Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education

FIRST LANGUAGE ENGLISH 0500/21

Paper 2 Reading Passages (Extended) 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 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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Question Answer Marks

1 This question tests Reading Objectives R1 to R3 (15 marks): 20

R1 demonstrate understanding of explicit meanings

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

and writing assessment objectives W1 to W4 (5 marks):

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

W2 organise facts, ideas and opinions
W3 use a range of appropriate vocabulary
W4 use register appropriate to audience and context.

You are Sumitra, the tutor at Stan’s creative writing class. After the
class today, you write a journal entry.

Write the journal entry.

In your journal entry, you should:

• Describe your first impressions of the new students based on the
introductions they gave while in the circle.
• Describe your thoughts about what happened in class today.
• Consider your plans for the next lesson and how you will manage
the class and the students.

Base your journal entry on what you have read in Passage A, but be
careful to use your own words. Address each of the three bullet points.

Begin your journal entry: ‘My first lesson today has given me a lot to
think about ’

Write about 250 to 350 words.

Up to 15 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 (Table A, Reading and Table B
Writing)

General notes

Candidates should select ideas from the passage (see below) and
develop them relevantly, supporting what they write with details from
the passage and judging the appropriate register for the genre which is a
journal entry. Look for 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 Sumitra’s first impressions of the new

students based on the introductions they gave in the circle.
Annotate A2 for references to what happened in class today.
Annotate A3 for references to plans for the next lesson and management of
the class and the students.

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Question Answer Marks

1 Responses might use the following ideas: 20

A1: Describe your first impressions of the new students based on the
introductions they gave while in the circle

• mixed group (det. adults of differing ages, different personalities, class

size of 10) [dev. likely to be a challenge to teach]
• similarities between Stan and Robin (det. both found the introduction
activity difficult) [dev. could get on well/encourage each other]
• Robin lacks confidence/shy (det. thin, young man; mutters) [dev. might
be intimidated by the situation, might not last the course]
• Myfanwy/Miss Roberts is confident (det. beaming smile) [dev. (over)
ambitious, insensitive, self-important, enthusiastic]
• Stan(ley) is keen to learn (det. left school a long time before, negative
memories of school) [dev. had a bad teacher previously who affected
his confidence; sensitive to others’ reactions and opinions,
clever/knowledgeable]

A2: Describe your thoughts about what happened in class today

• shared reasons for coming to the class (det. on arrival) [dev. useful to
learn names, get to know each other]
• writing limericks (det. five-line poem, Stan’s giggling) [dev. wanted to
keep it easy for the benefit of any nervous students, build confidence
with something straightforward, pleased to see Stan enjoying himself at
first]
• reading out limericks (rest of group) (det. didn’t force anyone to read,
Stan/Robin didn’t read) [dev. didn’t want any students to feel under too
much pressure]
• Myfanwy reading her limerick enthusiastically (det. others applauded
her) [dev. (not as) good (as she thought it was); demoralising for less
confident students]
• accident at breaktime (det. Robin dropped the teapot, splashed hot
tea) [dev. worried she might have been seriously hurt; (over) dramatic
reaction, Robin feeling responsible]
• class discussion about poetry/talked about free verse (det. Stan
enjoyed debate) [dev. pleased, Myfanwy now less dominant]

A3: Consider your plans for the next lesson and how you will manage
the class and the students

• learning activities/(not) more poetry (det.(not) free verse) [dev. build

on enthusiastic discussion]
• support students (det. bemused) [felt sorry for Robin, concerns about
Robin]
• read emailed poems (det. some poems still to be handed in) [dev.
make it clear everyone’s work is valued, may not ask them to read out
to class]
• teaching approach/groupings (det. (not) whole class ) [dev. reason(s)
that would impact relationships between positively]
• alter arrangements for break (det. serving tea) [dev. Safety
considerations

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Marking Criteria for Question 1

Table A, Reading:
Use the following table to give a mark out of 15 for Reading.

Band Description Marks

6 • The response reveals a thorough reading of the passage. 13–15

• Developed ideas are sustained and well related to the passage.
• 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.

5 • The response demonstrates a competent reading of the passage. 10–12

• 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.

