Cambridge IGCSE Spanish - Literature 0488 — 2020 May/June Paper 3 · Variant 1

Cambridge IGCSE™ DC (PQ) 183415/2 © UCLES 2020 [Turn over This document has 8 pages. Blank pages are indicated. * 4 2 9 4 8 8 2 4 9 3 * LITERATURE (SPANISH) 0488/31 Paper 3 Alternative to Coursework May/June 2020 1 hour 20 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS ● Answer the question. ● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. INFORMATION ● The total mark for this paper is 20. ● The number of marks for each question or part question is shown in brackets [ ]. INSTRUCCIONES ● Conteste a la pregunta. ● Siga las instrucciones que aparecen en la portada del cuadernillo de respuestas. Las instrucciones aparecen también en español a continuación. Si necesita hojas adicionales, pídale al supervisor un cuadernillo de respuestas adicional. INFORMACIÓN ● La puntuación total de este examen es de 20. ● La puntuación de cada pregunta o apartados de la misma aparece entre corchetes [ ].

2 © UCLES 2020 0488/31/M/J/20 INSTRUCCIONES PARA EL CUADERNILLO DE RESPUESTAS Use tinta negra o azul oscuro. Está permitido el uso de lápiz para diagramas o gráficos. Escriba su nombre, número de centro y número de estudiante en las casillas provistas en la parte superior de la página. Escriba de forma clara y en letras mayúsculas. No use tinta borrable ni líquido corrector. No escriba en los códigos de barras. Escriba sus respuestas en este librillo de respuestas. Utilice ambas caras del papel. Por favor, deje dos líneas en blanco entre las respuestas a cada pregunta. Escriba el número de la pregunta que está respondiendo en el primer margen. Question Part 1 1 (a)(i) (a)(ii) Si la pregunta que está respondiendo está dividida en secciones, por ejemplo 1(a), escriba la sección de la pregunta en el segundo margen. Debe hacer sus anotaciones con bolígrafo en este librillo de respuestas. Debe tachar todo lo que no desee que el examinador evalúe, pero asegúrese de que lo tachado es todavía legible. No arranque ninguna hoja de este librillo de respuestas. Debe entregar todo el trabajo que haya realizado. Si ha utilizado un cuadernillo de respuestas adicional, debe guardarlo dentro de este librillo.

