Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2023 Oct/Nov Paper 1 · Variant 1

This document has 16 pages. Any blank pages are indicated. [Turn over Cambridge IGCSE™ * 0 3 9 6 5 3 6 7 8 3 * DC (EF/CT) 316484/3 © UCLES 2023 ENGLISH AS A SECOND LANGUAGE 0510/11 Paper 1 Reading and Writing (Core) October/November 2023 1 hour 30 minutes You must answer on the question paper. No additional materials are needed. INSTRUCTIONS ● Answer all questions. ● Use a black or dark blue pen. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 60. ● The number of marks for each question or part question is shown in brackets [ ].

2 0510/11/O/N/23 © UCLES 2023 Exercise 1 Read the article about reintroducing animals called beavers into Scotland, and then answer the following questions. Bringing beavers back to Scotland Beavers are one of the largest members of a group of animals called rodents, which also includes mice and rats. Beavers live in and around rivers. They build structures called dams in rivers with sticks and mud, which provide them with shelter, but also create pools that attract fish, frogs, birds and other wildlife. Beavers live in many parts of the world, but I am proud to have played a part in bringing these beautiful creatures back to my country, Scotland. Unfortunately, beavers died out in many European countries during the nineteenth century. In Scotland, they had disappeared long before that, with no recorded sightings there after the sixteenth century. There’s evidence to suggest that a few beavers survived until the eighteenth century in parts of England. The main reason for the beavers’ decline was hunting, largely for fur. Coats made from their fur were incredibly warm, but far too expensive for all but the wealthiest people. Hats made from it, however, were more affordable and became very fashionable, which increased the trade in beaver fur. The twentieth century saw growing interest in returning beavers to areas where they had once lived. They were reintroduced into 25 European countries after permission was granted by the relevant authorities. In Scotland, an organisation called Scottish Natural Heritage (SNH) wanted to reintroduce beavers there, and during the ten years between 1995 and 2005 gathered the large amount of evidence required for a proposal to submit to the Scottish parliament for bringing beavers back. This proposal was unsuccessful, and it took a further three years before the reintroduction was approved. The first application was turned down because it was felt that beavers might damage ancient forests. Other concerns expressed by some people that the beavers’ habit of blocking rivers would create floods were not seen as a serious issue. However, SNH didn’t give up and, with the help of another organisation called the Scottish Wildlife Trust (SWT), submitted a second application in 2008. This time it was quickly approved, and the first beavers were released into the wild in 2009. Over the next few years, the beavers spread, and the total population increased to more than 400. Local fishermen’s worries that the animals’ presence might impact on their hobby didn’t last long, but objections from the region’s farmers regarding flooding were far harder to overcome. An understanding was finally reached that if beavers were having a significant negative impact on agricultural land, they would be removed. Some years later, in 2016, it was agreed that beavers should be allowed to move to new territories. SWT made further proposals regarding conservation of the species in 2018, and the following year, beavers were made a protected species by the government. Beaver numbers are now increasing worldwide and, once again, there are beavers living in the wild in Scotland. For me personally, the reintroduction of beavers was a significant moment in Scotland’s history. It’s hard to explain the excitement I get every time I visit an area where beavers are present. I watch the water, looking and listening for signs that they are out and about: a small, silent wave spreading across a pool in the river, or the splash of a tail on the water, which warns other beavers of danger. You’ve probably heard of the expression ‘eager beaver’, which describes someone who’s willing to work harder than anyone else. It comes from the fact that beavers always appear to be busy. I prefer to call them ‘natural engineers’, though; it seems to sum up really well their extraordinary ability to change the environments and landscapes in which they live.

