Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2016 Oct/Nov Paper 1 · Variant 3

This document consists of 13 printed pages and 3 blank pages. DC (LK/AR) 116045/2 © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 7 6 6 3 1 7 7 5 2 9 * ENGLISH AS A SECOND LANGUAGE 0510/13 Paper 1 Reading and Writing (Core) October/November 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 0510/13/O/N/16 © UCLES 2016 Exercise 1 Read the following information about a koala sanctuary, a place where koalas are protected, and then answer the questions on the opposite page. Gumtree Koala Sanctuary Koala facts Many people call these wonderful animals ‘koala bears’, but in fact their correct name is simply ‘koalas’. They are not actually bears, they are a type of mammal called a marsupial. Other marsupials include wombats, which are the koala’s closest relatives, kangaroos and wallabies. We have about 40 koalas in our sanctuary at any one time: male and female, young and old. Did you know that female koalas generally live longer than males? You can tell them apart by their faces – males have larger ones. Another way to distinguish them is by the pouch that females have on their front. This is like a pocket, and it’s where baby koalas live for the first six or seven months of their life. Koalas spend much of their time in trees, so they need to be able to climb and hold on easily. They have long arms, strong back legs, and long, sharp claws on their paws. Each paw has five digits (fingers or toes), and while there is only one thumb on each back paw, there are actually two on each front one. On the back paw, one of the digits does not have a claw on it, and it is used for keeping their fur clean. Koalas can’t see very well, so they use their other senses more. They have good hearing, which helps them to tell if there’s anything dangerous nearby. But they rely most of all on their highly developed ability to smell, which they use to detect other koalas, and also to find their favourite food! Our koalas The koalas in our sanctuary are here for several reasons. Some come here because they have been injured, for example if they have been hit by a car or attacked by a dog. Although this happens to many koalas, what is more serious is habitat loss – in other words, there is less space for them to live in the wild because towns and cities are getting larger. As a result, it is becoming more and more common for us to see koalas near our homes. Usually koalas spend most of their time sleeping in trees, but if you see one sitting under a tree, it is probably unwell. Another sign of sickness is if it doesn’t move away when approached. Koalas can easily get a particular type of infection, and this is usually as a result of stress. We treat many sick koalas here at the sanctuary, and aim to return them to the wild within a short time. However, some will stay here for the rest of their lives. We hope you enjoy your visit to the sanctuary. And remember, the money from your ticket is used to help care for these beautiful animals!

3 0510/13/O/N/16 © UCLES 2016 [Turn over (a) Which species are koalas most closely related to? …[1] (b) How do male and female koalas differ in appearance? Give two details. … …[2] (c) What is unusual about koalas’ front paws? …[1] (d) Which is the koala’s strongest sense? …[1] (e) What is the biggest threat to koalas nowadays? …[1] (f) What commonly causes many koalas to get an infection? …[1] [Total: 7]

