Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education

ENGLISH AS A SECOND LANGUAGE 0510/11

Paper 1 Reading and Writing (Core) May/June 2018
MARK SCHEME
Maximum Mark: 70

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

IGCSE™ is a registered trademark.

This document consists of 12 printed pages.

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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.

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IGCSE English as a Second Language Core tier Reading/Writing (Paper 1)

This component forms part of the Core tier assessment of IGCSE English as a Second Language and
tests the following Assessment Objectives:

AO1: Reading
R1 identify and retrieve facts and details
R2 understand and select relevant information
R3 recognise, understand ideas, opinions and attitudes and the connections between the related
ideas
R4 understand what is implied but not actually written, e.g. gist, relationships, writer’s
purpose/intention, writer’s feelings, situation or place

AO2: Writing
W1 communicate clearly, accurately and appropriately
W2 convey information and express opinions effectively
W3 employ and control a variety of grammatical structures
W4 demonstrate knowledge and understanding of a range of appropriate vocabulary
W5 observe conventions of paragraphing, punctuation and spelling
W6 employ appropriate register/style

Overview of exercises on Paper 1

Reading Marks for Writing Marks for Total
objectives reading objectives writing available
tested objectives tested objectives marks

Exercise 1 Reading (1) R1 R2 7 – 7

Exercise 2 Reading (2) R1 R2 R4 11 – 11

Exercise 3 Information R1, R2 10 W1, W5 4 14

transfer

Exercise 4 Note- R1, R2, R3 7 – 7

making

Exercise 5 Summary – W1, W2, 5 5

W3, W4,
W5

Exercise 6 Writing (1) – W1, W2, 13 13

W3, W4,
W5, W6

Exercise 7 Writing (2) – W1, W2, 13 13

W3, W4,
W5, W6

70

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Exercise 1

Question Answer Marks

1(a) staying in private house(s) 1

1(b) decade ago / 10 years ago 1

1(c) campsite / camp / camping / tent(s) 2

hotel

ONE MARK FOR EACH CORRECT DETAIL

1(d) 20 kilometre(s) / 20 km / 20 kms / 20 k 1

1(e) nature reserve 1

1(f) factsheet(s) / (details about) difficulty of each trail / (details about) difficulty of 1
trails

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Exercise 2

Question Answer Marks

2(a) 1400 1

2(b) Patrick Bauer 1

2(c) water 2

tents

ONE MARK FOR EACH CORRECT DETAIL

2(d) decreases effort 1

2(e) 10 1

2(f) music (playing) / music player 1

2(g) lighter 1

2(h) runs (an average of) 100  kilometres / km / k a week 1

2(i) (the thought of) not finishing 1

2(j) determination 1

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Exercise 3

Question Answer Marks

3 Section A: Personal details

Full name: Michelle Riley 1

Home address: 57 Garston Avenue Bramwell (Scotland) 1

accept ‘Ave / Av’ for ‘Avenue

Preferred contact number: 07965384756 1

Section B: Exhibition

Date visited: 7 April 2018 / 07/04/2018 / 7th April 2018 1

Exhibition name: Sunken Treasures 1

Ticket purchase: online booking 1

Section C: Your opinion

Please rate your experience: value for money satisfied 1

Reception staff helpfulness: satisfied 1

Other areas visited: Japanese Room 1

Would you like to receive information on future events: DELETE NO 1

Total for sections A–C 10

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Question Answer Marks

3 Section D

Sample sentence 1: Max 2

I liked the (use of) 3D film.

Sample sentence 2: Max 2

The service in the cafe was slow.
The cafe staff took a long time to clear the tables.
There was nowhere to sit.

Total for Section D: 4

For each sentence, award up to 2 marks as follows:

2 marks: proper sentence construction; correct spelling, punctuation and

grammar; gives the information asked for

1 mark: proper sentence construction; 1–3 errors of punctuation /

spelling / grammar (without obscuring meaning); gives the
information asked for

0 marks: more than 3 errors of punctuation / spelling / grammar; and/or

does not give the information asked for; and/or not a proper
sentence; and/or meaning obscure

Absence of a full stop at the end should be considered as 1 punctuation

error.
Absence of an upper case letter at the beginning should be considered
as 1 punctuation error.
Omission of a word in a sentence should be considered as 1 grammar
error.

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Exercise 4

Question Answer Marks

4 Problems with tracking equipment the researchers have used: Max 3

1 falls off
2 heavy batteries affected turtles’ movements
3 belts damaged shells

Threats to loggerhead turtle populations: Max 4

1 eaten by (other) animals
2 mistaking plastic for food / eating plastic
3 nesting (beaches) threatened by tourism
4 climate change / ocean’s currents can alter / unable to reach
seaweed
5 fishing nets

Why turtles are important: Max 2

1 good for natural environment / have key environmental role /
eggshells provide nutrients for plants
2 provide habitats for other creatures / carry plants around / carry
animals around
3 eat sea-grass and encourage its growth

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Exercise 5

Question Answer Marks

5 5 marks: good concise summary style / very good attempt to use own Max 5
words and to organise and sequence point cohesively

4 marks: good attempt to use own words and to organise and sequence
points cohesively / generally good control of language

3 marks: some reliance on language from the text, but with an attempt to
organise and sequence points cohesively / language
satisfactory, but with some inaccuracies

2 marks: heavy reliance on language from the text with no attempt to

organise or sequence points cohesively / limited language
expression making meaning at times unclear

1 mark: copying without discrimination from text / multiple language

inaccuracies

0 marks: no understanding of the task / no relevant content / meaning

completely obscured due to serious language inaccuracies

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Exercise 6

Question Answer Marks

6 Email 13

Exercise 7

Question Answer Marks

7 Extended writing 13

The following general instructions, and table of marking criteria, apply to both exercises.

