Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/13

Paper 1 Reading October/November 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 October/November 2020 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 19 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 texts.

Question 1

This question tests reading assessment objectives R1, R2 and R5 (25 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R5 select and use information for specific purposes

and Question 1(f) only tests writing assessment objectives W2, W3 and W5 (5 marks):

W2 organise and structure ideas and opinions for deliberate effect

W3 use a range of vocabulary and sentence structures appropriate to context
W5 make accurate use of spelling, punctuation and grammar.

Overview of items for Question 1

Item Assessment objectives tested Marks for assessment

objectives

1(a) R5 1

1(b)(i) R1 2

1(b)(ii) R1 2

1(c) R1 and R5 2

1(d)(i) R1, R2 and R5 2

1(d)(ii) R1, R2 and R5 3

1(e) R1 and R2 3

1(f) R1, R2 and R5 10

W2, W3 and W5 5

Total 30

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Question Answer Marks

1(a) Give two examples of the ways in which the Sun and Moon have been 1
viewed, according to paragraph 2.

Award 1 mark for both responses.

• gods
• places some dream of visiting

1(b)(i) Using your own words, explain what the text means by: 2

‘reflect humorously’ (lines 8–9)

Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.

• consider / cast light (on) / mirror / think carefully about / looking back
(on) / compare / comment on
• amusingly / jokingly / in a funny way / mocking

Credit alternatives explaining the whole phrase, e.g. satirise.

1(b)(ii) Using your own words, explain what the text means by: 2

‘improbable narratives’ (line 9)

Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.

• unlikely / not likely to happen

• stories / tales

Credit alternatives explaining the whole phrase.

1(c) Re-read paragraph 4, (‘Despite fictional excitement … a flight of 2

fancy.’).

Give two reasons why space travel became more likely in the twentieth
century.

• people wanted to know the truth

• advancing technology / technology was improving / technology was
catching up with literary imagination

1(d)(i) Re-read paragraphs 5 and 6, (‘However, since … government cash.’). 2

Identify two reasons why probes have been an advantage to space

exploration.

• can go past the planets of the solar system / can travel into deep(est)
space
• no need for (risk to) human(s) / robotic
• exploring where humans might go next
• cheaper (alternative to sending humans)

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Question Answer Marks

1(d)(ii) Re-read paragraphs 5 and 6, (‘However, since ... government cash.’). 3

Explain why humans have not so far been to Mars.

Award 1 mark for each idea, up to a maximum of 3.

• offputtingly costly / governments do not want to pay for it / too

expensive / would cost billions of dollars / very expensive
• humans would have to spend a long time in space (8 months and
maybe more)
• safety concerns / safety issues / too dangerous / risk to life

1(e) Re-read paragraph 7 (‘Whether by public … twenty-first century.’). 3

Using your own words, explain why there is a good chance that
humans will land on Mars in the twenty-first century.

Award 1 mark for each idea, predominantly in own words, up to a

maximum of 3.

• people want first-hand experience (of life on Mars) / the will is there to
visit Mars
• private and / or public funding (available)
• overcame the moon challenge / went to Moon in twentieth Century /
already been to the Moon
• seen as the challenge of the twenty-first century / sense of history being
created

Answers which are entirely in the words of the text should not be credited.

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Question Answer Marks

1(f) According to Text B, what were the challenges that Sacha Dench 15
experienced during her journey?

You must use continuous writing (not note form) and use your own
words as far as possible.

Your summary should not be more than 120 words.

Up to 10 marks are available for the content of your answer and up to 5

marks for the quality of your writing.

Use the Marking Criteria for Question 1(f) (Table A, Reading and Table B
Writing).

INDICATIVE READING CONTENT

Candidates may refer to any of the points below:

Challenges
1 length of the journey (7000 km)
2 trying to think like a swan
3 really cold / no heating on the paramotor
4 unstable vehicle / flimsy paramotor
5 challenging attitudes towards swans / children taught to shoot birds at a
young age / ignorance about swans
6 had to avoid disturbing other migratory birds / potential collision (with
birds)
7 time in hospital / injury during take-off
8 losing tagged swan / swan died
9 foul weather / bad weather
10 becoming too attached to the swans
11 flying low (over Taiga forest) / (no) safe landing spots (in Taiga)
12 crossing English Channel / missing home

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Marking criteria for Question 1(f)

Table A, Reading

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

Level Marks Description

5 9–10 • A very effective response that demonstrates a thorough understanding of

the requirements of the task.
• Demonstrates understanding of a wide range of relevant ideas and is
consistently well-focused.
• Points are skilfully selected to demonstrate an overview.

