Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2014 May/June Paper 1 · Variant 2

This document consists of 13 printed pages and 3 blank pages. DC (LK/SW) 82306/4 © UCLES 2014 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 6 5 1 2 2 8 6 8 1 7 * ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 Reading and Writing (Core) May/June 2014 1 hour 30 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Dictionaries are not allowed. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question.

2 0510/12/M/J/14 © UCLES 2014 Exercise 1 Read the following article about airports, and then answer the questions on the opposite page. AIRPORT TERMINALS There was a time, not so long ago, when terminal buildings at airports in major international cities were very unattractive. Fortunately, famous architects are now transforming these terminals into works of art. Not everyone likes all the new designs, but the five featured here have certainly been admired, and have inspired many discussions. INCHEON, SOUTH KOREA The terminal building at Incheon airport shows the best of traditional Korean design, and at the same time it is a futuristic model of efficiency. Before starting work, the architect travelled throughout the country. He visited ancient places and studied the design of religious buildings. The roofline of the terminal is similar to that of a Korean temple, and unusually for an airport, there are precious objects on display inside that are thousands of years old. JEDDAH, SAUDI ARABIA Unlike the rest of the terminal buildings mentioned in this article, one of the terminals at Jeddah airport is only in operation during Hajj, the Muslim pilgrimage to Mecca, which takes place once a year. This temporary, open-air terminal is covered with 210 white fibreglass tents. These tents help to cool the desert air by as much as 10 degrees Celsius without the need for air conditioning. MADRID, SPAIN The terminal here was built to provide the 50 million passengers who pass through it each year with a spacious, stress-free zone, where they can begin or end their journeys. Glass-panelled walls allow in plenty of light which creates this calming effect. There is a gently rolling roofline constructed from long beams of pale bamboo, and there are pylons that change colour as you walk through the terminal. SINGAPORE Singapore’s Changi airport has a cinema and a children’s playground with a gigantic slide. There’s no doubt that it is one of the world’s most action-packed terminals. It is also one of the most beautiful. The ‘butterfly’ roof has 919 skylights, which adjust to allow just the right amount of daylight inside. At night, these same skylights glow with lighting carefully hidden below the panels. The terminal’s most dramatic feature, however, is the vertical garden, also known as ‘The Green Wall’, which has four waterfalls and spans nearly 300 metres across the main building. MONTEVIDEO, URUGUAY The beauty of this new terminal is its simplicity. The entire structure is under a gently arching rooftop that sweeps 350 metres across the landscape. The building is designed to blend in with its environment, and it offers a wide- open, welcoming public space, which is enjoyed by passengers and the loved ones who come to greet them. In Uruguay, it is still a tradition, and it is still possible, to meet your family and friends as they come off the plane.

3 0510/12/M/J/14 © UCLES 2014 [Turn over (a) What are famous architects doing? …[1] (b) Where did the architect of Incheon airport go before beginning the project? …[1] (c) When is the Jeddah terminal open? …[1] (d) What makes passengers feel relaxed at Madrid’s airport? Give two details. … …[2] (e) Why is Singapore’s terminal called ‘action-packed’? Give two details. … …[1] (f) What custom do Uruguayans still enjoy? …[1] [Total: 7]

4 0510/12/M/J/14 © UCLES 2014 Exercise 2 Read the following article about the future of higher education, and then answer the questions on the opposite page. THE FUTURE OF UNIVERSITY EDUCATION The world’s higher education system must provide for 80 million more students by 2025. It has been calculated that this will require building three new universities every week for the next 13 years. Governments agree that it is impossible to build so many universities, and so the future of higher education will definitely be online. The potential benefits of online learning are enormous. At the moment a typical university student needs a large amount of money to cover the cost of tuition and living expenses. The aim of online learning is to cut these costs. Learning will be cheaper and all students will be able to afford it. However, in order for online learning to become widely accepted, universities must be prepared to change and co-operate closely. This is the only way to improve the quality of online education resources. The idea of a student as someone who goes to a classroom to learn from a teacher will disappear. We have already changed the way in which we shop. We no longer have to go out to buy products and services because shopping can be done from home. We now have to adapt to the idea that we might not need to go to lecture halls and classrooms to study for a degree. This should not be a threat to universities and colleges. Most countries in the world want to increase the percentage of the population with a degree. Online learning offers the opportunity to teach many more students than we do now. One university could potentially have a million students. Young students nowadays like to spend time in groups with their friends; but in future, communication with fellow students will all be virtual. Older learners currently find it difficult to take part in on-campus courses because of work and home responsibilities. These people will find learning online very convenient as they will be able to study at home in their own time. 60 50 40 30 percentage of 30–34-year-olds 20 10 0 Spain France Italy Hungary European Countries 30–34-year-olds with a university degree Malta Poland Some universities are concerned that, by making knowledge freely available online, they will become little more than providers of certificates. The worry is that students will study material online free of charge, after which they will search for universities or colleges that are willing to test them, and if they pass, provide them with an appropriate certificate. Universities say that if this happens, they will not be able to survive financially. Others argue that it can be an advantage for universities to offer online resources, as long as they have a thorough system of testing, and provide recognised qualifications. They may find that their staff have more time for other work, such as medical research, which could eventually benefit all of us. People may not be happy to pay for tuition at a university with a poor reputation, preferring to attend a free, virtual one. Students will continue to pay, however, for a qualification from one of the top universities. These diplomas, certificates and degrees will be evidence of the quality of their learning, and universities will have to find ways of charging for these. Some say that it will be sad to lose the picture of today’s students all gathered together on graduation day to receive their certificates. In the future, graduation day may be a quiet individual celebration at home.