3 0488/31/M/J/20 © UCLES 2020 [Turn over BLANK PAGE

4 0488/31/M/J/20 © UCLES 2020 Lea atentamente el siguiente fragmento extraído de la novela ‘Doña Bárbara’, escrita por el venezolano Rómulo Gallegos, y publicada en 1929. Luego conteste la pregunta: La historia tiene lugar en el llano venezolano de antes de los treinta. Aquí se desarrolla el viejo conflicto entre civilización y barbarie. Santos Luzardo, el terrateniente racional venido de la capital, que representa la civilización, y Antonio Sandoval, el peón tradicional, discuten sobre la posibilidad de incrementar el ganado del fundo Altamira, siguiendo las prácticas tradicionales de captura de animales salvajes que no tienen dueño. Y haciendo de sus manos portavoz, lanzó desde lo alto del médano1 un grito agudo que barrenó el silencio de la noche. Inmediatamente se levantó un vasto rumor creciente y todo el amplio espacio que desde aquella altura se dominaba se agitó y retembló bajo el tropel de numerosos rebaños salvajes. —¡Escuche! َ—exclamó el peón—. Esos son millares y millares de orejanos2 que no conocen al hombre. Hace más de siete años que no entran caballos en este paño de sabana3. Y esto que está oyendo es nada comparado con otras cimarroneras4 que hay, más adentro, hacia el Cunaviche. A pesar de todo, Altamira aguanta todavía. Las cimarroneras han sido la salvación, pero ahora hay que acabar con ellas. Yo tengo ganas de empezar a darle unos choques a esta rochela5, si le parece. Por el momento nos hacen falta sogueros6 especiales, porque no todos saben trabajar cimarrones; pero yo sé dónde los hay y los puedo hacer venir. Además, me parece que sería conveniente volver a fundar las queseras, que antes las hubo y daban muy buenos resultados. La quesera es conveniente no sólo porque es una entrada de plata más, sino porque sirve para el amansamiento del ganado, que el de aquí es demás de bravo y es mucha la bestia que mata en el trabajo. Estas razones prácticas eran motivo suficiente para que se procediese a la fundación de las queseras; pero Santos Luzardo vio también algo más, de un orden diferente y tan interesante para él como el econٴٙómico: todo lo que contribuyese a suprimir ferocidad tenía una importancia grande para su espíritu. Finalmente, de otra conversación con el mismo Antonio, al día siguiente, se le ocurrió una idea, ya más de acuerdo con el plan del civilizador de la llanura. —Hoy cachilapiamos unos cincuenta orejanos en una sola pasadita de lazo —díjole Sandoval. Cachilapiar, es decir, cazar a lazo el ganado no herrado que se encuentra dentro de los términos del hato7, es la pasión favorita del llanero apureño. Como en aquellas sabanas sin límites las fincas no están cercadas, los rebaños vagan libremente, y la propiedad sobre la hacienda es una adquisición que cada dueño de hato viene a hacer, o en las vaquerías que se efectúan de concierto entre los vecinos, y en las cuales aquél recoge y marca con su hierro cuanto becerro desmadrado y orejano caiga en los rodeos, o fuera de ellas, en todo momento, por derecho natural de brazo armado de lazo. Glosario: 1médano: banco de arena; monticulo de arena. 2orejanos: las reses que no están marcadas y no tienen amo conocido. 3paño de sabana: área de llanura de zona tropical. 4cimarroneras: rebaños de animales domésticos que han huído al campo y se han vuelto silvestres. 5rochela: reunión de ganado inquieto. 6sogueros: hombres especializados en el uso de sogas para lazar el ganado. 7hato: rebaño, grupo de animales.

5 0488/31/M/J/20 © UCLES 2020 [Turn over Esta forma primitiva de adquirir […] tiene, sin embargo, algo del abigeato8 originario, y de aquí que no sea solamente un trabajo, sino un deporte predilecto del hombre de llanura abierta, donde la fuerza es todavía derecho. Haciéndose estas reflexiones, Santos Luzardo concluyó: —Todo esto perjudica el fomento de la cría porque destruye el estímulo, y todo eso desaparecería con la obligación que las leyes de Llano9 les impusieran a los propietarios de cercar sus hatos. Antonio objetó: —Puede que usted tenga razón, pero para eso sería menester cambiar primeramente el modo de ser del llanero. El llanero no acepta la cerca. Quiere su sabana abierta como se la ha dado Dios, y la quiere precisamente para eso: para cachilapiar cuanto bicho le caiga en el lazo. Si se le quita ese gusto se muere de tristeza. Un llanero está contento cuando puede decir: hoy cachilapié tantas reses, y no importa que su vecino esté diciendo allá lo mismo, porque el llanero siempre cree que sus bichos están seguros y que los que se coge el vecino son de otro. No obstante, Luzardo se quedó pensando en la necesidad de implantar la costumbre de la cerca. Por ella empezaría la civilización de la llanura; la cerca sería el derecho contra la acción todopoderosa de la fuerza, la necesaria limitación del hombre ante los principios. Ya tenía, pues, una verdadera obra propia de un civilizador: hacer introducir en las leyes de Llano la obligación de la cerca. Glosario: 8abigeato: robo de ganado o bestias. 9leyes de Llano: legislación que controla el uso del territorio en la llanura venezolana.

