Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2012 May/June Paper 1 · Variant 2

This document consists of 13 printed pages and 3 blank pages. IB12 06_0510_12/3RP © UCLES 2012 [Turn over *2493552635* For Examiner's Use Exercise 1 Exercise 2 Exercise 3 Exercise 4 Exercise 5 Exercise 6 Exercise 7 Total UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 Reading and Writing (Core) May/June 2012 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, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Dictionaries are not allowed. The number of marks is given in brackets [ ] at the end of each question or part question. www.XtremePapers.com

2 © UCLES 2012 0510/12/M/J/12 Exercise 1 Read the following guide for tourists about the capital city of Argentina, and then answer the questions on the opposite page. When in Palermo, Buenos Aires Palermo Palermo is one of Buenos Aires’s largest neighbourhoods, famous above all for its parks and museums, but it is also full of shops and cafés, and rich in examples of the lifestyle of the local residents. The area has a relaxed atmosphere and it is easy to walk around, with lots for you to see and hear. The paintings of local artists are laid out on the pavements, and the air is full of all kinds of music made by street bands and singers. Museum of Natural Science The Museum contains a huge collection of exhibits showing the early history and past cultures of the country. Above all, you must look out for the elaborate ladies’ headdresses worn in earlier centuries and also for the fossils of the ancestors of giant armadillos. Serrano Avenue This street is home to the famous Craft Fair and Flea Market, both wonderful places to shop. They are filled with leather, knitted and other handmade goods, and you will enjoy simply looking around at all the colourful displays. If you do find something to buy, you can always bargain for a good price. Plaza de Mayo This square is surrounded by grand apartment buildings. In this area, the architecture of government buildings is a mixture of nineteenth century Parisian and traditional South American styles. The broad avenues are lined with tropical palm trees, and fountains pour showers of water into ornamental pools in the centre of the square. Zoo and Botanical Gardens The city zoo is home to a great variety of species of animals. You will certainly enjoy seeing the elephants in their enclosure. They are continually on the move in and out of their most unusual house, built in the shape of an ancient temple. Many domesticated cats have been abandoned by their owners in the Botanical Gardens. However, groups of volunteers are on hand daily to ensure that the cats are all well fed and looked after. Constitution Station The main railway station lies at the southern edge of the district. From here, you can take a train to the beaches of the nearby coastline or travel inland into the rich and fertile countryside. For less than ten dollars you can go anywhere for a day trip. Eating Out The variety of food found in Palermo is overwhelming. Restaurants serving delicious international dishes can be found on almost every street corner. Many of them specialise in Italian cooking and provide reasonably priced meals to suit everybody’s taste.

3 © UCLES 2012 0510/12/M/J/12 [Turn over For Examiner's Use (a) What is Palermo best known for? [1] (b) Where do artists in Palermo display their work? [1] (c) What are you recommended to see in the Museum of Natural Science? Give two details. [1] (d) What does the elephant house in the zoo look like? [1] (e) Who cares for unwanted cats in the Botanical Gardens, and how? [1] (f) How much does it cost to go on a short train ride out of town? [1] [Total: 6]

4 © UCLES 2012 0510/12/M/J/12 Exercise 2 Read the following article about a working holiday in a country park, and then answer the questions on the opposite page. , Rest and Play William Derbyshire had always regarded the phrase “working holiday” as a contradiction in terms. He thought that holidays were for relaxing, not working. But when he heard about working holidays run by the National Trust, he wondered if he should find out more. So he obtained a brochure and discovered that the National Trust organises hundreds of working holidays in some of the most beautiful places in the UK. The Trust provides cheap accommodation and food, and as William was short of money at the time, he reckoned that this could be a way for him to take a break without having to spend too much. William chose to go to a big country park, to help a group of other volunteers to clear some of the surrounding woodland. He was met there by the group leader, who immediately told him he had already made his first mistake. The trainers William was wearing were quite unsuitable for outdoor work. It says so in the brochure, in bold type, but somehow he had missed that detail. Luckily, the leader had a pair of smart green boots for him to borrow. Then they headed off into the forest to meet the other volunteers. The forest was full of all kinds of trees but had become overgrown with thick bushes and tangled weeds. The volunteers’ task was to clear these, to give the trees more room, and to plant a few more in the empty spaces. The National Trust is a charity and receives no money from the government. Without the help of volunteers, work like this would not be done. The other volunteers had been there for a week, and they had already cleared an area the size of several tennis courts. The volunteers ranged from teenagers to pensioners, from a retired postman to several students working for an award. There was also a surveyor, a civil servant, a teacher and a chef. A few were first-timers, but most of them had been on lots of these holidays before. After volunteers have done several working holidays, they get the chance to go on a brief training course and become a volunteer leader. In exchange for a few extra duties, such as driving the minibus and buying the food, leaders receive their holiday completely free. However, even though it was a cheap way to spend a week, it was clear that most of them were there just for the love of it. They enjoyed meeting new people and doing useful work together. Although they did not boast about it, William could tell they were keen to play their part in making their corner of the world a better place. The leader cut down some bushes with a chainsaw and then showed William how to use an axe to do the same work. William found the task hard, but he liked the fact that he was free to work at his own pace. As on any holiday, it was good to make new friends. Clearing woodland is not the only thing you can do on a National Trust working holiday. Activities range from gardening to archaeology, picking fruit and vegetables, looking after farm animals or cataloguing books in the library of a historic house. William had his meals in a cabin with the other volunteers and slept in the men’s dormitory. He did not sleep too well because the room was cold. Nevertheless, he loved every other aspect of the holiday and would be happy to go back again next year. 13-19 20-35 36-50 51-65 over 65 Age ranges (in years) of volunteers attending National Trust working holidays in 2011

