Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education

FIRST LANGUAGE ENGLISH (ORAL ENDORSEMENT) 0500/31

Paper 3 Directed Writing and Composition October/November 2019
MARK SCHEME
Maximum Mark: 50

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 9 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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Section 1: Directed Writing

Question 1

This question tests writing assessment objectives W1 to W5 (15 marks)

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

W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary
W4 use register appropriate to audience and context
W5 make accurate use of spelling, punctuation and grammar

and reading assessment objectives R1 to R3 (10 marks)

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions

Write an article for a magazine for young people in which you consider the issue of
fundraising in schools.

In your article, you should:

• evaluate the ideas for fundraising activities in the two passages
• consider how worthwhile the ideas might be for a school and its students.

Base your article on the facts, ideas and opinions in the two passages, but be careful to use
your own words. Address each of the bullet points.

Begin your article with the headline: ‘Charitable Choices’.

Write about 250 to 350 words.

Up to 10 marks are available for the content of your answer, and up to 15 marks for the
quality of your writing.

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Question Answer Marks

1 Notes on task: 25

Responses might use the following ideas:

A1 the ideas for fund-raising activities in passage one:

• could donate money directly to charities:

[evaluation of this pt may include: always an option but may not raise as
much money as more entertaining challenges; more fun/engaging with
activities]

• could use popular gimmicks such as hair cutting/ice bucket

challenges/mannequin etc. [evaluation of this pt may include: may
damage people’s self-image, lead to bullying; doesn’t involve much effort
or sacrifice; doubts about the motivation of people who use social media
in their fundraising may be valid/invalid but candidates need to justify
judgements; wasteful of resources such as water, food

• generational differences to social media use in fundraising, reflected in a

carping, negative attitude in the writer; could create empathy for sufferers;
the writer seems to expect extreme sacrifices which are unrealistic; better
to do something than nothing; these ideas do raise a lot of money world-
wide; raising awareness is important in itself.

A2 the ideas for fundraising activities in passage two:

• bought in activities (evaluation may include inference of

commercialisation or exploitation of charities

• stand out from the crowd activities [evaluation may include feasibility
for schools in terms of cost/logistics/safety; undue pressure to take part in
extreme activities because it’s for charity

• may encourage physical fitness; may benefit the participant as well as the
charity.

The discriminator is the extent to which the validity and suitability of

different kinds of charity fundraising for schools and students is
considered. This requires candidates to draw inferences and make
judgements about the extent to which each would be worthwhile for a school
and its students. Stronger answers will consider ideas from both passages.

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Marking criteria for Section 1, Question 1

Table A, Writing:

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

Band 7 Consistent sense of audience; authoritative and appropriate style. Fluent, varied
13–15 sentences; wide range of vocabulary. Strong sense of structure, paragraphing and
sequence. Spelling, punctuation and grammar almost always accurate.

Band 6 Sense of audience mostly secure; there is evidence of style and fluency; sentences and
10–12 vocabulary are effective. Secure overall structure; mostly well sequenced. Spelling,
punctuation and grammar generally accurate.

Band 5 Occasional sense of audience; mostly written in correctly structured sentences;

7–9 vocabulary may be plain but adequate for the task; mostly quite well structured. Minor,
but more frequent errors of spelling, punctuation and grammar.

Band 4 Inconsistent style; simple or faultily constructed sentences; vocabulary simple; basic
5–6 structure. Frequent errors of spelling, punctuation and grammar.

Band 3 Inappropriate expression; the response is not always well sequenced. Errors of spelling,
3–4 punctuation and grammar impair communication.

Band 2 Expression unclear; flawed sentence construction and order. Persistent errors of spelling,
1–2 punctuation and grammar impede communication.

Band 1 The response cannot be understood.

0

Table B, Reading:

Use the following table to give a mark out of 10 for Reading.

Band 6 Gives a thorough, perceptive, convincing response. Reads effectively between the lines.
9–10 Shows understanding by developing much of the reading material and assimilating it into
a response to the task.

Band 5 Some evidence of evaluation, engaging with a few of the main points with success. Uses
7–8 reading material to support the argument. Occasionally effective development of ideas
from the passages.

Band 4 Reproduces a number of points to make a satisfactory response. The response covers
5–6 the material adequately, but may miss opportunities to develop it relevantly or at length.

Band 3 Selects points from the passages rather literally and/or uses the material thinly. Points
3–4 should be connected.

Band 2 Parts of the response are relevant, though the material may be repeated or used
1–2 inappropriately.

Band 1 There is very little or no relevance to the question or to the passages, or the response
0 copies unselectively or directly from the passages.

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Section 2: Composition

Questions 2(a), 2(b), 3(a) and 3(b)

This question tests writing assessment objectives W1 to W5 (25 marks)

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

W2 sequence facts, ideas and opinions
W3 use a range of appropriate vocabulary
W4 use register appropriate to audience and context
W5 make accurate use of spelling, punctuation and grammar

Write about 350 to 450 words on one of the following questions. Answer on this Question
Paper.