4 0510/13/O/N/16 © UCLES 2016 Exercise 2 Read the following article about an organisation called Hostelling International, and then answer the questions on the opposite page. Hostelling International The idea of opening youth hostels first came from Germany in 1909, when a teacher called Richard Schirrmann saw the need for overnight accommodation for students on school trips to the countryside. This teacher’s own school was the first building to be used as a youth hostel during the holidays, with classrooms being temporarily converted to accommodate beds. Soon after this, he opened a hostel that could be used throughout the year, in a castle in the same town. 90 80 70 60 50 40 30 20 10 Brazil Number of hostels Colombia Ireland Italy Japan New Zealand Russia Scotland The idea of youth hostels quickly spread across Germany, and in 1919, Schirrmann founded the German Youth Hostel Association. By 1932, the movement had spread worldwide, and the International Youth Hostel Federation came into existence in that year. It wasn’t until 2006 that this became Hostelling International (HI), as the organisation is now known. Despite the change in name, the organisation has the same values, and its purpose remains to provide accommodation around the world that young people can afford. The head office of the organisation is currently based in a town just outside London, in Welwyn Garden City, and more than 70 national youth hostel associations are members, with more than 4000 hostels worldwide. This number continues to grow, supporting another aim of the organisation, which is to enable young people to experience different cultures. Every year, awards are given to hostels, in five different categories. These include Most Comfortable Hostel, Friendliest Hostel and Best Hostel. In 2012, the Green Award was introduced. There is also an award for Best Country, which was won by the USA in 2013. In order to find out what the hostels are really like, guests are asked to give feedback. There are also regular inspections by the HI team. The intention of the organisation is that all hostels should provide the same high standards for their guests. Hostels are always interesting places to stay in because of the variety of people you meet in them. It’s a great way to develop a better understanding of other people – which is another of the organisation’s objectives. But some hostels are interesting for other reasons too. For example, the accommodation is not always what you might expect. You can stay in a jumbo jet in Stockholm, or in a lighthouse in California, just 25 miles south of San Francisco. And if you like getting away from it all and staying in the middle of nowhere, that is possible too. After all, another intention of the organisation is to encourage young people to look after the countryside. The top five remote hostels include Loch Ossian Hostel in the Scottish highlands, and Hostel Ytra Lón, in Iceland, where the nearest town now has a population of zero. But being remote doesn’t necessarily mean that a hostel will be basic or uncomfortable. At Rampart Creek Hostel, Canada, for example, after a hard day of trekking in the mountains, you can unwind in the hostel sauna, while you plan your next day’s adventures. One of the best ways to find out about the organisation and its hostels is to go online, at www.hihostels.com In 2013, the organisation developed The Big Blog Exchange on its website, as a way to engage with people all around the world and of course to broadcast their aims to a wider audience.

5 0510/13/O/N/16 © UCLES 2016 [Turn over (a) What type of building was the first permanent youth hostel in? …[1] (b) When was the International Youth Hostel Federation set up? …[1] (c) In which town is the headquarters of Hostelling International? …[1] (d) According to the chart, which two countries have the same number of hostels, and which country has the largest number of hostels? … …[1] (e) Which is the newest of the five awards that hostels around the world can win? …[1] (f) How does Hostelling International check the standards of its hostels? Give two details. … …[2] (g) What is unusual about the hostel near San Francisco? …[1] (h) Which remote hostel is located near an uninhabited town? …[1] (i) What does the hostel at Rampart Creek have to help you to relax? …[1] (j) What is the name of the online project which was set up to help communicate the aims of Hostelling International? …[1] [Total: 11]

6 0510/13/O/N/16 © UCLES 2016 Exercise 3 Jonathon Yan, 15, is in his final year at school. All the students in his year have the opportunity to do a week of work experience, to help them think about their future career. Jonathon is very interested in becoming a journalist in the future. He thinks it will be useful to spend a week in a company or business that is related to the media, learning skills and seeing what it is like to have a job. Jonathon studies at Wuyi Academy, in Jiangmen, China. His headmaster, Mr Wei, told him about an opportunity for some students to do some work experience with the local newspaper, The Evening Post, early next year. Mrs Deng, his teacher, said she would be happy to recommend him because he writes well in English and she thinks he will enjoy the experience. At first, Jonathon didn’t think he would be able to do this, because the newspaper office is not very close to his home, and he wouldn’t be able to get there easily by bus. Then his father said he would take him by car each day. His teacher told him that there are four different departments which students can join: sports, advertising, entertainment and local news. Jonathon thinks the first of these would definitely be the most exciting, but he also wouldn’t mind being on the news team. Jonathon contacted the office and they asked for his email address, which is jonyan@homemail.com, so they could send him an application form. They told him that in order to be accepted for this work experience, Jonathon has to send in an article he has written. He had chosen one called The Value of Money, but his teacher said that another one called The Future of Travel is better, so he has decided to submit that one. He also has to attend an interview, either on 6 December, when he has a dentist appointment, or on 8 December, when he is free. There are three different weeks when this work experience can take place: the weeks beginning 20 January, 17 February and 9 March. Jonathon has a music exam at the end of January, and his grandmother is coming to stay in early March, so the second week would suit him best. Imagine you are Jonathon. Fill in the application form on the opposite page, using the information above.

