Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2006 Oct/Nov 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) October/November 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, highlighters, 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 11_0510_02/5RP © UCLES 2006 [Turn over

2 © UCLES 2006 0510/02/O/N/06 Exercise 1 Read the following advice leaflet about how to maintain a car, and then answer the questions on the opposite page. consider buying a pressure washer to get that salt and dirt off the underside of the car before it starts to eat away your metal. Cars are more at risk underneath than on top. wax your car regularly – not only does it make your car shine, it also forms a strong barrier between the paintwork and elements that can destroy it. look out for areas where water can collect and keep them clear, especially if your car is left standing outside for any length of time. This will help prevent rust forming. brake gently when you are driving your car, and use the gears to slow the car down. This will help look after the engine and will extend the life of your brake pads and discs. just look after the outside. Repair holes in the seats before they grow and split. If your car has leather seats, you’ll need to treat the leather with a moisturiser to prevent it cracking. use strong household detergents when cleaning paintwork, as these will actually eat into the layers you are trying to protect. forget to check your tyres regularly. Tyres in bad condition can be dangerous and can cost you money by increasing fuel usage. leave your car standing for a long time without starting the engine. While the oil is sitting at the bottom of the engine, it isn’t doing much to protect it. So start your car once a week and get it warm to make sure that all its moving parts are oiled. ✓ DO  DON’T  DON’T  DON’T  DON’T ✓ DO ✓ DO ✓ DO Keep your car Alive Keep your car Alive

3 © UCLES 2006 0510/02/O/N/06 [Turn over For Examiner's Use (a) What would be useful to help remove salt and dirt from the underside of a car? [1] (b) Why are we advised never to use strong household detergents while cleaning our cars? [1] (c) Why is it important to repair holes in seats and leather at an early stage? [1] (d) Give one example of how to make your brake pads and discs last longer. [1] (e) Why is it a good idea to start a car once a week? [1] (f) What may happen if your car is left standing outside for long periods? [1] (g) Give two reasons why it is essential to monitor the condition of tyres regularly. (i) [1] (ii) [1] [Total: 8]

4 © UCLES 2006 0510/02/O/N/06 Exercise 2 Read this article carefully, and then answer the questions on the opposite page. India’s Snake Charmers One of the world’s most fascinating and individual traditions is under threat. India’s snake charmers, who once captivated generations of small children by playing music to cobras to make them rise out of baskets, have admitted that they have fallen on hard times. The Sapera people, India’s traditional snake charmers, no longer manage to attract big crowds and are finding it difficult to earn enough money to live. They fear that their community might disappear forever if their income from snake charming continues to go down or if they cannot find an alternative means of making a living. Most of India’s snake charmers come from one small northern village, Salenagar, about an hour from the ancient city of Lucknow. The villagers have been in the snake charming business ever since their ancestors migrated there from Bengal. Snake charming is one of the main things which characterise the Sapera and they have been working with snakes for hundreds of years. But now the Sapera’s livelihood is being threatened. As the chart indicates, the income earned by snake charmers has decreased significantly over the last forty years. In 1960, a snake charmer earned 1200 rupees a day; actors were earning only 500 rupees and wildlife experts barely made 100 rupees for working for one day. Twenty years later, India’s snake charmers were earning only 600 rupees daily. Snake charmers are blaming the decline of their profession on the increasing popularity of wildlife television programmes and films, a particular attraction for younger people. The traditional snake charming act involves playing a traditional wailing tune on a bean, an instrument that sounds a bit like a pipe. “The new generation is not listening to the old songs and melodies, they only want modern songs or pop music, with its high tech’ instruments. They are no longer interested in traditional bean music,” says a representative of the village. The world has changed and now younger people are more interested in the latest technology; their mobile phones, computers and DVD players. Many older people just do not understand these developments and regrettably the new generation takes no interest in many traditional ways of life. While snake charmers may seem exotic to much of the rest of the world, the reality is many are suffering financially. Many snake charmers have admitted that they don’t even like snakes. However, they are very proud of their ancestral profession, to the extent that they are trying hard to make sure that snake charming maintains a role in modern India. The villagers’ main demand is that they are properly recognised by the government. Under the law this might entitle them to government aid and certain privileges. Any such help may even revive their interest in working with snakes. 1200 1000 800 600 400 200 0 1960 1980 2000 Snake charmers Actors Wildlife experts Income in Rupees

