Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition March 2020
MARK SCHEME
Maximum Mark: 80

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 March 2020 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 11 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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Note: All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the passage.

Section A: Directed Writing

Question 1

This question tests the following writing assessment objectives (25 marks)

W1 articulate experience and express what is thought, felt and imagined

W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar

and reading assessment objectives (15 marks)

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R5 select and use information for specific purposes.

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Question Answer Marks

1 Write a magazine article for young people about how far they should
keep up with the latest technologies.

In your article you should:

• evaluate the views and attitudes people have towards new
technology
• give your own views, based on what you have read.

Base your article on what you have read in both texts, but be careful to
use your own words. Address both of the bullet points.

Begin your article with a suitable headline.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to

25 marks for the quality of your writing.

Notes on task:

Responses might use the following ideas:

Text A

• scale of the IoT

• privacy and security issues to date
• benefit to consumers of IoT- taking over boring activities
• global interest and investment – billions in revenue
• slower take up of connected devices than expected
• capacity of our things to ‘judge’ for us

Text B

• different reasons for adopting / buying new technology

• some people like to be first / at leading edge
• professional interest / industrial espionage
• solves a problem / improves service
• need to persuade some people / some people don’t see need for / resist
change
• cost of change

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Question Answer Marks

1 Possible evaluation of ideas:

Text A

• technological developments are exciting but candidates may probe the

pitfalls here
• IoT investors may be attracted but they’re missing what bothers
consumers
• IoT may limit consumer choice and agency
• dangerous as encourages people not to think for themselves / lazy
attitude/could cost jobs
• how much real impact will these small jobs have? / could free up
consumers’ time for more important tasks/leisure
• implies exploitation of consumers for profit
• implies conflicting interests between companies and consumers, profit v
safety
• it’s the consumer’s responsibility to be vigilant about privacy
• not possible to risk tech progress / pervasive / can’t manage modern life
without it

Text B

• tech companies exploit people/create a ‘need’ / encourage unhealthy

obsession
• consumers ill-judged to give up privacy for ‘bragging rights’
• tech industry not to be trusted – espionage accepted; need to be ahead
of the game means ignoring privacy
• if a product is working it is wasteful / environmentally unsustainable /
immoral to replace it
• but missed opportunities due to resistance to change may leave some
people behind – no choice but to keep up
• should be open to new ideas / do your own research/insist on better
privacy before buying

Possible Synthesis of ideas:

Candidates may recognise the need and attractiveness of new tech, but
advise caution / some scepticism. Could consider conflicting
interests/exploitation but still want to keep up. IoT could be time-saving but
at what expense? Wait and see approach may be better than progress at
any cost

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Marking criteria for Section A, Question 1

Table A, Writing

Use the following table to give a mark out of 25 for writing.

Level Marks Description

6 22–25 • Highly effective style capable of conveying subtle meaning. (W1)

• Carefully structured for benefit of the reader. (W2)
• Wide range of sophisticated vocabulary, precisely used. (W3)
• Highly effective register for audience and purpose. (W4)
• Spelling, punctuation and grammar almost always accurate. (W5)

5 18–21 • Effective style. (W1)

• Secure overall structure, organised to help the reader. (W2)
• Wide range of vocabulary, used with some precision. (W3)
• Effective register for audience and purpose. (W4)
• Spelling, punctuation and grammar mostly accurate, with occasional minor
errors. (W5)

4 14–17 • Sometimes effective style. (W1)

• Ideas generally well sequenced. (W2)
• Range of vocabulary is adequate and sometimes effective. (W3)
• Sometimes effective register for audience and purpose. (W4)
• Spelling, punctuation and grammar generally accurate though with some
errors. (W5)

3 10–13 • Inconsistent style, expression sometimes awkward but meaning clear. (W1)
• Relies on the sequence of the original text. (W2)
• Vocabulary is simple, limited in range or reliant on the original text. (W3)
• Some awareness of an appropriate register for audience and purpose. (W4)
• Frequent errors of spelling, punctuation and grammar, sometimes serious.
(W5)

2 6–9 • Limited style. (W1)

• Response is not well sequenced. (W2)
• Limited vocabulary or words/phrases copied from the original text. (W3)
• Limited awareness of appropriate register for audience and purpose. (W4)
• Persistent errors of spelling, punctuation and grammar. (W5)

1 1–5 • Expression unclear. (W1)

• Poor sequencing of ideas. (W2)
• Very limited vocabulary or copying from the original text. (W3)
• Very limited awareness of appropriate register for audience and purpose.
(W4)
• Persistent errors in spelling, punctuation and grammar impede
communication. (W5)

0 0 • No creditable content

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Table B, Reading

Use the following table to give a mark out of 15 for reading.