3 0510/11/O/N/23 © UCLES 2023 [Turn over 1 In which century did beavers die out in Scotland? … [1] 2 What clothing made from beaver fur was especially popular? … [1] 3 How long did it take to prepare the first application to reintroduce beavers to Scotland? … [1] 4 What reason was given for rejecting the first application to reintroduce beavers? … [1] 5 Which group of people was most strongly against the reintroduction of beavers? … [1] 6 What important decisions about Scottish beavers have been made since 2016? Give two details. … … [2] 7 What sound does the writer listen for to check if beavers are active? … [1] 8 Which phrase does the writer like to use to describe beavers? … [1] [Total: 9]

4 0510/11/O/N/23 © UCLES 2023 Exercise 2 Read the article about three people (A–C) who are describing accommodation they stayed in while on holiday. Then answer Question 9(a)–(h). Holiday accommodation A Hoda I’ve just got back from a week away in the mountains. There were eight of us in one rented house: me, my sister and parents, and my aunt, uncle and two cousins. The style of the place wouldn’t please some people and it was only just big enough for everyone, but it suited us. We’ve never had the slightest disagreement in all the times we’ve been away together. We stayed at a ski resort: it was warm, so there wasn’t any snow. I’d love to have been there when everything was frosty and white. We spent all day walking in the mountains and ate out in the evening, so we only went back to the house to sleep. The owners of the house lived nearby and gave us tips on the best walking routes. They clearly did loads of walking themselves, but perhaps they should have spent more time cleaning the holiday home – it could have done with it! B Phillip My wife and I have just spent two weeks in an apartment by the sea with our two children. There were lots of other families staying in the same block, so the kids weren’t short of friends. I can’t remember how many times we got lost while driving there, but the beach was great, and unlike many holidays I’d been on before, there was no need to clean the apartment when we arrived. Normally, pictures you see of holiday accommodation on websites are taken using special cameras to make the rooms look bigger than they actually are. The opposite seemed to be true there, though, which was a pleasant surprise. I can’t say the colours the owners had painted the walls were to my taste, but you can’t have everything, I guess. As well as the sea, there were hills behind the town, so we spent time hiking in those as well as relaxing on the beach. C Alicia My parents discovered the hotel we’ve just come back from a few years ago. We’ve been there in both summer and winter, and I’ve always enjoyed it whatever time of year it is. It belongs to a lovely family, who we’ve got to know well. I lost my passport when we were there this time, and I had to get them to translate when I reported it to the police. They were happy to do it, though. Our rooms are usually huge, but the only ones available this year were probably half the size, which was a bit of a shock. At least I had my own bedroom – I can’t think of anything worse than sharing. While I was there, I reserved a couple of rooms for my parents and me next spring. It’s their 25th wedding anniversary and my grandparents are going to pay as a special surprise. It’s a beautiful area and the perfect place to stay.

5 0510/11/O/N/23 © UCLES 2023 [Turn over 9 For each question write the correct letter A, B or C on the line. Which person … (a) says their accommodation was smaller than they were expecting? … [1] (b) suggests that their accommodation was rather dirty? … [1] (c) admits to not liking how the accommodation was decorated? … [1] (d) says they spent little time in their accommodation during the holiday? … [1] (e) needed to ask the owners of the accommodation for help? … [1] (f) had difficulty finding the way to their accommodation? … [1] (g) wishes they’d stayed in the accommodation at a different time of year? … [1] (h) has already booked to go back to the same accommodation? … [1] [Total: 8]

6 0510/11/O/N/23 © UCLES 2023 Exercise 3 Read the article about yoga, and then complete the notes. Yoga Yoga, which originated in India, is a set of combined physical, mental and spiritual exercises. During yoga sessions, the people who take part adopt different physical positions, particularly certain ways of sitting, stretching parts of the body and balancing. The positions used depend on many things, such as the type of yoga, and the age and level of experience of the participants. Research has demonstrated that yoga develops physical flexibility, but it is important to remember that yoga can also cause injury. It is thought that yoga was first developed around 5000 years ago, and the exercises and positions used have not changed a great deal since then. Ideally, yoga should be practised in a quiet and calm environment, as when a suitable setting is not available, you may become distracted. So you should definitely try your best to find an appropriate place to do it. Whatever the location, anyone who practises yoga is sure to notice the increased physical strength that comes from doing it. This effect has been well documented on many occasions. Yoga was introduced into western nations in the nineteenth century, and it is now popular around the world. Most people who wish to try yoga go to group classes or have individual sessions with a teacher. Some teachers may be untrained, so it is always worth checking their experience and qualifications carefully, otherwise you run the risk of learning the wrong techniques. A major plus highlighted by many yoga teachers to attract potential new clients to their sessions is that it reduces back pain, and there is plenty of evidence to support this claim. The idea that yoga can help with weight loss, on the other hand, requires far more investigation before any firm conclusions can be drawn. Yoga sessions typically last for between 45 and 90 minutes. Taking part in a longer class will give you more time to learn how to breathe effectively and will give the teacher time to provide you with individual attention. Without it, many yoga students experience frustration at a lack of progress, so longer sessions are well worth considering. Speak to a teacher about their approach before you sign up for a class, and of course check how much each session will cost. After training for a while with the teacher that you feel is the right one for you, you will become aware that you have developed improved balance. This is one of the positive outcomes that scientists have confirmed as being directly due to practising yoga. Think carefully about what you hope to gain from yoga sessions and make sure that these aims are realistic. If you are hoping to have better‑quality sleep as a result of practising yoga, then you are very likely to achieve this, as many academic studies have shown that a regular yoga routine, preferably just before bedtime, can bring this about. However, yoga is not intended as a replacement for meeting the weekly exercise targets recommended by many government health departments: more demanding activities such as swimming, cycling or running are required for these.

