Cambridge IGCSE English - Literature (BES) 0427 — 2019 May/June Paper 2 · Variant 1

This document consists of 7 printed pages, 1 blank page and 1 Insert. DC (RCL/GO) 165104/3 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education LITERATURE (ENGLISH) (US) 0427/02 Paper 2 Drama May/June 2019 45 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 one question. All questions in this paper carry equal marks. * 0 9 6 9 5 3 2 3 5 2 *

2 0427/02/M/J/19 © UCLES 2019 WILLIAM SHAKESPEARE: Julius Caesar Remember to support your ideas with details from the text. Either 1 Read this passage, and then answer the question that follows it: Brutus: I should not urge thy duty past thy might; I know young bloods look for a time of rest. Lucius: I have slept, my lord, already. Brutus: It was well done; and thou shalt sleep again; I will not hold thee long. If I do live, I will be good to thee. [Music and a song. LUCIUS falls asleep. This is a sleepy tune. O murd’rous slumber! Layest thou thy leaden mace upon my boy, That plays thee music? Gentle knave, good night. I will not do thee so much wrong to wake thee. If thou dost nod, thou break’st thy instrument; I’ll take it from thee; and, good boy, good night. Let me see, let me see; is not the leaf turn’d down Where I left reading? Here it is, I think. [Sits down. [Enter the GHOST OF CAESAR.] How ill this taper burns! Ha! who comes here? I think it is the weakness of mine eyes That shapes this monstrous apparition. It comes upon me. Art thou any thing? Art thou some god, some angel, or some devil, That mak’st my blood cold and my hair to stare? Speak to me what thou art. Ghost: Thy evil spirit, Brutus. Brutus: Why com’st thou? Ghost: To tell thee thou shalt see me at Philippi. Brutus: Well; then I shall see thee again? Ghost: Ay, at Philippi. Brutus: Why, I will see thee at Philippi, then. [Exit GHOST. Now I have taken heart thou vanishest. Ill spirit, I would hold more talk with thee. Boy! Lucius! Varro! Claudius! Sirs, awake! Claudius! Lucius: The strings, my lord, are false. Brutus: He thinks he still is at his instrument. Lucius, awake! Lucius: My lord! Brutus: Didst thou dream, Lucius, that thou so criedst out? 5 10 15 20 25 30 35 40

3 0427/02/M/J/19 © UCLES 2019 [Turn over Lucius: My lord, I do not know that I did cry. Brutus: Yes, that thou didst. Didst thou see any thing? Lucius: Nothing, my lord. Brutus: Sleep again, Lucius. Sirrah Claudius! [To VARRO]: Fellow thou, awake! Varro: My lord? Claudius: My lord? Brutus: Why did you so cry out, sirs, in your sleep? Both: Did we, my lord? Brutus: Ay. Saw you any thing? Varro: No, my lord, I saw nothing. Claudius: Nor I, my lord. Brutus: Go and commend me to my brother Cassius; Bid him set on his pow’rs betimes before, And we will follow. Varro and Claudius: It shall be done, my lord. [Exeunt. [from Act 4, Scene 3] What striking impressions of Brutus does Shakespeare’s writing create at this moment in the play? Or 2 What vivid impressions of Caesar does Shakespeare create for you? 45 50 55

4 0427/02/M/J/19 © UCLES 2019 TENNESSEE WILLIAMS: Cat on a Hot Tin Roof Remember to support your ideas with details from the text. Either 3 Read this passage, and then answer the question that follows it: Brick: Aw, hell, Big Daddy, forget it. Come on out on the gallery and look at the fireworks they’re shooting off for your birthday … Content removed due to copyright restrictions.

5 0427/02/M/J/19 © UCLES 2019 [Turn over Yes, all liars, all liars, all lying dying liars! [This is said slowly, slowly, with a fierce revulsion. He goes on out.] [from Act 2] How does Williams make this such a dramatic moment in the play? Or 4 Explore the ways in which Williams powerfully portrays Maggie at two moments in the play. Content removed due to copyright restrictions.

