Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2025 Oct/Nov Paper 1 · Variant 1

[Turn over Cambridge IGCSE™ * 8 5 6 5 0 5 4 1 4 5 * DC (WW/JG) 345566/2 © UCLES 2025 This document has 16 pages. Any blank pages are indicated. ENGLISH AS A SECOND LANGUAGE 0510/11 Paper 1 Reading and Writing October/November 2025 2 hours 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 [ ]. ,










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2 0510/11/O/N/25 © UCLES 2025 Exercise 1 Read the article about a tunnel and a bridge between two European countries, Denmark and Sweden, and then answer the questions. The Øresund Link Denmark and Sweden are connected by the Øresund Link, a tunnel and bridge crossing which goes under and over the sea between the two countries. As only having a bridge to join the two countries was simply not practical, this was seen as the best option. The idea of connecting the two countries was first discussed in the early twentieth century, but it wasn’t until the 1990s that work started on the plans. The construction itself started in 1995, and the crossing was officially opened in 2000 by the Queen of Denmark and the King of Sweden. The plans for the crossing had to allow both cars and trains to use it, and the result is impressive. The complete Øresund Link is made up of three sections. The first section is the tunnel which starts in Denmark. Cars and trains travel for 3.5 km under the sea and return to land on an island called Peberholm in the middle of the sea. The second section, consisting of 4 km of road and train track across this island, takes travellers to the start of the final section. They complete the final 7.7 km section of the crossing to Sweden by bridge. As the design for the crossing involved both a tunnel and a bridge, an island was essential to connect the two. There was already an island called Saltholm in a potentially suitable location. However, in the end it was decided to create an artificial island nearby. It was named Peberholm Island, and although it does not have the range of wild birds that Saltholm Island is known for, it has now become a home for rare plant species. Scientists have regular access to the whole of Peberholm Island to carry out research, but travellers using the Øresund Link are not permitted to stop on the island or leave their vehicles. A vast amount of building material was needed for the complete project. The tunnel and bridge sections required steel and concrete, with the latter being transported from Denmark. Rock and soil, which were taken from the bottom of the sea, were used in the construction of the artificial island. The Øresund Bridge is the final section of the connection between Denmark and Sweden and is probably the main reason why the Øresund Link has become something of a tourist attraction. Parts of the metal supports which hold the bridge are 204 metres high, but the height of the road and rail track was designed to be much lower, at only 57 metres above the sea. This was vital as while cars can handle difficult climbs, trains cannot run up a steep track. * 0000800000002 * ,










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3 0510/11/O/N/25 © UCLES 2025 [Turn over Question 1 When did building work on the Øresund Link begin? … [1] Question 2 How long is the tunnel section of the crossing? … [1] Question 3 What is Saltholm Island famous for? … [1] Question 4 Which group of people are able to visit all parts of Peberholm Island? … [1] Question 5 Where did the material used to build Peberholm Island come from? … [1] Question 6 What was important in the design of the tunnel and bridge sections of the Øresund Link? Give three details. … … … [3] [Total: 8] * 0000800000003 * ,