7 0510/11/O/N/23 © UCLES 2023 [Turn over You are going to give a talk about yoga to your class at school. Prepare some notes to use as the basis for your talk. Make short notes under each heading. 10 The history of yoga: • … • … [2] 11 Proven benefits of yoga: • … • … • … [3] 12 Problems that can occur when doing yoga: • … • … [2] [Total: 7]

8 0510/11/O/N/23 © UCLES 2023 Exercise 4 13 Read the article about going to a two‑day music festival. Write a summary of the advice the writer gives for going to the music festival. Your summary should be about 80 words long (and no more than 90 words long). You should use your own words as far as possible. You will receive up to 6 marks for the content of your summary, and up to 6 marks for the style and accuracy of your language. Riverford Music Festival Riverford is one of the best music festivals in the world, and this year’s event will certainly be no exception. As usual, it’s a two‑day festival where you can spend a whole weekend camping and enjoying some fantastic bands. Here are some tips for making your visit there as enjoyable as possible. The first thing I’d say is to go to the festival with friends if you possibly can. Almost everyone else there will be in a group so I’m sure you wouldn’t want to be the one feeling left out. Be sure to book a spot at the campsite as soon as you can – there are limited places available. Once that’s done, think carefully about how you’re going to get there. I missed half of the bands on the first day at Riverford once because I hadn’t done that before setting off. I always do it now. Because the weather can be unpredictable, even during the summer, it makes sense to take waterproof clothing, for example a coat and boots, just in case the weather isn’t so kind on the weekend of the festival. Equally, don’t forget to pack sun cream to protect yourself if the sun’s shining while you’re watching all the great bands. There are four different stages at Riverford, each with different bands on during the two days of the festival. Rather than wandering from one stage to another, seeing who’s on at each of them, planning which bands you want to watch before you go is a much better idea. Unlike many of the bigger festivals, where buying food over the weekend can cost almost as much as the ticket, there are lots of interesting and inexpensive food stalls at Riverford, so I’d suggest you get food at the festival rather than taking it with you. Also, you’ll probably end up walking a lot, both to get to the site and during the festival, so avoid taking too many things because you’ll have to carry them wherever you go. Who knows? Maybe I’ll see you there!

9 0510/11/O/N/23 © UCLES 2023 [Turn over … … … … … … … … … … … … … … [Total: 12]

10 0510/11/O/N/23 © UCLES 2023 Exercise 5 14 You have recently been having difficulty with a piece of homework. Write an email to a friend asking for their help. In your email, you should: • describe what you have to do for the homework • explain why you are finding it so difficult • say how you would like your friend to help you. The pictures above may give you some ideas, and you can also use some ideas of your own. Your email should be between 100 and 150 words long. You will receive up to 6 marks for the content of your email, and up to 6 marks for the language used.