6 0427/02/M/J/19 © UCLES 2019 AUGUST WILSON: Fences Remember to support your ideas with details from the text. Either 5 Read this passage, and then answer the question that follows it: Troy: Rose, I done tried all my life to live decent … to live a clean … hard … useful life. I tried to be a good husband to you. In every way I knew how. Maybe I come into the world backwards, I don’t know. But … you born with two strikes on you before you come to the plate. You got to guard it closely … always looking for the curve-ball on the inside corner. You can’t afford to let none get past you. You can’t afford a call strike. If you going down … you going down swinging. Everything lined up against you. What you gonna do. I fooled them, Rose. I bunted. When I found you and Cory and a halfway decent job … I was safe. Couldn’t nothing touch me. I wasn’t gonna strike out no more. I wasn’t going back to the penitentiary. I wasn’t gonna lay in the streets with a bottle of wine. I was safe. I had me a family. A job. I wasn’t gonna get that last strike. I was on first looking for one of them boys to knock me in. To get me home. Rose: You should have stayed in my bed, Troy. Troy: Then when I saw that gal … she firmed up my backbone. And I got to thinking that if I tried … I just might be able to steal second. Do you understand after eighteen years I wanted to steal second. Rose: You should have held me tight. You should have grabbed me and held on. Troy: I stood on first base for eighteen years and I thought … well, goddamn it … go on for it! Rose: We’re not talking about baseball! We’re talking about you going off to lay in bed with another woman … and then bring it home to me. That’s what we’re talking about. We ain’t talking about no baseball. Troy: Rose, you’re not listening to me. I’m trying the best I can to explain it to you. It’s not easy for me to admit that I been standing in the same place for eighteen years. Rose: I been standing with you! I been right here with you, Troy. I got a life too. I gave eighteen years of my life to stand in the same spot with you. Don’t you think I ever wanted other things? Don’t you think I had dreams and hopes? What about my life? What about me? Don’t you think it ever crossed my mind to want to know other men? That I wanted to lay up somewhere and forget about my responsibilities? That I wanted someone to make me laugh so I could feel good? You not the only one who’s got wants and needs. But I held on to you, Troy. I took all my feelings, my wants and needs, my dreams … and I buried them inside you. I planted a seed and watched and prayed over it. I planted myself inside you and waited to bloom. And it didn’t take 5 10 15 20 25 30 35 40 45

7 0427/02/M/J/19 © UCLES 2019 me no eighteen years to find out the soil was hard and rocky and it wasn’t never gonna bloom. But I held on to you, Troy. I held you tighter. You was my husband. I owed you everything I had. Every part of me I could find to give you. And upstairs in that room … with the darkness falling in on me … I gave everything I had to try and erase the doubt that you wasn’t the finest man in the world. And wherever you was going … I wanted to be there with you. Cause you was my husband. Cause that’s the only way I was gonna survive as your wife. You always talking about what you give … and what you don’t have to give. But you take too. You take … and don’t even know nobody’s giving! [ROSE turns to exit into the house; TROY grabs her arm.] Troy: You say I take and don’t give! Rose: Troy! You’re hurting me! Troy: You say I take and don’t give. Rose: Troy … you’re hurting my arm! Let go! Troy: I done give you everything I got. Don’t you tell that lie on me. Rose: Troy! Troy: Don’t you tell that lie on me! [from Act 2, Scene 1] How does Wilson make this such a powerful moment in the play? Or 6 Explore the ways in which Wilson portrays the changing relationship between Troy and Cory throughout the play. 50 55 60 65

8 0427/02/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) (US) 0427/02 Paper 2 Drama 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.

0427/02 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.

0427/02 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 in the three main forms (Drama, Poetry, and Prose), supported by reference to the text; • AO2: understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes; • AO3: recognize 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 to literary texts. 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, and must not be interpreted as hurdle statements. For the purposes of standardisation of marking, they are to be used in conjunction with the Practice and Standardisation scripts discussed during the coordination meeting and with Team Leaders, as well as the question-specific notes. The supplementary notes for each question are related to the assessment objectives above. Because of the nature of the subject, they are for general guidance; they are not designed as prescriptions of required content and must not be treated as such. The syllabus aims at encouraging candidates to make some personal response to their reading. Whilst there are legitimate expectations of the content of most answers, examiners may see responses that include ideas not covered in the supplementary guidance. For these cases, examiners should credit valid responses fairly and not penalise candidates for including valid points outside the mark scheme.

0427/02 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.