Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2006 May/June Paper 2 · Variant 1

Centre Number Candidate Number Name UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0510/02 Paper 2 Reading and Writing (Extended) May/June 2006 2 hours 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. 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. For Examiner’s Use Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6 Exercise 7 Total This document consists of 15 printed pages and 1 blank page. IB06 06_0510_02/4RP  UCLES 2006 [Turn over www.XtremePapers.com

2 © UCLES 2006 0510/02/M/J/06 Exercise 1 Read the following advertisement about wild animal parks, and then answer the questions on the opposite page. Mid-Term break at the Port Lymper and West Coast Holiday Parks February 9 to February 17 FREE GIFT Port Lymper and West Coast Holiday Parks are situated in Australia’s open bush country and easily accessible by car. You can travel around Port Lymper and West Coast Holiday Parks and see the world’s rarest and most endangered animals. These range from pandas and marmosets to alligators and bats. It’s the only place in this part of the world where all these creatures can be seen together. Two wildlife parks, two great days out. Take advantage of our half-price winter promotion during the Mid-Term break where you can visit both parks for the price it would normally cost to visit one. Adults $4.90 per park. Children and Senior Citizens $3.90 per park. Between Saturday February 9 and Sunday February 17 every full-paying child that visits either Port Lymper or West Coast Holiday Parks with a voucher will receive a reminder of the endangered species. Choose from either a tiger, gorilla or elephant. You collect your new furry friend on entrance to the Parks with your voucher, usual retail price $2.99. At Port Lymper and West Coast Holiday Parks we have arranged a safari treasure hunt, providing fun, education and a prize for everyone. Each day there will be a talk from one of our keepers telling you about the animals they look after. FURTHER DETAILS: Park opening times: 10am daily, last admission 3pm. Closed Mondays and National Holidays. Gift Shop and Cafe: open from 10.30 to 3.30 daily. Education packs and talks available to schools and colleges, contact: www.westcoastholparks.net Information: www.portlymper.com or call 09068 800605 With every full-paying child aged between 4 – 14 years. You must bring your original voucher. No photocopies accepted.

3 © UCLES 2006 0510/02/M/J/06 [Turn over For Examiner's Use (a) What kind of parks are Port Lymper and West Coast Holiday Parks? [1] (b) How much do the furry friends usually cost? [1] (c) What do the keepers offer on the programme daily? [1] (d) What is the latest time for entrance to the parks each day? [1] (e) What can teachers access to help their students? [1] (f) Which park would you contact for more information? [1] (g) What are essential conditions in order to receive a free gift? Give two details. (i) [1] (ii) [1] [Total: 8]

4 © UCLES 2006 0510/02/M/J/06 Exercise 2 Read the article below and then answer the questions on the opposite page. In addition, the British Arctic team will provide more evidence of human powers of “mind over matter”. They will pull nearly twice their own weight in supplies, for more than 500 miles on moving pack ice. The 10 hours or so each day they spend covering the necessary distance has been compared to running a daily marathon for months on end. “What they are planning to do will be absolutely amazing physically. But it is even more incredible mentally. I would say that at least 70% of the expedition will be a mental challenge,” says Zoë Hudson. She’s a physiotherapist when she is working in Britain, but is the team base-camp manager on the walk to the North Pole. “For instance, the team might cover five miles in a day, only to find that the nature of polar ice flow means they could wake up the next morning to find they have drifted 10 miles backwards,” adds Zoë. In addition to the physical and mental challenges, each member of the team will lose around 12 kilos in weight, so, as well as doing endurance training with the army, they have had to put on weight. Ann Daniels has grown from her usual 62 kilos to 72 kilos, eating bread and cakes to build up a good layer of insulation. For the expedition, the team has invented a sticky food called “mullarkey”, a mixture of cereals, slightly salted butter, melted snow and drinking chocolate. Each morning they will have a hot rice-type breakfast and hot drinks made from boiling snow. While walking they eat chocolate bars and nuts. “No fresh fruit, far too heavy to carry,” they say. They take multivitamins to compensate. In the evening, a rehydrated meal is all they can look forward to after the efforts of the day. ICE MAIDENS WALK TO THE NORTH POLE Ann Daniels, 37, is proof that humans really can reach new physical and mental peaks after the age of 30. She is setting off with Caroline Hamilton and Pom Oliver to complete a unique double record. They are expected to take until June to become the first British all-female expedition to reach the North Pole on foot. In 2000 they conquered Antarctica, so they could also be the first all-women’s team in the world to have reached both poles. Ann Daniels Caroline Hamilton Pom Oliver 37 35 50 62 58 54 72 67 64 60 55 52 Name Age normal start of expedition Weight in Kilos end of expedition Apart from breaking records, the team will also try to move into new scientific areas of human endurance research. For example, the trio will suffer temperatures lower than -40oC. Through research on cell walls, scientists already know how we feel “hot”, but they are still struggling to find out how we feel “cold” and how the body survives extreme cold.

