Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education (9–1)

FIRST LANGUAGE ENGLISH (9–1) 0627/01

Paper 1 Reading Passages May/June 2019
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 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

This syllabus is regulated for use in England as a Cambridge International Level 1/Level 2 (9–1) Certificate.

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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Question Answer Marks

1 Question 1 Passage A, The unveiling of the stranger

This question tests Reading assessment objectives R1 and R4 (30 marks)

R1 Demonstrate an understanding of explicit and implicit meanings and

attitudes
R4 Demonstrate understanding of how writers achieve effects and
influence readers

Overview of items for Question 1

Item Reading assessment Marks for Reading
objectives tested assessment objectives

1(a)(i) R1 1

1(a)(ii) R1 1

1(b) R1 2

1(c)(i) R1 2

1(c)(ii) R1 2

1(d) R4 3

1(e) R4 4

1(f) R4 15

Total 30

1(a) Re-read lines 1–8 ‘Inside the parlour « the better of him’

1(a)(i) What question does the stranger ask Mrs Hall? 1

Why haven't you answered my bell?

1(a)(ii) Why does Mrs Hall feel she has a right to keep the stranger waiting? 1

She has been waiting for him to pay his bill (for five days) / He has not paid
his bill / he owes her money

1(b) Give two things which the stranger has done to disguise his identity. 2

• wrapped himself up / used bandages to cover his face

• kept his dark glasses on / worn dark glasses / spectacles
• false hair / false whiskers
• hat / gloves / coat collar turned up

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Question Answer Marks

1(c) Using your own words, explain the meaning of the following phrases
as they are used in the passage:

1(c)(i) ‘appeared after an interval’ (line 4) 2

• came / arrived / could be seen / showed up

• following a delay / in a little while / after some time / after keeping him
waiting

1(c)(ii) ‘universally felt that Mrs Hall had the better of him.’ (line 8) 2

• everyone agreed / all thought

• Mrs. Hall had won / was in the right / has the upper hand / he has lost

Credit alternatives explaining whole phrase e.g. the customers knew there
was no answer to that. Answers need both strands for 2 marks; partial
explanation 1 mark.

For responses to 1(c), give 2 marks for a clear explanation in own words
and 1 mark for a partial understanding; that is, an acceptable explanation of
one part of the phrase quoted. Be careful not to credit a word (or close
derivative) used in the quoted phrase. Note that the definitions above
contain the essence of an answer. However, accept that candidates may
respond in different ways, e.g. at greater length.

1(d) Re-read lines 9–16: 3

‘Look here,’ he began. ‘I daresay in my pocket « ’

‘You told me yesterday you hadn't any money,’ said Mrs Hall.
‘Well, I've found some more « ’
‘Hel-lo!’ from the bar.
‘I wonder where you found it,’ said Mrs Hall.
That seemed to annoy the stranger.
‘Before any breakfasts,’ said Mrs Hall, ‘you tell me what everybody is
very anxious to understand: how ‘tis your room was empty, how you
got in again, and « ’

Using your own words, explain how the underlined phrases are used
by the writer to suggest what Mrs Hall and her customers in the bar
think about the stranger

• do not believe what he is saying / think he is lying / he has changed his

story
• think he has stolen the money / been hiding something / dishonest /
criminal
• suspicious / nervous / uneasy about him
• curious to know more about him / people are talking about him/
everyone is wondering about him / caused a stir

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

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Question Answer Marks

1(e) Re-read lines 17–19: 4

The stranger raised his gloved hands and said, ‘Stop!’ with such
extraordinary violence that he silenced her instantly. ‘You don't
understand. I'll show you.’ He removed his spectacles. Everyone
gasped. He took off his hat, and tore at his whiskers and bandages.

Explain how the writer uses language here to make this moment
dramatic.

Examples include:
• “Stop!”
• such extraordinary violence
• silenced her instantly
• Everyone gasped
• tore at (his whiskers and bandages)

such extraordinary violence: sudden outburst appears to be an over-

reaction, unforeseen
threat, desperate, has come to the end of his patience, feels there is no
longer anything to be gained by concealing the facts

silenced her instantly: as if by magic; immediate contrast as unusual for

her to be quiet

Everyone gasped: shared audience reaction underlines significance of the

moment

tore at: not acting rationally, no subtlety to his revelation, wants to remove
them quickly, careless of his own comfort, wants to shock them, appears
dangerously unbalanced

Where appropriate, credit responses which explain structural devices

connected to the language. For example, use of short sentences,
exclamation marks etc.

Award 4 marks for an explanation of the effect of the extract which shows
understanding of the language used.
Award 3 marks for some explanation of the effect of the language used.
Award 2 marks for an explanation of the meaning of the extract.
Allow 1 mark for a basic explanation of the meaning.

