Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2016 May/June Paper 1 · Variant 1

This document consists of 13 printed pages and 3 blank pages. DC (ST/SG) 110315/2 © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 6 3 9 4 2 1 9 9 8 6 * ENGLISH AS A SECOND LANGUAGE 0510/11 Paper 1 Reading and Writing (Core) May/June 2016 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 0510/11/M/J/16 © UCLES 2016 Exercise 1 Read the following guide for new students, and then answer the questions on the opposite page. Wellbridge College student guide Welcome to Wellbridge College! This guide is for new students who are starting a course with us next year. It contains some practical information about our facilities, your arrival and accommodation at our international college. Your first few days On arrival at the college, the Information Centre is the place to go. Here you will receive a form to complete for your ID card (which you collect later at the library), a map of the site, and information about the college and some welcome events, all of which are free. You can also speak to advisers about how to open a bank account, and get help with writing letters. See the ‘social’ board in the Information Centre to find out what’s on. On your first evening, you can get to know other new students at a welcome party in the Garden Room. The next morning, come along to the Great Hall to be introduced to your tutors and other staff, and find out more about your course. Staff at the Information Centre arrange tours of the college site for all new students. You will be shown all the important places such as the library, the medical centre (where you can see a nurse or a doctor between 9am and 5pm on weekdays), and of course the cafeteria. We hope that new students will enjoy their time with us at the college. However, we realise that for some it can be a challenging experience at times. Therefore we offer free half-day workshops on a range of topics such as stress management and relaxation. See the notice board in the Information Centre for more details. Accommodation We cannot guarantee everyone a place in student accommodation, so we would encourage you to apply as soon as you can, ideally online via the website. If this is not possible, you can request a paper application form from us and send it in by post. Please note that some students, for example those who are going to study part-time, are unlikely to be offered a room. Our most popular accommodation is Simson Court, situated at the very centre of the college. This has 176 single en-suite rooms, with shared kitchens. We also have 150 studio flats in Patterson House, which is three kilometres from the college. Finally, there are 148 rooms, some of which are shared, in The Lakeside, just inside the college grounds. If you prefer more independence, private-sector housing is another option to consider. We provide assistance for students who decide to rent privately, including the StudentHouse website and frequent house-hunting days. There are many accommodation agencies in the town which can be contacted as well.

3 0510/11/M/J/16 © UCLES 2016 [Turn over (a) Where do students get their identity cards from? …[1] (b) What financial advice does the Information Centre give students? …[1] (c) Where will new students meet their teachers for the first time? …[1] (d) Where should students go if they feel unwell? …[1] (e) What is the best way to apply for college accommodation? …[1] (f) Which students will probably not get college accommodation? …[1] (g) How does the college help students to find a house to live in? Give two details. … …[1] [Total: 7]

4 0510/11/M/J/16 © UCLES 2016 Exercise 2 Read the following article about a sport called BMX, and then answer the questions on the opposite page. BMX There is only so much that you can write about a sport without trying it yourself. I was excited when my editor asked me to produce an article on BMX. The appeal of the sport for many people is the challenge, but I started feeling anxious when I realised that I would actually need to have a go at it myself. BMX, or bicycle motocross, involves riding a small bicycle on tracks which usually include several jumps. Some people prefer BMX racing; others like freestyle BMX, which is all about performing tricks. Either way, the fact that BMX bikes are fairly cheap to buy has helped to make it a sport that many people want to try. The sport began in the 1970s, when children in California were inspired by the stars of cross- country motorbike racing, and started racing their bikes on dirt tracks. Many people believe that they were motivated by an American TV documentary which showed children riding a popular type of bicycle, called the Sting-Ray, off-road. This quickly became the preferred bike for BMX racing because it was easy to adapt for better performance. By the mid-1970s, BMX racing had become officially recognised as a sport. In 1981, the International BMX Federation was founded, and the first world championships were held in 1982. The International Olympic Committee made BMX a full-medal Olympic sport in time for the 2008 summer Olympic Games in Beijing, China. The first Olympic champion in men’s racing was Māris Štrombergs, from Latvia; Anne-Caroline Chausson, who was French, became the first women’s champion. Lots of people are attracted to BMX because there are many places to ride and do tricks. I went to my local BMX centre and met Mark Hubbard, a professional BMX rider, to try it out. I wanted him to teach me a trick that I had heard about, called the bunnyhop. To do this, riders have to lift their front wheel, then their back wheel, to launch their bike in the air, as if they are jumping off a ramp. However, Mark said this was too challenging, and he would teach me two simpler ones instead. First I tried a truck stand, which involves balancing on the front tyre with your hands in the air. My first attempts were disastrous, so Mark decided to teach me how to do a glider – a trick where you keep your feet on the wheel pegs and roll backwards and forwards with your hands above your head. Mark made it look so easy, but I just couldn’t take my hands off the handlebars. Before we ran out of time, Mark gave me one last chance to perfect the first of these tricks. Taking a deep breath, and with Mark firmly holding onto my bike, I managed to get my balance and stand upright. I then realised with horror that Mark had stepped away. I was actually supporting myself – but only for a few seconds, before I fell off! Mark later reassured me that BMX isn’t as dangerous as some people think. Injury rates for selected sports Number of injuries per 1000 athletes Alpine skiing Softball Basketball Surfing Mountain biking Skateboarding BMX In-line skating 3.0 2.2 1.9 1.8 1.2 0.8 0.8 0.4 1 2 3 4 I also tried out BMX racing at the centre. I was only allowed on the amateur track, which had a five-metre start hill followed by a variety of jumps and turns. Then I watched some teenagers having an advanced lesson on the elite track, which has a higher start hill and a much more technically demanding layout. They all looked so cool with their bikes – another reason why the sport is so popular. I left feeling very relieved that I didn’t have to try my luck on that!