Level Marks Description

6 13–15 • Successfully evaluates ideas and opinions, both explicit and implicit. (R1, R2,
R3)
• Assimilates ideas from the text to give a developed, sophisticated response.
(R3, R5)

5 10–12 • Some successful evaluation of ideas and opinions, both explicit and implicit.
(R1, R2, R3)
• A thorough response, supported by a detailed selection of relevant ideas from
the text. (R3, R5)

4 7–9 • Begins to evaluate mainly explicit ideas and opinions. (R1, R2, R3)
• An appropriate response that includes relevant ideas from the text. (R3, R5)

3 5–6 • Selects and comments on explicit ideas and opinions. (R1, R2, R3)
• Makes a general response including a few relevant ideas from the text. (R3,
R5)

2 3–4 • Identifies explicit ideas and opinions. (R1, R2, R3)

• Makes a limited response with little evidence from the text. (R3, R5)

1 1–2 • Very limited response with minimal relation to the text. (R1, R2, R3, R5)

0 0 • No creditable content.

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Section B: Composition

Questions 2, 3, 4, 5

The question tests the following writing objectives (40 marks)

W1 articulate experience and express what is thought, felt and imagined

W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.

Question Answer Marks

2 EITHER 40

Write a description of a place you would like to go back to.

Use Table A to give a mark out of 16 for content and structure, and Table B
to give a mark out of 24 for style and accuracy.

Question Answer Marks

3 OR 40

Describe the other contestants in a competition before, and after, the

winner has won.

Use Table A to give a mark out of 16 for content and structure, and Table B
to give a mark out of 24 for style and accuracy.

Question Answer Marks

4 OR 40

Write a story which involves some sort of delay.

Use Table A to give a mark out of 16 for content and structure, and Table B
to give a mark out of 24 for style and accuracy.

Question Answer Marks

5 OR 40

Write a story set in two different times or places.

Use Table A to give a mark out of 16 for content and structure, and Table B
to give a mark out of 24 for style and accuracy.

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Marking criteria for Section B

Table A, Composition: Content and structure

Level Marks General and specific marking criteria

6 14–16 General

• Content is complex, engaging and effective. (W1)

• Structure is secure, well balanced and carefully managed for deliberate

effect. (W2)

Specific – descriptive Specific – narrative

Many well-defined and developed ideas The plot is well-defined and strongly
and images create a convincing overall developed with features of fiction
picture with varieties of focus. writing such as description,
characterisation and effective climax,
and convincing details.

5 11–13 General

• Content is developed, engaging and effective (W1)

• Structure is well managed, with some choices made for deliberate effect.
(W2)

Specific – descriptive Specific – narrative

Frequent, well-chosen images and The plot is defined and developed with
details give a mostly convincing picture. features of fiction writing such as
description, characterisation, climax
and details.

4 8–10 General

• Content is relevant with some development. (W1)

• Structure is competently managed. (W2)

Specific – descriptive Specific – narrative

A selection of relevant ideas, images The plot is relevant and cohesive, with
and details, even where there is a some features such as characterisation
tendency to write in a narrative style. and setting of scene.

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Level Marks General and specific marking criteria

3 5–7 General

• Content is straightforward and briefly developed. (W1)

• Structure is mostly organised but may not always be effective. (W2)

Specific – descriptive Specific – narrative

The task is addressed with a series of The plot is straightforward, with limited
relevant but straightforward details, use of the features of narrative writing.
which may be more typical of a
narrative.

2 3–4 General

• Content is simple, and ideas and events may be limited. (W1(

• Structure is partially organised but limited in its effect. (W2)

Specific – descriptive Specific – narrative

The recording of some relevant events The plot is a simple narrative that may
with limited detail. consist of events that are only partially
linked and/or which are presented with
partial clarity.

1 1–2 General

• Content is occasionally relevant or clear. (W1)

• Structure is limited and ineffective. (W2)

Specific – descriptive Specific – narrative

The description is unclear and lacks The plot and/or narrative lacks
detail. coherence.

0 0 • No creditable content.

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Table B, Composition: Style and accuracy

Level Marks Description

6 21–24 • Precise, well-chosen vocabulary and varied sentence structures, chosen for
effect. (W3)
• Consistent well-chosen register suitable for the context. (W4)
• Spelling, punctuation and grammar almost always accurate. (W5)

5 17–20 • Mostly precise vocabulary and a range of sentence structures mostly used for
effect. (W3)
• Mostly consistent appropriate register suitable for the context. (W4)
• Spelling, punctuation and grammar mostly accurate, with occasional minor
errors. (W5)

4 13–16 • Some precise vocabulary and a range of sentence structures sometimes

used for effect. (W3)
• Some appropriate register for the context. (W4)
• Spelling, punctuation and grammar generally accurate, but with some errors.
(W5)

3 9–12 • Simple vocabulary and a range of straightforward sentence structures. (W3)

• Simple register with a general awareness of the context. (W4)
• Frequent errors of spelling, punctuation and grammar, occasionally serious.
(W5)

2 5–8 • Limited and/or imprecise vocabulary and sentence structures. (W3)

• Limited and/or imprecise register for the context. (W4)
• Persistent errors of spelling, punctuation and grammar. (W5)

1 1–4 • Frequently imprecise vocabulary and sentence structures. (W3)

• Register demonstrates little or no sense of the context. (W4)
• Persistent errors of spelling, punctuation and grammar impair communication.
(W5)

0 0 • No creditable content.

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