5 © UCLES 2012 0510/12/M/J/12 [Turn over For Examiner's Use (a) What had William Derbyshire previously thought was the purpose of a holiday? [1] (b) Why is a National Trust working holiday suitable for people with little money? [1] (c) What had William failed to take notice of in the brochure? [1] (d) For what purpose was it necessary to remove the weeds and bushes that had overgrown the forest? [1] (e) Why does the National Trust have to get volunteers to do this kind of work? [1] (f) According to the chart, apart from teenagers, which age range group provides most volunteers for National Trust working holidays? [1] (g) What is the greatest benefit of becoming a volunteer leader? [1] (h) Why was William content with his own work even though it was difficult for him? [1] (i) What indoor work can a volunteer do on a National Trust holiday? [1] (j) What kept William awake at night? [1] [Total: 10]

6 © UCLES 2012 0510/12/M/J/12 Exercise 3 At the age of 17, Rubina Afzal will soon be starting her final year at the Beaconsfield Academy located at 40-44 Murree Road, Rawalpindi, Pakistan. Rubina lives with her family at 67 Ataturk Avenue, in the city of Islamabad, the capital city of the country, where her father is a senior official in the Ministry of Finance. Throughout her time at school, Rubina has always had an outstanding academic record. Next year she will be taking her “A” levels, and it is predicted that she will achieve A grades in English, French and Economics and a B in History. She recently won the Cambridge International Schools’ competition by writing an essay on the economic history of Pakistan since 1947. Rubina would like to go to the UK for her higher education. The other day, she heard that the Churchill Foundation was offering five scholarships to school students from Pakistan to enable them to take first degree courses at universities in the UK. The scholarship would cover all the fees for up to four academic years of study, plus a generous contribution towards the cost of accommodation. Rubina has decided to apply for this scholarship. If her application is successful, her father has promised to pay for her return travel to her destination, and her school Principal, Mrs Shaheen Talaat, will give her a generous gift of money for books, as well as providing her academic reference. Rubina would like to study Development Economics. Her intention is either to follow her father into the Pakistan Government service or else to join an international aid agency such as The Islamic Development Bank. Although she would have liked to go to Oxford or Cambridge, she has decided to apply to the School of Oriental and African Studies (SOAS) in the University of London. This institution offers her preferred course and allows her to specialise in the economies of South Asian countries. Rubina has decided to apply for a scholarship, in the hope that SOAS will accept her for a place on the course that she wants to follow. She also has an uncle, Dr Aftab Saleemi, living near London. He is a lecturer at Reading University and has agreed to give her a character reference. Imagine you are Rubina. Fill in the application form on the opposite page, using the information above.

7 © UCLES 2012 0510/12/M/J/12 [Turn over For Examiner's Use Churchill Foundation Scholarships 2013 Application Form Section A Personal details Full name: … Age: … Home address: … Name of school: … Address of school: … Section B Academic details Subjects being studied for final examinations: … … How many A grades are predicted for you by your school (please tick one box)? 1 2 3 4 Give the name of any competitions you have won: … Which university will you apply to? … Which degree course do you want to take? … Section C Administrative details Who will pay your travel expenses? (please circle) School Parent Sponsor Other Name and occupation of your academic referee: … Name and occupation of your character referee: … Section D In the space below, write one sentence giving your reason for choosing your particular university course, and one sentence about the career you would like to follow. [Total: 10]