4 7–8 • An effective response that demonstrates a competent understanding of the

requirements of the task.
• Demonstrates understanding of a good range of relevant ideas and is
mostly focused.
• Points are carefully selected and there is some evidence of an overview.

3 5–6 • A partially effective response that demonstrates a reasonable

understanding of the requirements of the task.
• Demonstrates understanding of ideas with occasional loss of focus.
• Some evidence of selection of relevant ideas but may include excess
material.

2 3–4 • A basic response that demonstrates some understanding of the

requirements of the task.
• Demonstrates general understanding of some relevant ideas and is
sometimes focused.
• There may be some indiscriminate selection of ideas.

1 1–2 • A response that demonstrates a limited understanding of the task.

• The response may be a simple list of unconnected ideas or show limited
focus.
• There is limited evidence of selection.

0 0 • No creditable content.

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Table B, Writing

Use the following table to give a mark out of 5 for Writing.

Level Marks Description

3 4–5 • A relevant response that is expressed clearly, fluently and mostly with
concision.
• The response is well organised.
• The response is in the candidate’s own words (where appropriate), using a
range of well-chosen vocabulary which clarifies meaning.
• Spelling, punctuation and grammar are mostly accurate.

2 3–2 • A relevant response that is generally expressed clearly, with some

evidence of concision.
• There may be some lapses in organisation.
• The response is mainly expressed in the candidate’s own words (where
appropriate) but there may be reliance on the words of the text.
• Errors in spelling, punctuation and grammar which do not impede
communication.

1 1 • A relevant response that lacks clarity and concision.

• There may be excessively long explanations or the response may be very
brief.
• The response may include lifted sections.
• Frequent errors of spelling, punctuation and grammar, which occasionally
impede communication.

0 0 • No creditable content.

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Note 1: 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 texts.

Note 2: Words underlined in the answers to the questions are required for the full mark(s) to be
awarded.

Question 2

This question tests reading assessment objectives R1, R2 and R4 (25 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R4 demonstrate understanding of how writers achieve effects and influence readers.

Overview of items for Question 2

Item Reading assessment Marks for reading assessment

objectives tested objectives

2(a)(i) R1 1

2(a)(ii) R2 1

2(a)(iii) R2 1

2(a)(iv) R1 1

2(b)(i) R1 1

2(b)(ii) R2 1

2(b)(iii) R1 1

2(c) R2 and R4 3

2(d) R1, R2 and R4 15

Total 25

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Question Answer Marks

2(a)(i) Identify a word or phrase from the text which suggests the same idea as 1
the words underlined:

Max and Helmuth had great hopes for their journey.

(full of) high expectation(s) (lines 1/2)

2(a)(ii) Identify a word or phrase from the text which suggests the same idea as 1
the words underlined:

The sun was very hot and strong.

(The May sun) blazed fiercely (line 19)

2(a)(iii) Identify a word or phrase from the text which suggests the same idea as 1
the words underlined:

The radiator over-heated and made a high-pitched noise.

(The radiator) boiled and whistled (line 26)

2(a)(iv) Identify a word or phrase from the text which suggests the same idea as 1
the words underlined:

Max and Helmuth were buried in deep and unhappy thoughts.

(We sat there for a long time) brooding (line 29) / (We were both) depressed
(line 30)

2(b)(i) Using your own words, explain what the writer means by each of the 1
words underlined:

Our weight was at the root of our whole problem. ‘We’ll have to
downsize,’ I said. ‘We’ll have to jettison some of our luggage.’

root: at bottom of / source (of) / centre (of) / cause (of) / reason / start

2(b)(ii) Using your own words, explain what the writer means by each of the 1
words underlined:

Our weight was at the root of our whole problem. ‘We’ll have to
downsize,’ I said. ‘We’ll have to jettison some of our luggage.’

whole: entire / total / complete

2(b)(iii) Using your own words, explain what the writer means by each of the 1
words underlined:

Our weight was at the root of our whole problem. ‘We’ll have to
downsize,’ I said. ‘We’ll have to jettison some of our luggage.’

jettison: discard / offload / leave behind / ditch / give up / lose / throw away /
get rid of

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Question Answer Marks

2(c) Use one example from the text below to explain how the writer suggests 3
the feelings of the men about camping out in the open on this particular
night.

