Cambridge IGCSE English - Second Language (count-in oral) 0511 — 2018 Oct/Nov Paper 1 · Variant 3

This document consists of 13 printed pages and 3 blank pages. DC (NH/FC) 171754 © UCLES 2018 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 4 2 2 3 9 6 6 7 1 3 * ENGLISH AS A SECOND LANGUAGE 0511/13 Paper 1 Reading and Writing (Core) October/November 2018 1 hour 30 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Dictionaries are not allowed. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

2 0511/13/O/N/18 © UCLES 2018 Exercise 1 Read the leaflet about a student film festival, and then answer the following questions. Get ready for the film festival! Yes, it’s almost that time of year again. Time to sit back and enjoy a whole range of films from all over the world – plus some that have been made right here, by students at this college! We’ve been running the film festival for five years now, and it’s got bigger and better each year. We’re anticipating even more interest in this year’s festival, so we’re moving to a larger venue – the Downing Room isn’t big enough anymore. You’ll find us in North Hall instead, which means up to 100 people can attend each event. What’s on? The full programme will be available on the college website next month, but in the meantime, here is some information to get you interested. On the opening night, we’ll be showing a beautiful film called Moonlight. The story takes place in the middle of the Atlantic Ocean, and it’s about an attempt to row across it, from Portugal to the Caribbean. You’d never guess that the entire film was shot on a lake in northern England, as the scenery looks so realistic. There’s some great acting by Ed Turner, and the leading role is played brilliantly by Adam Bateley. This is Cath Streetman’s very first film as a director. Another film which is likely to be popular is Steel Bullet. From the title, you might imagine it’s about a murder, though in fact it features a wedding. It’s all in Swedish, but don’t worry, there are subtitles! Short film competition One of the most exciting aspects of the festival is the short films made by you! If you are considering entering the annual competition, act quickly, as we need to receive your completed work no later than December 5th. And don’t forget the application forms must be sent in by November 23rd, including the title and the names of all students involved. Later, when you submit your film on DVD, please include a brief summary of the film in the same package. We have a panel of judges to select the best short films. Two lucky groups will each get a £200 gift voucher, but the overall winner gets a place on a one-week film-making course next year. Special events at the festival We’re planning several events too. Last year, one of the most popular was the talk by a sound engineer and this year, we’re excited to announce that the main presentation will be given by a costume designer. Plus, we’re organising a training session for up to 12 people one morning, which will focus on screenwriting skills, and we’re hoping to run some hour-long sessions on animation and sound effects. Find out more in next month’s update!

3 0511/13/O/N/18 © UCLES 2018 [Turn over (a) Where will the college film festival take place? …[1] (b) Who is the main actor in the film Moonlight? …[1] (c) What is the film Steel Bullet about? …[1] (d) When is the deadline for sending in a short film? …[1] (e) What must students send in with their short film? …[1] (f) What is the first prize for the short film competition? …[1] (g) What can you learn in the half-day class? …[1] [Total: 7]

4 0511/13/O/N/18 © UCLES 2018 Exercise 2 Read the article about the architect Zaha Hadid, and then answer the following questions. Zaha Hadid (1950–2016) Zaha Hadid was an award-winning architect. She was born in Baghdad in 1950, and went to an English boarding school. She gained a degree in maths at the American University of Beirut, and then studied architecture in London. She died in 2016. She began her career in London in the early 1980s, where she opened her own office in a small room in what used to be a school. At that time, the idea that she would become one of the world’s most successful architects might not have seemed likely because Hadid was not actually building anything. Instead, she was working long hours, often through the night, producing drawings. To many, her drawings seemed like fantasies, rather than anything that could be identified as buildings. But Hadid was exploring new ways to imagine how space could be used. She was inspired by the Russian artist Kazimir Malevich, whose work Hadid had discovered when she was still a student. The most famous of Hadid’s drawings were made for the competition she won in 1983 to design a resort complex in Hong Kong known as The Peak. Some people felt that her design would be impossible to build, but a well-known engineer who had worked on the Pompidou Centre in Paris disagreed. In the end, it was never constructed because the client ran out of money. Critics have pointed out that many of her early designs were not built, but in fact this happens to most architects. The best example of her work from the 1980s drawings was the cultural complex that was built in Baku, Azerbaijan, 30 years later. Many visitors say its shape resembles an iceberg, and the building is noted for the flowing, curved lines and lack of any sharp angles. However, her very first building is not so well known. She was commissioned by the owner of a German furniture company to design a small building to put the company’s fire engine in. When the building was later converted to be used for part of the company’s museum, some journalists incorrectly claimed that this was because her design was not practical for its original purpose. Over time, Hadid expanded from her one-room office to run a modern architecture company with more than 400 staff. Despite being equipped with ranks of computers and sophisticated design software, Hadid herself worked with a pen, ruler and T-squares, as she had been trained. She built an extraordinary range of buildings in cities around the world, including a university library, a car factory and an opera house (in Oxford, Leipzig and Guangzhou, respectively). She also designed a skyscraper complex in Beijing, with three towers ranging from 118 to 200 metres in height. Hadid was much more interested in shape and use of space than height – there are many buildings designed by other architects which are much taller. Building (A–Z) Location Height (metres) Number of floors Year built Abraj Al-Bait Clock Tower Mecca (Saudi Arabia) 601 120 2012 Burj Khalifa Dubai (UAE) 830 163 2010 Lotte World Tower Seoul (South Korea) 555 123 2016 One World Trade Center New York City (USA) 541 104 2014 Ping An Finance Centre Shenzhen (China) 599 115 2016 Shanghai Tower Shanghai (China) 632 128 2015 Although some people claimed that her work was too controversial, Hadid actually managed to make architecture that was genuinely popular. When the Design Museum in the UK put on a show of Hadid’s work in 2007, it was the most successful architecture show the museum had ever run. However, it was the Olympic Aquatics Centre which really brought her to the attention of the public in the UK.