8 © UCLES 2012 0510/12/M/J/12 Exercise 4 Read the following talk about a project to encourage primary school children to play football, and then complete the notes on the opposite page. Game On I work in a primary school, where I teach music and mathematics to students aged five to ten. Although I knew very little about sport, I was recently asked to coach the children in the football team. Fortunately, I heard about a new opportunity for people like myself. It is called the “Premier Skills Project”, and its purpose is to help new sports coaches to learn valuable skills to teach young children to play football, or soccer as it is called in many parts of the world. My experience with children’s football was limited and so I really wanted to improve my ability as a coach. At the time, football was not well developed for the pupils in my school. Many of them did not even know that they had to kick the ball. I remember one child picking up the ball and running away with it. Sometimes they would try to hit the ball with their hands or punch it with their fists. They even let it strike them in the face or on the nose – with the result that the school medical room was kept very busy! Some children often refused to play at all because they just didn’t know what to do. I needed to learn how to help them understand the game so that they got better at playing it. Through this new project, I hoped to discover how to deliver the basic skills of soccer to young people who had never even kicked a ball. I am often asked what I learnt on the “Premier Skills Project” training course I attended and how I am now applying this in my job as a coach. I reply that I learnt how to deal with young players, and what appropriate activities to give them. I learnt many training skills and now know what to do at each stage of training. The most important lesson is that children need to enjoy the game and to have fun while they are playing it. Nowadays, I always try to keep the focus on enjoyment. Even when we lose a match, we still return home happy. I have come to realise that young children do not like being shouted at, so now I walk over to them and speak to them without raising my voice. As a result, I am a much better organised coach. Even when I am not present, everything can be done because I list all the activities in my session plan. I try to keep everyone involved, and my coaching has become interactive. I encourage the players to lead some of the training activities, so I can focus on the interests and abilities of individual boys and girls. The children too are more respectful to each other. They do not argue as much as they used to. They are better organised now. They plan ahead for their school day and try to make time for their soccer training. They are much better at making friends and have therefore become popular members of their communities.

9 © UCLES 2012 0510/12/M/J/12 [Turn over For Examiner's Use You have been asked to give a short talk to your school sports club about the benefits of the Premier Skills Project. Prepare some notes in preparation for your talk. Make three short notes under each heading. The children’s behaviour before they were coached • … • … • … The teacher’s improved coaching after the training course • … • … • … [Total: 6] Exercise 5 Imagine you have given your talk to the school sports club. Your Principal has asked you to produce a written summary to be sent to all the other schools in the area. Look at your notes in Exercise 4. Using the ideas in your notes, write a summary about the benefits of the Premier Skills Project. Your summary should be no more than 70 words. You should use your own words as far as possible. [Total: 4]

10 © UCLES 2012 0510/12/M/J/12 Exercise 6 You have just finished four weeks of paid work during your last school holiday. Write a letter to a friend in which you describe the job and say what you did. In your letter you should: • give details of where you worked and what you did; • explain who gave you the job and why; • describe what you learnt from the experience. Either of the pictures above may give you some ideas, but you are free to use any ideas of your own. Your letter should be between 100 and 150 words long. Do not write an address. You will receive up to 5 marks for the content of your letter, and up to 5 marks for the style and accuracy of your language.

11 © UCLES 2012 0510/12/M/J/12 [Turn over For Examiner's Use [Total: 10]

12 © UCLES 2012 0510/12/M/J/12 Exercise 7 Your school needs to buy expensive new equipment for the science laboratories. The Principal proposes to sell the school sports fields to raise the money for this. Here are some comments from other students: “Good science equipment is more important in a school than a place to play sport.” “We really need our sports fields for the health of our bodies as well as our minds.” “Our school is judged by the success of its sports teams as much as by its exam results.” “We don’t need the sports fields. Students can join other local sports clubs if they wish.” Write an article for your school magazine giving your views about the issue. Your article should be between 100 and 150 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 5 marks for the content of your article, and up to 5 marks for the style and accuracy of your language.

13 © UCLES 2012 0510/12/M/J/12 For Examiner's Use [Total: 10]

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2012 question paper for the guidance of teachers 0510 ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 (Reading and Writing – Core), maximum raw mark 56 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 must be read in conjunction with the question papers and the report on the examination. • Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the May/June 2012 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 12 © University of Cambridge International Examinations 2012 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 understand and respond to information presented in a variety of forms R2 select and organise material relevant to specific purposes R3 recognise, understand and distinguish between facts, ideas and opinions 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 6 --- 6 Exercise 2 Reading (2) R1 10 --- 10 Exercise 3 Information transfer R1, R2 6 W1, W5 4 10 Exercise 4 Note- making R1, R2, R3 6 --- 6 Exercise 5 Summary --- W1, W2, W3, W4, W5 4 4 Exercise 6 Writing (1) --- W1, W2, W3, W4, W5, W6 10 10 Exercise 7 Writing (2) --- W1, W2, W3, W4, W5, W6 10 10 56

