Cambridge International Examinations

Cambridge International General Certificate of Secondary Education

ENGLISH AS A SECOND LANGUAGE 0510/23

Paper 2 Reading and Writing (Extended) May/June 2017
MARK SCHEME
Maximum Mark: 90

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 will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2017 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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IGCSE English as a Second Language Extended tier Reading/Writing (Paper 2)

This component forms part of the Extended 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 and understand ideas, opinions and attitudes and the connections between related
ideasR4 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 2

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

Exercise 1 Reading (1) R1, R2 9 – 9

Exercise 2 Reading (2) R1, R2, R4 15 – 15

Exercise 3 Information R1, R2, R4, 6 W1, W5 2 8

transfer

Exercise 4 Note- R1, R2, R3 9 – 9

making

Exercise 5 Summary R1, R2, R3 6 W1, W2, W3, 5 11

W4, W5

Exercise 6 Writing (1) – W1, W2, W3, 19 19

W4, W5, W6

Exercise 7 Writing (2) – W1, W2, W3, 19 19

W4, W5, W6

90

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Question Answer Marks

1(a) researching his family history 1

1(b) Ireland 1

1(c) birthdays AND wedding anniversaries 1

BOTH REQUIRED FOR ONE MARK

1(d) bring back (your) memories / (enables to) select stories (to focus on) 2
ONE MARK FOR EACH DETAIL

1(e) at home 1

1(f) (favourite) cover design 1

1(g) (ask the writer) to add more stories / request more stories 1

1(h) individual attention (given to customers) 1

Total: 9

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Question Answer Marks

2(a) he married a Venezuelan 1

2(b) support local businesses 1

2(c) Spain 1

2(d) the river / Catatumbo River 1

2(e) petroleum industry hasn’t damaged the southern end of the lake / 1
oil industry petroleum hasn’t damaged the southern end of the lake/
petroleum industry hasn’t damaged the environment /
oil industry hasn’t damaged the environment
petroleum industry hasn’t damaged it / oil industry hasn’t damaged it

2(f) how unexplored some areas are 1

2(g) they spend little time inside the hut / they don’t sleep for long 1

2(h) (lightning is) part of everyday life / 1

(storms are) part of everyday life

2(i) warm winds meet cold air / methane (gas) rises 2

ONE MARK FOR EACH CORRECT DETAIL

2(j) worried 1

2(k) screaming of howler monkeys 4

bitten by mosquitoes / mosquitoes could make sleep difficult
(water) snakes (slithering alarmingly) close to boat
caimans in the water) near the huts / caimans could make sleep difficult
a bat flew past his face / a bat flew past him / a bat flew past very close

Total: 15

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Question Answer Marks

3 Section A: Personal details

Full name: Brendan Roberts 9

Age: 18 9

Home Address: 87 Grange Road Hepton H6 4NQ 9

Email: robertsb@hepton.co 9

How did you hear about YBSC: (business studies) teacher / Mr Lyon 9

Availability on day of competition: after 5:00pm 9

Section B: Your business idea

Name of business: Tastebuds 9

Type of business: (health food) café 9

Who the business is aimed at: (health conscious) young people 9

Names of investors: David Gregory, Alice Hope 9

Previous business experience: DELETE YES 9

Most useful part of prize: TICK advertising 9

Total for Sections A and B: 6

Section C

In the space below, write one sentence of between 12 and 20 words

describing your plans for your business in five years’ time.

Sample sentence:

I want to have set up branches of my Tastebuds healthy eating café in

Hepton and several cities with universities.

I would like to own a chain of young-people oriented health food cafes.

Total for Section C: 2

Total for Sections A–C: 8

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Marking Criteria

2 marks: no fewer than 12 and no more than 20 words; proper sentence construction; correct
spelling, punctuation and grammar; relevant to context.

1 mark: no fewer than 12 and no more than 20 words; proper sentence construction; 1–3 errors of
punctuation / spelling / grammar that do not obscure meaning; relevant to context.

0 marks: more than 3 errors of punctuation / spelling / grammar; and/or irrelevant to context, and/or
not a proper sentence; and/or fewer than 12 words or more than 20 words.
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 the sentence should be considered as 1 grammar error.

