Cambridge IGCSE English - First Language (9-1) 0990 — 2020 May/June Paper 2 · Variant 2

Cambridge IGCSE™(9–1) DC (PQ) 195783 © UCLES 2020 [Turn over This document has 12 pages. Blank pages are indicated. * 5 6 3 2 1 2 4 2 7 7 * FIRST LANGUAGE ENGLISH 0990/22 Paper 2 Directed Writing and Composition May/June 2020 2 hours You must answer on the question paper. You will need: Insert (enclosed) INSTRUCTIONS ● Answer two questions in total: Section A: answer Question 1. Section B: answer one question. ● Use a black or dark blue pen. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● If additional space is needed, you should use the lined pages at the end of this booklet; the question number or numbers must be clearly shown. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 80. ● The number of marks for each question or part question is shown in brackets [ ]. ● The insert contains the reading texts.

2 0990/22/M/J/20 © UCLES 2020 Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper. Section A: Directed Writing Question 1 Imagine you are the parent of a student who attends a school that is considering a study exchange programme. Write the speech you give at a meeting for parents and teachers about whether it is a good idea for the school to run a study exchange programme. In your speech you should: • evaluate the ideas and opinions given in both texts • give your own views, based on what you have read, about whether your child would benefit from a study exchange visit. Base your speech on what you have read in both texts, but be careful to use your own words. Address both of the bullet points. Write about 250 to 350 words. Up to 15 marks are available for the content of your answer, and up to 25 marks for the quality of your writing. … … … … … … … … … … … … … … … …

3 0990/22/M/J/20 © UCLES 2020 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … …

4 0990/22/M/J/20 © UCLES 2020 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 40]

5 0990/22/M/J/20 © UCLES 2020 [Turn over [Turn to page 6 for Section B]

6 0990/22/M/J/20 © UCLES 2020 Section B: Composition Answer one question from Section B. Write about 350 to 450 words on one of the following questions. Answer on this question paper. Up to 16 marks are available for the content and structure of your answer, and up to 24 marks for the style and accuracy of your writing. EITHER Descriptive Writing 2 Write a description with the title, ‘Downhill’. OR Descriptive Writing 3 Describe what you see, hear and feel in a very crowded street. OR Narrative Writing 4 Write a narrative with the title, ‘The Moon’. OR Narrative Writing 5 Write a narrative which starts with the words, ‘I was too late …’.

7 0990/22/M/J/20 © UCLES 2020 [Turn over Please write your chosen question number here (2, 3, 4, 5): … … … … … … … … … … … … … … … … … … … … … … … … … … … …

8 0990/22/M/J/20 © UCLES 2020 … … … … … … … … … … … … … … … … … … … … … … … … … … … …

9 0990/22/M/J/20 © UCLES 2020 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 40]

10 0990/22/M/J/20 © UCLES 2020 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 0990/22/M/J/20 © UCLES 2020 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. … … … … … … … … … … … … … … … … … … … … … … … … … …

12 0990/22/M/J/20 © UCLES 2020 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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. BLANK PAGE

This document consists of 11 printed pages. © UCLES 2020 [Turn over Cambridge IGCSE™ (9–1) FIRST LANGUAGE ENGLISH 0990/22 Paper 2 Directed Writing and Composition May/June 2020 MARK SCHEME Maximum Mark: 80 Published Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic. This mark scheme is published to support teachers and students and should be read together with the question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also provides the most likely acceptable alternative responses expected from students. Examiners usually review the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the June series, Examiners were unable to consider the acceptability of alternative responses, as there were no student responses to consider. Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However, because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June 2020 series. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level components.

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 2 of 11 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however, the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 3 of 11 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 A: Directed Writing Question 1 This question tests the following writing assessment objectives (25 marks) W1 articulate experience and express what is thought, felt and imagined W2 organise and structure ideas and opinions for deliberate effect W3 use a range of vocabulary and sentence structures appropriate to context W4 use register appropriate to context W5 make accurate use of spelling, punctuation and grammar and reading assessment objectives (15 marks) R1 demonstrate understanding of explicit meanings R2 demonstrate understanding of implicit meanings and attitudes R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text R5 select and use information for specific purposes.

