ENGLISH 1111/02 Paper 2 October 2018 FINAL MARK SCHEME Maximum Mark: 50
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 markers were instructed to award marks. It does not indicate the details of the discussions that took place at a markers’ 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.
This document consists of 11 printed pages and 1 blank page.
1111/02 Cambridge Secondary 1 Checkpoint – Mark Scheme October 2018
Question Answer Marks
10 What does the writer suggest about Uncle Miles by comparing him to ‘a 1 puppy on a rug’? (lines 31–32).
Tick () one box.
Award 1 mark for the following:
He is carefree.
Question Answer Marks
11 Look at the table below about Faith’s father, Reverend Sunderly. 4
Complete the gaps.
Award 1 mark for each quotation / explanation:
Quote from the text Explanation
‘(tall)silent (figure beyond)’ He doesn’t talk much.
He looks directly at things. /
He’s fully focused. / He won’t be ‘… his unyielding stare …’ (Lines distracted / doesn’t blink / would 34–35) look at something for a long time / He’s inflexible.
‘…distancing himself (from the He chooses not to get involved
chilly downpour)…’ with what’s happening.
He’s not comfortable in this
‘He was out of his element …’ situation. / He’s out of his (Line 38) comfort zone / not used to the sea.
1111/02 Cambridge Secondary 1 Checkpoint – Mark Scheme October 2018
Question Answer Marks
13 Faith and her mother Myrtle are very different in character. 4
Explain in your own words four ways in which their characters differ.
Award 1 mark for any of the following points, up to a maximum of 4 marks:
Myrtle’s character Faith’s character
likes to be noticed /attention seeking thinks she’s invisible / self-conscious
isn’t embarrassed embarrasses easily doesn’t notice resentment aware of / sensitive to others unaware of other’s feelings notices resentment confident / extrovert introvert / shy / timid uses her looks / aware she’s pretty doesn’t think she’s attractive flirts / manipulates is naive more selfish thinks of others / is caring / kind tells people to do things / bossy / does as she’s told / compliant / obedient pushy / controlling / determined takes advantage of other people sensitive to people’s feelings resourceful loud quiet
1111/02 Cambridge Secondary 1 Checkpoint – Mark Scheme October 2018
Question Answer Marks
14 Choose two examples from the text where the writer uses the islands to 4 create atmosphere. For each example, describe the effect this has on the reader.
Award 1 mark for each example, up to a maximum of 2 marks:
mist look like (broken) teeth ghostly
Award 1 further mark for each effect, up to a maximum of 2 marks:
It creates an atmosphere of mystery / melancholy.
It makes the islands seem unpleasant / hostile / inhospitable / depressing / grim / cold / forbidding / dangerous. It makes them seem unreal / scary / haunted / has some secrets.
1111/02 Cambridge Secondary 1 Checkpoint – Mark Scheme October 2018
Section B: Writing
Question Answer Marks
Notes to markers
Use the marking grids on the next two pages.
Marking should always begin from the lowest mark in each column and work upward. A ‘best fit’ judgement should be made in judging first in which box to place the response and then, within that box, which mark is appropriate. The lower mark within a box should be given if some of the criteria have been met but not all. Note on extent: Award 0 marks where the performance fails to meet the lowest criteria. Award 0 marks for 20 words or fewer. Award a maximum of 7 marks for responses of between 21 and 60 words. You need not count the words unless you think there will be fewer than 60. In normal-sized handwriting 60 words will be approximately 8 lines.
If the response is not in the form of a letter, this should be reflected in the Text structure section but do not automatically give 0 – reward other criteria appropriately
Do not penalise those who do not include an address
15 Write a letter to a friend, describing a difficult journey you had to make.
You could consider:
where you were going, and why
whether you were alone or with people what happened during the journey why it was difficult.
1111/02 Cambridge Secondary 1 Checkpoint – Mark Scheme October 2018 PRE-STANDARDISATION Content, purpose and audience (Wa) Text structure and organisation (Wt) 8 marks 7 marks The response is relevant to task/purpose, The ideas are organised into a planned and with an appropriate tone sustained. coherent letter, including an effective opening and satisfying closing. The response has content and relevant ideas developed in detail, and there is clear Clear well-organised paragraphs are linked consistent engagement with reader. to structure the letter.
The character, point of view and voice is
sustained.
Ambitious and occasional sophisticated
vocabulary is used accurately. 7–8 6–7 The response is mainly relevant to The ideas are developed into a letter from an task/purpose, with clear and appropriate appropriate opening but may not reach an tone. effective conclusion.
Content and relevant ideas are developed Paragraphs/sections are evident and help to with a clear awareness of audience. structure the text.
There is some specific, effective vocabulary,
relevant to purpose. 4–5 5–6 The response has general relevance to task/ The opening, development and conclusion of purpose, with an attempt at chosen tone. the letter are logically related.
There are basic ideas with a little Paragraphs/sections may be used, but not development, and the beginnings of consistently, accurately or appropriately. awareness of audience.
A simple range of vocabulary is relevant to
the purpose. 2–3 3–4 The response has limited relevance to task/ Some basic sequencing or outline of a letter purpose, and tone is present but is evident. inconsistent.
There is a limited range of material.
1 A simple, repetitive vocabulary is attempted. 1–2 No creditable response. No creditable response. 0 0
1111/02 Cambridge Secondary 1 Checkpoint – Mark Scheme October 2018
Sentence structure and punctuation (Wp) Spelling (Ws)
7 marks 3 marks A range of appropriate and varied sentence structures are used to create effect.
The use of sentence features contributes to
the overall development of the text.
Almost entirely accurate grammar (tenses,
agreement and word order) with a range of devices to enhance and emphasise meaning.
Punctuation is correctly used to enhance the
writing. 6–7 Appropriate use of sentence structures, with Spelling almost completely accurate, with a some attempt to create effect. wide range of words correctly attempted.
Some sentence features are used to clarify Polysyllabic and ambitious and more and emphasise meaning. complex, lower frequency words are used successfully. Grammar and punctuation are mostly accurate. 4–5 3 Limited or partially effective use of complex Spelling is generally accurate over a sentence structures. reasonable range of words.
Mostly simple compound structures based Some polysyllabic and more difficult words in on a variety of connectives. frequent use are spelled correctly.
Grammar and punctuation is usually correct;
there may be evidence of comma splicing. 2–3 2 Simple sentence structures are used Simple words are attempted successfully. successfully. There are frequent errors in commonly Some correct use of grammar and occurring words. punctuation, e.g. full stops and capitals. 1
1 No creditable response. No creditable response. 0 0