5 0511/13/O/N/18 © UCLES 2018 [Turn over (a) Where did Zaha Hadid get her first degree? …[1] (b) What was the original purpose of the building where she started her own business? …[1] (c) Who did she get the ideas for her early drawings from? …[1] (d) What was the name of the building which won a design competition in 1983, and why was it not built? Give two details. … …[2] (e) What do people think the cultural complex in Baku looks like? …[1] (f) What was originally kept in the first building she designed and had built? …[1] (g) What equipment did she prefer to use when preparing a design? Give two details. …[1] (h) Which city did she design and build a car factory for? …[1] (i) According to the chart, what is the tallest building in the world, and when was it built? …[1] (j) Which of her buildings is she best known for in the UK? …[1] [Total: 11]

6 0511/13/O/N/18 © UCLES 2018 Exercise 3 Every year, a craft fair takes place in Redwick village hall. Daniela Gale and her friend Jessica Watts were walking past the hall last month, and saw a notice advertising the event. They read that the fair is a good place for selling home-made food, clothes, paintings and jewellery. Daniela, who is 18, enjoys being creative. She has been making necklaces and bracelets for several years, so Jessica suggested she should rent a stall at the fair to sell them. There was a contact number on the notice – 0972 563914. However, the hall was open, so they went inside to find out more, and Daniela asked the organisers to send her a booking form. She gave them her mobile phone number, 0789 325779, and both her email addresses – busybee@home.co.uk and dgale@newportcollege.uk – but the organisers suggested she should use her personal address rather than her college address for the booking. Daniela went home, to 37 The Beeches, Newport NP19 6AJ, and told her parents about the fair. They agreed it would be a good opportunity for her, and offered to write a cheque to pay for renting a stall. Daniela thought it would be easier to use her own credit card, as it is in her name, so her parents gave her some cash to buy materials instead. They also discussed what size of stall to book. She didn’t think she would have enough items to fill a large stall, so she requested a medium one, as her parents thought a small one might look too crowded. Daniela’s father suggested calling the stall Daniela’s Dreams, but she decided Beach Designs was a better name. After all, she uses shells that she collects from local beaches to make necklaces. She also uses glass beads to make bracelets. With these, she enjoys making things you can’t find in shops. The fair takes place from Thursday 6 to Sunday 9 December. Daniela is at college on the Thursday and Friday, but would like a stall for the next two days. Her father said she could borrow the family car to drive there each day, but Daniela is worried about parking so he will drive her there and pick her up each day instead. Imagine you are Daniela. Fill in the form, using the information above.

7 0511/13/O/N/18 © UCLES 2018 [Turn over [Total: 14] Redwick Craft Fair Booking Form Section A: Personal details Full name: … Home address: … Email address: … Phone number: … Section B: Stall details What type of product do you want to sell? (tick one box) clothes food jewellery art Which day(s) would you like to rent a stall? … Name of your stall: … Size of stall you require: … Do you need parking? (please delete) YES / NO How would you like to pay? (please circle) cash / credit card / cheque Section C In the space below, write one sentence describing what you make, and one sentence saying why you like making this product.