Up to 13 marks are available for the content and structure of your answer, and up to 12
marks for the style and accuracy of your writing.

Descriptive Writing

2 (a) Write a description with the title, ‘Underwater’.

OR

2 (b) Describe the scene and atmosphere as you wait for your turn to be interviewed.

Narrative Writing

3 (a) Write a story with the title, ‘Under suspicion’.

OR

3 (b) Write a story that begins with an important announcement.

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Marking criteria for Section 2, Questions 2(a), 2(b), 3(a) and 3(b)

Use table A to give a mark out of 13 for content and structure, and table B to give a mark out of 12 for
style and accuracy.

Table A, Composition: Content and structure

General criteria Specific criteria

Descriptive Writing Narrative Writing

W1: Content is complex, Many well-defined and The plot is convincing

sophisticated and developed ideas and with elements of fiction
realistic. images create a such as description,
W2: Overall structure is convincing, original, characterisation and
Band 7 11–13
secure and the overall picture with climax, and with cogent
constituent parts well varieties of focus. detail.
balanced and carefully
managed.

W1: Content develops Frequent, well-chosen The plot incorporates

some interesting and images and details give some interesting
realistic features in parts an impression of reality, features, but not
of the writing. although the overall consistently so: the
Band 6 9–10
W2: Writing is orderly, picture is not consistent. reader may be aware of
and beginnings and the creation of suspense
endings are satisfactorily and a sense of climax.
managed.

W1: Content is A selection of relevant The plot is

straightforward with ideas, images and details straightforward and
ideas, features and addresses the task, even cohesive with some
images that satisfactorily where there is a identification of features
address the task; some tendency to write a such as character and
Band 5 7–8 opportunities for narrative. setting.
development are taken.
W2: Overall structure is
competent and some
sentences are well
sequenced.

W1: Content consists of The task is addressed Recording of relevant but

relevant ideas that are with a series of ordinary sometimes unrealistic
briefly developed. details, which may be events outweighs other
W2: Overall structure is more typical of a desirable elements of
Band 4 5–6
easily followed, though narrative. narrative fiction.
some constituent parts
are too long or too short
to be effective.

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General criteria Specific criteria

Descriptive Writing Narrative Writing

W1: Content is simple, Where a narrative is The plot is a simple

and the presentation of written, the recording of narrative that may
ideas and events may events may preclude the consist of events that are
only be partially credible. use of sufficient only partially credible or
W2: Overall structure is descriptive detail. which are presented with
Band 3 3–4
recognisable though partial clarity.
paragraphing is
inconsistent and
sequences of sentences
insecure.

W1: Content is Some relevant facts are The plot lacks coherence
inconsistent in relevance, identified, but the overall and narrates events
interest and clarity. picture is unclear and indiscriminately.
Band 2 1–2 W2: Structure is lacks development.
frequently unclear,
revealing a limited grasp
of purpose.

W1: Content is rarely Individual ideas are not The plot is hard to follow
relevant and there is little properly communicated and is only partially
Band 1 0 material. and the effect is one of relevant.
W2: The structure is incoherence.
disorderly.

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Table B, Composition: Style and accuracy

Band 7 11–12 Writing is consistent, stylistically fluent, linguistically strong and almost always
accurate; has sense of audience.

W3: Consistently wide range of appropriate vocabulary.

W4: Subtle and effective sense of audience; appropriate use of varied sentence
structures.
W5: Spelling, punctuation and grammar almost always accurate.

Band 6 9–10 Writing is mostly fluent, sometimes linguistically effective and generally accurate;
may have some sense of audience.

W3: Obvious attempt to use range of vocabulary to interest the reader.

W4: Partial or inferred sense of audience, with appropriate sentence structures.
W5: Spelling, punctuation and grammar mainly accurate.

Band 5 7–8 Writing is clear, competent, if plain in vocabulary and grammatical structures;
errors minor, but frequent.

W3: Occasional precision and/or interest in choice of words.

W4: Accurate if repetitive sentence structures
W5: Minor but frequent errors of spelling, punctuation and grammar.

Band 4 5–6 Writing is clear and accurate in places, and uses limited vocabulary and
grammatical structures; errors occasionally serious.

W3: Plain but mostly correct choice of words.

W4: Correct use of simple sentence structures; some errors of sentence
separation.
W5: Frequent errors of spelling, punctuation and grammar.

Band 3 3–4 Writing is simple in vocabulary and grammar; overall meaning can be followed,
but errors are distracting and sometimes impair communication.

W3: Words may sometimes communicate meaning satisfactorily.

W4: Frequent weakness in sentence structures.
W5: Errors of spelling, punctuation and grammar impair communication.

Band 2 1–2 Writing is weak in vocabulary and grammar; persistent errors impede
communication.

W3: Insufficient language to carry intended meaning.

W4: Faulty and/or rambling sentence structures.
W5: Persistent errors of spelling, punctuation and grammar impede
communication.

Band 1 0 Writing is impossible to follow. Language proficiency is lacking; incorrect

sentences; multiple errors of spelling, punctuation and grammar.

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