question 1 on this Question Paper. Section 1: Directed Writing Question 1 Write a letter to the writer in which you respond to the ideas and arguments in the article. You may agree or disagree with what the writer has written. In your letter you should: • identify and evaluate the writer’s views • use your own ideas to support your comments on the writer’s views. Base your letter on what you have read in the article, but be careful to use your own words. Address each of the two bullet points. Begin your letter, ‘Dear Sir or Madam …’ Write about 250 to 350 words. Up to 10 marks are available for the content of your answer, and up to 15 marks for the quality of your writing. … … … … … … … … … … … … … … …

3 0500/32/F/M/15 © UCLES 2015 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … …

4 0500/32/F/M/15 © UCLES 2015 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 25]

5 0500/32/F/M/15 © UCLES 2015 [Turn over Section 2: Composition Write about 350 to 450 words on one of the following questions. Answer on this Question Paper. Up to 13 marks are available for the content and structure of your answer, and up to 12 marks are available for the style and accuracy of your writing. Descriptive writing 2 Describe the inside of a workshop and the person who owns it. OR 3 Describe what you see and experience as you dive downwards to explore under the sea. OR Narrative writing 4 Write a story called ‘A Moment of Doubt’. OR 5 Write a story in which an item of great value or beauty plays an important part. [Turn to page 6 to answer Section 2]

6 0500/32/F/M/15 © UCLES 2015 Please write your chosen question number: (Question 2, 3, 4 or 5) … … … … … … … … … … … … … … … … … … … … … … … … … … … …

7 0500/32/F/M/15 © UCLES 2015 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … …

8 0500/32/F/M/15 © UCLES 2015 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 25]

9 0500/32/F/M/15 © UCLES 2015 Additional Page If you use the following lined page to complete the answer(s) to any question(s), the question number(s) must be clearly shown. … … … … … … … … … … … … … … … … … … … … … … … … … …

10 0500/32/F/M/15 © UCLES 2015 Additional Page If you use the following lined page to complete the answer(s) to any question(s), the question number(s) must be clearly shown. … … … … … … … … … … … … … … … … … … … … … … … … … …

11 0500/32/F/M/15 © UCLES 2015 BLANK PAGE

12 0500/32/F/M/15 © UCLES 2015 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. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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. BLANK PAGE

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International General Certificate of Secondary Education MARK SCHEME for the March 2015 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 March 2015 series for most Cambridge IGCSE® components.

Page 2 Mark Scheme Syllabus Paper Cambridge IGCSE – March 2015 0500 32 © Cambridge International Examinations 2015 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 1 This question tests writing assessment objectives W1 to W5 (15 marks) W1 articulate experience and express what is thought, felt and imagined W2 sequence facts, ideas and opinions W3 use a range of appropriate vocabulary W4 use register appropriate to audience and context W5 make accurate use of spelling, punctuation and grammar and reading assessment objectives R1 to R3 (10 marks) R1 demonstrate understanding of explicit meanings R2 demonstrate understanding of implicit meanings and attitudes R3 analyse, evaluate and develop facts, ideas and opinions Write a letter to the writer in which you respond to the ideas and arguments in the article. You may agree or disagree with what the writer has written. In your letter you should: • identify and evaluate the writer’s views • use your own ideas to support your comments on the writer’s views. Base your letter on what you have read in the article, but be careful to use your own words. Address each of the two bullet points. Begin your letter, ‘Dear Sir or Madam,…’ Write about 250 to 350 words. 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 Cambridge IGCSE – March 2015 0500 32 © Cambridge International Examinations 2015 Responses might use the following ideas: A1 The writer’s views • Schools are places of ‘torture’ • There is a lack of care of children in schools • Children are left with no time for ordinary leisure activities • What they have to learn is more advanced than necessary • Teachers make money out of these inflated expectations • Exams are given too much prominence • Schools are encouraged by league tables to focus entirely on academic success • Children need to learn social, as well as academic, skills • The current system causes unhappiness for children and parents • Preparation for life is not neglected in schools. A2 Comments on the writer’s views • Candidates may agree with the writer’s view of modern education but will need to develop his ideas to show evaluation • The title and first paragraph are designed to attract the reader’s attention, not be taken seriously • Violent and emotive words are not appropriate because most schools try to benefit their children and are fair to them • Parents’ expectations of their children may need to be higher • Exaggerations about the amount and difficulty of what children have to learn undermine the argument’s credibility • Learning progresses over time – it is no surprise that the writer’s children learn different things • The writer should be glad that his children have a much more advanced curriculum • His attitude to the past could be rose-tinted and largely nostalgic • The focus on exams could be seen as merely realistic in a competitive world • There is obviously some choice in the kinds of schools available to parents • The writer clearly over-states his/her case to create humour. The discriminator is the evaluation of the arguments, which requires candidates to draw inferences and make judgements about whether or not the advantages outweigh the disadvantages in this particular case. Perceptive responses may draw on an appreciation of the deliberately exaggerated style and this should affect the decision. Ideas and opinions must be derived from the passage, developing its claims and assessing their implications with clear and persuasive arguments.