5 © UCLES 2006 0510/02/O/N/06 [Turn over For Examiner's Use (a) What did the Sapera do to captivate hundreds of small children? [1] (b) Give the two factors that the Sapera believe may lead to the loss of their community. (i) (ii) [2] (c) Where did India’s snake charmers originally come from? [1] (d) Which profession doubled its income in the last twenty years of the twentieth century? [1] (e) Compare the earnings of a snake charmer in 1960 to those of a snake charmer in 1980. [1] (f) Give two reasons why the Sapera think that young people are responsible for the declining interest in snake charming. (i) (ii) [2] (g) How would proper government recognition help the Sapera people? [1] (h) What do you think is the attitude of the snake charmers to the younger generation? [1] (i) Give four details of the Sapera snake charmers. [4] Total: [14]

6 © UCLES 2006 0510/02/O/N/06 Exercise 3 Emile Sanchez is a young man of 18 years of age who lives in Cuba – at 2 Rodeo Drive, Eastern Boulevard, Havana 20203. He has just left school and will be attending Havana University after taking this year off to do some charity work. He has always wanted to ride his bicycle across the length of Cuba, which is around 1000 kilometres. He imagines that it will take him two to three weeks to complete the trip. He will lodge with friends and stay in youth hostels on his way across the island, so that he spends as little money as possible on accommodation. Emile has the full support of his family and friends, and he is currently trying to attract sponsors for his ride. The charity that Emile is trying to help is the Young Diabetes Trust. Emile’s younger brother was diagnosed with diabetes a year ago, at only 9 years of age. Emile has already helped the Trust to raise money by helping to sell products at local markets in Cuba and also by taking part in a sponsored swim at school. Emile hopes that his charity ride will attract money to help treat the illness, but also he hopes that his endeavour will interest the newspapers and possibly even gain some television coverage. Emile intends to study medicine at university and he wants to become a doctor. He would like to work in a hospital as soon as possible to gain general medical experience but later wants to specialise in diabetic care and treatment. There is more information about Emile and his ride at www.emile-sanchez.com Emile has to complete an application before he can begin his charity work. Imagine you are Emile. Fill in the charity work application form on the opposite page, using the information above.

7 © UCLES 2006 0510/02/O/N/06 [Turn over For Examiner's Use APPLICATION FOR CHARITY WORK Full name: … Male / Female (Delete) Age group (please circle): under 20 20-30 30-40 over 40 Home address: … Occupation: … If you are in full-time education, what stage of your course are you at? (please tick) gap year first year graduating this year post-graduate Course of study … Proposed Charity Event … Charity: … Previous experience of charity work: i) … ii) … Length of time event is expected to last (please indicate): 1-7 days 8-30 days several months unsure Additional information about yourself we might find useful: … In the space below, write one sentence of between 12 and 20 words explaining why you want to do your proposed charity event. … … … … [Total: 8]