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 4 of 11 Question Answer Marks 1 Imagine you are the parent of a student who attends a school that is considering a study exchange programme. Write the speech you give at a meeting for parents and teachers about whether it is a good idea for the school to run a study exchange programme. In your speech you should: • evaluate the ideas and opinions given in both texts • give your own views, based on what you have read, about whether your child would benefit from a study exchange visit. Base your speech on what you have read in both texts, but be careful to use your own words. Address both of the bullet points. Write about 250 to 350 words. Up to 15 marks are available for the content of your answer, and up to 25 marks for the quality of your writing. Notes on task: Responses might use the following ideas: Text A: • exchange visits can be thought as waste of time for students at an important stage of their studies • exchange visits can be expensive • exchange visits can divert resources schools need • visits need/may foster responsible, mature students • students may appreciate their education more after a visit to other schools • students’ ambitions may be nurtured by a visit abroad • visits offer a different kind of learning outside the classroom • understanding and tolerance between cultures is important. Text B: • first responsibility of a school is to educate • 4 weeks’ learning is a lot to lose • time consuming for teachers to organise • 4 weeks away on their own is too long for 14 yr olds • different school environments may induce envy • the visit may lead to the loss of good workers for their country • potential benefits can’t be measured • teacher time would be diverted from main role. 40

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 5 of 11 Question Answer Marks 1 Possible evaluation of ideas: Text A: • inherent inequality of a scheme which costs parents • interrupted education may be risky/keeping up with work while away seems unlikely, over-ambitious • selection of students will favour only a few, perhaps those who will have a broader education anyway • some candidates may suggest the benefit/reputation of the school is the real agenda, not the student • some students will leave their home country as a result of an exchange visit – is this desirable? • raises question of what is a good education. Text B: • the head teacher has quite a narrow view of education • students are meant to keep up with their school work on the visit • the head teacher’s view of teenagers is paternalistic/untrusting/thinks they’re immature • quite defensive about how students will view their school on return • calls into question the role of a teacher – this head teacher’s view is quite narrow/dated • not all benefits are measurable but visits might still benefit students • good grades aren’t the only measure of a good education. Possible Synthesis of ideas: • there are risks involved but also benefits • the stance on exchange visits reflects what people think about education.

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 6 of 11 Marking criteria for Section A Question 1 Table A, Writing Use the following table to give a mark out of 25 for writing. Level Marks Description 6 22–25 • Highly effective style capable of conveying subtle meaning. (W1) • Carefully structured for benefit of the reader. (W2) • Wide range of sophisticated vocabulary, precisely used. (W3) • Highly effective register for audience and purpose. (W4) • Spelling, punctuation and grammar almost always accurate. (W5) 5 18–21 • Effective style. (W1) • Secure overall structure, organised to help the reader. (W2) • Wide range of vocabulary, used with some precision. (W3) • Effective register for audience and purpose. (W4) • Spelling, punctuation and grammar mostly accurate, with occasional minor errors. (W5) 4 14–17 • Sometimes effective style. (W1) • Ideas generally well sequenced. (W2) • Range of vocabulary is adequate and sometimes effective. (W3) • Sometimes effective register for audience and purpose. (W4) • Spelling, punctuation and grammar generally accurate though with some errors. (W5) 3 10–13 • Inconsistent style, expression sometimes awkward but meaning clear. (W1) • Relies on the sequence of the original text. (W2) • Vocabulary is simple, limited in range or reliant on the original text. (W3) • Some awareness of an appropriate register for audience and purpose. (W4) • Frequent errors of spelling, punctuation and grammar, sometimes serious. (W5) 2 6–9 • Limited style. (W1) • Response is not well sequenced. (W2) • Limited vocabulary or words/phrases copied from the original text. (W3) • Limited awareness of appropriate register for audience and purpose. (W4) • Persistent errors of spelling, punctuation and grammar. (W5) 1 1–5 • Expression unclear. (W1) • Poor sequencing of ideas. (W2) • Very limited vocabulary or copying from the original text. (W3) • Very limited awareness of appropriate register for audience and purpose. (W4) • Persistent errors in spelling, punctuation and grammar impede communication. (W5) 0 0 • No creditable content.

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 7 of 11 Table B, Reading Use the following table to give a mark out of 15 for reading. Level Marks Description 6 13–15 • Successfully evaluates ideas and opinions, both explicit and implicit. (R1, R2, R3) • Assimilates ideas from the text to give a developed, sophisticated response. (R3, R5) 5 10–12 • Some successful evaluation of ideas and opinions, both explicit and implicit. (R1, R2, R3) • A thorough response, supported by a detailed selection of relevant ideas from the text. (R3, R5) 4 7–9 • Begins to evaluate mainly explicit ideas and opinions. (R1, R2, R3) • An appropriate response that includes relevant ideas from the text. (R3, R5) 3 5–6 • Selects and comments on explicit ideas and opinions. (R1, R2, R3) • Makes a general response including a few relevant ideas from the text. (R3, R5) 2 3–4 • Identifies explicit ideas and opinions. (R1, R2, R3) • Makes a limited response with little evidence from the text. (R3, R5) 1 1–2 • Very limited response with minimal relation to the text. (R1, R2, R3, R5) 0 0 • No creditable content.

