Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/22

Paper 2 Directed Writing and Composition May/June 2021
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 May/June 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 12 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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English & Media subject specific general marking principles

(To be read in conjunction with the Generic Marking Principles (and requiring further guidance
on how to place marks within levels))

Components using level descriptors:

• We use level descriptors as a guide to broad understanding of the qualities normally expected of,
or typical of, work in a level.
• Level descriptors are a means of general guidance, and should not be interpreted as hurdle
statements.
• Where indicative content notes are supplied for a question, these are not a prescription of
required content, and must not be treated as such. Alternative correct points and unexpected
answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills
demonstrated.
• While we may have legitimate expectations as to the ground most answers may occupy, we
must at all times be prepared to meet candidates on their chosen ground, provided it is relevant
ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark
scheme requirements for the question).

Components using point-based marking:

Point marking is often used to reward knowledge, understanding and application of skills. We give
credit where the candidate’s answer shows relevant knowledge, understanding and application of
skills in answering the question. We do not give credit where the answer shows confusion.

From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly convey the
same meaning (unless the mark scheme requires a specific term).
b DO credit alternative answers/examples which are not written in the mark scheme if they are
correct.
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons…).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for
evidence it is understood and not used wrongly.).
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities.
f DO NOT give further credit for what is effectively repetition of a correct point already credited
unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e.
polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms with
which they may be confused (e.g. Corrasion/Corrosion).

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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 modern friendship. 40

In your article you should

• evaluate the ideas about friendship given in both texts
• explain, based on what you have read, to what extent you think
social media affects friendship.

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.

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.

Responses might use the following explicit ideas:

Text A
• the internet is blamed for everything without reason
• loneliness and social media are linked but not known in what way
• the internet can make people less lonely, not more
• social media can help people find friends
• you can be yourself on the internet as well as in person
• online friendships can be made across vast distances
• talking online is just as rich as in real life
• befriending apps are available
• some people will find it easier to make friends online

Text B
• research shows how important real friendship is to people / genetically
wired to make a small number of friends
• everyone has different categories of friends
• we don’t have more friends even with the internet
• shared experience in the real life is essential for friends
• deeper connections take more effort than being online

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Question Answer Marks

1 Possible evaluation of implicit ideas:

• prejudice against online friendships unjustified / adults have not

experienced it like young people
• pandemic/lockdown has shown how much we need online friendship
• false distinction between on and offline friendship – technology means you
can be face-to-face
• personal safety when making friends is easier online
• people can create false identities online
• online friendships are more socially equal / not based on appearance,
accents etc.
• you can choose online friends based on same interests, not just proximity
• online friendships promote more diversity of cultures and social class /
widens cultural perspectives / more inclusive
• online friendships are less dependent on small talk/can help shy people
develop social skills
• online friendships less likely to create conflict
• online friendships can offer instant support and help
• wrong to assume people want close friendships online / some will be
close, some not, as in real life
• the number of friends you have is not important / popularity is measured
by how many online ‘friends’ and ‘likes’ you get
• online friendship suits the age / inevitable
• online friendship may be more genuine without our usual social masks

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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

Describe trying to sleep before an important day.

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

Write a description with the title, ‘The view from the other side’.

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 narrative with the title, ‘The invitation’.

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 narrative which includes the words, ‘… nothing seemed to go

right …’.

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 writing
picture with varieties of focus. 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.

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.

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Level Marks General and specific marking criteria

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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