Use your own words in your explanation.

At eleven o’clock we gratefully pitched camp. Sleeping on camp beds in

the open with the gentle warm breezes caressing our faces was
wonderful.

Award 3 marks for an appropriate example with a comprehensive

explanation which shows understanding of how the writer suggests the
feelings of the men.

Award 2 marks for an appropriate example and attempt at an explanation

which shows some understanding of how the writer suggests the feelings of
the men.

Award 1 mark for an example with an attempt at an explanation which shows

awareness of the feelings of the men. The explanation may be partial.

The explanation must be predominantly in the candidate’s own words.

Responses might use the following:

• At eleven o’clock we gratefully pitched camp: thankful, relief that the

long hot day is over; appreciation of the rest to come, precise time to
emphasise how late it is
• sleeping on camp beds in the open: freedom, alongside nature but
separate from it
• gentle warm breezes caressing: soft, light air; soothing, loving
movements
• wonderful: marvellous; rapture and happiness, special experience

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Question Answer Marks

2(d) Re-read paragraphs 2 and 14.

• Paragraph 2 begins ‘In front of us lay …’ and is about Max’s

expectations and experience in the Dead Sea.

• Paragraph 14 begins ‘Easier in our minds …’ and is about what Max

and Helmuth see while driving in the evening.

Explain how the writer uses language to convey meaning and to create
effect in these paragraphs. Choose three examples of words or phrases
from each paragraph to support your answer. Your choices should
include the use of imagery.

Write about 200 to 300 words.

Up to 15 marks are available for the content of your answer.

Use the Marking Criteria for Question 2(d) (Table A, Reading)

Notes on task

This question is marked for the ability to select powerful or unusual words and
for an understanding of ways in which the language is effective. Expect
responses to provide words / phrases (listed in the mark scheme on page 16)
that carry connotations additional to general meaning.

Mark holistically for the overall quality of the response, not for the number of
words chosen, bearing in mind that for the higher bands there should be a
range of choices to demonstrate an understanding of how language works,
and that this should include the ability to explain images. It is the quality of the
analysis that attracts marks. Do not deduct marks for inaccurate statements;
simply ignore them.

The following notes are a guide to what good responses might say about the
selections. Candidates can make any sensible comment, but only credit those
that are relevant to the correct meanings of the words in the context and that
have some validity. Alternative acceptable explanations should be credited.
Credit comments on effects created by non-vocabulary choices such as
grammar / syntax and punctuation devices. These must be additional to
comments on vocabulary.

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Question Answer Marks

2(d) Responses might use the following:

• Max’s expectations and experience in paragraph 2, beginning ‘In
front of us lay …’

Overview: the humorous reality of attempting to swim in the Dead Sea.

o leaden expanse (of the Dead Sea): dull, grey colour; extending over
large area, heavy, oppressive, formidable presence
o Was it true that it was impossible to sink in it?: question in Max’s
mind, will he try or not, childish curiosity of wanting to find out for
himself, unwilling to accept on face value
o motionless, like a cork: lying still, inert, bobbing or floating on the
surface without effort, buoyancy, strange contrast of moving without
making any movements
o (swimming in the) conventional sense (is not possible): not usual
method, not possible to control movements
o (hands and feet) flail around (in the air): swing around, wave
energetically, uncontrolled, desperate, amusing exaggeration
o like useless paddles: cannot use hands or feet to propel them, serve
no purpose, ridiculous attempts to control movement
o one could ‘read a newspaper undisturbed or hold up a
sunshade’: opportunity to relax; stereotypical picture of tourist
activities; false image, advertising gimmick
o lurked: hiding, watching, feeling observed, waiting for an opportunity,
annoying presence

• What the men see while driving in the evening in paragraph 14,
beginning ‘Easier in our minds …’

Overview: the romanticised night time scene.