6 0488/31/M/J/20 © UCLES 2020 1 ¿Hasta qué punto, y cómo, ha logrado el autor impactarlo(a) a usted como lector/a con lo que acontece en este episodio? En particular, debe considerar, en detalle, los siguientes aspectos: • el propósito de Antonio Sandoval al llevar a Santos Luzardo a conocer ciertos rincones apartados de su hacienda • los métodos tradicionales usados por los llaneros para incrementar sus rebaños y por qué estos los prefieren • las diferencias de opinión entre Santos Luzardo y Antonio Sandoval acerca de la captura del ganado. Usted puede añadir cualquier otro comentario que le parezca pertinente. [20]

7 0488/31/M/J/20 © UCLES 2020 BLANK PAGE

8 0488/31/M/J/20 © UCLES 2020 BLANK PAGE 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 the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

This document consists of 8 printed pages. © UCLES 2020 [Turn over Cambridge IGCSE™ LITERATURE (SPANISH) 0488/31 Paper 3 Alternative to Coursework May/June 2020 MARK SCHEME Maximum Mark: 20 Published Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic. This mark scheme is published to support teachers and students and should be read together with the question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also provides the most likely acceptable alternative responses expected from students. Examiners usually review the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the June series, Examiners were unable to consider the acceptability of alternative responses, as there were no student responses to consider. Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However, because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June 2020 series. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level components.

0488/31 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 2 of 8 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.

0488/31 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 3 of 8 Answers will be marked according to the following general criteria. Please tick each page of the script marked. Comments can also be added in a text box. Don't forget to write your mark for each essay at the end of that essay. Band 8 20 19 18 Answers in this band have all the qualities of Band 7 work, with further insight, sensitivity, individuality or flair. They show complete and sustained engagement with both text and task. Band 7 17 16 15 A detailed, relevant and possibly perceptive personal response that engages both with text and task • shows a clear and at times critical understanding of the text and its deeper meanings • responds in detail to the way the writer achieves her/his effects (sustaining a fully appropriate voice in an empathic task) • integrates carefully selected and relevant reference to the text Band 6 14 13 12 A developed and relevant personal response that engages both with text and task • shows understanding of the text and some of its deeper implications • responds adequately to the way the writer achieves her/his effects (using suitable features of expression in an empathic task) • shows some thoroughness in selecting relevant references to the text Band 5 11 10 9 Begins to develop a relevant personal response that engages both with text and task • shows some understanding of meaning • makes a little reference to the language of the text (beginning to assume a voice in an empathic task) • uses some supporting textual detail Band 4 8 7 6 Attempts to communicate a basic personal response • makes some relevant comments • shows a basic understanding of surface meaning of the text (of character in an empathic task) • makes a little supporting reference to the text Band 3 5 4 3 Some evidence of a simple personal response • makes a few straightforward comments • shows a few signs of understanding the surface meaning of the text (of character in an empathic task) • makes a little reference to the text Band 2 2 1 Limited attempt to respond • shows some limited understanding of simple/literal meaning Band 1 0 No answer / insufficient answer to meet the criteria for Band 2

0488/31 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 4 of 8 Annotations to use in Scoris Remember that when annotating, less is more. Schools can ask to see their marked scripts and no- one will remove any annotations before they are sent to schools. Therefore it is essential that any annotations are completely justifiable according to the mark scheme. Tick Appropiate statement/ interpretation Cross Error / Misinterpretation BOD Benefit of the Doubt Highlight Red (to indicate quotes on the left hand margin) Blue (to highlight, inside the text, significant points in the response) On-Page Comment Use this if you want to type in an annotation in a certain place on the script. Off-Page Comment Use this if you want to make a comment off the script – a note to yourself or to the PE (rare) ^ Omission (to indicate when an expected comment or point is missing). Also if a key word in a sentence has been omitted rendering the statement confusing or incomplete REP Repetition ? Unclear / Confusing / Lacking sense NAR Narrative (to indicate sections that are unnecessary or, paraphrasing, or, a simple transference of text or use of quote without due comment or explanation) DEV Development / Going beyond the immediate text / Reading between the lines / Critical understanding of deeper meanings IR Irrelevant. Comments that are not directly associated to the text / Comments that may be connected or derived from the text but end up becoming the main point of focus, forgetting the content of the extract or the relevant question Vertical wavy Extendable vertical wavy line (for margin use). Can be used in different colours to indicate different things. E.g. On the left hand margin indicates a long piece of narrative or unnecessary material transferred from the text. Usually used to mark long and repetitive introductions that fail to add significant ideas EVAL Evaluation / Assessing implications of punctual and/or more general points of the material