7 0510/13/O/N/16 © UCLES 2016 [Turn over The Evening Post Work experience application form SECTION A: Personal details Full name: … Age: … Email address: … School name: … SECTION B: Work experience How you found out about this work experience: (tick one box) in the newspaper on the internet at school Which section you would prefer to work in: (tick your first choice) Local news What’s on Advertising Sports Which date you are available for an interview: (delete) 6 December / 8 December Which week you can come: (circle one) 20–25 January / 17–21 February / 9–13 March Name of teacher: … Title of article you are sending with this application: … SECTION C In the space below, write one sentence explaining why you want to do this work experience and one sentence saying how you would get to the office each day. [Total: 14]

8 0510/13/O/N/16 © UCLES 2016 Exercise 4 Read the following article about living without money, and then complete the notes on the opposite page. The moneyless man Mark Boyle, who has written a book called ‘The Moneyless Man’, woke up one morning in 2008 and made the decision to give up using money for a year. It wasn’t a sudden decision, but something he had been considering for a long time. Seven years previously, Mark had been studying in his final year of a business and economics degree in Ireland. He came across a DVD about Gandhi, who said that if you want something to change, you have to make it happen yourself. Although Mark didn’t have any idea what changes he wanted to make back then, he was deeply impressed by Gandhi’s idea. After graduating, Mark spent several years managing organic food companies, but he came to realise that even businesses such as these were not environmentally-friendly enough. Many still used excess plastic packaging, and imported food from overseas, for example. Basically, he realised that as consumers nowadays, we lack awareness of our impact on the environment. We don’t have to observe the destruction that is involved in the production of the food and other things that we buy. As a result, we waste too much of everything. He realised that if we grew our own food, we wouldn’t throw away so much of it, as some people do today. If we made our own tables and chairs, we wouldn’t get rid of them just because we wanted a new style or colour in our living room. If we had to clean our own drinking water, we wouldn’t waste it so freely. Mark decided that as long as money exists, these problems would not go away. So, in 2008, he decided to give up money, initially for one year. First of all, he had to find a place to live in. He located a caravan on the website Freecycle, where people give away things they no longer need. And he decided to volunteer three days a week at an organic farm, in return for a place to park his caravan. Having no way of paying for gas or electricity to keep warm, he burned old wood from the farm as fuel. Food is of course a necessity, but Mark soon found a way to provide himself with what he needed. He grew fruit and vegetables, and gathered more from the countryside. He then realised he could offer to do some work in exchange for other types of food. Mark discovered that in a moneyless world, everything takes much more time. For example, handwashing clothes is far slower than using a washing machine, and cycling several miles to collect something takes more time and energy than driving or catching the bus or train. However, he discovered that cycling was a cheaper alternative to going to the gym, and much more enjoyable too. Another realisation was that he preferred spending time doing something productive rather than wasting time in front of the television. And finally, he found that by the end of the year, he valued his friendships even more than he had done before. And that was what made his experiment so worthwhile.

9 0510/13/O/N/16 © UCLES 2016 [Turn over You are going to give a talk to your class about Mark Boyle, the moneyless man. Prepare some notes to use as the basis of your talk. Make short notes under each heading. Why Mark chose to live without money: • … • … How Mark avoided using money: • … • … What Mark learned from living without money: • … • … • … [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 newspaper. Look at your notes in Exercise 4. Using the ideas in your notes, write a short summary about Mark Boyle, the moneyless man. 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 0510/13/O/N/16 © UCLES 2016 Exercise 6 Last week, your class held an ‘international food evening’ for the whole school to come to. Write an email to a friend, telling him/her about the international food evening. In your email, you should: • explain how you helped to arrange the international food evening • describe what happened on the evening • say why it was so successful. 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 0510/13/O/N/16 © UCLES 2016 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 13]