• (we waited for) darkness to fall: decided to travel at night, drama,
adventure
• arched: huge curve; grand, magnificent construction
• sparkling with a plethora of stars: twinkling light, huge abundance,
excessive amounts, enchanting
• huddled flocks of storks: birds tightly packed, clustered together;
comforting
• shining like patches of snow: reflected white light, natural covering
forming in sheltered areas; captivating contrast
• light danced (on their plumage): movement of the reflected light,
graceful and artistic, feathers arranged ornamentally
• northern kingdom: migrating back to home area, regal, fantasy
• (birds were) not alarmed: lack of concern, unafraid, aware but not
worried
• (raised their heads) sleepily (from their feathers): in a tired manner;
mild interest in their surroundings, reluctance to be disturbed
• (followed us with) the long, serious gaze of philosophers: regarding
the men’s actions more closely, observing and considering them; wisdom
• ‘Funny these humans going south just now’: commenting on direction
of travel; as if men are migrating, curiosity at the behaviour of this
particular species

Only credit comments on stylistic effect where these are explicitly linked to
choices.

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Marking Criteria for Question 2(d)

Table A, Reading: Analysing how writers achieve effects

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

Level Marks Description

5 13–15 • Wide-ranging discussion of judiciously selected language with some high
quality comments that add meaning and associations to words/phrases in
both parts of the text, and demonstrate the writer’s reasons for using them.
• Tackles imagery with some precision and imagination.
• There is clear evidence that the candidate understands how language
works.
4 10–12 • Explanations are given of carefully selected words and phrases.
• Explanations of meanings within the context of the text are secure and
effects are identified in both parts of the text.
• Images are recognised as such and the response goes some way to
explaining them.
• There is some evidence that the candidate understands how language
works.
3 7–9 • A satisfactory attempt is made to select appropriate words and phrases.
• The response mostly gives meanings of words and any attempt to suggest
and explain effects is basic or very general.
• One half of the text may be better addressed than the other.
2 4–6 • The response provides a mixture of appropriate choices and words that
communicate less well.
• The response may correctly identify linguistic devices but not explain why
they are used.
• Explanations may be few, general, slight or only partially effective.
• They may repeat the language of the original or do not refer to specific
words.
1 1–3 • The choice of words is sparse or rarely relevant.
• Any comments are inappropriate and the response is very thin.
0 0 • The response does not relate to the question.
• Inappropriate words and phrases are chosen or none are selected.

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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 texts.

Question 3

This question tests reading assessment objectives R1, R2 and R3 (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

and writing assessment objectives W1, W2, W3, W4 and W5 (10 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.

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Question Answer Marks

3 Imagine you are Helmuth from Text C. Straight after the evening that 25
you and Max pitch camp, you write a letter to your mother.

In your letter you should comment on:

• the most enjoyable parts of your journey so far and why they were
enjoyable
• the challenges you and Max faced and how you overcame these
challenges
• the problems you foresee for the rest of the trip and how you
might have been better prepared for them.

Write the words of your letter.

Base your letter on what you have read in Text C, but be careful to use
your own words. Address each of the three bullets.

Write about 250 to 350 words.

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

10 marks for the quality of your writing.

Use the Marking Criteria for Question 3 (Table A, Reading and Table B
Writing)

Notes on task
Candidates should select ideas from the text (see below) and develop them
relevantly, supporting what they write with details from the text. Look for an
appropriate register for the genre, and a clear and balanced response which
covers the three areas of the question, is well sequenced, and is in the
candidate’s own words.

Annotate A1 for references to the most enjoyable parts of Helmuth’s

journey so far and why they were enjoyable.
Annotate A2 for references to the challenges Helmuth and Max faced and
how they overcame these challenges.
Annotate A3 for references to the problems Helmuth foresees for the rest of
the trip and how he/they might have been better prepared for them.

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Question Answer Marks

3 A1: the most enjoyable parts of the journey so far for Helmuth and why
they were enjoyable

• driving down past sea level (det. car gliding through gorges of Judaea
/ setting off through desert) [dev. no idea of problems ahead, novel
experience of being below sea level]
• adventure / exotic travel (det. different languages) [dev. contrast with
home]
• first view of Dead Sea (det. leaden expanse) [dev. heard so much
about it / lived up to its name, imposing]
• floating in the Dead Sea (det. like a cork) [dev. Max tried reading a
newspaper]
• Max’s discomfort (det. Helmuth laughs at him asking to go faster)
[dev. thinks serves Max right for showing off, drove more slowly on
purpose]
• (camping) out at night (det. breezes, stars) [dev. refreshing,
exhilarating]
• birds (det. storks) [dev. beautiful / magical, hoped all would go well]

