Mark Scheme

Cambridge International AS Level
ENGLISH GENERAL PAPER 8021/11

Paper 1 Essay October/November 2019
MARK SCHEME
Maximum Mark: 30
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 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This document consists of 15 printed pages.
© UCLES 2019 [Turn over

8021/11 Cambridge International AS Level – Mark Scheme October/November
PUBLISHED 2019
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.
Marks awarded are always whole marks (not half marks, or other fractions).
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.
Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.
© UCLES 2019 Page 2 of 15

PUBLISHED 2019
Generic levels of response descriptions
These level definitions address Assessment Objectives (AOs) 1, 2 and 3, and should be used in
conjunction with the indicative content for each question in the mark scheme. Information about AOs
can be found in the Cambridge International AS Level English General Paper syllabus (8021) for
examination in 2019, 2020 and 2021.
Introduction
The level definitions which follow reflect, and should be interpreted within the context of, the following
general statement:
(a) Examiners will give their highest marks to candidates who demonstrate a disciplined management
of the discussion the question provokes and use clear and accurate communication. Examiners
will be guided more by careful selection and application of information, effective analysis and
evaluation, and supported judgement, than by weight of facts.
(b) Examiners will use these level definitions in combination with the question-specific mark schemes.
(c) Explanation or judgement is strengthened if informed by the use of relevant examples.
(d) The level in which an essay is placed depends on the range of criteria detailed in AO1, AO2 and
AO3. As a result, not all essays fall obviously into one particular level. In such cases a ‘best-fit’
approach will be adopted with any doubt erring on the side of generosity.
In marking an essay, examiners will first place it in a level and then fine-tune the mark in terms of how
strongly/weakly the demands of the level have been demonstrated. The criteria in each level are
written to exemplify the middle of that level.

PUBLISHED 2019
Levels of response descriptions
AO1
AO2 AO3
Selection and
Level Analysis and Communication using Marks
application of
evaluation written English
information
5 • Selects a range • Analyses possible • Communicates clearly 25–30

of fully relevant meanings of the with consistently
information that question and appropriate use of
effectively defines the scope register.
exemplifies the of the response. • Uses a wide range of
main aspects of • Develops, vocabulary and a variety
the response to analyses and of language features.
the question. evaluates a range • Uses language with
• Applies a range of arguments to control and accuracy.
of examples reach a Errors, if present, are only
appropriately to supported related to the use of
support the main conclusion. sophisticated words and
ideas and • Develops a strong structures.
opinions in the argument with • Constructs a cohesive
response. clear use of response which links
supportive ideas, arguments and
evidence. paragraphs convincingly.
Text is well organised.
4 • Selects relevant • Analyses the • Communicates clearly 19–24

information that meaning of the with appropriate use of
exemplifies the question to inform register.
main aspects of the scope of the • Uses a range of
the response to response. vocabulary and language
the question. • Develops, features.
• Applies examples analyses and • Uses language with
appropriately to begins to evaluate control and some
support the main different accuracy. Errors relate to
ideas and arguments to the use of less common
opinions in the reach a supported words and structures.
response. conclusion. • Constructs a clear
• Develops a well- response which links
reasoned ideas, arguments and
argument with use paragraphs. Text is
of supportive generally well organised.
evidence.

PUBLISHED 2019
Levels of response descriptions
AO1
AO2 AO3
Selection and
Level Analysis and Communication using Marks
application of
evaluation written English
information
3 • Selects • Demonstrates • Communicates clearly 13–18

information that understanding of overall but with
exemplifies some the meaning of inconsistent use of
of the main the question in appropriate register.
aspects of the the response. • Uses everyday vocabulary
response to the • Develops and and some varied language
question. brings together features.
• Applies examples some arguments • Uses language with some
to support the to form a control. Errors are
main ideas and conclusion. noticeable but do not
opinions in the • Constructs an impede communication.
response. argument which is • Constructs a mostly
logical and usually coherent response which
supported by links ideas, arguments
evidence. and paragraphs. Text has
some organisation but
may not be sustained.
2 • Selects limited • Demonstrates • Communicates clearly in 7–12