8 0511/13/O/N/18 © UCLES 2018 Exercise 4 Read the article about a museum which is being expanded and improved, and then complete the following notes. The Museum of Science and Technology At the end of February this year, the popular Museum of Science and Technology in the city centre closed its doors for an ambitious ten-month redevelopment project. The exciting news is that the project is due to be completed on schedule, with the museum re-opening in the first week of December. So, what can the public look forward to when the museum opens its doors again? First of all, there is double the amount of gallery space. According to the museum director, Hans Trippman, this is the most exciting aspect of the redevelopment, and it is the most noticeable one too. New heating and lighting systems have been installed at the same time. Visitors who take the opportunity of attending the late-night sessions, which have always been popular, will appreciate this the most. Another important difference concerns the way that the museum displays are organised. These have been rearranged by theme, rather than by date. In order to help the public explore this new layout, the museum has announced that it is introducing a series of free guided tours on weekday lunchtimes, for the first month at least. Up to twenty people can join each tour, on a first-come-first- served basis. And as this is a science and technology museum, some interactive displays have been added. Hans Trippman says, “All of the museum staff are really looking forward to seeing how our younger visitors in particular will respond to these!” The museum, which has always been a favourite with groups of school children, now benefits from the addition of an education room, with information and a range of activities inside. Teachers will be able to take groups of students into this room for classes or demonstrations. In the first week after opening, there will be a competition to design a poster advertising the museum, which Hans Trippman hopes will be popular with school groups. Visitors will also see that the shop has been moved next to the café. The shop will continue to sell a wide range of postcards, books, T-shirts and various other gifts. For the first 100 lucky visitors who come to the museum after the re-opening, the museum is giving away a free cloth bag and pen. These both have the attractive museum logo on them – that is one thing which is not changing. When asked about the cost of the redevelopment, Hans Trippman explained that the majority of the money for this project came from government funding, but that the museum received some significant donations from the public too. “We are not increasing the ticket prices,” he stated. “There will be an official opening ceremony on 12 December, which local councillors as well as those who have made donations to the museum have been invited to.” He added that there is also a chance for members of the public to attend – the museum is offering a number of free tickets for the opening ceremony – and details can be found on the museum website.

9 0511/13/O/N/18 © UCLES 2018 [Turn over You are going to give a talk to your class about the Museum of Science and Technology. Prepare some notes to use as the basis for your talk. Make short notes under each heading. How the museum building and contents have changed: • … • … • … • … What the museum is doing to celebrate the re-opening: • … • … • … [Total: 7] Exercise 5 Imagine that you have given your talk to your class. Now your teacher has asked you to follow this up with a summary for the school website. Look at your notes in Exercise 4. Using the ideas in your notes, write a summary about the Museum of Science and Technology. Your summary should be about 70 words long (and no more than 80 words long). You should use your own words as far as possible. … … … … … … … … [Total: 5]

10 0511/13/O/N/18 © UCLES 2018 Exercise 6 Last month, you and your family went on a day trip to a place in the countryside. Write an email to your friend about the trip. In your email, you should: • explain why you went to this place • describe what you did on the day • offer to take your friend there next time The pictures above may give you some ideas, and you should try to use some ideas of your own. Your email should be between 100 and 150 words long. You will receive up to 7 marks for the content of your email, and up to 6 marks for the style and accuracy of your language.

11 0511/13/O/N/18 © UCLES 2018 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 13]

12 0511/13/O/N/18 © UCLES 2018 Exercise 7 In your English class, you have had a discussion about fast food. Here are some comments from your friends: I think fast food is delicious! I don’t think fast food is good for you – it’s not ‘real’ food. I’d much rather eat fresh, local food – that tastes best. Fast food is great – I don’t have to cook! Write an article for your teacher, giving your views. The comments above may give you some ideas, and you should try to use some ideas of your own. Your article should be between 100 and 150 words long. You will receive up to 7 marks for the content of your article, and up to 6 marks for the style and accuracy of your language.

13 0511/13/O/N/18 © UCLES 2018 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 13]

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16 0511/13/O/N/18 © UCLES 2018 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

This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. This document consists of 10 printed pages. © UCLES 2018 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0511/13 Paper 1 Reading and Writing (Core) October/November 2018 MARK SCHEME Maximum Mark: 70 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 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 2 of 10 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.