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Question Answer Marks

4 How Megavalanche is different from other downhill mountain bike Max 3

races

1 noise level
2 start(s) on a glacier / start(s) on ice
3 not about racing against the clock / it’s about getting to the finish
line before anyone else
4 longest (mountain-bike race in the world)

Different surfaces Megavalanche competitors have to ride over Max 4

5 ice
6 (fresh) snow
7 (an area of) loose rocks
8 stony paths
9 grassy paths

Reasons mountain bikers give for taking part Max 2

10 sense of danger
11 compete against the best (mountain-bikers in the world)
12 atmosphere

Total: 9

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Question Answer Marks

5 Content: Max 6

Advantages:
1 (relatively) clean source of energy / impact on the environment is
insignificant / environmentally friendly when compared with other
sources
2 renewable
3 wind energy is cheap / wind is free
4 (wind turbines) take up less space than power plants for other fuels /
each turbine only occupies a small area of land
5 (wind turbines) are useful resource for remote locations
6 (wind turbines) can be designed to provide energy to communities of
different sizes
7 (wind turbines) have a less harmful effect on wildlife than pollution

Disadvantages:
1 (wind turbines) still only provide a small amount of the world’s energy
2 wind is not constant
3 huge windfarms necessary to produce sufficient energy for larger
communities
4 (wind turbines are) ugly
5 (wind turbines are) noisy
6 (wind turbines) can kill birds and bats

Language: Max 5

0 marks:
no understanding of the task / no relevant content / meaning completely
obscure due to serious language inaccuracies

1 mark:
copying without discrimination from text / multiple language inaccuracies

2 marks:
heavy reliance on language from the text with no attempt to organise and
sequence points cohesively / limited language expression making meaning
at times unclear

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

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

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

Total: 11

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Question Answer Marks

6 Email 19

Question Answer Marks

7 Extended Writing 19

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

1. Award the answer a mark for content (C) [out of 10] and a mark for language (L) [out of 9] 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 at least the 4–5 mark band. If one bullet point is missing, a maximum mark of
C4 can be awarded.

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 at least the 4–5 mark band.

7. The use of paragraphs should not be the primary basis of deciding which mark band the work is
in. Look first at the language used and once you have decided on the appropriate mark band, you
can use the paragraphing as a factor in helping you to decide whether the work warrants the
upper or lower mark in the mark band.

8. If the essay is considerably shorter than the stated word length, i.e. below 105 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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Mark CONTENT: relevance and Mark LANGUAGE: style and accuracy

band development of ideas band (AO: W1, W3, W4, W5)
(AO: W1, W2, W6)

8–9–10 Highly effective: 8–9 Precise:

Relevance: Style:
Fulfils the task, with consistently Ease of style. Confident and wide-
appropriate register and excellent sense ranging use of language, idiom and
of purpose and audience. tenses.
Award 10 marks. Award 9 marks.
Fulfils the task, with consistently
appropriate register and very good A range of language, idiom and tenses.
sense of purpose and audience. Award 8 marks.
Award 8/9 marks.
Development of ideas: Accuracy:
Original, well-developed ideas. Quality is Well-constructed and linked paragraphs
sustained. Outstanding. with very few errors of any kind.
Award 10 marks.
Shows some independence of thought.
Ideas are well developed, at appropriate
length and convincing. The interest of
the reader is sustained.
Award 9 marks.

Ideas are well developed and at

appropriate length. Enjoyable to read.
Award 8 marks.

6–7 Effective: 6–7 Competent:

Relevance: Style:
Fulfils the task, with appropriate register Sentences show variety of structure and
and a good sense of purpose and length. Attempt at sophisticated
audience. vocabulary and idiom. Award 7 marks.
Award 7 marks.
Sentences show some style and
Fulfils the task, with appropriate register ambitious language. However, there
and some sense of purpose and may be some awkwardness making
audience. reading less enjoyable. Award 6 marks.
Award 6 marks.
Accuracy:
Development of ideas: Mostly accurate apart from minor errors
Ideas are developed at appropriate which may include infrequent spelling
length. Engages reader’s interest. errors. Good use of paragraphing and
linking words. Award 7 marks.

Generally accurate with frustrating

errors. Appropriate use of paragraphing.
Award 6 marks.

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Mark CONTENT: relevance and Mark LANGUAGE: style and accuracy

band development of ideas band (AO: W1, W3, W4, W5)
(AO: W1, W2, W6)

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

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.

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Mark CONTENT: relevance and Mark LANGUAGE: style and accuracy

band development of ideas band (AO: W1, W3, W4, W5)
(AO: W1, W2, W6)

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

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

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