5 0510/12/M/J/14 © UCLES 2014 [Turn over (a) How many more students will want to enter higher education by 2025? …[1] (b) Why do the authorities think that there will be more university courses delivered via the internet? …[1] (c) Why will online education be more easily available to students? …[1] (d) What will be the benefit of universities working together? …[1] (e) What evidence is there that people can change their habits? …[1] (f) Why is it challenging for mature students to attend courses at university? …[1] (g) According to the graph, which country has the lowest percentage of 30- to 34-year-olds with a degree and what is the percentage? …[1] (h) What worries universities about the future? Give two details. … …[2] (i) How might university lecturers use their extra free time? …[1] (j) What would students pay fees for in the future? …[1] [Total: 11]

6 0510/12/M/J/14 © UCLES 2014 Exercise 3 Deborah Harrison lives on the south coast of England at 94 Broadhurst Avenue, Portsmouth, PO7 2AR. She has always lived by the sea and she learnt to swim when she was only about two years old. Her family call her ‘the fish’ because she loves swimming so much. She has competed in many swimming events and has won awards for 200-metre freestyle competitions, although she can swim one kilometre without any difficulty. Her mother, Mrs Rachel Harrison, has always supported her and encouraged her in all her activities. She is available on the phone at any time to help Deborah if she needs anything. She certainly knows her daughter’s cellphone number, 07073264387, without needing to look it up. For the last two years, Deborah has been attending the school’s scuba diving club, but she now wants to join the sailing club. She has never sailed alone before, even though her uncle has taken her out many times as a passenger in his sailing boat. Deborah is now very keen to learn how to sail because next summer she plans to work with disabled children on an activity holiday. She has agreed to teach swimming, which she will find very easy. However, the only other water-based activity is sailing, and so Deborah has decided to learn to sail so that she can help with this activity too. Deborah has already passed the Level Two First Aid Award which she must have for the activity holiday, and so now she is able to give her attention to learning how to sail. The club fees are very cheap, and she will be able to pay them in cash with money that she has earned from babysitting. Someone who has more experience than she has will be in charge of the sailing boat, and her job will be as a member of the crew on the boat. The school club offers lessons in the theory of sailing and Deborah thinks that she should learn both the theory and the practical aspects of sailing. She hopes that this will enable her to deal confidently with any difficulties that may arise. Imagine you are Deborah. Fill in the form on the opposite page, using the information above.

7 0510/12/M/J/14 © UCLES 2014 [Turn over School Sailing Club: Application for Membership Section A: Personal details Full name: … Address: … Contact telephone number: … Name of contact in case of emergency: … Section B: Further details Other club memberships: … First Aid qualifications: … How far can you swim? … What is your level in sailing? (please tick ✓) beginner intermediate expert Do you wish to attend theory classes as well as practical sessions? (please delete) YES/NO Method of payment: … Section C In the space below, write one sentence about any previous experience of sailing, and one sentence explaining what you want to achieve by joining the club. [Total: 14]