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 3 of 10 IGCSE English as a Second Language Core tier Reading/Writing (Paper 1) This component forms part of the Core tier assessment of IGCSE English as a Second Language and tests the following Assessment Objectives: AO1: Reading R1 identify and retrieve facts and details R2 understand and select relevant information R3 recognise, understand ideas, opinions and attitudes and the connections between the related ideas R4 understand what is implied but not actually written, e.g. gist, relationships, writer’s purpose/intention, writer’s feelings, situation or place AO2: Writing W1 communicate clearly, accurately and appropriately W2 convey information and express opinions effectively W3 employ and control a variety of grammatical structures W4 demonstrate knowledge and understanding of a range of appropriate vocabulary W5 observe conventions of paragraphing, punctuation and spelling W6 employ appropriate register/style Overview of exercises on Paper 1 Reading objectives tested Marks for reading objectives Writing objectives tested Marks for writing objectives Total available marks Exercise 1 Reading (1) R1 R2 7 – 7 Exercise 2 Reading (2) R1 R2 R4 11 – 11 Exercise 3 Information transfer R1, R2 10 W1, W5 4 14 Exercise 4 Note- making R1, R2, R3 7 – 7 Exercise 5 Summary – W1, W2, W3, W4, W5 5 5 Exercise 6 Writing (1) – W1, W2, W3, W4, W5, W6 13 13 Exercise 7 Writing (2) – W1, W2, W3, W4, W5, W6 13 13 70

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 4 of 10 Question Answer Marks 1(a) (in) North Hall 1 1(b) Adam Bateley 1 1(c) a wedding 1 1(d) December 5(th) 1 1(e) (a brief) summary (of the film) 1 1(f) (a place on a) (one-week) film-making course 1 1(g) screenwriting (skills) 1 Question Answer Marks 2(a) (the American University of) Beirut 1 2(b) (it used to be) a school 1 2(c) a Russian artist / Kazimir Malevich 1 2(d) The Peak the client ran out of money ONE MARK FOR EACH CORRECT DETAIL 2 2(e) (an) iceberg 1 2(f) (the company’s / a) fire engine 1 2(g) a pen / ruler / T-squares ANY TWO FROM THREE FOR 1 MARK 1 2(h) Leipzig 1 2(i) Burj Khalifa (Dubai) AND 2010 BOTH DETAILS REQUIRED FOR ONE MARK 1 2(j) (the) Olympic Aquatics Centre 1

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 5 of 10 Question Answer Marks 3 Section A: Personal details Full name: Daniela Gale 1 Home Address: 37 The Beeches Newport NP19 6AJ 1 Email address: busybee@home.co.uk 1 Phone number: 0789 325779 1 Section B: Stall details What type of product do you want to sell? TICK jewellery 1 Which days would you like to rent a stall? Saturday AND Sunday / 8 AND 9 (December) (BOTH REQUIRED) 1 Name of your stall: Beach Designs 1 Size of stall you require: (a) medium (stall/one) 1 Do you need parking? (please delete) DELETE Yes 1 How would you like to pay? CIRCLE credit card 1 Total for Sections A and B 10 Section C Sample sentence 1: I have been making necklace and bracelets for several years. I use shells that I collect from local beaches to make necklaces. I use glass beads to make bracelets. Max 2 Sample sentence 2: I enjoy being creative. I enjoy making things you can’t find in shops. Max 2 Total for Section C 4

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 6 of 10 Question Answer Marks 3 For each sentence, award up to 2 marks as follows: 2 marks: proper sentence construction; correct spelling, punctuation and grammar; gives the information asked for 1 mark: proper sentence construction; 1–3 errors of punctuation / spelling / grammar (without obscuring meaning); gives the information asked for 0 marks: more than 3 errors of punctuation / spelling / grammar; and/or does not give the information asked for; and/or not a proper sentence; and/or meaning obscure Absence of a full stop at the end should be considered as 1 punctuation error. Absence of an upper case letter at the beginning should be considered as 1 punctuation error. Omission of a word in a sentence should be considered as 1 grammar error.

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 7 of 10 Question Answer Marks 4 How the museum building and contents have changed 1 double the amount of gallery space 2 new heating (systems have been installed) 3 new lighting (systems have been installed) 4 the way the museum displays are organised / the displays have been rearranged (by theme rather than by date) 5 interactive displays have been added 6 addition of an education room / information inside the education room / a range of activities inside the education room 7 the shop has been moved next to the café Max 4 What the museum is doing to celebrate the re-opening: 1 (introducing a series of) free guided tours (on weekday lunchtimes/for the first month) 2 a competition to design a poster / a competition to design an advertisement 3 (giving away a) free cloth bag / (giving away a) free pen / gifts (for the first 100 visitors) 4 (official opening) ceremony (on 12 December) 5 (offering a number of) free tickets for the (opening) ceremony Max 3 Language: (up to 5 marks) 0 marks: no understanding of the task / no relevant content / meaning completely obscure due to serious language inaccuracies 1 mark: copying without discrimination from text / multiple language inaccuracies 2 marks: heavy reliance on language from the text with no attempt to organise and sequence points cohesively / limited language expression making meaning at times unclear 3 marks: some reliance on language from the text, but with an attempt to organise and sequence points cohesively / language satisfactory, but with some inaccuracies 4 marks: good attempt to use own words and to organise and sequence points cohesively / generally good control of language 5 marks: good, concise summary style / very good attempt to use own words and to organise and sequence points cohesively