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – March 2015 0500 32 © Cambridge International Examinations 2015 Marking criteria for Section 1, Question 1. Table A, Writing: 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. Spelling, punctuation and grammar almost always accurate. 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. Spelling, punctuation and grammar generally accurate. Band 3 7–9 Occasional sense of audience; mostly written in correctly structured sentences; vocabulary may be plain but adequate for the task; mostly quite well structured. Minor, but more frequent, errors of spelling, punctuation and grammar. Band 4 5–6 Inconsistent style; simple or faultily constructed sentences; vocabulary simple; basic structure. Frequent errors of spelling, punctuation and grammar. Band 5 3–4 Inappropriate expression; the response is not always well sequenced. Errors of spelling, punctuation and grammar impair communication. Band 6 1–2 Expression unclear; flawed sentence construction and order. Persistent errors of spelling, punctuation and grammar impede communication. Band 7 0 The response cannot be understood. Table B, Reading: 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. Shows understanding by developing much of the reading material and assimilating 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 from the passages. 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 passages rather literally and/or uses the material thinly. Points may not be connected. Band 5 1–2 Parts of the response are relevant, though the material may be repeated or used inappropriately. Band 6 0 There is very little or no relevance to the question or to the passages, or the response copies unselectively or directly from the passages. First variant Mark Scheme

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – March 2015 0500 32 © Cambridge International Examinations 2015 Section 2: Composition Questions 2, 3, 4, and 5 This question tests writing assessment objectives W1 to W5 (15 marks) W1 articulate experience and express what is thought, felt and imagined W2 sequence facts, ideas and opinions W3 use a range of appropriate vocabulary W4 use register appropriate to audience and context W5 make accurate use of spelling, punctuation and grammar Write about 350 to 450 words on one of the following questions. Up to 13 marks are available for the content and structure of your answer, and up to 12 marks for the style and accuracy of your writing. Descriptive Writing 2 Describe the inside of a workshop and the person who owns it. OR 3 Describe what you see and experience as you dive downwards to explore under the sea. Narrative Writing 4 Write a story called ‘A Moment of Doubt’. OR 5 Write a story in which an item of great value or beauty plays an important part. Marking criteria for Section 2, Questions 2, 3, 4 and 5 Use table A to give a mark out of 13 for content and structure, and table B to give a mark out of 12 for style and accuracy.