8 0510/12/M/J/14 © UCLES 2014 Exercise 4 Read the following article about teenagers and texting, and then complete the notes on the opposite page. Teenagers and Texts It seems that the most popular means of communication among teenagers these days is texting. Teenagers clearly enjoy keeping in contact in this way, but doctors and psychologists are beginning to worry about this behaviour. A doctor recently carried out a survey of students at two schools and found that many were regularly sending hundreds of texts every day. “That’s one text every few minutes,” he said. “Also, these students are responding to texts late at night. This will cause sleep problems in an age group that hardly ever gets enough sleep anyway.” One psychologist, who has studied texting among teenagers for three years, said that it might be having a negative effect on the way adolescents develop. Psychologists expect teenagers to break free from their parents as they become independent adults. However, technology makes staying in touch very easy, so it’s harder for teenagers to make decisions for themselves. Now some teenagers are texting their mothers many times a day, asking things like, ‘Should I get the red shoes or the blue shoes?’ All psychologists agree that teenagers need quiet time in which to reflect and think. A well-known child psychiatrist, Ms Prosser, comments, “If a phone vibrates every couple of minutes, it is very difficult to concentrate. All teenagers have a strong interest in knowing what’s going on in the lives of their friends and hate being left out.” For that reason, she suggests, the rapid rise in texting has the potential both for great benefit and great harm. “Texting can be a really useful tool,” Ms Prosser says. “It offers an easy way of connecting with friends. It enables young people to make and change their arrangements easily. Texting can also make young people feel less nervous when they have to undertake new experiences. For example, it can be very comforting to receive a text offering encouragement before going for an interview.” Texting may also have an effect on teenagers’ thumbs. Based on doctors’ experiences with computer users, it is known that intensive repetitive use of certain muscles in the hands and arms can lead to damage, causing pain. Doctors have good reason to be concerned that too much texting could lead to temporary or permanent injury to the thumbs. One student said that although her school forbids cellphone use in class, she puts her phone under the desk so that she can still send texts. Teachers report that this is a huge problem, and that students are not listening to them in class because of texting. There is also some evidence that students’ spelling skills are getting worse because of the abbreviations used in texting. Dr Khan, who works with many families, says that parents tend to be far less aware of the dangers associated with texting than of video- game playing or general computer use. Texting is often free and parents are just grateful that their children are not costing them too much by talking on the phone. “I always raise the issue of texting when I see parents,” he said. “I discuss it with them, but no one gives it a thought. Parents think that it’s harmless and underestimate the very real problems connected with texting. They need to be far more aware of the dangers.”

9 0510/12/M/J/14 © UCLES 2014 [Turn over You are going to give a talk about teenagers and texting at a parents’ evening. Prepare some notes to use as the basis of your talk. Make your notes under each heading. Advantages of texting: • … • … Disadvantages of texting: • … • … • … • … • … [Total: 7] Exercise 5 Imagine that you have given your talk at the parents’ evening. Now your teacher wants you to follow this up with a summary for homework. Look at your notes in Exercise 4 above. Using the ideas in your notes, write a summary about teenagers and texting. Your summary should be about 70 words long (and no more than 80 words long). You should use your own words as far as possible. … … … … … … … … [Total: 5]

10 0510/12/M/J/14 © UCLES 2014 Exercise 6 ARRIVALS You have recently returned to live in your home country after being abroad for the last three years. You find that many things have changed. Now that you are home, write a letter to a friend. In your letter you should: • describe how you are feeling now that you are back in your home country • tell your friend about two or three things that have changed • say what you plan to do now you are home. The pictures above may give you some ideas, and you should try to use some ideas of your own. Your letter should be between 100 and 150 words long. Do not write an address. You will receive up to 7 marks for the content of your letter, and up to 6 marks for the style and accuracy of your language.

11 0510/12/M/J/14 © UCLES 2014 [Turn over … … … … … … … … … … … … … … … … … … … … [Total: 13]

12 0510/12/M/J/14 © UCLES 2014 Exercise 7 Some people think that boys and girls aged 14–18 should attend separate schools. Here are some comments from young people about this idea: Young people can concentrate better at school if boys and girls are separated. It is important for boys and girls to learn how to understand each other. Behaviour is better in separate schools. +WUXM\Q\QWVJM\_MMVJWa[ IVLOQZT[UISM[\PMU JW\P_WZSPIZLMZ Write an article for your school magazine, giving your views about this issue. The comments above may give you some ideas, and you should try to include ideas of your own. Your article should be between 100 and 150 words long. You will receive up to 7 marks for the content of your article, and up to 6 marks for the style and accuracy of your language.