A2: the challenges Helmuth and Max faced and how they overcame
these challenges

• terrain after crossing bridge (det. stony and steep track, 1200m in
mountains, bumpy roads) [dev. contrast with earlier part]
• weather / heat during the day (det. hot asphalt, fierce sun, waited for
evening to drive) [dev. uncomfortable, aware of need to avoid illness]
• car problems (det. engine laboured, radiator overheating, springs
groaning) [dev. not suitable]
• slow progress / long day (det. over 23 000 km to go, did not camp
until 11 o’clock) [dev. kept driving until late]
• not being able to speak their minds (det. brooding, nodding silently)
[dev. would spoil the atmosphere]
• too much luggage (det. packed lovingly by Helmuth’s mother) [dev.
reluctantly agree, Helmuth’s reactions]

A3: the problems Helmuth foresees for the rest of the trip and how
he/they might have been better prepared for them

• do not make it to Baghdad / car breaks down (det. big map of Asia)
[dev. easy to get lost, remote area(s), inevitable]
• storage of luggage / leaving the luggage is problematic (det. boxes
of it) [dev. expensive, difficult]
• argument(s) between them (det. recriminations) [dev. abandoning the
whole trip, anticipate emotional strain]
• camera (det. Max’s camera) [dev. using it too much / needed a better
one]
• communication / people you meet (det. local photographer, road
sign) [dev. translation problems, unknown intentions, bring a dictionary]
• novelty wearing off (det. camping outside, driving, brochure
description) [dev. sharing the driving more equally, hotel instead,
chauffeur, other form of travel, false optimism]

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Marking Criteria for Question 3

Table A, Reading

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

Level Marks Description

5 13–15 • The response reveals a thorough evaluation and analysis of the text.
• Developed ideas are sustained and well related to the text.
• A wide range of ideas is applied.
• There is supporting detail throughout, which is well integrated into the
response, contributing to a strong sense of purpose and approach.
• All three bullets are well covered.
• A consistent and convincing voice is used.

4 10–12 • The response demonstrates a competent reading of the text with some
evidence of basic evaluation or analysis.
• A good range of ideas is evident.
• Some ideas are developed but the ability to sustain them may not be
consistent.
• There is frequent, helpful supporting detail, contributing to a clear sense
of purpose.
• All three bullets are covered.
• An appropriate voice is used.

3 7–9 • The text has been read reasonably well.

• A range of straightforward ideas is offered.
• Opportunities for development are rarely taken.
• Supporting detail is present but there may be some mechanical use of
the text.
• There is uneven focus on the bullets.
• The voice is plain.

2 4–6 • There is some evidence of general understanding of the main ideas,

although the response may be thin or in places lack focus on the text or
the question.
• Some brief, straightforward reference to the text is made.
• There may be some reliance on lifting from the text.
• One of the bullets may not be addressed.
• The voice might be inappropriate.
1 1–3 • The response is either very general, with little reference to the text, or a
reproduction of sections of the original.
• Content is either insubstantial or unselective.
• There is little realisation of the need to modify material from the text.
0 0 • There is very little or no relevance to the question or to the text.

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Table B, Writing: Structure and order, style of language

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

Level Marks Description

5 9–10 • Effective register for audience and purpose.

• The language of the response sounds convincing and consistently
appropriate.
• Ideas are firmly expressed in a wide range of effective and/or interesting
language.
• Structure and sequence are sound throughout.
• Spelling, punctuation and grammar almost always accurate.

4 7–8 • Some awareness of an appropriate register for audience and purpose.

• Language is mostly fluent and there is clarity of expression.
• There is a sufficient range of vocabulary to express ideas with subtlety
and precision.
• The response is mainly well structured and well sequenced.
• Spelling, punctuation and grammar generally accurate.

3 5–6 • Language is clear but comparatively plain and/or factual, expressing little
opinion.
• Ideas are rarely extended, but explanations are adequate.
• Some sections are quite well sequenced but there may be flaws in
structure.
• Minor, but more frequent, errors of spelling, punctuation and grammar

2 4–3 • There may be some awkwardness of expression and some inconsistency

of style.
• Language is too limited to express shades of meaning.
• There is structural weakness and there may be some copying from the
text.
• Frequent errors of spelling, punctuation and grammar.

1 2–1 • Expression and structure lack clarity.

• Language is weak and undeveloped.
• There is very little attempt to explain ideas.
• There may be frequent copying from the original.
• Persistent errors of spelling, punctuation and grammar impede
communication.

0 0 • The response cannot be understood.

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