1 Award the answer a mark for content (C) [out of 7] and a mark for language (L) [out of 6] in
accordance with the General Criteria table that follows.

2 Content covers relevance (i.e. whether the piece fulfils the task and the awareness of
purpose/audience/register) and the development of ideas (i.e. the detail/explanation provided
and how enjoyable it is to read).

3 Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of
grammar, spelling, punctuation and use of paragraphs).

4 When deciding on a mark for content or language, first of all decide which mark band is most
appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that
mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils
all the requirements of the band but doesn’t quite make it into the band above.

5 When deciding on a mark for content, look at both relevance and development of ideas. First
ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If
it does, it will be in the 4–5 mark band.

6 When deciding on a mark for language, look at both the style and the accuracy of the language.
A useful starting point would be first to determine whether errors intrude. If they do not, it will be
in the 4–5 mark band.

7 The use of paragraphs should not be the primary basis for deciding which mark band the work
is in. Look first at the language used and decide on a mark, and if there are no paragraphs,
deduct one mark.

8 If the essay is considerably shorter than the stated word length, fewer than 70 words, it should
be put in mark band 2–3 for content or lower for not fulfilling the task. The language mark is likely
to be affected and is unlikely to be more than one band higher than the content mark.

9 If the essay is totally irrelevant and has nothing to do with the question asked, it should be given
0 marks for Content and Language, even if it is enjoyable to read and fluent.

10 If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for
language is available.

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GENERAL CRITERIA FOR MARKING EXERCISES 6 AND 7 (Core Tier)

CONTENT: relevance and
Mark Mark LANGUAGE: style and accuracy
development of ideas
band band (AO: W1, W3, W4, W5)
(AO: W1, W2, W6)

6–7 Effective: 6 Competent:

Relevance: Style:
Fulfils the task, with appropriate register Sentences show some style and
and a good sense of purpose and ambitious language. However, there may
audience. be some awkwardness making reading
Award 7 marks. less enjoyable.
Award 6 marks.
Fulfils the task, with appropriate register
and some sense of purpose and Accuracy:
audience. Generally accurate with frustrating
Award 6 marks. errors. Appropriate use of paragraphing.
Award 6 marks.
Development of ideas:
Ideas are developed at appropriate
length. Engages reader’s interest.

4–5 Largely relevant: 4–5 Satisfactory:

Relevance: Style:
Fulfils the task. A satisfactory attempt Mainly simple structures and vocabulary
has been made to address the topic, but but sometimes attempting a wider range
there may be digressions. of language.
Award 5 marks. Award 5 marks.

Does not quite fulfil the task although Mainly simple structures and vocabulary.
there are some positive qualities. There Award 4 marks.
may be digressions.
Award 4 marks. Accuracy:
Meaning is clear and of a safe standard.
Development of ideas: Grammatical errors occur when
Material is satisfactorily developed at attempting more ambitious language.
appropriate length. Paragraphs are used, showing some
coherence.
Award 5 marks.

Meaning is generally clear. Simple

structures are usually sound. Errors do
not interfere with communication.
Paragraphs are used but without
coherence or unity.
Award 4 marks.

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CONTENT: relevance and

Mark Mark LANGUAGE: style and accuracy
development of ideas
band band (AO: W1, W3, W4, W5)
(AO: W1, W2, W6)

2–3 Partly relevant: 2–3 Errors intrude:

Relevance: Style:
Partly relevant and some engagement Simple structures and vocabulary.
with the task. Inappropriate register,
showing insufficient awareness of Accuracy:
purpose and / or audience. Meaning is sometimes in doubt.
Award 3 marks. Frequent errors do not seriously impair
communication.
Partly relevant and limited engagement Award 3 marks.
with the task. Inappropriate register,
showing insufficient awareness of Meaning is often in doubt. Frequent,
purpose and / or audience. distracting errors which slow down
Award 2 marks. reading.
Award 2 marks.
Development of ideas:
Supplies some detail but the effect is
incomplete and repetitive.

0–1 Little relevance: 0–1 Hard to understand:

Very limited engagement with task, but Multiple types of error in grammar /
this is mostly hidden by density of error. spelling / word usage / punctuation
Award 1 mark. throughout, which mostly make it difficult
to understand. Occasionally, sense can
No engagement with the task or any be deciphered.
engagement with task is completely Award 1 mark.
hidden by density of error.
Award 0 marks. Density of error completely obscures
meaning. Whole sections impossible to
If essay is completely irrelevant, no mark recognise as pieces of English writing.
can be given for language. Award 0 marks.

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