Cambridge IGCSE English - Literature 0486 — 2019 May/June Paper 4 · Variant 1

This document consists of 5 printed pages, 3 blank pages and 1 Insert. DC (RCL (GO)) 165184/2 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education * 3 3 0 6 4 5 6 4 5 2 * LITERATURE (ENGLISH) 0486/41 Paper 4 Unseen May/June 2019 1 hour 15 minutes No Additional Materials are required. READ THESE INSTRUCTIONS FIRST An answer booklet is provided inside this question paper. You should follow the instructions on the front cover of the answer booklet. If you need additional answer paper ask the invigilator for a continuation booklet. Answer either Question 1 or Question 2. You are advised to spend about 20 minutes reading the question paper and planning your answer. Both questions in this paper carry equal marks.

2 0486/41/M/J/19 © UCLES 2019 Answer either Question 1 or Question 2. EITHER 1 Read carefully the poem on the opposite page. The poet has difficulty sleeping (insomnia). She describes both her insomnia and a good night’s sleep. How does the poet memorably convey her experiences to you? To help you answer this question, you might consider: • how the poet describes her insomnia • how she describes the experience of sleep • what you find striking about the way the poem ends.

3 0486/41/M/J/19 © UCLES 2019 [Turn over One Night Comes Like a Blessing Like a cruel lover or spiteful mistress No-Sleep demands my restless attentiveness. No-Sleep prefers me stripped – a dark projectionist winding and unwinding the reel of my thoughts. An old grained movie I can’t switch off – a starring of loves and loss, TV footage, soft tears, mortifications1, smothered laughs. Then, one night comes like a blessing. A visitation of wings that sees me falling. Whoever wants me now, I am swimming towards my House of Dreams. Let no one disturb this peace. Let no one shake me even from the branches of nightmares. Come morning I am reborn again – a fresh-faced Eve – emerging from the rib’s2 shadow – ready to meet the daily pandemonium3 of living. 1 mortifications: embarrassments 2 Eve … rib’s: In the Bible, Eve is the first woman, created from the rib of the first man 3 pandemonium: wild and noisy disorder or confusion

4 0486/41/M/J/19 © UCLES 2019 OR 2 Read carefully the extract opposite. Eilis is a young Irish girl who has recently moved to the USA. She has received letters from her mother, her sister Rose and her brother Jack, who remain at home in Ireland. How does the writer vividly convey Eilis’s growing sense of homesickness? To help you answer this question, you might consider: • how the writer describes her reactions to the letters from home • how he portrays her increasing unhappiness • how he contrasts her feelings about home and where she lives now.

5 0486/41/M/J/19 © UCLES 2019 The letters told Eilis little; there was hardly anything personal in them and nothing that sounded like anyone’s own voice. Nonetheless, as she read them over and over, she forgot for a moment where she was and she could picture her mother in the kitchen taking her Basildon Bond1 notepad and her envelopes and setting out to write a proper letter with nothing crossed out. Rose, she thought, might have gone into the dining room to write on paper she had taken home from work, using a longer, more elegant white envelope than her mother had. Eilis imagined that Rose when she was finished might have left hers on the hall table, and her mother would have gone with both letters in the morning to the post office, having to get special stamps for America. She could not imagine where Jack had written his letter, which was briefer than the other two, almost shy in its tone, as though he did not want to put too much in writing. She lay on the bed with the letters beside her. For the past few weeks, she realized, she had not really thought of home. The town had come to her in flashing pictures, such as the one that had come during the afternoon of the sale, and she had thought of course of her mother and Rose, but her own life in Enniscorthy2, the life she had lost and would never have again, she had kept out of her mind. Every day she had come back to this small room in this house full of sounds and gone over everything new that had happened. Now, all that seemed like nothing compared to the picture she had of home, of her own room, the house in Friary Street, the food she had eaten there, the clothes she wore, how quiet everything was. All this came to her like a terrible weight and she felt for a second that she was going to cry. It was as though an ache in her chest was trying to force tears down her cheeks despite her enormous effort to keep them back. She did not give in to whatever it was. She kept thinking, attempting to work out what was causing this new feeling that was like despondency, that was like how she felt when her father died and she watched them closing the coffin, the feeling that he would never see the world again and she would never be able to talk to him again. She was nobody here. It was not just that she had no friends and family; it was rather that she was a ghost in this room, in the streets on the way to work, on the shop floor. Nothing meant anything. The rooms in the house on Friary Street belonged to her, she thought; when she moved in them she was really there. In the town, if she walked to the shop or to the Vocational School, the air, the light, the ground, it was all solid and part of her, even if she met no one familiar. Nothing here was part of her. It was false, empty, she thought. She closed her eyes and tried to think, as she had done so many times in her life, of something she was looking forward to, but there was nothing. Not the slightest thing. Not even Sunday. Nothing maybe except sleep, and she was not even certain she was looking forward to sleep. In any case, she could not sleep yet, since it was not yet nine o’clock. There was nothing she could do. It was as though she had been locked away. 1 Basildon Bond: brand of stationery 2 Enniscorthy: Eilis’s home town in Ireland