5 0510/11/M/J/16 © UCLES 2016 [Turn over (a) How did the writer feel about the idea of having a BMX lesson? …[1] (b) Which two types of BMX riding does the writer mention? … …[1] (c) Which sport did BMX develop from? …[1] (d) Which make of bicycle did most children use for BMX racing in the 1970s? …[1] (e) When did the first international BMX competitions take place? …[1] (f) What was the nationality of the first woman to win an Olympic BMX racing event? …[1] (g) What do riders need to do first if they want to perform a bunnyhop? …[1] (h) Which trick did the writer manage to do in his lesson? …[1] (i) According to the chart, which sport is as dangerous as BMX, and how many injuries are there for every 1000 basketball players? … …[1] (j) What two tracks were at the place where the writer went for his lesson? … …[2] [Total: 11]

6 0510/11/M/J/16 © UCLES 2016 Exercise 3 Sile Farley is a schoolgirl. She goes to Barnford High, a school for 11- to 18-year-olds, which is just outside the town where she lives in Ireland. The school is half an hour away by bus. Her home, at 142 Dermot Street, in Wexford, is much closer to West College, but this school doesn’t have such good facilities for art and design, which she is really interested in. Sile’s grandmother is an artist and she also makes all her own clothes. Since Sile was a little girl, she has always enjoyed spending time with her grandmother, watching her working. Sile would love to be a designer when she is older. Her art teacher, Mrs Harrison, has told her about a competition called RecycleArt, which is run by a well-known fashion designer called Zoe Turnbull. The competition is open to anyone under the age of sixteen. Sile’s sixteenth birthday is in two months’ time, so she is able to enter. She has checked the competition details online, at www.designcomp.co.uk, and requested an entry form. This could be sent by post or email, and Sile chose to have it sent to her at sile123@mypost.com because that is faster. For the competition, Sile has to design something to wear that is made from recycled material, for example shoes made from plastic bags, or a cardboard hat. She has decided to make a necklace and bracelet out of buttons from some of her old clothes. There are two stages to the competition. First, she has to send in a proposal for her design, including a name for it, a description and detailed drawings. Her dad suggested calling it ‘Done up’, which she really liked, but in the end she chose ‘Collection in Blue’ because of the colour that she is using. If her proposal is accepted, she will then make the design, and take it to a show on one of three days, where the winners are chosen. The shows take place on 12, 19 and 23 August. Sile’s parents are taking her to America for the last two weeks of August, so she is only available for the first show. Imagine you are Sile. Fill in the competition entry form on the opposite page, using the information above.

7 0510/11/M/J/16 © UCLES 2016 [Turn over RecycleArt – competition entry form Section A: Personal details Full name: … Home address: … Age: … Email address: … School name: … Teacher’s name: … Section B: Design details What are you going to make? (tick one box) clothes □ jewellery □ footwear □ Name of your design: … What is your design made from? … Shows you can attend: (circle one) 12 August / 19 August / 23 August Section C In the space below, write one sentence stating how you became interested in design and one sentence describing your future career plans. [Total: 14]