5 © UCLES 2006 0510/02/M/J/06 [Turn over For Examiner's Use (a) What would be the team’s double world record achievement? [1] (b) How will Ann's weight differ from normal at the end of the expedition? [1] (c) What aspect of the expedition do scientists particularly want to study? [1] (d) How does Pom Oliver's age compare to Caroline's? [1] (e) What benefit will Ann Daniels get from the extra weight? [1] (f) What is Zoë Hudson's role in the expedition? [1] (g) Why are multivitamins preferable to fresh fruit on the expedition? [1] (h) How do they use a natural resource to prepare their meals? [1] (i) How will the team be challenged mentally during the expedition? Give two details. [2] (j) Give four details of the physical challenges that the team will endure during the expedition. [4] [Total: 14]

6 © UCLES 2006 0510/02/M/J/06 Exercise 3 James Wheeler, who will be 19 next month, lives in Birmingham, England at 12 Russell Street. Last year, during his summer vacation, he worked as a volunteer at a camp in France teaching sports activities to children aged 9 to 11. Some of the children were from France so James had the opportunity to practise and improve his French language skills. A small percentage of children came from Germany and Holland but the largest number by far were British. The camp was situated in a wooded area in the heart of the countryside but close to the local village and a long, sandy beach. The days at the camp were long and James had to get up at 6.30 a.m. and was not usually in bed before midnight. He often had no time to eat lunch, except perhaps for a sandwich which he ate while he was working, but neither of these was a problem to James. He spent a total of 35 days at the camp and taught swimming in the morning and basketball in the afternoon. He also spent his evenings with young people, playing games, watching videos and singing. One of the reasons he was accepted for the post was because he can play the guitar very well and generally his happiest times during the day were after dinner when the whole group went to the beach and chatted and sang. It was his first experience of this type of work and he was impressed by the group size, where there was one teacher to eight children. He remembered his days at school when the class sizes were usually about 45 children for each teacher and he had considered it to be such a difficult profession. There were two main disadvantages. Firstly, he had to work hard in his spare time in a local supermarket to pay for his travel to the camp. He worked at least one evening per week and sometimes on Saturdays and Sundays to earn the money he needed, and this made him very tired. Secondly, when he first arrived at the camp he was homesick but he forgot that as soon as he started working with the children. Despite these problems, he would like to return next summer but would prefer to teach water-sports and work with older children. The whole experience has made him think seriously about teaching as a job in the future. But, at the moment, his immediate priority is to start his course of studies at university in England. After the summer camp, the organisation that recruits the volunteers contacted James in order to find out his opinion of his experiences at the camp. Imagine that you are James Wheeler. Fill out the feedback form on the opposite page, using the information above.