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 8 of 10 Question Answer Marks 6 Email 13 Question Answer Marks 7 Extended writing 13 The following general instructions, and table of marking criteria, apply to both exercises. • Award the answer a mark for content (C) [out of 7] and a mark for language (L) [out of 6] in accordance with the General Criteria table that follows. • Content covers relevance (i.e. whether the piece fulfils the task and the awareness of purpose/audience/register) and the development of ideas (i.e. the detail/explanation provided and how enjoyable it is to read). • Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and use of paragraphs). • When deciding on a mark for content or language, first of all decide which mark band is most appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils all the requirements of the band but doesn’t quite make it into the band above. • When deciding on a mark for content, look at both relevance and development of ideas. First ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If it does, it will be in at least the 4–5 mark band. • When deciding on a mark for language, look at both the style and the accuracy of the language. A useful starting point would be first to determine whether errors intrude. If they do not, it will be in at least the 4–5 mark band. • The use of paragraphs should not be the primary basis of deciding which mark band the work is in. Look first at the language used and once you have decided on the appropriate mark band, you can use the paragraphing as a factor in helping you to decide whether the work warrants the upper or lower mark in the mark band. • If the essay is considerably shorter than the stated word length, i.e. below 70 words, it should be put in mark band 2–3 for content or lower for not fulfilling the task. The language mark is likely to be affected and is unlikely to be more than one band higher than the content mark. • If the essay is totally irrelevant and has nothing to do with the question asked, it should be given 0 marks for Content and Language, even if it is enjoyable to read and fluent. • If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for language is available.

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 9 of 10 GENERAL CRITERIA FOR MARKING EXERCISES 6 AND 7 (Core Tier) Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 6–7 Effective: Relevance: Fulfils the task, with appropriate register and a good sense of purpose and audience. Award 7 marks. Fulfils the task, with appropriate register and some sense of purpose and audience. Award 6 marks. Development of ideas: Ideas are developed at appropriate length. Engages reader’s interest. 6 Competent: Style: Sentences show some style and ambitious language. However, there may be some awkwardness making reading less enjoyable. Award 6 marks. Accuracy: Generally accurate with frustrating errors. Appropriate use of paragraphing. Award 6 marks. 4–5 Largely relevant: Relevance: Fulfils the task. A satisfactory attempt has been made to address the topic, but there may be digressions. Award 5 marks. Does not quite fulfil the task although there are some positive qualities. There may be digressions. Award 4 marks. Development of ideas: Material is satisfactorily developed at appropriate length. 4–5 Satisfactory: Style: Mainly simple structures and vocabulary but sometimes attempting a wider range of language. Award 5 marks. Mainly simple structures and vocabulary. Award 4 marks. Accuracy: Meaning is clear and of a safe standard. Grammatical errors occur when attempting more ambitious language. Paragraphs are used, showing some coherence. Award 5 marks. Meaning is generally clear. Simple structures are usually sound. Errors do not interfere with communication. Paragraphs are used but without coherence or unity. Award 4 marks.

0511/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2018 © UCLES 2018 Page 10 of 10 Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 2–3 Partly relevant: Relevance: Partly relevant and some engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 3 marks. Partly relevant and limited engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 2 marks. Development of ideas: Supplies some detail but the effect is incomplete and repetitive. 2–3 Errors intrude: Style: Simple structures and vocabulary. Accuracy: Meaning is sometimes in doubt. Frequent errors do not seriously impair communication. Award 3 marks. Meaning is often in doubt. Frequent, distracting errors which slow down reading. Award 2 marks. 0–1 Little relevance: Very limited engagement with task, but this is mostly hidden by density of error. Award 1 mark. No engagement with the task or any engagement with task is completely hidden by density of error. Award 0 marks. If essay is completely irrelevant, no mark can be given for language. 0–1 Hard to understand: Multiple types of error in grammar / spelling / word usage / punctuation throughout, which mostly make it difficult to understand. Occasionally, sense can be deciphered. Award 1 mark. Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of English writing. Award 0 marks.