0488/31 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 5 of 8 Using annotations on Scoris Remember that this is a literature not a language assessment: do not correct or comment on individual spelling and grammatical errors. (But you might comment if relevant at the end of the script – e.g. ‘Frequent errors obscure meaning.’) These may be factual comments or comments on key features of the answer related to the mark scheme e.g. well-developed/undeveloped, clear/unclear, insufficient /reference to text; needs to explain point; good ref to dramatic qualities; needs to expand; evidence?; detail; not answering question. Be careful to distinguish between an unusual opinion and a factual error. At the bottom of the script put a brief summary comment based on the mark scheme: e.g. Competent answer with some evidence of personal appreciation; a couple of significant omissions What not to write on scripts Do not use more than one question mark (???) Do not use exclamation marks at all in a comment box. Do not use capital letters to ‘shout’ e.g. NO. Do not use any pejorative or disparaging emotive word or phrase- this includes: poor, bad, wrong, get on with it, so what? hardly! What? this is NOT the point, muddled, nonsense, shallow, etc. Do not comment on handwriting or untidiness unless this interferes with the task of marking. Do not comment on the Centre as a whole or their teaching. Do not focus on what the candidate has NOT written but rather on what s/he has written (though significant omissions having a bearing on the question might be mentioned).

0488/31 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 6 of 8 Question Answer Marks Indicative Content The detailed questions are intended to help the candidate respond. Candidates are required to answer them, but need not do so in a rigid sequence; some of the answers may be implicit in the essay, although it is expected that candidates will be able to spell out their views and interpretations with sufficient clarity. There is no prescribed application of marks to each question and the response should be marked holistically. Candidates who do not answer the prescribed questions will penalise themselves automatically, as the questions are central to the passage. 1 Lea atentamente el siguiente fragmento extraído de la novela Doña Bárbara’, escrita por el venezolano Rómulo Gallegos y publicada en 1929. Luego, conteste la pregunta: The extract in question, uses a number of terms typical of the rural ‘faenas’ of the Venezuelan countryside, therefore, a glossary has been introduced to facilitate comprehension. It is hoped the candidates will be in a position to understand the language of the passage almost in its entirety, to gain a general understanding of the extract, and to convey an appropriate response to the quality of the writing. At the lower levels (up to 9 marks) we are looking for evidence of basic understanding, with a simple personal response. At the 5/6 level bands we expect a clear and more complex answer to each of the questions and a successful attempt to support ideas from the passage. Be aware of inert, mechanical quoting or simple paraphrasing that adds little to the interpretation or leaves the task of interpreting and/or inferring to the examiner. It is not unusual for candidates to transfer wording/paragraphs from the question paper to their essays in a rather mechanical manner and for no other apparent purpose than to fill up space. This material usually has been provided to them to contextualise the extract and does not need to be mentioned again in the body of the candidate's essay. As we go up to 7/8 level bands we are looking for an in- depth analysis and close attention to detail; an ability to read between the lines, with appropriate support from the passage; a motivated personal response; good use of the imagination and a direct, clear focus on the questions throughout. Although some candidates may find the theme of the story rather unfamiliar, they should still be able to engage with it and fully exploit its elements, particularly so if they are to be rewarded with a top band mark. 20