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8 0486/41/M/J/19 © UCLES 2019 BLANK PAGE 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.

This document consists of 4 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education LITERATURE (ENGLISH) 0486/41 Paper 4 Unseen 41 May/June 2019 MARK SCHEME Maximum Mark: 25 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 May/June 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

0486/41 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 2 of 4 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.

0486/41 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 3 of 4 All questions are marked out of 25. Assessment Objectives The Assessment Objectives are evenly weighted across each question. The assessment objectives for the paper are: AO1 show detailed knowledge of the content of literary texts, supported by reference to the text AO2 understand the meanings of literary texts and their contexts, and explore texts beyond surface meaning to show deeper awareness of ideas and attitudes AO3 recognise and appreciate ways in which writers use language, structure, and form to create and shape meanings and effects AO4 communicate a sensitive and informed personal response The Band Descriptors cover marks from 0 to 25, and apply to the marking of each question. They guide examiners to an understanding of the qualities normally expected of, or typical of, work in a band. They are a means of general guidance.

0486/41 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 4 of 4 BAND DESCRIPTOR TABLE Band 8 25 24 23 • demonstrates knowledge by incorporating well-selected reference to the text skilfully and with flair (AO1) • sustains a critical understanding of the text showing individuality and insight (AO2) • responds sensitively and in considerable detail to the way the writer achieves her/his effects (AO3) • sustains personal and evaluative engagement with task and text (AO4) Band 7 22 21 20 • demonstrates knowledge by integrating much well-selected reference to the text (AO1) • shows a clear critical understanding of the text (AO2) • responds sensitively and in detail to the way the writer achieves her/his effects (AO3) • sustains a perceptive, convincing and relevant personal response (AO4) Band 6 19 18 17 • demonstrates knowledge by supporting with careful and relevant reference to the text (AO1) • shows a clear understanding of the text and some of its deeper implications (AO2) • makes a developed response to the way the writer achieves her/his effects (AO3) • makes a well-developed, detailed and relevant personal response (AO4) Band 5 16 15 14 • demonstrates knowledge by showing some thoroughness in the use of supporting evidence from the text (AO1) • shows understanding of the text and some of its deeper implications (AO2) • makes some response to the way the writer uses language (AO3) • makes a reasonably developed relevant personal response (AO4) Band 4 13 12 11 • demonstrates knowledge by using some supporting textual detail (AO1) • shows some understanding of meaning (AO2) • makes a little reference to the language of the text (AO3) • begins to develop a relevant personal response (AO4) Band 3 10 9 8 • demonstrates knowledge by making a little supporting reference to the text (AO1) • makes some relevant comments (AO2) • shows a basic understanding of surface meaning of the text and language (AO3) • attempts to communicate a basic personal response (AO4) Band 2 7 6 5 • demonstrates knowledge by making a little reference to the text (AO1) • makes a few straightforward comments (AO2) • shows a few signs of understanding the surface meaning of the text and language (AO3) • some evidence of simple personal response (AO4) Band 1 4 3 2 1 • demonstrates knowledge by limited textual reference (AO1) • shows some limited understanding of simple/literal meaning (AO2) • a little awareness of surface meaning of text and language (AO3) • limited attempt to respond (AO4) Band 0 0 No answer / Insufficient to meet the criteria for Band 1.