4 • The passage has been read reasonably well. 7–9

• 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
passage.
• There is uneven focus on the bullets.
• The voice is plain.

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

although the response may be thin or in places lack focus on the passage or
the question.
• Some brief, straightforward reference to the passage 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.

2 • The response is either very general, with little reference to the passage, or a 1–3
reproduction of sections of the original.
• Content is either insubstantial or unselective.
• There is little realisation of the need to modify material from the passage.

1 • There is very little or no relevance to the question or to the passage. 0

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

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

Band Description Marks

6 • The language of the response sounds convincing and consistently 5

appropriate.
• Ideas are firmly expressed in a wide range of effective and/or interesting
language.
• Structure and sequence are sound throughout.

5 • Language is mostly fluent and there is clarity of expression. 4

• There is a sufficient range of vocabulary to express ideas with subtlety and
precision.
• The response is mainly well structured and well sequenced.

4 • Language is clear but comparatively plain and/or factual, expressing little 3

opinion.
• Ideas are rarely extended, but explanations are adequate.
• Some sections are quite well sequenced but there may be flaws in structure.

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

style.
• Language is too limited to express shades of meaning.
• There is structural weakness and there may be some copying from the
passage.

2 • Expression and structure lack clarity. 1

• Language is weak and undeveloped.
• There is very little attempt to explain ideas.
• There may be frequent copying from the original.

1 • The response cannot be understood. 0

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Question Answer Marks

2 This question tests Reading Objective R4 (10 marks): 10

R4 demonstrate understanding of how writers achieve effects.

Re-read the descriptions of:

(a) Stan’s memories of his school classroom in paragraph 4,

beginning ‘A stern face ’

(b) what happened at break-time in paragraph 16, beginning

‘Suddenly a teapot ’

Select four powerful words or phrases from each paragraph. Your

choices should include imagery. Explain how each word or phrase
selected is used effectively in the context.

Write about 200 to 300 words.

Up to 10 marks are available for the content of your answer.

General notes

This question is marked for understanding of ways in which the language

used is effective. Relevant selections from each paragraph are listed on
pages 10 and 11.

The notes on pages 10 and 11 are a guide to what good responses might
say about the selections, along with possible overviews which may be
offered for each paragraph. Alternative acceptable explanations should
be credited.

Candidates can make any sensible comment, but only credit those that
are relevant to the correct meanings of the words in the context.

Credit comments on effects created by non-vocabulary choices such as

grammar/syntax and punctuation devices. These must be additional to
comments on vocabulary.

Mark holistically for the overall quality of the response, not for the number
of words chosen for discussion, bearing in mind that there should be a
range of choices to demonstrate an understanding of how language
works for the higher bands, and that this should include the ability to
explain images.

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Question Answer Marks

2(a) Stan’s memories of his school classroom in paragraph 4, beginning

‘A stern face ’

The general effect is that Stan remembers the shame of his failure to
succeed in English when younger.
• stern face presiding over ranks of desks (image): remembers
the serious expression of teacher, authoritarian, military leader,
rows of soldiers, power, control, stifling creativity, Stan’s
fear/vulnerability
• pulled (young Stan) to attention: got his complete and total
focus, military command, suggesting speed with which Stan
reacts
• (completely) obliterate: annihilate, utterly destroy, Stan’s terror.
• unworthy existence: doesn’t deserve to live, little merit
• (like) an army cadet’s besmirched tunic buttons (image):
ashamed of poor results, unfit for military parade, exposed to the
derision of others and/or anger of his elders/superiors
• emblematic (of deep failure and shame): signalling his lack of
success for all to see, symbol of disgrace
• underline: emphasises, drawing attention to, shows up his error
• demotion to an even lesser division (image): relegate, he will
be dropped to a lower class/position; draws attention to his
shame
• contorted: twisted (in an ugly way); malice, derision, cruelty of
former teacher
• triumphant smirk: victorious, smug smile, teacher takes
pleasure in Stan’s lack of success
• poured over him like hot coals (image): words caused
emotional anguish, physical burning pain, causes deep scarring