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4 0510/11/O/N/25 © UCLES 2025 Exercise 2 Read the article about four people (A–D) who are describing a place where they like to go to do their homework. Then answer Questions 7(a)–(i). My favourite place to do homework A Pablo Like many people, I have a favourite place to study. Of course, I do some studying in my bedroom, but it’s not my first choice. It’s often really hot there, so instead, I take my books and jump on the train to the airport. Sounds crazy, right? Well, the thing is, it’s only about a ten-minute ride from my house, it’s got great air conditioning, and there’s a café with big tables and huge windows so people can watch the planes taking off and landing! When I first discovered this place, I got quite distracted by the planes, but not anymore. I’ve tried to persuade some of my friends to come too, but so far they haven’t. I reckon once they try it, they’ll see I’m right about it though! B Marguerite The place I like to study won’t be very surprising as it’s certainly not an uncommon choice! For me, the library has always been ideal. If I go early, I can get a good table – one on the second floor, by the window is nice as there’s lots of natural light, and I’m away from the busy reception area on the ground floor. People are always chatting there, or doing work – the ones who can concentrate in those conditions, anyway! I prefer somewhere quiet, though. The library has everything I need, including a drinks machine by the entrance. It seems to be a popular place for people to hang around when they want a break from working, so that’s another reason why I’m glad my favourite desk is out of the way in the quieter upstairs area! C Emil When I have homework, I go to the park, and set up my things on one of the tables there. Until last month there was a café, but they replaced it with a snack machine. It’s fine for me – I know quite a few people have complained, saying it’s not as good, but I don’t mind. I like the park because I find being outside helps me be more creative, and the fresh air helps me concentrate. Sometimes, if I’m stuck on a maths problem, or I can’t think of a line for a poem, I pack up my stuff and have a wander. There’s no point in just sitting there; a really good study tip is that sometimes it’s better to just move around, and the park’s perfect for that! One of my favourite areas to go to is the greenhouse, full of strange and unusual plants from around the world. Being there really relaxes me! D Sofia Although there’s space at home for me to study, I always go to my grandfather’s house instead. He lives close by, and he has a spare room where he used to do his painting. He said it was really good to paint there in the morning as light came through the window, which he needed for his artwork. A few years ago, he had to stop painting because of his eyesight, and he took all his equipment out. When I next saw the room, it felt so calm and peaceful, and I realised it could be perfect to use when I had homework. Of course, my grandfather was very happy to let me and put in a big desk for me. The only thing is that the internet connection isn’t always very strong. Because I need to use the internet for more of my assignments now, I’m going to recommend he updates his system – I hope he agrees! * 0000800000004 * ,










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5 0510/11/O/N/25 © UCLES 2025 [Turn over For each statement, write the correct letter, A, B, C or D, on the line. Question 7 Which person … (a) mentions that lots of other people also like to study at this place? … [1] (b) describes the time when they decided the place was good for studying? … [1] (c) explains that they have recommended the place to others? … [1] (d) says they do not spend all the time at the place studying? … [1] (e) suggests something that would improve the place? … [1] (f) mentions when is the best time to study at this place? … [1] (g) makes a comparison between two different places they use for study? … [1] (h) describes how something recently changed at the place? … [1] (i) suggests that the place is an unusual choice for study? … [1] [Total: 9] * 0000800000005 * ,










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6 0510/11/O/N/25 © UCLES 2025 Exercise 3 Read the article about a plant called a water hyacinth, and then complete the notes. Water hyacinths Water hyacinths are water plants which have large shiny green leaves and purple flowers, and live in water. The leaves and flowers are visible on the surface with long roots growing down into the water. Although originally from South America, water hyacinths are now found on every continent on Earth, with the exception of Antarctica. They are described as highly ‘invasive’, which means that they can damage the environment of a particular area where they are found. In the right conditions, water hyacinths can grow up to five metres a day, and as a result, they can quickly prevent sunlight from reaching other plants growing on the bottom of a pond or a lake. These plants growing deeper underwater provide places for fish to lay their eggs, so the lack of sunlight can mean that fish breeding cycles can often be disrupted in those areas of water. Water hyacinths therefore need to be controlled. This is not simple. Of course, any potential solution very much depends on the size of the area the water hyacinths are covering. If this is a small pond, the advice given is to empty the pond water away. Once this has been done, it is essential to chop the plants into tiny pieces so that new water hyacinths are unable to grow. In a large lake, this is not practical. In places like Lake Victoria in Africa, which has suffered greatly from the growth of water hyacinths, alternative solutions are required. One idea has been to introduce insects which eat the plants. Although this has had some success, the spread of the water hyacinths in the lake has been so extensive that at times it even stops fishing boats from moving. As fishing is a major industry on the lake, this is very serious. In addition to other measures, therefore, the decision to add chemicals to the water to destroy the plants has sometimes been taken. These must obviously be used under tight control as otherwise the intended solution could turn out to be as bad as the initial problem. The effects of the water hyacinth plants can also be felt in the wider area. Water from lakes is taken through pipes to surrounding farmland. However, the spread of these plants can block the water pipes. This means that less water is available for use on farmland. So while water hyacinths might look attractive – in fact, this is one of the reasons why they were originally brought to many other countries from South America in the first place – they are not something that people are generally pleased to see. Looking to the future, water hyacinths may become useful. Researchers in Europe, Asia and Africa are investigating how water hyacinths can be used to produce biogas, a form of clean energy. These projects are taking vital steps towards a cleaner environment, improved health and greater employment opportunities. * 0000800000006 * ,