8 © UCLES 2006 0510/02/O/N/06 Exercise 4 Read the article below about a gorilla named Koko, and then complete the notes on the opposite page. Gorillas have a word for it Koko is the first gorilla to have been taught sign language (a way of communicating by using hands and fingers rather than speech). With a vocabulary of more than 1000 words, she is the first to prove we share a world with other intelligent beings who feel emotions, look forward to celebrations and also have a sense of humour. The 30-year study of Koko has redefined science’s concept of gorilla intelligence. According to some scientists, genetically there is only a 2% difference between gorillas and humans: we share the same blood type, have the same number of hairs per square inch and also the same temperament. But what had not been recognised by the scientific community was that gorillas have the ability to learn a language and have complex emotions. Koko lives in the Santa Cruz mountains in North America, in a wooded spot overlooking a valley. She has her own home, with curtains, and a nest of blankets, which is her bed, in one corner. She has a barrel on which she likes to sit when ‘talking’ to humans – gorillas feel more secure when they can look down on others – while her toys are spread everywhere. In addition she has an outside enclosure where she spends her days when it is not raining. It is her conversations with her teacher, Dr. Penny Patterson, that are inspiring. Penny explains: “The reality of my discovery is that our abilities as humans, our skills, sensibilities and emotions are very similar to the great apes. What we have learnt is that gorillas are more complex than we ever imagined.” When she began teaching Koko sign language, placing the little fingers of the one year old gorilla into the correct positions for ‘drink’, ‘eat’, ‘more’, and rewarding her with food, Dr. Patterson had no idea how quickly Koko would learn. “At first, it seemed Koko was using sign language as a tool to get something,” says Patterson. “It became the kind of reward system that you could expect of a cat or a dog. But early in her training, she began to combine signs that made me think she was capable of more.” Now Koko is so proficient in sign language that if she doesn’t know a word she invents one. For example, she didn’t know the word for ‘ring’, so she combined the signs for ‘finger’ and ‘bracelet’ to express it. Dr. Patterson continues: “Koko loves babies and young people. And when she is asked what gorillas like best, she always says ‘Gorilla love eat, good’.” One of Patterson’s favourite stories demonstrates Koko’s sense of humour. When a visitor asked her to show him something scary, she held up a mirror to his face! When Patterson asked her what she would like for her 11th birthday, Koko signed that she wanted a cat. The story of Koko’s cat enabled Patterson to learn more about her student: the cat was hit by a car and Patterson had to break the news to Koko, who signed “Cry, sad, frown”. Then, once alone, Patterson heard Koko make the gorilla’s distress call: a loud series of hoots. From the age of three, Koko shared her accommodation with Michael who was intended as a mate. However, Michael died suddenly two years ago of a heart attack. “Koko went into a depression following Michael’s death,” says Patterson. “She would sit for hours with her head hung low looking upset.” Dr. Patterson asked her if she was looking forward to moving to Hawaii, where Patterson is raising money to build a gorilla refuge. Koko signed ‘Yes’, provided she could have curtains in her new home!

9 © UCLES 2006 0510/02/O/N/06 [Turn over For Examiner's Use You are going to give a speech to a group about Koko the gorilla. Using the information in the article, write notes for your speech. Make two short notes under each heading. PHYSICAL CHARACTERISTICS SHARED BY GORILLAS AND HUMANS … … EQUIPMENT USED TO FURNISH KOKO’S ACCOMMODATION … … HOW KOKO WAS FIRST TAUGHT SIGN LANGUAGE … … SAD EVENTS IN KOKO’S LIFE … … [Total: 8]