information that partial places, with inconsistent
exemplifies understanding of use of register.
aspects of the the meaning of • Uses basic vocabulary
response to the the question in with limited language
question. the response. features.
• Applies examples • Refers to • Uses language with
that are linked to arguments to form limited control. Errors are
some of the ideas a conclusion. frequent and sometimes
and opinions in • Constructs an impede communication.
the response. argument partially • Constructs a fragmented
supported by response which links
evidence. some ideas and/or
arguments.
1 • Selects limited • Makes a limited • Communicates with lack 1–6

information that is response to the of clarity and/or register is
relevant to the question. inappropriate.
question. • Makes some form • Uses basic vocabulary.
• Makes examples of basic • Uses language with
which may not conclusion. control rarely. Errors are
link to the ideas • Constructs a frequent and
and opinions in weak argument. communication is often
the response. lost.
• Constructs a response but
the response is not
organised and ideas are
not linked.
0 • A mark of zero should be awarded for no creditable content. 0

PUBLISHED 2019
Question Answer Marks
1 ‘Families are less united than they have ever been.’ Discuss this 30
statement with reference to family values in your country.
Answers will be focused on one country with which the candidate identifies or to
which they direct their answer.
Answers are likely to:

• outline what might be considered as important family values
• evaluate both views, that families are less united but on the other hand
are as close as they ever were
• consider the issue from a personal perspective using possible case study
evidence.
Answers may include:

• family values being passed down through generations leading to strength
and moral standards; at the same time strict family views could promote
radicalisation
• the idea of the father being the ‘breadwinner’ and the mother being the
‘homemaker’ who produces and brings up children is still the accepted
norm in many societies though this is changing
• honesty, loyalty and faith, encouraged and taught within the family, can
have a positive and lasting effect on society
• many families disintegrating due to infidelity and divorce, leading to
strained family relationships
• how family values can be used for political purposes in political party
manifestos
• understanding the changing nature of families with the advent of same sex
marriages and other family models
• how some people, particularly the young, prefer to regard friends as family
members
• some sub-cultures proposing alternative values that conflict with moral and
cultural standards in society.

PUBLISHED 2019
2 ‘Democracy is the ideal form of government but it is very difficult to 30

achieve.’ Assess this statement.

• consider the concept and principal features and styles of democracy
• show an understanding of the reasons why democracy may, or may not,
be considered an ideal form of government, relating to the principles
identified, and how far it may be difficult to achieve
• analyse the factors involved in making it difficult to establish
• make a judgement, based on a consideration of the evidence and
argument put forward.
Answers might include discussions and examples such as:

• ‘ideal’ principles may include participation, representation, having a say in
decisions made which affect our lives and spend our taxes, the role of free
speech and free press/lack of censorship
• may only be considered ‘ideal’ if voting and discussion is based on
widespread access to unbiased information, education and media;
possibility of ill-informed results, difficulties with majority decisions and
subjectivity of issues involved, need for elected persons and their policies to
be popular leading to long-term difficult decisions not being made (e.g.
social care and pensions funding in the UK constantly being ‘kicked into
the long grass’)
• achievable to a degree, as evidenced by the existence of political parties,
elections and an accompanying structure/cycle, referenda, local
government, and debates in society and the media
• obstacles may include the existence of (constitutional) monarchies,
perceived unfairness/lack of representation of particular voting systems
such as First Past The Post and its safe seats, limits posed on
participation in elections (will vary by country and improving, as a general
rule), the population and representatives generally having to align
themselves with a party which is unlikely to represent their views fully or on
every issue
• the role of media bias or government control of media in limiting free
speech and access to full information, and press restrictions on reporting,
for example regarding security or motivation for decisions made
• the formation of political dynasties, a ruling class and the possibility of
corruption in government, our ‘representatives’ often being seen as
distant, not relatable and untouchable/unaccountable.

PUBLISHED 2019
3 ‘Wealth and happiness have nothing to do with income.’ Discuss. 30

• focus on own experience and country
• consider the consequences of income inequality come to a reasoned
judgement backed up by ideas.