13 0510/12/M/J/14 © UCLES 2014 … … … … … … … … … … … … … … … … … … … … [Total: 13]

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16 0510/12/M/J/14 © UCLES 2014 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. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2014 series 0510 ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 (Reading and Writing – Core), maximum raw mark 70 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

Page 2 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0510 12 © Cambridge International Examinations 2014 IGCSE English as a Second Language Core tier Reading/Writing (Paper 1) This component forms part of the Core tier assessment of IGCSE English as a Second Language and tests the following Assessment Objectives: AO1: Reading R1 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 7 – 7 Exercise 2 Reading (2) R1 11 – 11 Exercise 3 Information transfer R1, R2 10 W1, W5 4 14 Exercise 4 Note- making R1, R2, R3 7 – 7 Exercise 5 Summary – W1, W2, W3, W4, W5 5 5 Exercise 6 Writing (1) – W1, W2, W3, W4, W5, W6 13 13 Exercise 7 Writing (2) – W1, W2, W3, W4, W5, W6 13 13 70

Page 3 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0510 12 © Cambridge International Examinations 2014 Exercise 1 – Airport Terminals (a) transforming terminal / redesigning terminal [1] (b) through the country / through Korea / ancient places / religious buildings / temples [1] (c) Hajj / once a year / during pilgrimage to Mecca [1] (d) glass walls OR glass panel OR light / spacious / stress-free OR calming / pylons change colour / rolling roofline [2] ANY TWO (e) playground / cinema / slide [1] ANY TWO (f) meeting family off plane / meeting friends off plane [1] Max total for exercise 1: 7 marks

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0510 12 © Cambridge International Examinations 2014 Exercise 2 – The Future of University Education (a) 80 million / 80 000 000 / 80m / eighty million [1] (b) impossible to build so many universities / impossible to build enough universities [1] (c) it will be cheaper / students will be able to afford it / cut cost [1] (d) improved online education / improved online learning resources / online learning accepted [1] (e) way we shop / no longer go out to buy / shopping done from home / online shopping [1] (f) work responsibilities / home responsibilities [1] (g) Italy AND 20% [1] (h) only provide certificates / study free (material) online / not able to survive financially [2] (i) (medical) research / other work [1] (j) qualification from top university [1] Max total for exercise 2: 11 marks

Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0510 12 © Cambridge International Examinations 2014 Exercise 3 – School Sailing Club Application Section A: Personal details Full name: Deborah Harrison [1] Address: 94 Broadhurst Avenue, Portsmouth, PO7 2AR [1] Contact telephone number: 07073264387 [1] Name of contact in case of emergency: (Mrs) Rachel Harrison [1] Section B: Further details Other club memberships: scuba diving [1] First Aid qualifications: Level Two (First Aid Award) [1] How far can you swim? 1 kilometre / 1 kilometer / 1km [1] What is your level in sailing? TICK beginner [1] Do you wish to attend theory classes as well as practical sessions? DELETE NO [1] Method of payment: cash [1] Max total for Sections A to B: 10 marks

Page 6 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0510 12 © Cambridge International Examinations 2014 Section C In the space below, write one sentence about any previous experience of sailing, and one sentence explaining what you want to achieve by joining the club. Sentences must be written from the point of view of Deborah. Sample sentence 1: I have only been a passenger on a sailing boat. I have never sailed alone before. My uncle has taken me out on his sailing boat many times. Sample sentence 2: I want to learn how to sail (because next summer….). I want to learn both the theory and the practical aspects of sailing. I hope that this will enable me to deal confidently with any difficulties that may arise. For each sentence, award up to 2 marks as follows: 2 marks: proper sentence construction; correct spelling and punctuation; gives the information asked for 1 mark: proper sentence construction; 1–3 errors of punctuation and/or spelling (without obscuring meaning); gives the information asked for 0 marks: more than 3 errors of punctuation and/or spelling; 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 Section C: 4 marks Max total for exercise 3: 14 marks

Page 7 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0510 12 © Cambridge International Examinations 2014 Exercise 4 – Teenagers and texts Advantages of texting (max. 2 marks this heading) 1. enjoyable 2. keep contact / easy to connect / easy to communicate 3. easy to make arrangements / easy to change arrangements 4. feel less nervous / comforting / encouraging / not feel left out 5. free / cheap Disadvantages of texting (max. 5 marks this heading) 6. sleep problems 7. affects development / hard to be independent / hard to make decisions 8. difficult to concentrate / no quiet time 9. feeling left out 10. injury to thumbs 11. not listening / not paying attention in class 12. spelling worse / abbreviations used Max total for exercise 4: 7 marks