7 © UCLES 2006 0510/02/M/J/06 [Turn over For Examiner's Use VOLUNTEER FEEDBACK FORM SECTION A SURNAME … INITIAL … ADDRESS … AGE … TIME SPENT AT CAMP (please circle one) Less than one month / one to two months / more than two months ACTIVITIES TAUGHT (please underline) Water sports, Swimming, Volleyball, Badminton, Basketball AGE GROUP TAUGHT (please circle one) Ages 7-9 / ages 9-11 / ages 11-13 NUMBER OF CHILDREN IN GROUP … MOST STUDENTS CAME FROM … (Name the country) DID YOU EXPERIENCE ANY PROBLEMS AT THE CAMP? … WOULD YOU LIKE TO WORK AT THE CAMP IN THE FUTURE? (please delete one) Yes/No WHAT WOULD BE YOUR PREFERENCES FOR ANY FUTURE WORK? 1) … 2) … SECTION B In the space below, write one sentence of 12-20 words about how your experiences at the camp have influenced your career plans. … … [Total: 8]

8 © UCLES 2006 0510/02/M/J/06 Exercise 4 Read the speech by the Mayor of a large city who is talking about his ideas to encourage recycling the waste that we currently throw away. Mayor's Speech Good morning to you all. It’s nice to be here today to talk to you about the vital need to manage our waste in a better way. Did you know that about 73% of household waste in this city is landfilled, buried in a hole in the ground, usually outside the city? Around 20% is burned, and only 7% is recycled. With landfill sites filling up, and public unease about incineration growing, something will have to change soon. I wonder if you have ever seen a landfill site? Over one million tons of waste each year is deposited in landfill sites around this city. This is not a pretty sight. As this figure grows ever larger, we are becoming more concerned about toxic compounds entering the groundwater system. We really don’t know how much damage we are all doing. And because the waste is buried, we think that the problem is buried too. We do, of course, take great care to line the waste collection points with protective material so that there isn't any leakage, but it does happen. Medical research is now suggesting that there is a small risk of birth defects in the population living within a 2 kilometre radius of a landfill site. It's not proven yet, but this is a worrying suggestion. Those people living near to a site also report occasional unpleasant smells, even though a deodoriser is used on the perimeter of the sites to neutralize smells. It does seem fairly simple for us to address our growing waste mountain. If we could make more people aware of this problem and how relatively easy it is to reduce waste, we could all live in a cleaner environment. I am hoping that we can encourage people to separate waste for recycling. For example, tax reductions will be given to those who consistently sort their waste out into paper, plastic, glass and green material. We should use financial benefits to encourage more people to take notice of how seriously we regard this problem. We could introduce educational projects for schoolchildren to help raise the profile of waste management among the younger generation. We will also offer more funds to local councils to set up expensive waste recycling facilities, with the aim that within the next fifteen years at least half of our city's waste will be recycled and put to good use. There is another incentive which I will use in the next five years if I have to. I think that if the general public do not prove that they can manage their own waste effectively, I will introduce a 'pay as you throw' metered home collection system. Basically, the more harmful to the environment your waste is, the more you will pay to have it removed. Also, if it's shown that you have not sorted your waste efficiently, you will pay more for it to be taken away. These are not measures that I want to introduce, but they will surely get the message across to those people who care little about what they throw away.

9 © UCLES 2006 0510/02/M/J/06 [Turn over For Examiner's Use You are a reporter writing an article about the Mayor's speech. Prepare some notes to use as the basis of your article. Make your points under each heading. Problems associated with landfill sites … … … Measures already in place to reduce problems on the sites … … … Financial incentives to recycle waste … … [Total: 8]