• situations in different parts of the world for example places where
subsistence living is the economic reality as opposed to places where
conspicuous consumption is the norm
• consideration of the actual value of money as opposed to its acquisition
for its own sake
• housing, medical care, a satisfactory diet, all of these are essential for
human dignity and should not have a price tag
• family, kinship, community and friends, are not always dependent on
income
• reading, writing, walking, contemplation, may provide enrichment and
solace that money cannot buy
• different ways of providing access that do not entail ownership for example
subsidised rents and transport.

PUBLISHED 2019
4 Evaluate the actions which could be taken to solve the most serious 30
environmental problem in your country.

• identify the ‘most serious environmental problem’ and justify this choice
• show an understanding of the problem identified and suggest a range of
possible measures
• analyse the economic, scientific, technical and cultural factors involved in the
relative likely success of the proposed actions, and consider the limiting
factors
• make a judgement, based on a consideration of the evidence and

• a range of potentially serious environmental problems is possible and the
choice will depend on the country in question but the list is likely to include
various forms of pollution, habitat loss and land clearance, disappearance
of species, and waste disposal, as well as more global issues such as
climate change and energy provision. A successful answer, in terms of
evaluating possible actions, will depend greatly on the choice of
environmental problem and the ability to contextualise it against the
candidate’s own country, ideally with specific references
• a range of proposed actions should be outlined and discussed in terms of
their likely success and any limitations. These might be scientific/technical
measures but are also likely to include reference to cost, legislation for
industries and the public, political and social will to change, international
cooperation, cultural beliefs and practices, education and awareness,
media influence, pressure groups and charities, sponsorship by
companies, and individual efforts
• NB The ‘most serious problem’ identified should be local to the candidate
but in evaluating possible actions to solve the chosen problem,
comparisons might usefully be made with other countries.

PUBLISHED 2019
5 Modified animal organs could soon be transplanted into humans. To 30

what extent is this desirable?

• consider the reasons for using organs from animals in this process, for
example pigs
• consider the ethical issues revolving around this process
• make a judgement, based on a consideration of the evidence and argument
put forward.

• there is a shortage of human donors and the metabolism of pigs, for
example is similar to that of humans
• heart valves from pigs, for use by humans, are routine
• gene editing is used to remove threatening viruses from the pig`s DNA,
however, pigs may carry cancer viruses that could be a problem
• the use of pigs may be offensive in some cultures
• it is problematic getting the immune system to accept an organ from a
human donor, the risks from an animal will be greater
• many people will find the process morally repugnant and argue that it is
cruelty to animals.

PUBLISHED 2019
6 Evaluate the implications for individuals and society of a world that 30

depends on information technology.

• consider the extent to which data is kept
• assess the value of computer prediction
• make a judgement, based on a consideration of the evidence and the

• a recognition that computer data is provided by human agency so is likely
to contain bias and inaccuracies
• the danger of perpetuating inequalities because the data we provide for
analysis may simply corroborate our assumptions, for example crime
statistics or health statistics for the inner city
• the danger of uncritical acceptance of computer results-automated
evaluation based on incomplete information
• information can be skewed in order to get the results wanted
• the need for a legal framework to enforce or prevent disclosure
• arrest records, medical records, postcodes, social networks, income – all
of this data is accessible and could jeopardise an individual's chances in
life.

PUBLISHED 2019
7 Discuss whether the performing arts are important to the culture of your 30
country.

• identify exemplars of performing arts examine the notion of ‘usefulness’
• make a judgement, based on the consideration of the evidence and

• the need for recreational activity for an audience
• all cultures seem to evolve their own music and drama outlet for creativity
in individuals
• can bring groups (e.g. young) and the nation together and so help to
mould a nation’s identity
• ‘harmless’ focus for group energy (as against, say, excessive militarism)
boost to economy
• need for celebrations (e,g, festivals/carnivals)
• can provide a distraction from arguably more ‘serious’ purposes
• can introduce an alien element (from abroad) that threatens local culture.

PUBLISHED 2019
8 Examine whether or not the reading of fiction enhances our 30

understanding of human nature. You should refer to novels you have
read.

