Cambridge IGCSE English - First Language (9-1) 0990 — 2024 Oct/Nov Paper 2 · Variant 2

[Turn over This document has 12 pages. Any blank pages are indicated. DC (PQ) 341589 © UCLES 2024 FIRST LANGUAGE ENGLISH 0990/22 Paper 2 Directed Writing and Composition October/November 2024 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. * 7 8 4 0 9 4 1 5 8 9 * Cambridge IGCSE™(9–1) ,










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2 0990/22/O/N/24 © UCLES 2024 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 Write an article for a teenage magazine with the title, ‘What’s the point of learning to cook?’ In your article you should: • evaluate the ideas, attitudes and opinions given in both texts • give your views on whether or not young people need to cook and want to cook. Base your article 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. … … … … … … … … … … … … … … … … … … * 0000800000002 * ,










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6 0990/22/O/N/24 © UCLES 2024 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 Describe a busy road before and after it rains. OR Descriptive writing 3 Describe moving something heavy. OR Narrative writing 4 Write a story including the words ‘… I saw the light …’. OR Narrative writing 5 Write a story with the title, ‘The island’. * 0000800000006 * ,










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10 0990/22/O/N/24 © UCLES 2024 Additional page If you use the following page to complete the answer to any question, the question number must be clearly shown. … … … … … … … … … … … … … … … … … … … … … … … … … … * 0000800000010 * ,










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12 0990/22/O/N/24 © UCLES 2024 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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE * 0000800000012 * ,









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This document consists of 13 printed pages. © Cambridge University Press & Assessment 2024 [Turn over Cambridge IGCSE™ (9–1) FIRST LANGUAGE ENGLISH 0990/22 Paper 2 Directed Writing and Composition October/November 2024 MARK SCHEME Maximum Mark: 80 Published 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2024 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 2 of 13 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 descriptions 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 October/November 2024 © Cambridge University Press & Assessment 2024 Page 3 of 13 English & Media subject specific general marking principles (To be read in conjunction with the Generic Marking Principles (and requiring further guidance on how to place marks within levels)) Components using level descriptors: • We use level descriptors as a guide to broad understanding of the qualities normally expected of, or typical of, work in a level. • Level descriptors are a means of general guidance and should not be interpreted as hurdle statements. • Where indicative content notes are supplied for a question, these are not a prescription of required content and must not be treated as such. Alternative correct points and unexpected answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills demonstrated. • While we may have legitimate expectations as to the ground most answers may occupy, we must at all times be prepared to meet candidates on their chosen ground, provided it is relevant ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark scheme requirements for the question). Components using point-based marking: Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer shows confusion. From this it follows that we: a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark scheme requires a specific term). b DO credit alternative answers/examples which are not written in the mark scheme if they are correct. c DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons…). d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. Check for evidence it is understood and not used incorrectly. e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities. f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e. polluted/not polluted). g DO NOT require spellings to be correct unless this is part of the test. However, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion).

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 4 of 13 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 October/November 2024 © Cambridge University Press & Assessment 2024 Page 5 of 13 Question Answer Marks 1 Write an article for a teenage magazine with the title, ‘What’s the point of learning to cook?’ In your article you should: • evaluate the ideas, attitudes and opinions given in both texts • give your views on whether or not young people need to cook and want to cook. Base your article 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. Responses might use the following ideas: Text A: Have our attitudes to cooking changed? • fewer people know how to cook • teenagers eat instant noodles and takeaways • some people had cooking lessons at school • can get it wrong when learning how to cook/microwaving isn’t real cooking • you need to practise / read books to get good at cooking • some parents teach / encourage children to cook • teenagers spend a lot of time online • some people do cook regularly • cooking for yourself is cheaper than not cooking Text B: Cooking for family and friends • some people can make delicious food • motivation to cook is inconsistent in some people • homecooked food can be healthy/healthier • preparing meals involves hard work • food delivery apps allow you to order food ready to eat • too tired in the week to cook • meal-kit services can help some people • family members don’t always like the same meal • can enjoy eating without enjoying cooking 40

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 6 of 13 Question Answer Marks 1 Possible implications and evaluation of ideas: Text A • cooking can become a lucrative career • people have a rosy view of cooking habits and skills in the past • can be expensive waste of ingredients when learning to cook • young people can now learn to cook online, so learning to cook connects with their lives • can promote self-reliance / adult transition Text B: • only people with time cook/time can be freed up to do more important things • unrealistic expectations of parents • cooking helps to bond families and friends / shows you care • cooking can boost confidence/not cooking can make you feel inadequate • food can help you explore other cultures / preserve your own • not everyone likes the same food so individual take-outs can better suit people • more food waste if you cook • nothing wrong with cooking as a hobby / can inspire creativity 40

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 7 of 13 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 October/November 2024 © Cambridge University Press & Assessment 2024 Page 8 of 13 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 October/November 2024 © Cambridge University Press & Assessment 2024 Page 9 of 13 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 Describe a busy road before and after it rains. 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 moving something heavy. 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 story including the words ‘… I saw the light …’. 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 story with the title, ‘The island’. 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 October/November 2024 © Cambridge University Press & Assessment 2024 Page 10 of 13 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.

0990/22 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 11 of 13 Level Marks General and specific marking criteria 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 October/November 2024 © Cambridge University Press & Assessment 2024 Page 12 of 13 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 October/November 2024 © Cambridge University Press & Assessment 2024 Page 13 of 13 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.