10 © UCLES 2006 0510/02/O/N/06 Exercise 5 Read the following article about the increasing problem of noise in our society. Write a summary about what we can do to reduce the stress caused by noise. You should write about 100 words. You should use your own words as far as possible. You will receive up to 6 marks for the content of your summary and up to 4 marks for the style and accuracy of your language. The Sound of Silence How much noise are we subjected to in our normal daily lives without noticing it? How much does this noise affect our body and senses? Whether it’s a dog barking or the banging of a door, if it’s a sound that disturbs or annoys us, then it’s a sound that is unwanted. Consciously we may not take today’s noise seriously, but unconsciously our bodies still have an automatic response that makes us remember when sudden or loud sounds meant danger. Our blood pressure rises, our heart rate and breathing speed up and subsequently we become hot and sweaty. Previously, medical science was mostly concerned with noise levels powerful enough to cause hearing damage. But in the 21st century, where everyday noise is a rule rather than an exception, it is thought that the effects leave us in a state of almost constant agitation. Experts have researched many ways in which we can counteract this problem. Let’s consider some of their ideas and suggestions. Firstly, you should try to start the day with some silence. This means you should get up a little earlier because it could be the most important bit of relaxation you get all day. For a few minutes, sit completely still with a straight back and empty your mind. This is not as easy as it sounds, but take a deep breath and quietly repeat to yourself, “My body is released and relaxed, my heartbeat is normal, my mind is calm and peaceful.” Keep repeating this until any remaining tension is gone and you will feel much more at ease. Imagine yourself looking up at a blue sky full of soft, white clouds. It would also help to stop talking so much and start thinking instead! Although it may sound rude and unsociable, disciplining yourself to remain silent is a great way to refresh your mind and put things into perspective. As Professor Stephen Palmer, Director of the Centre for Stress Management, explains, “Peace really does come from within. To escape unwanted noise and thoughts, I advise my clients to take their minds through a series of relaxing images. It could be anything from sitting under a cool, shady tree to looking at the stars at night. The great thing about this exercise is that you can find peace for yourself even when you seem to be completely surrounded by noise.” Apart from hearing, we have senses of touch, smell, taste and sight – so use them! Here’s an idea... switch off all of the noise in your house. Turn off the TV and computer, throw away your mobile phone. Take some time to appreciate your environment by breaking up your day with quiet periods, at least once every couple of hours. Try to seek out somewhere quiet to get away from noisy situations and make the most of the chances for peace that you have. Eat your lunch outside on a park bench and not in the office or classroom. Finding your own moments of peace and quiet is becoming an increasingly important part of maintaining all-round health. So take a moment to listen to nothing; your body will thank you for it.

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

12 © UCLES 2006 0510/02/O/N/06 Exercise 6 THE SOCIAL CLUB needs YOU! You are president of your school’s Social Club which organises various after-school activities and visits. The club needs more members. Write an article for your school magazine about your club. Your article should be about 150- 200 words long. In your article you should • say what the club does • describe a recent activity or visit and say why it was successful • explain how students can join the club, and say why they should do so. 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/O/N/06 [Turn over For Examiner's Use [18]

14 © UCLES 2006 0510/02/O/N/06 Exercise 7 Your government recently announced that it plans to hold a major sporting event in your country. It is asking people’s views about the plan. Here are some comments from your friends and family: "The money we spend on this could be better spent on providing new schools and hospitals for the people." "This event is going to make our country really famous throughout the world." "I’m worried about the huge security problems." "It’s great because more of our young people will be encouraged to take up sport." Write a letter to the Minister for Sport giving your feelings about the plan. Your letter should be about 150-200 words long. Begin your letter ‘Dear Minister’ (do not write an address). 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/O/N/06 For Examiner's Use Dear Minister, [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 University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. 0510/02/O/N/06 BLANK PAGE

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2006 question paper 0510 ENGLISH AS A SECOND LANGUAGE 0510/02 Paper 2 (Reading and Writing – Extended), maximum raw mark 84 This mark scheme is published as an aid to teachers and students, 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. 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 grade thresholds for various grades are published in the report on the examination for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2006 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

Page 2 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 2 © UCLES 2006 Exercise 1 (a) pressure washer [1] (b) because they eat (into)/damage what we are trying to protect [1] (c) to prevent holes growing/splitting [1] (d) any one from; brake gently (NOT ‘break’) use the gears to slow the car down [1] (e) to ensure that its (moving) parts are oiled/protected/looked after OR to circulate the oil around the engine (to protect it) [1] (f) it may rust/rust might form [1] (g) (i) (tyres in bad condition) can be dangerous [1] (ii) increased fuel usage [1] [Max. total for Exercise 1: 8 marks]