11 0510/11/O/N/23 © UCLES 2023 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 12]

12 0510/11/O/N/23 © UCLES 2023 Exercise 6 15 Recently, your school held a sports day in which all students had to take part in sports competitions. Your headteacher has asked you to write a report about it. In your report, say what was good about the sports day, and suggest how it could be made more enjoyable for all students next year. Here are some comments from students: Seeing students who are great at sport makes me want to do better. I didn’t know what time different competitions were going to start. I can really show that I have a talent for something on sports day. I hate sport but I still have to take part, which isn’t fair. Write a report for your headteacher, giving your views. The comments above may give you some ideas, and you can also use some ideas of your own. Your report should be between 100 and 150 words long. You will receive up to 6 marks for the content of your report, and up to 6 marks for the language used.

13 0510/11/O/N/23 © UCLES 2023 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 12]

14 0510/11/O/N/23 © UCLES 2023 BLANK PAGE

15 0510/11/O/N/23 © UCLES 2023 BLANK PAGE

16 0510/11/O/N/23 © UCLES 2023 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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE

This document consists of 11 printed pages. © UCLES 2023 [Turn over Cambridge IGCSE™ ENGLISH AS A SECOND LANGUAGE 0510/11 Paper 1 Reading and Writing (Core) October/November 2023 MARK SCHEME Maximum Mark: 60 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2023 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 2 of 11 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 3 of 11 This component forms part of the Core tier assessment of Cambridge IGCSE English as a Second Language and tests the following Assessment Objectives: AO1: Reading R1 identify and select relevant information R2 understand ideas, opinions and attitudes R3 show understanding of the connections between ideas, opinions and attitudes R4 understand what is implied but not directly stated, e.g. gist, writer’s purpose, intentions and feelings AO2: Writing W1 communicate information/ideas/opinions clearly, accurately and effectively W2 organise ideas into coherent paragraphs using a range of appropriate linking devices W3 use a range of grammatical structures accurately and effectively W4 show control of punctuation and spelling W5 use appropriate register and style/format for the given purpose and audience

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 4 of 11 Exercise 1 Question Answer Marks 1 16 / 16th / sixteen / sixteenth 1 2 hats 1 3 10 years / ten years / 1995–2005 1 4 damage ancient forests 1 5 farmers 1 6 Award 1 mark for each detail up to a maximum 2 marks: • allowed to move (to new) territories • protected species / protected by the government 2 7 splash 1 8 natural engineers 1

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 5 of 11 Exercise 2 Question Answer Marks 9(a) C 1 9(b) A 1 9(c) B 1 9d) A 1 9(e) C 1 9(f) B 1 9(g) A 1 9(h) C 1

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 6 of 11 Exercise 3 Question Answer Marks 10 Award 1 mark for each acceptable response, up to a maximum of 2 marks. Acceptable responses are: The history of yoga (suitable verb required for each point) 1 originated in India 2 developed (around) 5000 years ago 3 introduced into western nations in nineteenth century 2 11 Award 1 mark for each acceptable response, up to a maximum of 3 marks. Acceptable responses are: Proven benefits of yoga 1 (develops physical) flexibility 2 (increased physical) strength 3 reduces back pain 4 (learn how to) breathe effectively 5 improved balance 6 better(-quality) sleep 3 12 Award 1 mark for each acceptable response, up to a maximum of 2 marks. Acceptable responses are: Problems that can occur when doing yoga 1 injury 2 distracted / distraction 3 (learning) wrong techniques 4 (frustration at) lack of progress 5 unrealistic aims 6 (not intended as) replacement for exercise targets 2

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 7 of 11 Exercise 4 Question Answer Marks 13 Award up to a total of 12 marks. Up to 6 marks to be awarded for Content (Reading) Relevant Content points to include are: Advice the writer gives for going to the music festival: 1 go to the festival with friends 2 book a spot at the campsite (as soon as you can) 3 think carefully about how you’re going to get there 4 take waterproof clothing / take a coat / take boots 5 (don’t forget to) pack sun cream 6 plan which bands you want to watch (before you go) 7 get food at the festival / don’t take food with you 8 avoid taking too many things 6 Up to 6 marks to be awarded for Language (Writing). See generic marking criteria for Exercise 4. 6

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 8 of 11 Generic marking criteria for Exercise 4 Marks Language (Writing) 5–6 • Points are well organised and coherent. Cohesive devices are used appropriately. • Good use of own words. • Good level of accuracy of vocabulary and simple grammatical structures. 3–4 • Points are partly organised and reasonably coherent. Cohesive devices are used generally appropriately. • Some attempt to use own words, with some reliance on language from the text. • Reasonable level of accuracy of vocabulary and simple grammatical structures. 1–2 • Little or no attempt to organise points. Cohesive devices are either not used or are not used appropriately. • Heavy reliance on language from the text. • Limited control of vocabulary and grammatical structures. 0 • No response worthy of credit.