Page 8 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0510 12 © Cambridge International Examinations 2014 Exercise 5 Teenagers and Texting: summary Language: (up to 5 marks) 0 marks: no understanding of the task / no relevant content / meaning completely obscure due to serious language inaccuracies 1 mark: copying without discrimination from text / multiple language inaccuracies 2 marks: heavy reliance on language from the text with no attempt to organise and sequence points cohesively / limited language expression making meaning at times unclear 3 marks: some reliance on language from the text, but with an attempt to organise and sequence points cohesively / language satisfactory, but with some inaccuracies 4 marks: good attempt to use own words and to organise and sequence points cohesively / generally good control of language 5 marks: good, concise summary style / very good attempt to use own words and to organise and sequence points cohesively Max total for exercise 5: 5 marks

Page 9 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0510 12 © Cambridge International Examinations 2014 Exercise 6 – Return to home country Exercise 7: Separate schools for girls and boys? The following general instructions, and table of marking criteria, apply to both exercises. • Award the answer a mark for content (C) [out of 7] and a mark for language (L) [out of 6] in accordance with the General Criteria table that follows. • Content covers relevance (i.e. whether the piece fulfils the task and the awareness of purpose/audience/register) and the development of ideas (i.e. the detail/explanation provided and how enjoyable it is to read). • Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and use of paragraphs). • When deciding on a mark for content or language, first of all decide which mark band is most appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils all the requirements of the band but doesn’t quite make it into the band above. • When deciding on a mark for content, look at both relevance and development of ideas. First ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If it does, it will be in 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, fewer than 70 words, it should be put in mark band 2–3 for content or lower for not fulfilling the task. If the essay is between 70 and 100 words, it should be put in mark band 4–5 for content or lower. The language mark is likely to be affected and is unlikely to be more that one band higher than the content mark. • If the essay is totally irrelevant and has nothing to do with the question asked, it should be given 0 marks for Content and Language, even if it is enjoyable to read and fluent. • If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for language is available. Max total for exercise 6: 13 marks Max total for exercise 7: 13 marks

Page 10 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0510 12 © Cambridge International Examinations 2014 GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (Core tier) Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 6–7 Effective: Relevance: Fulfils the task, with appropriate register and a good sense of purpose and audience. Award 7 marks. Fulfils the task, with appropriate register and some sense of purpose and audience. Award 6 marks. Development of ideas: Ideas are developed at appropriate length. Engages reader’s interest. 6 Competent: Style: Sentences show some style and ambitious language. However, there may be some awkwardness making reading less enjoyable. Award 6 marks. Accuracy: Generally accurate with frustrating errors. Appropriate use of paragraphing. Award 6 marks. 4–5 Largely relevant: Relevance: Fulfils the task. A satisfactory attempt has been made to address the topic, but there may be digressions. Award 5 marks. Does not quite fulfil the task although there are some positive qualities. There may be digressions. Award 4 marks. Development of ideas: Material is satisfactorily developed at appropriate length. 4–5 Satisfactory: Style: Mainly simple structures and vocabulary but sometimes attempting a wider range of language. Award 5 marks. Mainly simple structures and vocabulary. Award 4 marks. Accuracy: Meaning is clear and of a safe standard. Grammatical errors occur when attempting more ambitious language. Paragraphs are used, showing some coherence. Award 5 marks. Meaning is generally clear. Simple structures are usually sound. Errors do not interfere with communication. Paragraphs are used but without coherence or unity. Award 4 marks.

Page 11 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0510 12 © Cambridge International Examinations 2014 Mark band CONTENT: relevance and development of ideas (AO: W1, W2, W6) Mark band LANGUAGE: style and accuracy (AO: W1, W3, W4, W5) 2–3 Partly relevant: Relevance: Partly relevant and some engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 3 marks. Partly relevant and limited engagement with the task. Inappropriate register, showing insufficient awareness of purpose and / or audience. Award 2 marks. Development of ideas: Supplies some detail but the effect is incomplete and repetitive. 2–3 Errors intrude: Style: Simple structures and vocabulary. Accuracy: Meaning is sometimes in doubt. Frequent errors do not seriously impair communication. Award 3 marks. Meaning is often in doubt. Frequent, distracting errors which slow down reading. Award 2 marks. 0–1 Little relevance: Very limited engagement with task, but this is mostly hidden by density of error. Award 1 mark. No engagement with the task or any engagement with task is completely hidden by density of error. Award 0 marks. If essay is completely irrelevant, no mark can be given for language. 0–1 Hard to understand: Multiple types of error in grammar / spelling / word usage / punctuation throughout, which mostly make it difficult to understand. Occasionally, sense can be deciphered. Award 1 mark. Density of error completely obscures meaning. Whole sections impossible to recognise as pieces of English writing. Award 0 marks.