8 0510/11/M/J/16 © UCLES 2016 Exercise 4 Read the following article about WaterAid, and then complete the notes on the opposite page. WaterAid Many people around the world take it for granted that they can simply turn on a tap and get a glass of clean, fresh water to drink. These people have probably never even considered life without this basic necessity. However, it is incredible to realise that approximately 748 million people nowadays still do not have safe drinking water – that is one in ten of the world’s population. These people desperately need easy access to clean water, as it would allow them to take the first steps out of poverty. With a safe water supply, a child who used to spend four hours a day walking to fetch water now has time to go to school and get an education. Clean water is also vital because it means that fewer people suffer diseases. WaterAid is a charity which is working to improve the lives of some of the people who lack safe water. Up to now, it has helped over 19 million people, in a wide variety of ways. In some rural communities, volunteers have worked with villagers to dig wells, often by hand, to give them access to clean water. In other places, pipes have been laid to carry fresh water from higher ground to taps that are situated near people’s homes. Where technology is involved, for example if a pump has been installed to bring water up to the surface from below ground, WaterAid has taught locals how to mend the pump if it breaks. This means that a safe water supply is available again much more quickly, and also that communities do not have to rely on skilled technicians who can charge high fees and may take several days to arrive at the rural location. These local, well-trained pump mechanics also carry out routine checks and maintenance, and records now show an increase in the number of wells which provide people with a regular supply of water. Many sets of tool boxes have also been given out so that the local mechanics have the equipment they need to carry out maintenance and repairs effectively. Of course, all this work and equipment requires a huge amount of financial support. Many people make regular donations to WaterAid, which means that the charity is able to plan ahead with some confidence. Even donating a small amount of money each month makes a big difference. Supporters are then kept up to date on the progress of current projects through emails and newsletters. The charity also arranges a variety of events to raise funds. Examples include marathons, expeditions, concerts and even cake sales – the list is endless. People can take part in an event that is set up and promoted by the charity itself, or they can get in touch with the charity and organise their own event. WaterAid also receives money from governments, organisations and companies around the world that are committed to improving access to safe water. The organisations range from banks to clothing manufacturers, and all of these are essential to WaterAid’s work and are an important part of the solution to the world’s water crisis.

9 0510/11/M/J/16 © UCLES 2016 [Turn over You are going to give a talk to your class about WaterAid. Prepare some notes to use as the basis for your talk. Make short notes under each heading. Why clean water is important: • … • … What WaterAid has done to help provide clean water: • … • … • … How WaterAid gets money to pay for projects: • … • … [Total: 7] Exercise 5 Imagine that you have given your talk to your class. Now your teacher has asked you to follow this up with a summary for the school website. Look at your notes in Exercise 4 above. Using the ideas in your notes, write a summary about WaterAid. 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 0510/11/M/J/16 © UCLES 2016 Exercise 6 Your friend is coming to stay in your house next month to look after it while you and your family are on holiday. Write an email to your friend about staying in your house. In your email, you should: • tell your friend where some important things are in your house • ask your friend to do something for you • suggest what your friend can do in the area. The pictures above may give you some ideas, and you should try to use some ideas of your own. Your email should be between 100 and 150 words long. You will receive up to 7 marks for the content of your email, and up to 6 marks for the style and accuracy of your language.

11 0510/11/M/J/16 © UCLES 2016 [Turn over … … … … … … … … … … … … … … … … … … … … [Total: 13]

12 0510/11/M/J/16 © UCLES 2016 Exercise 7 Many people can get free music by downloading it from the internet. Here are some comments from students in your class: “How can musicians PDNHDOLYLQJLIZHGRQ·W SD\IRUWKHLUPXVLF"µ “You can’t download some of the latest music online without paying for it.” “CDs are much too expensive in the shops.” “Musicians make so much money doing live concerts – they don’t need any more.” Write an article for your school magazine, giving your views. The comments above may give you some ideas, and you should try to use some ideas of your own. Your article should be between 100 and 150 words long. You will receive up to 7 marks for the content of your article, and up to 6 marks for the style and accuracy of your language.

13 0510/11/M/J/16 © UCLES 2016 … … … … … … … … … … … … … … … … … … … … [Total: 13]

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16 0510/11/M/J/16 © UCLES 2016 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

® IGCSE is the registered trademark of Cambridge International Examinations. This document consists of 11 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0510/11 Paper 1 Reading and Writing – Core May/June 2016 MARK SCHEME Maximum Mark: 70 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 11 © Cambridge International Examinations 2016 IGCSE English as a Second Language Core tier Reading/Writing (Paper 1) This component forms part of the Core tier assessment of IGCSE English as a Second Language and tests the following Assessment Objectives: AO1: Reading R1 identify and retrieve facts and details R2 understand and select relevant information R3 recognise, understand ideas, opinions and attitudes and the connections between the related ideas R4 understand what is implied but not actually written, e.g. gist, relationships, writer’s purpose/intention, writer’s feelings, situation or place AO2: Writing W1 communicate clearly, accurately and appropriately W2 convey information and express opinions effectively W3 employ and control a variety of grammatical structures W4 demonstrate knowledge and understanding of a range of appropriate vocabulary W5 observe conventions of paragraphing, punctuation and spelling W6 employ appropriate register/style Overview of exercises on Paper 1 Reading objectives tested Marks for reading objectives Writing objectives tested Marks for writing objectives Total available marks Exercise 1 Reading (1) R1 R2 7 – 7 Exercise 2 Reading (2) R1, R2, R4 11 – 11 Exercise 3 Information transfer R1, R2 10 W1, W5 4 14 Exercise 4 Note- making R1, R2, R3 7 – 7 Exercise 5 Summary – W1, W2, W3, W4, W5 5 5 Exercise 6 Writing (1) – W1, W2, W3, W4, W5, W6 13 13 Exercise 7 Writing (2) – W1, W2, W3, W4, W5, W6 13 13 70