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7 0510/11/O/N/25 © UCLES 2025 [Turn over Imagine you are going to give a talk to your classmates about water hyacinths. Use words from the article to help you write some notes. Make short notes under each heading. Question 8 Problems water hyacinths cause: Example: can damage the environment • … • … • … • … [4] Question 9 Methods of controlling water hyacinths: • … • … • … [3] [Total: 7] * 0000800000007 * ,










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8 0510/11/O/N/25 © UCLES 2025 Exercise 4 Read the article about a young canoeist called Adele, and then answer the questions. My sport: canoeing by Adele Roberts I’ve been canoeing for ten years now. I joined a local club when I was twelve. At the time, I never imagined doing it for years! Like many of my friends, when I wasn’t studying I was online a lot, and I thought I needed some fresh air. Some friends thought it sounded fun too, so we went together. I’ll always remember the first session; we spent ages in the water, learning how to get back into the canoe! I go canoeing with the club twice a week. In bad weather, we have training sessions at the swimming pool, but we go out on the river whenever possible. We practise canoeing ‘up river’ – that means going against the flow of the water, which can be quite fast. There’s no time to admire the surroundings as you have to concentrate a lot. In the pool, it’s easy to make progress in terms of technical ability, but I always finish river sessions with aching muscles. That’s a good sign I’ve been working hard – it’s just not the same in the pool. I started competing as soon as I could canoe properly in a straight line. My coaches organised competitions, and they were very patient. They knew that being on the water was so exciting for everyone that any last-minute advice they gave on the day was unlikely to make a difference to our performances. For us, it was more about gaining competition skills: the result didn’t really matter, but working out why someone had beaten me was useful. I was fortunate because I went on to win quite often as I got older. To be fair, I worked hard, so I know I deserved it. When I was 17, I moved from the Junior level to competing in Senior races. Although the race locations were new, I was glad to see the same faces I’d seen in previous competitions. The routes were longer and technically more complicated, as you’d imagine, so when we were given specific practice exercises I was enthusiastic to get started. You need to learn extra skills to have a chance of getting to the end of the race, and I often thought I’d never make it. I’m glad I didn’t give up though! People sometimes ask for tips about starting canoeing. What I always say is that you need to be safe. By joining a club, you’ll have access to life-jackets, wetsuits, and of course, canoes. You can spend a lot, so borrowing the equipment at a club helps you work out what’s essential. You can also follow blogs by other canoeists; it’s not a sport you can learn by watching though – you have to get out there and do it yourself. That’s because sea canoeing, for example, is completely different to being on a lake, so experiencing different environments is a great way to find your favourite. For me, canoeing is more than just a sport. Through joining a club, as you might expect, I’ve expanded my social circle. I’m spending time with people from diverse backgrounds but who I share a common interest with. I think it’s only in clubs that you get that opportunity. It’s also shown me that actually, I’m the sort of person who others look up to when the going gets tough. It’s not something I’d realised before. And it’s even had a positive impact on my job. If there’s a particular issue with a project, an hour’s canoeing after work helps me think things through, and my colleagues are amazed how often I’ll come up with solutions at work, or new options to consider! * 0000800000008 * ,