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 9 of 11 Generic marking criteria for Exercises 5 and 6 Question Answer Marks 14 Award up to a total of 12 marks. Up to 6 marks to be awarded for Content Plus up to 6 marks to be awarded for Language See generic marking criteria for Exercises 5 and 6. 12 Question Answer Marks 15 Award up to a total of 12 marks. Up to 6 marks to be awarded for Content Plus up to 6 marks to be awarded for Language. See generic marking criteria for Exercises 5 and 6. 12 The following general instructions, and table of marking criteria, apply to both Exercises 5 and 6. • You should decide on a mark for Content and Language separately. • Content covers the 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). • Language covers range (i.e. complexity of vocabulary and sentence structure) and accuracy (of grammar, spelling, punctuation and text organisation). • When deciding on a mark for Content or Language, first of all decide which band is most appropriate. There will not necessarily be an exact fit. Then decide between the lower or the higher mark. Use the lower mark if it fulfils some of the requirements of the band and the higher mark if it fulfils all the requirements of the band. • 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 required length. If the task is generally fulfilled it will be awarded at least 3–4 marks. • When deciding on a mark for Language, look at both the range and the accuracy of the language. A useful starting point would be first to gain an impression of the level, then to focus on the level descriptors in order to decide on the best fit. • If the writing is considerably shorter than the stated word length, i.e. below 70 words, it should be given a maximum of 2 marks for Content. • If the writing is only partly relevant and therefore can be awarded only 1–2 Content marks, the full range of marks for Language is still available. • If the writing is totally irrelevant and has nothing to do with the question asked, it should be given 0 marks for Content and Language.

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 10 of 11 Marks Content (maximum 6 marks) Marks Language (maximum 6 marks) 5–6 Relevance • Task is fulfilled. • Generally appropriate style and register for the text type. • Generally good sense of purpose and audience. Development of ideas • Content is developed, at appropriate length. • Content is generally communicated clearly. 5–6 Range and accuracy • Uses a good range of common vocabulary appropriately, and attempts to use some less common vocabulary. • Uses a good range of simple structures appropriately, and attempts to use some more complex structures. • Good level of accuracy of language throughout. Errors do not generally impede communication. • Errors are generally related to less common vocabulary or more complex structures. Organisation • Well organised and sequenced. • Uses a good range of linking words and other cohesive devices, appropriately. 3–4 Relevance • Task is generally fulfilled. • Reasonably appropriate style and register for the text type, although this may not be consistent. • Some sense of purpose and audience. Development of ideas • Some development of content, although in places it may be incomplete or repetitive. • Content is communicated, but may lack clarity in places. 3–4 Range and accuracy • Uses mainly common vocabulary, reasonably appropriately. • Uses mainly simple structures, reasonably successfully. • Reasonable level of accuracy of language. Errors may impede communication in places. • Errors may occur when using common vocabulary or simple structures. Organisation • Reasonably well organised and sequenced. • Uses some linking words and other cohesive devices, reasonably appropriately.

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 11 of 11 Marks Content (maximum 6 marks) Marks Language (maximum 6 marks) 1–2 Relevance • Task may only be partially fulfilled. • Style and register for the text type may be inappropriate. • Insufficient sense of purpose and audience. Development of ideas • Limited attempt to develop content, although there may be gaps, irrelevance and/or repetition. • Limited attempt to communicate content, but it lacks clarity in places. 1–2 Range and accuracy • Limited use of vocabulary. • Limited use of structures. • Lack of control of language. Meaning is often unclear. • Errors occur when using common vocabulary and simple structures. Organisation • Organisation lacks sequencing. • Limited attempt to use linking words and other cohesive devices. 0 • No response worthy of credit. 0 • No response worthy of credit.