• justify the choice(s) made
• recognise that human nature has many facets
• make a judgement, based on the consideration of the evidence and

• why the chosen author(s) are good exemplars of examining human
nature
• what particular feature(s) of the chosen work(s) make for a good insight
into human nature
• a recognition that human nature is almost infinitely varied in its
manifestations
• where lessons can be learned about human nature other than in
‘ literature’
• a personal consideration of the topic by the candidate writing the essay
• not all fiction provides much insight into human nature – some, for example,
goes little further than telling a story.

PUBLISHED 2019
9 ‘Freedom of the media is important in a democracy.’ To what extent do 30

you agree?

• consider the role of the media
• show an understanding of the nature of the media
• make a judgement, based on a consideration of the evidence and argument
put forward.
Answers might include discussions and examples:

• The Human Declaration of Human Rights guarantees the right to freedom
of expression
• the media is the ‘voice of the people’ who can challenge injustices, such
as poverty, corruption and infringement on people`s liberty
• censorship and and violent attacks on people trying to express their views,
is increasing, making opposition to dictatorial regimes more difficult
• journalists need the right to create work that pushes the parameters and
promotes discussion about issues, such as diversity and injustice, political
satire is often used in cartoons
• the media, through their journalists can expose corruption and the political
cover ups of a government and view events at close hand of wars and
disasters
• media should be free of bias; however, this may not be the case, due to
ownership and sponsorship by organisations with their own agenda
• journalists have been imprisoned for expressing their views and sometimes
executed.

PUBLISHED 2019
10 ‘An uneducated society has never existed.’ Discuss. 30

• consider what may be understood by ‘an uneducated society’ consider
the various forms of education throughout history
• make a judgement based on a consideration of the evidence and argument
put forward.

• education begins from birth, learning to walk and talk parents pass on
skills, such as cooking and farming people who cannot read or write are
considered as illiterate
• education existed in early times, the Greeks, Romans and Egyptians for
example
• education can take place in informal or formal settings, with various
teaching methods
• societies may have different views on education, for example women in
education.

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Cambridge International AS Level

ENGLISH GENERAL PAPER 8021/11

This document consists of 15 printed pages.

© UCLES 2019 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2019 Page 2 of 15

Generic levels of response descriptions

(c) Explanation or judgement is strengthened if informed by the use of relevant examples.

© UCLES 2019 Page 3 of 15

Levels of response descriptions

5 • Selects a range • Analyses possible • Communicates clearly 25–30

4 • Selects relevant • Analyses the • Communicates clearly 19–24

© UCLES 2019 Page 4 of 15

Levels of response descriptions

3 • Selects • Demonstrates • Communicates clearly 13–18

2 • Selects limited • Demonstrates • Communicates clearly in 7–12

1 • Selects limited • Makes a limited • Communicates with lack 1–6

0 • A mark of zero should be awarded for no creditable content. 0

© UCLES 2019 Page 5 of 15

Question Answer Marks

Answers are likely to:

Answers may include:

© UCLES 2019 Page 6 of 15

Question Answer Marks

2 ‘Democracy is the ideal form of government but it is very difficult to 30

Answers are likely to:

Answers might include discussions and examples such as:

© UCLES 2019 Page 7 of 15

Question Answer Marks

3 ‘Wealth and happiness have nothing to do with income.’ Discuss. 30

Answers are likely to:

Answers might include discussions and examples such as:

© UCLES 2019 Page 8 of 15

Question Answer Marks

Answers are likely to:

Answers might include discussions and examples such as:

© UCLES 2019 Page 9 of 15

Question Answer Marks

5 Modified animal organs could soon be transplanted into humans. To 30

Answers are likely to:

Answers might include discussions and examples such as:

© UCLES 2019 Page 10 of 15

Question Answer Marks

6 Evaluate the implications for individuals and society of a world that 30

Answers are likely to:

Answers might include discussions and examples such as:

© UCLES 2019 Page 11 of 15

Question Answer Marks

Answers are likely to:

Answers might include discussions and examples such as:

© UCLES 2019 Page 12 of 15

Question Answer Marks