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9 0510/11/O/N/25 © UCLES 2025 [Turn over For each question, choose the correct answer, A, B or C, and put a tick (3) in the appropriate box. Question 10 Why did Adele decide to join a canoe club? A She thought it would teach her useful skills. B She wanted to spend more time outdoors. C She saw how much a friend enjoyed it. [1] Question 11 Adele likes canoeing on rivers because A she can canoe more quickly there. B it offers more of a challenge. C there are lots of things to look at. [1] Question 12 What point does Adele make about competing in the third paragraph? A Learning things was more important than winning. B Luck played a big part in her early achievements. C Listening to her teachers was the key to her success. [1] Question 13 How did Adele feel about moving to a higher level of competition? A confident that she could cope with more difficult routes B excited about competing against different people C pleased about beginning a new race-training routine [1] * 0000800000009 * ,










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10 0510/11/O/N/25 © UCLES 2025 Question 14 What advice does Adele have for other young canoeists? A buy high-quality safety equipment B try out a variety of locations C follow professional canoeists online for tips [1] Question 15 What does Adele say has been a surprising benefit of canoeing? A She’s discovered a personal quality she didn’t know she had. B She’s made friends from a wide range of backgrounds. C She’s managed to make a decision regarding a future career. [1] [Total: 6] * 0000800000010 * ,










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11 0510/11/O/N/25 © UCLES 2025 [Turn over Please turn over for Exercise 5. * 0000800000011 * ,









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12 0510/11/ O/N/25 © UCLES 2025 Exercise 5 Question 16 You have seen an expensive item that you want to buy. You don’t have enough money at the moment, but you have a plan to get the money to buy it. Write an email to a friend about your plan to buy the item. In your email you should: • describe the item that you want to buy • tell your friend why you want to buy the item • explain how you are going to get the money to buy the item. Write about 120 to 160 words. You will receive up to 6 marks for the content of your email and up to 9 marks for the language used. * 0000800000012 * ,









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13 0510/11/O/N/25 © UCLES 2025 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000013 * ,









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14 0510/11/O/N/25 © UCLES 2025 Exercise 6 Question 17 A new sports centre has recently opened in your town. Your teacher has asked you to write a review of the sports centre for your school magazine. Here are some comments about the sports centre: There’s lots of equipment. The staff are really helpful. It’s very busy at weekends. It’s expensive. Now write a review of the new sports centre. The comments above may give you some ideas, and you should also use some ideas of your own. Write about 120 to 160 words. You will receive up to 6 marks for the content of your review and up to 9 marks for the language used. * 0000800000014 * ,









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15 0510/11/O/N/25 © UCLES 2025 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000015 * ,









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16 0510/11/O/N/25 © UCLES 2025 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 * 0000800000016 * ,









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This document consists of 11 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ ENGLISH AS A SECOND LANGUAGE 0510/11 Paper 1 Reading and Writing October/November 2025 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 2025 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 2025 © Cambridge University Press & Assessment 2025 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 descriptions 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 2025 © Cambridge University Press & Assessment 2025 Page 3 of 11 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standardisation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning Correct point Benefit of the doubt given No benefit of the doubt given Information missing Repetition Meaning is unclear Page or response viewed by the examiner – including blank and additional pages (and marked if appropriate) Writing response is under word guidance

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 4 of 11 Cambridge IGCSE English as a Second Language Paper 1 Reading and Writing tests the following Assessment Objectives: Reading R1 demonstrate understanding of specific factual information R2 demonstrate understanding of the connections between the ideas, opinions and attitudes R3 identify and select details for a specific purpose R4 demonstrate understanding of implied meaning Writing W1 communicate information, ideas and opinions W2 organise ideas into coherent text using a range of linking devices W3 use a range of appropriate grammatical structures and vocabulary W4 use appropriate register and style for the given purpose and audience

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 5 of 11 Exercise 1 Question Answer Marks Guidance 1 1995 1 2 3.5 km 1 ‘km’ essential Inclusion of ‘under the sea’ acceptable 3 Birds 1 Inclusion of ‘range of’ or ‘wild’ acceptable 4 Scientists 1 5 bottom of sea 1 6 Award one mark for each detail up to a maximum of three marks: 1 over and under sea / only having bridge not practical / only having tunnel not practical 2 allow cars and trains 3 island 4 vast amount of building material / steel and concrete 5 height of road / height of rail / height of bridge / height of metal supports / metal supports 204 m high / road 57 m above sea / rail 57 m above sea/ metal supports higher than road / metal supports higher than rail / road lower than metal supports / rail lower than metal supports 6 trains cannot run up steep track 3 ‘only’ essential 2 Verb required – accept suitable synonyms for ‘allow’ 5 ‘High’ and ‘above sea’ essential. Accept ‘bridge supports’ for ‘metal supports’. Do not accept ‘bridge’ on its own in place of ‘bridge supports’ or ‘metal supports’.