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 11 © Cambridge International Examinations 2016 Exercise 1: Wellbridge College student guide (a) library [1] (b) how to open a bank account [1] (c) Great Hall [1] (d) medical centre [1] (e) online / (via the) website [1] (f) (those who are going to study) part time / part time (students) [1] (g) StudentHouse website AND house hunting days BOTH NEEDED FOR ONE MARK [1] [Max total for Exercise 1: 7 marks]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 11 © Cambridge International Examinations 2016 Exercise 2: BMX (a) anxious [1] (b) (BMX) racing AND freestyle (BMX) / performing tricks BOTH NEEDED FOR ONE MARK [1] (c) cross-country motorbike racing [1] (d) Sting-Ray [1] (e) 1982 [1] (f) French [1] (g) lift (their) front wheel (then their back wheel) [1] (h) truck stand / balancing on front tyre with hands in the air [1] (i) Skateboarding AND 1.9 BOTH NEEDED FOR ONE MARK [1] (j) amateur (track) elite (track) ONE MARK FOR EACH CORRECT DETAIL [2] [Max total for Exercise 2: 11 marks]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 11 © Cambridge International Examinations 2016 Exercise 3: RecycleArt competition Section A: Personal details Full name: Sile Farley [1] Home address: 142 Dermot Street Wexford (Ireland) [1] Age: 15 [1] Email address: sile123@mypost.com [1] School name: Barnford High School [1] Teacher’s name: Mrs Harrison [1] Section B: Design details What are you going to make? TICK: jewellery [1] Name of your design: Collection in Blue [1] What is your design made from? buttons [1] Shows can you attend: CIRCLE: 12 August [1] [Max total for Sections A to B: 10 marks]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 11 © Cambridge International Examinations 2016 Section C In the space below, write one sentence stating how you became interested in design and one sentence describing your future career plans. Sentences must be written from the point of view of Sile. Sample sentence 1: 1) I have always enjoyed spending time with my grandmother, watching her working. 2) My grandmother makes all her own clothes and I have enjoyed watching her. Sample sentence 2: 1) I would love to be a designer when I am older. For each sentence, award up to 2 marks as follows: 2 marks: proper sentence construction; correct spelling / punctuation / 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 Section C: 4 marks] [Max total for Exercise 3: 14 marks]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 11 © Cambridge International Examinations 2016 Exercise 4: WaterAid Why clean water is important: (max. 2 marks for this heading) 1. first steps out of poverty / reduces poverty / improve their lives 2. child has time to go to school / child has time to get an education 3. fewer people suffer diseases What WaterAid has done to help provide clean water: (max. 3 marks for this heading) 4. worked with villagers to dig wells 5. pipes have been laid 6. pump installed 7. taught locals how to mend pumps 8. tool boxes given out (to local mechanics) How WaterAid gets money to pay for projects: (max. 2 marks for this heading) 9. donations 10. fund raising events / fundraisers 11. people organise events 12. government(s) / organisations / companies [Max total for Exercise 4: 7 marks]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0510 11 © Cambridge International Examinations 2016 Exercise 5: WaterAid: 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 Cambridge IGCSE – May/June 2016 0510 11 © Cambridge International Examinations 2016 Exercise 6: Letter to friend about staying in your house Exercise 7: Should music be free? The following general instructions, and table of marking criteria, apply to both exercises. 1. 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. 2. 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). 3. Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and use of paragraphs). 4. 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. 5. 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. 6. 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. 7. 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. 8. 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. The language mark is likely to be affected and is unlikely to be more than one band higher than the content mark. 9. 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. 10. 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 Cambridge IGCSE – May/June 2016 0510 11 © Cambridge International Examinations 2016 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. 6–7 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 Cambridge IGCSE – May/June 2016 0510 11 © Cambridge International Examinations 2016 2–3 Partly relevant: Relevance: Partly relevant and some engagement with the task. Inappropriate register, showing insufficient awareness of purpose / 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.