0488/31 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 7 of 8 Question Answer Marks 1 ¿Hasta qué punto, y cómo, ha logrado el autor impactarle a usted como lector/a con lo que acontece en este episodio? En particular, debe considerar, en detalle, los siguientes aspectos: • el propósito de Antonio Sandoval al llevar a Santos Luzardo a conocer ciertos rincones apartados de su hacienda The passage opens with AS and SL already on top of the sand dunes. It is dark. Antonio has given a sharp shout to wake up the cattle so that Santos can become aware of the enormous number of wild herds in front of his eyes. The ‘orejanos’ are in their thousands. These are wild herds of cattle that have never been approached by men: ‘más de siete años…que no entran los caballos en este paño…’. Furthermore, AS emphasises these quantities of cattle are nothing compared to the ‘cimarroneras’ that are further beyond, all of them, at their indisputable disposal. These herds are within the confines of Santos’ hacienda but are wild animals still in need of domestication and, particularly, in need of being branded with SL’s label. AS wants to persuade SL of the need to take advantage of this opportunity, because in these lands, the first to mark the animals becomes their owner, a point further emphasised later on in the passage. Likewise, AS brings about the idea of re-initiating the ‘cheese making’ mills which he sees both as an additional source of income, but also, as a means to pacify the cattle: ‘amansamiento del ganado’. According to him the cattle herds are so wild that many horses (‘bestias’) get injured and even die because of them. SL saw, immediately, the economic advantage of re-opening the cheese mills but, more importantly, the social benefit of pacifying the countryside. This last idea will be further explored later in the extract. • Los métodos tradicionales usados por los llaneros para incrementar sus rebaños y por qué éstos los prefieren ‘Hoy cachilapiamos unos cincuenta orejanos en una sola pasadita de lazo’ AS tells SL, the following day. In the Venezuelan Savannah there are no enclosures and anybody can hunt with a lasso (‘cazar al lazo’) the unbranded cattle, which is precisely what AS has just done. The herds wander freely and their ownership is determined by their capture with a lasso by the cowboys. This happens in concerted ‘vaquerías’ among neighbours who attempt to capture as many head of cattle as possible, in order to brand them. Or, if outside the ‘rodeos’, whenever and whereever they find wandering cattle. This is an acceptable practice of the countryside and is considered ‘derecho natural de brazo armado de lazo’. This rather ‘primitive’ method of acquiring cattle is not far from the idea of stealing cattle or animals in general (‘abigeato’) and this is the reason why ‘cachilapiar’ is for the ‘llaneros’ their favourite sport.

0488/31 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 8 of 8 Question Answer Marks 1 • las diferencias de opinión entre Santos Luzardo y Antonio Sandoval acerca de la captura del ganado. But SL has a different view of the system. According to him ‘cachilapiar’, in the first place, goes against the very idea of raising livestock, because it destroys the motivation behind it. To know that somebody else could come and take away your animals is not particularly encouraging. For SL this problem can be solved overnight with the legal obligation imposed by the government on all livestock owners to enclose their lands. In reply, AS explains his way of reasoning by saying that to implement enclosures it would be necessary to change the very ‘nature, soul or way of thinking’ of the ‘llanero’: ‘El llanero no acepta la cerca. Quiere su sabana abierta como se la ha dado Dios, y la quiere precisamente para eso: para cachilapiar cuanto bicho le caiga en el lazo’. According to AS, without free lands and without ‘cachilapiar’, the ‘llanero’ would die of sadness. The ‘llanero’ is happy when he can say: ‘hoy cachilapié tantas reses’. It does not matter to him if his neighbour is saying the same thing because the ‘llanero’ always believes that his animals are safe and that the animals that his neighbour has captured belong to somebody else. But for Santos Luzardo, with his modern, more rational way of thinking, to implement the enclosures would bring ‘civilización' to the countryside. The enclosure would mean the law triumphing over brute force. It is important to mention that the notion of ‘enclosures’ as opposed to ‘open land’ is at the very heart of the debate about private vs communal property in the ‘llanura’. Usted puede añadir cualquier otro comentario que le parezca pertinente. It is rare for candidates to follow up this suggestion and they should not be penalised if they do not. However, any interesting comments should of course be taken into account in the overall reward, provided these do not distort or contradict the main story line and candidates do not end up either contradicting themselves or failing to adopt a clear line of interpretation. If additional and reasonable ideas are offered, generous reward should be considered although, this section alone, should not be a substitute for the required response to the preceding ones. Some candidates may adopt a hard line of interpretation and question whether ‘cachilapiar’ should at all be permitted. This is fine if the candidate justifies their interpretation. Some may consider whether it is at all possible to implement ‘enclosures’ in such a vast and uncontrolled territory. Those who manage to interconnect most of the different components of the story as outlined above would be the ones allocated to the upper bands. Candidates may elaborate within these lines or follow alternative interpretations. The only requirement here is to be consistent and avoid flagrant contradictions or uncommitted/unexplained statements. Ideas should be clearly stated, well argued and convincing to be given the highest marks.