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 6 of 11 Exercise 2 Question Answer Marks Guidance 7(a) B 1 7(b) D 1 7(c) A 1 7(d) C 1 7(e) D 1 7(f) B 1 7(g) A 1 7(h) C 1 7(i) A 1

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 of 11 Exercise 3 Question Answer Marks Guidance 8 Award one mark for each acceptable response, up to a maximum of 4 marks: Problems water hyacinths cause: 1 prevent sunlight reaching plants / plants at bottom can’t grow 2 fish breeding disrupted / fish can’t lay eggs 3 stop boats 4 block pipes 5 less water for farmland 4 The example given on the question paper ‘can damage environment’, cannot be credited. 9 Award one mark for each acceptable response, up to a maximum of 3 marks: Methods of controlling water hyacinths: 1 empty pond / empty small areas of water 2 chop plants / chop them 3 introduce insects / insects eat plants 4 add chemicals / chemicals destroy plants 3

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 8 of 11 Exercise 4 Question Answer Marks Guidance 10 B 1 Question Answer Marks Guidance 11 B 1 Question Answer Marks Guidance 12 A 1 Question Answer Marks Guidance 13 C 1 Question Answer Marks Guidance 14 B 1 Question Answer Marks Guidance 15 A 1

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 9 of 11 Generic marking criteria for Exercises 5 and 6 Question Answer Marks Guidance 16 Award up to a total of 15 marks. Up to 6 marks to be awarded for Content. Plus up to 9 marks to be awarded for Language. See generic marking criteria for Questions 16 and 17. 15 17 Award up to a total of 15 marks. Up to 6 marks to be awarded for Content. Plus up to 9 marks to be awarded for Language. See generic marking criteria for Questions 16 and 17. 15

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 11 Marking criteria for Questions 16 and 17 Table A: Content Marks Description 5–6 Task fulfilment • Task is fulfilled. • Content is fully relevant throughout. • Consistently appropriate style for the text type. • Excellent sense of purpose and audience. Development of ideas • Content is very well developed. 3–4 Task fulfilment • Task is generally fulfilled. • Content is generally relevant. • Generally appropriate style for the text type. • Generally good sense of purpose and audience. Development of ideas • Content is generally developed. 1–2 Task fulfilment • Task is only partially fulfilled. • Content is only partially relevant. • Style for the text type is inconsistent or inappropriate. • Insufficient sense of purpose and audience. Development of ideas • Limited attempt to develop content. 0 No creditable response

0510/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 11 of 11 Table B: Language Marks Description 7–9 Range and accuracy • Content is communicated skilfully and appropriately. • Uses a wide range of common and less common vocabulary appropriately. • Uses a wide range of simple and complex structures. • High level of accuracy of language. Occasional errors may be present, but these do not impede communication. Organisation • Effectively organised and sequenced. • Uses a wide range of linking words and/or other cohesive devices appropriately. 4–6 Range and accuracy • Content is communicated clearly. • Uses a range of common vocabulary appropriately, and attempts to use some less common vocabulary. • Uses a range of simple structures, and attempts to use some complex structures. • Generally good level of accuracy of language. Errors do not generally impede communication. Organisation • Generally well organised and sequenced. • Uses a range of linking words and/or other cohesive devices generally appropriately. 1–3 Range and accuracy • Content is communicated but lacks clarity. • Uses only common vocabulary. • Uses only simple structures. • Lack of control of language. Errors impede communication. Organisation • Limited attempt at organisation and sequencing. • Limited attempt to use linking words and/or other cohesive devices. 0 No creditable content.