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 12 © University of Cambridge International Examinations 2012 Exercise 1 WHEN IN PALERMO, BUENOS AIRES (a) park(s) AND museum(s) BOTH NEEDED [1] (b) pavement(s) [1] (c) ladies' head-dresses AND fossils of armadillos [1] (d) temple [1] (e) volunteers AND feed / look after [1] (f) less than ten dollars [1] Max total for exercise 1: 6 marks Exercise 2 WORK, REST AND PLAY (a) relaxing / not working [1] (b) cheap accommodation / cheap food [1] (c) trainers unsuitable / no trainers / shoes OR boots suitable for outdoor work / the bold type [1] (d) give the trees room / plant more trees [1] (e) it’s a charity / no money from the government / work wouldn’t be done [1] (f) over 65(s) / 65 and above / pensioners [1] (g) free holiday [1] (h) able to work at own pace / free to work at own pace [1] (i) cataloguing books [1] (j) cold / temperature of room [1] Max total for exercise 2: 10 marks

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 12 © University of Cambridge International Examinations 2012 Exercise 3 CHURCHILL FOUNDATION SCHOLARSHIPS 2013: FORM Note: correct spelling is essential throughout the form-filling exercise. Upper case letters required at the start of proper nouns. The conventions of form-filling (i.e. instructions to tick, circle, delete) must be observed with total accuracy. Section A Personal details Full name: Rubina Afzal Age: 17 Home address: 67 Ataturk Avenue, Islamabad (Pakistan) Name of school: Beaconsfield Academy Address of school: 40-44 Murree Road, Rawalpindi (Pakistan) Section B Academic details Subjects being studied for final examinations: English French Economics History How many A grades are predicted for you by your school? TICK 3 Give the name of any competitions you have won: (t/The) Cambridge International Schools’ (c/Competition) Which university will you apply to? SOAS / School of Oriental and African Studies / University of London Which degree course do you want to take? Development Economics Section C Administrative details Who will pay your travel expenses (please circle)? CIRCLE Parent Name and occupation of your academic referee: (Mrs) Shaheen Talaat s/School Principal Name and occupation of your character referee: (Dr) Aftab Saleemi l/Lecturer (at Reading University) Max. total for Sections A to C: 6 marks

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 12 © University of Cambridge International Examinations 2012 Section D Max. total for Section D: 4 marks In the space below, write one sentence giving your reason for choosing your particular university course, and one sentence about the career you would like to follow. Sentence 1 and 2 must be written from the point of view of Rubina Afzal. Sentence 1: it is expected the candidate will write one sentence explaining that SOAS offers a course that allows her to specialise in South Asian countries. Example sentence 1: This course allows me to specialise in the economies of South Asian countries. Sentence 2: it is expected the candidate will write one sentence stating she wants to work either in the Pakistan Government service or join an international aid agency. Example sentence 2: I would like to follow my father into the Pakistan Government service. 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. Max total for exercise 3: 10 marks

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 12 © University of Cambridge International Examinations 2012 Exercise 4 GAME ON Correct responses only apply if they are placed under the correct sub-heading (as detailed below). Only one mark may be awarded per line. Add the correct answers to give a total out of 6. Remember that this exercise is marked for content (reading) not language. The children’s behaviour before they were coached (max 3 marks for this section) 1. didn’t know had to kick ball / picked up ball / ran away with ball / didn’t know what to do 2. tried to hit ball with hand / punch ball with fists 3. let ball strike them 4. refused to play The teacher’s improved coaching after the training course (max 3 marks for this section) 5. knows how to deal with young players / doesn’t shout / doesn’t raise voice / walks over to children and speaks to them 6. better organised / lists all activities 7. knows what activities to give / knows what training skills to use / knows what to do at each stage 8. focuses on enjoyment / involves everyone / interactive 9. gets players to lead / focuses on individuals Max total for exercise 4: 6 marks

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 12 © University of Cambridge International Examinations 2012 Exercise 5 GAME ON: SUMMARY This exercise is marked for language, not content, but if content is entirely irrelevant to the task, a mark of zero should be awarded. Count words and do not mark anything exceeding 70 words, as specified in the question. Candidates will not be assessed on anything they have written after this limit, but will not be penalised per se for exceeding it. 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 / 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: 4 marks

Page 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 12 © University of Cambridge International Examinations 2012 Exercise 6 HOLIDAY JOB Exercise 7 SELL SCHOOL SPORTS FIELDS The following general instructions, and table of marking criteria, apply to both exercises. • Award the answer a mark for content (C) [out of 5] and a mark for language (L) [out of 5] 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 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 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, 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 is available. Max total for exercise 6: 10 marks Max total for exercise 7: 10 marks

Page 9 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0510 12 © University of Cambridge International Examinations 2012 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) 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 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.