12 0510/13/O/N/16 © UCLES 2016 Exercise 7 Some people think that having sports lessons at school is a waste of time. Here are some comments which have been made by students in your class: It‛s more important to focus on academic subjects at school. Sport is something children should do in their free time with friends and family. Children learn useful skills by taking part in sport. It’s a good way of making sure that children get enough exercise. Write an article for your school newspaper, 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 0510/13/O/N/16 © UCLES 2016 … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 13]

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16 0510/13/O/N/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 10 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education ENGLISH AS A SECOND LANGUAGE 0510/13 Paper 1 Reading and Writing (Core) October/November 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 October/November 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 – October/November 2016 0510 13 © UCLES 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 – October/November 2016 0510 13 © UCLES 2016 Exercise 1 Koala Sanctuary (a) wombats [1] (b) males have larger faces / females have smaller faces [2] females have a pouch (on their front) / males don’t have a pouch (on their front) ONE MARK FOR EACH DETAIL (c) two thumbs [1] (d) smell [1] (e) habitat loss / less space to live in wild [1] (f) stress [1] [Max total for Exercise 1: 7 marks]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 13 © UCLES 2016 Exercise 2 Hostelling International (a) castle [1] (b) 1932 [1] (c) Welwyn Garden City [1] (d) Colombia and Russia, AND Brazil [1] ALL REQUIRED FOR ONE MARK (e) (the) Green Award [1] (f) guests give feedback [2] regular inspections ONE MARK FOR EACH DETAIL (g) a lighthouse [1] (h) (Hostel) Ytra Lón [1] (i) sauna [1] (j) The Big Blog Exchange [1] [Max total for Exercise 2: 11 marks]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 13 © UCLES 2016 Exercise 3 The Evening Post Work experience application form Section A: Personal details Full name: Jonathon Yan 9 Age: 15 9 Email address: jonyan@homemail.com 9 School name: Wuyi Academy (in Jiangmen, China) 9 Section B: Work experience How you found out about this work experience TICK at school 9 Which section you’d prefer to work in: TICK Sports 9 Which date you are available for an interview: DELETE 6 December 9 Which week you can come: CIRCLE 17–21 February 9 Name of teacher: Mrs Deng 9 Title of article you are sending with this application: The Future of Travel 9 [Max total for Sections A and B: 10 marks] Section C Examples of acceptable sentences: I am very interested in becoming a journalist in the future. / It will be useful to spend a week in a company or business that is related to the media. My father will take me by car each day. / I will come by car. For the 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 Sections C: 4 marks] [Max total for Exercise 3: 14 marks]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 13 © UCLES 2016 Exercise 4 The moneyless man Why Mark chose to live without money: [max 2 marks this heading] 1. he was impressed by Gandhi / because of Gandhi’s ideas / Gandhi said that if you want something to change, make it happen/he wanted to make a change 2. consumers / businesses / we lack awareness of (their / our) impact on the environment/are not environmentally–friendly enough 3. we waste too much 4. as long as money exists, environmental problems would not go away / money causes environmental problems How Mark avoided using money: [max 2 marks this heading] 5. located caravan on freecycle website / got a caravan from someone who didn’t want it anymore 6. volunteered at a farm in return for place to park his caravan 7. burned old wood as fuel 8. grew fruit and vegetables / gathered fruit and vegetables from the countryside 9. offered to work in exchange for other types of food What Mark learned from living without money: [max 3 marks this heading] 10. everything takes more time / handwashing clothes is slower than using a machine / cycling takes more time than driving 11. cycling is cheaper / more enjoyable than (going to) gym 12. preferred spending time doing something (productive) / watching TV is a waste of time 13. valued his friendships more [Max total for Exercise 4: 7 marks]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 13 © UCLES 2016 Exercise 5 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 8 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 13 © UCLES 2016 Exercise 6 International food evening Exercise 7 Sports lessons are a waste of time 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 Exercises 6 and 7: 13 marks and 13 marks]

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 13 © UCLES 2016 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 10 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0510 13 © UCLES 2016 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.