Page 3 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 2 © UCLES 2006 Exercise 2 (a) They coaxed cobras out of baskets/They charmed snakes [1] (b) (i) The income from snake charming (continues to) go(es) down [1] (ii) An alternative source of making a living/income is not found [1] (c) Bengal [1] (d) The wildlife experts [1] (e) It had halved/50% less/from 1200 to 600 rupees [1] (f) (i) Not listening to the old songs and melodies/traditional bean music (ii) More interested in DVDs/pop music/technology (iii) Increasing popularity of wildlife programmes and films [2] [any two for one mark each] (g) They would get government help/aid/certain privileges OR revive interest in working with snakes [1] (h) Bitter, resentful, non-understanding, blaming, bad, negative ideas [1] (i) TICK AND NUMBER POINTS (up to a maximum of 4) 1. Most of them come from the same small area 2. They have been snake charming for hundreds of years 3. They are trying to preserve their role/tradition 4. They are proud of their profession 5. Migrated to Salenagar from Bengal 6. Suffering financially 7. They don’t even really like snakes [4] [Max. total for Exercise 2: 14 marks]

Page 4 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 2 © UCLES 2006 Exercise 3 Note: Correct spelling is essential for the form-filling exercise. APPLICATION FOR CHARITY WORK Full name: Emile Sanchez OR Sanchez Emile Male/Female (Delete) [1] Age group (please circle): under 20 20-30 30-40 over 40 [1] Home address: 2 Rodeo Drive, Eastern Boulevard, Havana, 20203 (CUBA)……. [1] Occupation: Student [1] If you are in full-time education, what stage of your course are you at? (please tick) gap year
first year  graduating this year  post-graduate  [1] Course of study: Medicine [1] Proposed Charity Event Bicycle ride across (length of) Cuba [1] Charity: Young Diabetes Trust [1] Previous experience of charity work: (i) Selling products (at local markets) [1] (ii) Sponsored swim [1] Length of time event is expected to last (please indicate): 1-7 days  8-30 days
several months  unsure  [1] Additional information about yourself we might find useful: www.emile-sanchez.com or brother diagnosed with diabetes [1] (EXAMINERS: Add the correct responses up to a total of 12 and divide by 2 to give total for the form-filling out of 6) [12÷2=6] In the space below, write one sentence of between 12 and 20 words explaining why you want to do your proposed charity event. (See next page for marking information) [2]

Page 5 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 2 © UCLES 2006 In the space below, write one sentence of between 12 and 20 words explaining why you want to do your proposed charity event. Sentence It is expected that most candidates will write a sentence that picks up one or more aspects of the information provided in the question paper, for example, that he hopes his charity ride will attract money to help treat the illness/he hopes it will interest the newspapers and television/to help his brother/others like him. This must be in the first person. 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. [Max. total for Exercise 3: 8 marks]

Page 6 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 2 © UCLES 2006 Exercise 4 Note: this exercise is marked for content (reading), not language. Tick and number the content points below to a maximum of 8 marks (up to 2 marks per heading). Physical characteristics shared by gorillas and humans 1. blood type 2. number of hairs Equipment used to furnish Koko’s accommodation 3. bed/nest of blankets 4. barrel 5. curtains 6. toys How Koko was first taught sign language 7. placing fingers in(to) position 8. rewarding (with food) Sad events in Koko’s life 9. cat being knocked down by a car/killed 10. (sudden) death of Michael (from a heart attack) [Max. total for Exercise 4: 8 marks]

Page 7 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 2 © UCLES 2006 Exercise 5 Award maximum of 6 marks for content and maximum of 4 marks 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 start day with silence/relaxation 2 empty your mind 3 stop talking and start thinking 4 take your mind through a series of relaxing images (accept examples) 5 switch off the noise in your home 6 take time to appreciate the environment 7 break up the day with quiet periods/go somewhere quiet (accept examples) 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 from the passage 2 expression limited/some reliance on copying out the notes, 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 8 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 2 © UCLES 2006 Exercise 6 and Exercise 7 The following general instructions, and table of marking criteria, apply to both exercises. • 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. You then have to 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 for 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 9 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 2 © UCLES 2006 GENERAL CRITERIA FOR MARKING EXERCISES 6 AND 7 (PAPER 2 – EXTENDED TIER) 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.

Page 10 Mark Scheme Syllabus Paper IGCSE - OCT/NOV 2006 0510 2 © UCLES 2006 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 Limited 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. NB: 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. 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.