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – March 2015 0500 32 © Cambridge International Examinations 2015 Table A, Composition: Content and structure General criteria Specific criteria Descriptive Writing Narrative Writing Band 1 11–13 W1: Content is complex, sophisticated and realistic. W2: Overall structure is secure and the constituent parts well balanced and carefully managed. Many well-defined and developed ideas and images create a convincing, original, overall picture with varieties of focus. The plot is convincing with elements of fiction such as description, characterisation and climax, and with cogent detail. Band 2 9–10 W1: Content develops some interesting and realistic features in parts of the writing. W2: Writing is orderly, and beginnings and endings are satisfactorily managed. Frequent, well-chosen images and details give an impression of reality, although the overall picture is not consistent. The plot incorporates some interesting features, but not consistently so: the reader may be aware of the creation of suspense and a sense of climax. Band 3 7–8 W1: Content is straightforward with ideas, features and images that satisfactorily address the task; some opportunities for development are taken. W2: Overall structure is competent and some sentences are well sequenced. A selection of relevant ideas, images and details addresses the task, even where there is a tendency to write a narrative. The plot is straightforward and cohesive with some identification of features such as character and setting. Band 4 5–6 W1: Content consists of relevant ideas that are briefly developed. W2: Overall structure is easily followed, though some constituent parts are too long or too short to be effective. The task is addressed with a series of ordinary details, which may be more typical of a narrative. Recording of relevant but sometimes unrealistic events outweighs other desirable elements of narrative fiction. Band 5 3–4 W1: Content is simple, and the presentation of ideas and events may only be partially credible. W2: Overall structure is recognizable though paragraphing is inconsistent and sequences of sentences insecure. Where a narrative is written, the recording of events may preclude the use of sufficient descriptive detail. The plot is a simple narrative that may consist of events that are only partially credible or which are presented with partial clarity.

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – March 2015 0500 32 © Cambridge International Examinations 2015 General criteria Specific criteria Descriptive Writing Narrative Writing Band 6 1–2 W1: Content is inconsistent in relevance, interest and clarity. W2: Structure is frequently unclear, revealing a limited grasp of purpose. Some relevant facts are identified, but the overall picture is unclear and lacks development. The plot lacks coherence and narrates events indiscriminately. Band 7 0 W1: Content is rarely relevant and there is little material. W2: The structure is disorderly. Individual ideas are not properly communicated and the effect is one of incoherence. The plot is hard to follow and is only partially relevant.

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – March 2015 0500 32 © Cambridge International Examinations 2015 Table B, Composition: Style and accuracy Band 1 11–12 Writing is consistent, stylistically fluent, linguistically strong and almost always accurate; has sense of audience. W3: Consistently wide range of appropriate vocabulary. W4: Subtle and effective sense of audience; appropriate use of varied sentence structures. W5: Spelling, punctuation and grammar almost always accurate. Band 2 9–10 Writing is mostly fluent, sometimes linguistically effective and generally accurate; may have some sense of audience. W3: Obvious attempt to use range of vocabulary to interest the reader. W4: Partial or inferred sense of audience, with appropriate sentence structures. W5: Spelling, punctuation and grammar mainly accurate. Band 3 7–8 Writing is clear, competent, if plain in vocabulary and grammatical structures; errors minor, but frequent. W3: Occasional precision and/or interest in choice of words. W4: Accurate if repetitive sentence structures W5: Minor but frequent errors of spelling, punctuation and grammar. Band 4 5–6 Writing is clear and accurate in places, and uses limited vocabulary and grammatical structures; errors occasionally serious. W3: Plain but mostly correct choice of words. W4: Correct use of simple sentence structures; some errors of sentence separation. W5: Frequent errors of spelling, punctuation and grammar. Band 5 3–4 Writing is simple in vocabulary and grammar; overall meaning can be followed, but errors are distracting and sometimes impair communication. W3: Words may sometimes communicate meaning satisfactorily. W4: Frequent weakness in sentence structures. W5: Errors of spelling, punctuation and grammar impair communication. Band 6 1–2 Writing is weak in vocabulary and grammar; persistent errors impede communication. W3: Insufficient language to carry intended meaning. W4: Faulty and/or rambling sentence structures. W5: Persistent errors of spelling, punctuation and grammar impede communication. Band 7 0 Writing is impossible to follow. Language proficiency is lacking; incorrect sentences; multiple errors of spelling, punctuation and grammar.