10 © UCLES 2006 0510/02/M/J/06 Exercise 5 Read the following article about Romina, the gorilla. Write a summary on the opposite page describing how her behaviour has changed since her eye operation. Your summary should be about 100 words. You should use your own words as far as possible. You will be given up to 6 marks for the content of your summary and up to 4 marks for the style and accuracy of your language. A SURGEONS RESTORE SIGHT TO SHY GORILLA bullied gorilla is finally able to stand up for herself after an eye surgeon operated on a cataract condition that had left her virtually blind from birth. Romina’s sudden ability to see came as a shock to other gorillas at Bristol Zoo, England. She chased off another gorilla who had become used to stealing her food, and is also showing interest in a possible mate. Romina and Bongo, her potential mate, arrived at Bristol from Rome Zoo as part of an international breeding programme to help the threatened species. Her vision had been an impenetrable mist; unable to see farther than a few inches, she had to feel her way around. The operation on the 21 year old gorilla was carried out by Jenny Watts, an opthalmologist. She said, “Her eyes are completely black, but otherwise she was no different to a human patient, apart from the pungent smell of gorilla, which was like nothing I had ever smelt before.” For the operation, the 120 kg gorilla was first shot with a tranquilliser gun, then taken for surgery at the University of Bristol veterinary school. Ms Redrobe said, “We had to tranquillise her before putting her in the back of the van because gorillas can be dangerous and are easily strong enough to kill a human. And, of course, you can’t explain to her what is happening.” There was an immediate transformation in her behaviour after regaining consciousness following the operation. Ms Redrobe added, “We could tell she could see straight away. She immediately reached towards food without having to feel her way. The other day, one of our other gorillas, Salome, tried to run off with Romina’s banana and was chased the length of the gorilla enclosure. Salome had the shock of her life. Sharon Redrobe, the chief vet at the zoo, said, “Salome used to hit her over the head and Romina wouldn’t know what was happening. Salome used to steal Romina’s food”. The zoo’s gorilla-keeper had to persuade Romina to accept antibiotic eye drops four times a day for a week before the operation and for two weeks afterwards. Only their close bond made it possible to deliver the drops which stopped the eye becoming infected. Before the operation she would hardly go outside. Now she interacts with the other gorillas in ways which she didn’t do before and she loves exploring the gorilla island, which was not possible previously. Her life has been improved in just about every way. Jo Gipps, the director of Bristol Zoo, said that lowland gorillas were seriously threatened in their native habitat in forests of Central and Western Africa. Although there are estimated to be about 90 000 of the animals left in the wild, they are being hunted for meat as well as being chased out of their habitat by logging. Until her operation, Romina showed little interest in Bongo, but she has now been observed play-fighting with her potential mate. They had been together for 18 years and had developed a close relationship. What happens next may be dependent on whether she likes what she sees.

11 © UCLES 2006 0510/02/M/J/06 [Turn over For Examiner's Use [10]

12 © UCLES 2006 0510/02/M/J/06 Exercise 6 ? ? Your school/college is planning to invite a famous person to give a speech at the next Prize Day. Think of any famous person you would like to invite. Write an article for your school/college magazine giving your suggestion. Your article should be about 150-200 words long. Don’t forget to include: • who the person is • what you admire about her/him • why you think others in your school/college will approve of your choice You will receive up to 9 marks for the content of your article, and up to 9 marks for the style and accuracy of your language.

13 © UCLES 2006 0510/02/M/J/06 [Turn over For Examiner's Use [18]

14 © UCLES 2006 0510/02/M/J/06 Exercise 7 You have recently learned that there are plans to build a very large factory near your neighbourhood. Here are some comments from local people: "We can’t stop progress." "It will bring many new jobs to our area." "We don’t want to lose our lovely open spaces." "What about the increase in pollution?" Write a letter to the head of your neighbourhood council giving your views about the plans. Begin your letter ‘Dear Councillor’. Do not write an address. Your letter should be about 150-200 words long. The comments above may give you some ideas, but you are free to use any ideas of your own. You will receive up to 9 marks for the content of your letter, and up to 9 marks for the style and accuracy of your language.

15 © UCLES 2006 0510/02/M/J/06 For Examiner's Use Dear Councillor, [18]

16 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. University of 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. 0510/02/M/J/06 BLANK PAGE