2(b) What happened at break-time in paragraph 16, beginning ‘Suddenly

a teapot ’

The general effect is of an overly dramatic and/or humorous reaction to a

relatively minor incident.
• (performed a) rebellious leap (image): Robin has dropped the
teapot, disobedience of inanimate object, resisting Robin’s
authority over it, nervous
• crash-landed: fell forcefully, emergency landing, teapot smashed
• (all looked on) horrified: extremely shocked, aghast, alarmed,
witnesses at the scene
• pumped heavily: great spurts, gushed, (exaggerated) huge
volume and force of liquid
• shrieked: piercing high-pitched sound, expression of pain, terror,
melodramatic
• gaping-mouthed (spout): astonished expression, shocked
• danced dejectedly: dispirited, jigging about, agitated, useless
• proffering paper towels: hold out for acceptance, peace
offering, meek attempt to make amends, hopeless efforts
• abject apologies: saying sorry, heartfelt expressions of regret,
humiliated
• asked calmly: unruffled, unshaken, composed.

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Marking Criteria for Question 2

Table A, Reading: Language analysis:

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

Band Description Marks

6 • Wide ranging discussion of judiciously selected language with some high 9–10
quality comments that add meaning and associations to words/phrases in
both parts of the question, 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.

5 • Explanations are given of carefully selected words and phrases. 7–8

• Explanations of meanings within the context of the passage are secure and
effects are identified in both parts of the question.
• 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.

4 • A satisfactory attempt is made to select appropriate words and phrases. 5–6

• The response mostly gives meanings of words and any attempt to suggest
and explain effects is basic or very general.
• One half of the question may be better answered than the other.

3 • The response provides a mixture of appropriate choices and words that 3–4
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.

2 • The choice of words is sparse or rarely relevant. 1–2

• Any comments are inappropriate and the response is very thin.

1 • The response does not relate to the question. 0

• Inappropriate words and phrases are chosen or none are selected.

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Question Answer Marks

3 This question tests reading assessment objectives R1, R2 and R5 and 20

writing assessment objectives W2, W3 and W4:

R1 demonstrate understanding of explicit meanings.

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

W2 organise facts, ideas and opinions.

W3 use a range of appropriate vocabulary.
W5 accurate use of spelling, punctuation and grammar.

What is the key advice for online writing, according to Passage B?

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

Your summary should not be more than 250 words.

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

to 5 marks for the quality of your writing.

General notes

Candidates may refer to any of the points below:

1. (be aware that) readers only read 20% of a text

2. readers (only) scan internet articles
3. readers are distracted by adverts, pop-ups and animations on
websites
4. choose a suitable (legible) font for the background you are using
5. experiment with line height/line height is important
6. outline all the points in paragraph 1
7. use subheadings to divide up text/use subheadings to outline
content/importance of subheadings
8. subheadings to be visible a good distance (from the computer
screen)/(font for) subheadings need to attract attention.
9. short paragraphs
10. one-sentence paragraphs for important ideas
11. repeat ideas/say things in a different way (the next time)
12. replace pronouns with nouns and proper nouns
13. use topic sentences at the start of each paragraph
14. write in a focused way
15. let your personality show/be authentic

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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.

Band Description Marks

5 • A very effective response that demonstrates a thorough understanding of the 13–15

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 • An effective response that demonstrates a competent understanding of the 10–12

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

3 • A partially effective response that demonstrates a reasonable understanding 7–9

of the requirements of the task.
• Demonstrates understanding of ideas and is mostly focused.
• Some evidence of selection of relevant ideas, but may include excess
material.

2 • A basic response that demonstrates some understanding of the 4–6

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

1 • A response that demonstrates a limited understanding of the task. 1–3

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

0 • No creditable content. 0

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Table B, Writing:
Use the following table to give a mark out of 5 for Writing.

Band Description Marks

3 • A relevant response that is expressed clearly, fluently and mostly with 4–5
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 almost always accurate.

2 • A relevant response that is generally expressed clearly, with some evidence 2–3
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 passage.
• There may be errors in spelling, punctuation and grammar but they do not
impede communication.

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

• 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 may
occasionally impede communication.

0 • No creditable content. 0

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