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 8 of 11 Section B: Composition Questions 2, 3, 4, 5 The question tests the following writing objectives (40 marks) W1 articulate experience and express what is thought, felt and imagined W2 organise and structure ideas and opinions for deliberate effect W3 use a range of vocabulary and sentence structures appropriate to context W4 use register appropriate to context W5 make accurate use of spelling, punctuation and grammar. Question Answer Marks 2 EITHER Write a description with the title, ‘Downhill’. Use Table A to give a mark out of 16 for content and structure, and Table B to give a mark out of 24 for style and accuracy. 40 Question Answer Marks 3 OR Describe what you see, hear and feel in a very crowded street. Use Table A to give a mark out of 16 for content and structure, and Table B to give a mark out of 24 for style and accuracy. 40 Question Answer Marks 4 OR Write a narrative with the title, ‘The Moon’. Use Table A to give a mark out of 16 for content and structure, and Table B to give a mark out of 24 for style and accuracy. 40 Question Answer Marks 5 OR Write a narrative which starts with the words, ‘I was too late …’. Use Table A to give a mark out of 16 for content and structure, and Table B to give a mark out of 24 for style and accuracy. 40

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 9 of 11 Marking criteria for Section B Table A, Composition: Content and structure Level Marks General and specific marking criteria 6 14–16 General • Content is complex, engaging and effective. (W1) • Structure is secure, well balanced and carefully managed for deliberate effect. (W2) Specific – descriptive Many well-defined and developed ideas and images create a convincing overall picture with varieties of focus. Specific – narrative The plot is well-defined and strongly developed with features of fiction writing such as description, characterisation and effective climax, and convincing details. 5 11–13 General • Content is developed, engaging and effective. (W1) • Structure is well managed, with some choices made for deliberate effect. (W2) Specific – descriptive Frequent, well-chosen images and details give a mostly convincing picture. Specific – narrative The plot is defined and developed with features of fiction writing such as description, characterisation, climax and details. 4 8–10 General • Content is relevant with some development. (W1) • Structure is competently managed. (W2) Specific – descriptive A selection of relevant ideas, images and details, even where there is a tendency to write in a narrative style. Specific – narrative The plot is relevant and cohesive, with some features such as characterisation and setting of scene. 3 5–7 General • Content is straightforward and briefly developed. (W1) • Structure is mostly organised but may not always be effective. (W2) Specific – descriptive The task is addressed with a series of relevant but straightforward details, which may be more typical of a narrative. Specific – narrative The plot is straightforward, with limited use of the features of narrative writing.

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 10 of 11 Level Marks General and specific marking criteria 2 3–4 General • Content is simple, and ideas and events may be limited. (W1) • Structure is partially organised but limited in its effect. (W2) Specific – descriptive The recording of some relevant events with limited detail. Specific – narrative The plot is a simple narrative that may consist of events that are only partially linked and/or which are presented with partial clarity. 1 1–2 General • Content is occasionally relevant or clear. (W1) • Structure is limited and ineffective. (W2) Specific – descriptive The description is unclear and lacks detail. Specific – narrative The plot and/or narrative lacks coherence. 0 0 • No creditable content.

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 11 of 11 Table B, Composition: Style and accuracy Level Marks Description 6 21–24 • Precise, well-chosen vocabulary and varied sentence structures, chosen for effect. (W3) • Consistent well-chosen register suitable for the context. (W4) • Spelling, punctuation and grammar almost always accurate. (W5) 5 17–20 • Mostly precise vocabulary and a range of sentence structures mostly used for effect. (W3) • Mostly consistent appropriate register suitable for the context. (W4) • Spelling, punctuation and grammar mostly accurate, with occasional minor errors. (W5) 4 13–16 • Some precise vocabulary and a range of sentence structures sometimes used for effect. (W3) • Some appropriate register for the context. (W4) • Spelling, punctuation and grammar generally accurate, but with some errors. (W5) 3 9–12 • Simple vocabulary and a range of straightforward sentence structures. (W3) • Simple register with a general awareness of the context. (W4) • Frequent errors of spelling, punctuation and grammar, occasionally serious. (W5) 2 5–8 • Limited and/or imprecise vocabulary and sentence structures. (W3) • Limited and/or imprecise register for the context. (W4) • Persistent errors of spelling, punctuation and grammar. (W5) 1 1–4 • Frequently imprecise vocabulary and sentence structures. (W3) • Register demonstrates little or no sense of the context. (W4) • Persistent errors of spelling, punctuation and grammar impair communication. (W5) 0 0 • No creditable content.