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2006 question paper 0510 ENGLISH AS A SECOND LANGUAGE 0510/02 Paper 2, maximum raw mark 84 These mark schemes are published as an aid to teachers and students, to indicate the requirements of the examination. They show the basis on which Examiners were initially instructed to award marks. They do not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination. 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. Mark schemes must be read in conjunction with the question papers and the Report on the Examination. The minimum marks in these components needed for various grades were previously published with these mark schemes, but are now instead included in the Report on the Examination for this session. • CIE will not enter into discussion or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2006 question papers for most IGCSE and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 1 Mark Scheme Syllabus Paper IGCSE – May/June 2006 0510 02 © University of Cambridge International Examinations 2006 Exercise 1 (a) (wild) animal parks / wildlife parks [1 mark] (b) $2.99 [1 mark] (c) (give) talks (about the animals they look after) [1 mark] (d) 3.00pm / 15.00 (hours) [1 mark] (e) the website / www.westcoastholparks.net / education packs / talks [1 mark] (f) Port Lymper [1 mark] (g) (i) full paying child [1 mark] (ii) (bring) original voucher [1 mark] [Max. total for Exercise 1: 8 marks] Exercise 2 (a) The first all women's team to have reached both poles [1 mark] (b) She will lose 2 kilos / 2 kilos less / 62 to 60 kilos. [1 mark] (c) How we feel cold / how the body survives the cold [1 mark] (d) She is older (15 years) [1 mark] (e) a (good) layer of insulation [1 mark] (f) (Team) base camp manager [1 mark] (g) Fruit is too heavy to carry / multivitamins are lighter [1 mark] (h) they boil snow / by boiling snow / they melt snow / by melting snow [1 mark] (i) Cover 5 miles in a day and drift 10 miles backwards (BOTH IDEAS FOR 2 MARKS) [2 marks] (j) Tick and number points (up to a maximum of 4) 1. suffer extreme cold / temperatures lower than -40°C 2. pull nearly twice their own weight (in supplies) 3. spend 10 hours each day covering the necessary distance / walking 4. travel more than 500 miles (on moving pack ice) 5. like running a daily marathon for months on end (any 4 for 4 marks) [4 marks] [Max. total for Exercise 2: 14 marks]

Page 2 Mark Scheme Syllabus Paper IGCSE – May/June 2006 0510 02 © University of Cambridge International Examinations 2006 Exercise 3 Note: correct spelling is essential for the completion of Section A. VOLUNTEER FEEDBACK FORM SECTION A SURNAME … INITIAL … ADDRESS … AGE … TIME SPENT AT CAMP (please circle one) Less than one month / one to two months / more than two months ACTIVITIES TAUGHT (please underline) Water sports, Swimming, Volleyball, Badminton, Basketball AGE GROUP TAUGHT (please circle one) Ages 7-9 / ages 9-11 / ages 11-13 NUMBER OF CHILDREN IN GROUP … MOST STUDENTS CAME FROM … (Name the country) DID YOU EXPERIENCE ANY PROBLEMS AT THE CAMP? … WOULD YOU LIKE TO WORK AT THE CAMP IN THE FUTURE? (please delete one) Yes/No WHAT WOULD BE YOUR PREFERENCES FOR ANY FUTURE WORK? 1) … 2) … [1] [1] [1] [1] both for [1] [1] [1] [1] [1] [1] [1] [1] Wheeler 12 Russell Street Birmingham England J 18 8 Britain/UK Homesick(ness) Teach water-sports (Work with) older children Add the correct responses and then halve them to give a score out of 6. Then add this to the total for the sentence in Section B.

Page 3 Mark Scheme Syllabus Paper IGCSE – May/June 2006 0510 02 © University of Cambridge International Examinations 2006 Section B Award up to 2 marks as follows: 2 marks: no fewer than 12 and no more than 20 words; proper sentence construction; correct spelling and punctuation; relevant to context. 1 mark: no fewer than 12 and no more than 20 words; proper sentence construction; 1-3 errors of punctuation and/or spelling that do not obscure meaning; relevant to context. 0 marks: more than 3 errors of punctuation and/or spelling; AND/OR irrelevant to context; AND/OR not a proper sentence; AND/OR fewer than 12 or more than 20 words; AND/OR writing in third person. Example sentence: I’m considering working with children in the future, possibly as a teacher. [Max. total for Exercise 3: 8 marks] Exercise 4 Tick and number the points below: Problems with landfill sites 1 Not pretty 2 Toxic compounds entering groundwater (system) 3 Risk of birth defects 4 (Unpleasant) smells 5 Burying waste leads people to forget about it [3] Measures in place to reduce these problems 6 Use of deodorizer 7 Lining of collection points / protective material [2] Financial incentives to recycle waste 8 Tax reductions 9 (More) funds to local councils 10 ‘Pay as you throw’ / metered home collection system [3] Award marks up to the maximum for each heading. [Max. total for Exercise 4: 8 marks]

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2006 0510 02 © University of Cambridge International Examinations 2006 Exercise 5 Mark up to 6 for content and up to 4 for language. Count words and cross out everything after 120. Do not award language marks if there is no content. Content (up to 6 marks) Tick and number the points below 1 can stand up for herself / chased off a fellow inmate (Salome) stealing food 2 shows interest in / playfights with a possible mate / plays with Bongo 3 able to reach towards food 4 doesn’t have to feel here way around 5 now able to go outside 6 interacts / communicates with other gorillas 7 explores (gorilla island) Language (up to 4 marks) 0 meaning obscure because of density of language errors and serious problems with expression / nothing of relevance. 1 expression weak / reliance on lifting without discrimination 2 expression limited / some reliance on lifting from the original, but some sense of order 3 expression good, with attempts to group and sequence ideas in own words 4 expression very good; clear, orderly grouping and sequencing, largely own words [Max. total for Exercise 5: 10 marks]

Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2006 0510 02 © University of Cambridge International Examinations 2006 Exercise 6 and Exercise 7 Award the answer a mark for content (C) [out of 9] and a mark for language (L) [out of 9] in accordance with the General Criteria table that follows. Annotate as follows: C (mark) + L (mark) = ringed total • 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 does not 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 one of the top three mark bands. • 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 one of the top three mark bands. • 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, it should be put in mark band 2-3 for content or lower for not fulfilling the task. • 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 are available. [Max. total for Exercise 6: 18 marks] [Max. total for Exercise 7: 18 marks]

Page 6 Mark Scheme Syllabus Paper IGCSE – May/June 2006 0510 02 © University of Cambridge International Examinations 2006 GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (PAPER 2) Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 8-9 Highly effective: • Relevance: Fulfils the task, with consistently appropriate register and excellent sense of purpose and audience. • Development of ideas: Shows independence of thought. Ideas are well developed, at appropriate length and persuasive. Quality is sustained throughout. Enjoyable to read. The interest of the reader is aroused and sustained. 8-9 Fluent: • Style: Almost first language competence. Ease of style. Confident and wide-ranging use of language, idiom and tenses. • Accuracy: None or very few errors. Well- constructed and linked paragraphs. 6-7 Effective: • Relevance: Fulfils the task, with appropriate register and good sense of purpose and audience. • Development of ideas: Ideas are well developed and at appropriate length. Engages reader’s interest. 6-7 Precise: • Style: Sentences show variety of structure and length. Some style and turn of phrase. Uses some idioms and is precise in use of vocabulary. However, there may be some awkwardness in style making reading less enjoyable. • Accuracy: Generally accurate, apart from occasional frustrating minor errors. There are paragraphs showing some unity, although links may be absent or inappropriate. 4-5 Satisfactory: • Relevance: Fulfils the task, with reasonable attempt at appropriate register, and some sense of purpose and audience. A satisfactory attempt has been made to address the topic, but there may be digressions. • Development of ideas: Material is satisfactorily developed at appropriate length. 4-5 Safe: • Style: Mainly simple structures and vocabulary, sometimes attempting more sophisticated language. • Accuracy: Meaning is clear, and work is of a safe, literate standard. Simple structures are generally sound, apart from infrequent spelling errors, which do not interfere with communication. Grammatical errors occur when more sophistication is attempted. Paragraphs are used but without coherence or unity. 2-3 Partly relevant: • Relevance: Partly relevant and some engagement with the task. Does not quite fulfil the task, although there are some positive qualities. Inappropriate register, showing insufficient awareness of purpose and/or audience. • Development of ideas: Supplies some detail and explanation, but the effect is incomplete. Some repetition. 2-3 Errors intrude: • Style: Simple structures and vocabulary. • Accuracy: Meaning is sometimes in doubt. Frequent distracting errors hamper precision and slow down reading. However, these do not seriously impair communication. Paragraphs absent or inconsistent. 0-1 Little relevance: • 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 most make it difficult to understand. Occasionally, sense can be deciphered. Paragraphs absent or inconsistent. Award 1 mark. • Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of English writing. Paragraphs absent or inconsistent. Award 0 marks.