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

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Question Answer Marks

1(f) Re-read lines 21–48, ‘It was worse than anything ... had escaped.’ 15

Explain how the writer uses language and techniques to show:

• people’s reactions after Mrs Hall shrieked

• the stranger’s escape.

In your answer you should select powerful words and phrases and
explain how the writer has created effects by using this language.

You should write about 200 to 300 words.

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

General notes

Candidates are awarded marks for the ability to select powerful or unusual
words and for an understanding of ways in which the language is used
effectively by the writer. Expect responses to identify and analyse words and
phrases that carry connotations additional to general meaning.

Mark holistically for the overall quality of the response, not for the number of
words and phrases chosen, 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 imagery. It is
the quality of the analysis that attracts marks. Do not take marks off for
inaccurate statements; simply ignore them.

The following notes are a guide to what good responses might say about the
selections. They 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. They must be additional to
comments on vocabulary. You should use the table on page 8 to give a
mark out of 15 for Reading.

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Question Answer Marks

1(f) Indicative Content

The overall impression is of the slapstick humour in the initial chaos to

escape from the inn as observed by bystander(s) and the simplicity with
which the stranger outwits those trying to stop him

Responses may refer to some or all of the following language choices:

Physical reactions:
• Everyone began to move : immediate reaction, impossible to
coordinate
• Everyone tumbled on everyone else : lack of physical control, too
many people falling over to identify them individually
• (looking up saw the inn) violently firing out its humanity: force with
which they are leaving the inn is reminiscent of canon firing out shot ; as
if propelled from behind
• (saw Mrs Hall fall down and) others jump to avoid tumbling over her :
actions and reactions described – she falls down others leap up,
confusion and chaos spreads
• (a crowd of perhaps forty people) swayed and hooted and inquired
and exclaimed and suggested: individuals lost in a mass reaction, as
if one being
• crowd formed itself into a straggling wedge, with the more
adventurous apex nearest the inn: mass of people has a life of its
own; crowd shaped as if a segment of a circle with the narrow point
nearest the door and spreading out wider as it goes further back; all
straining to see, though more at the back at a safe distance – humour
as danger seems negligible given there is only one stranger and lots of
them

Emotional reactions:
• (They were prepared for) scars, disfigurements, tangible horrors,
but nothing!: overly interested in horror of what they might see,
enjoying possibilities but more shocked to have their expectations
dashed, can see nothing in the literal sense
• and then—nothingness, no visible thing at all!: dramatic pause as
secret is revealed – there is nothing that can be seen where there
should be a head
• frightful screams of Millie .. (at the headless stranger) sheer terror
though effect is comic as she is not in danger – was behind him
his escape
• flew across the bar: shock of seeing what appeared to be part of the
stranger catapulted into the watching crowd, speed of initial revelation ,
thrown at them , distraction
• headless stranger: horrific image, nightmarish, ghostly figure confuses
their rational thoughts

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Question Answer Marks

1(f) • ‘It's just empty clothes. Look —‘. He extended his hand: curiosity of
people takes over, no longer consider him a threat, think it is a trick
• The suit of clothes, now unbuttoned and hanging loosely upon its
unseen supports, stood, arms akimbo: fascinating to see,
concentrating attention on the clothes not the man inside
• (Before anyone knew what was being done, slippers, socks, and
trousers had been) kicked off. Then he sprang up again and flung off
his coat: speed of his actions, intent on escape and fools the locals who
have dropped their guard
• ‘Here, stop that,’ said Jaffers loudly, suddenly realising what was
happening. ‘Hold him! Once he gets the things off—’: realises too late,
out-witted, clown-like attempt to grab the stranger
• There was a rush: all move at the same time again, have learned
nothing from before, chaos repeated
• ‘Look out! ’ said everybody, fencing at random and hitting at nothing:
foolish , ineffectual attempts, lack of any co-ordination means stranger
can escape
• with excited cries of ‘Don't let him loose!’ ‘Invisible!’ and ‘Shut the
door!’: enjoying the drama of it, so caught up in the moment , missing
his actual escape

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Marking Criteria for Question 1(f)

Table A, Reading: Analysing how writers achieve effects

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

• Wide ranging and perceptive discussion of language and techniques

with some high quality comments that add associations to words and
13–15 features of the text and analyse their effects.
Band 6
marks • Tackles imagery with some precision and imagination.
• There is clear evidence that the candidate understands how language
works.

• Insightful explanations are given of appropriately selected words,

phrases and techniques, and effects are analysed with some precision.
10–12 • Images are identified and the response goes some way to explaining
Band 5
marks them.
• There is some evidence that the candidate understands how language
works.

• Sound understanding of relevant words and phrases with some attempt

7–9 to explain their effects.
Band 4
marks • Images are identified with appropriate examples offered and some
attempt to offer appropriate comment.

• A satisfactory attempt is made to identify appropriate words and

phrases.
4–6
Band 3 • The response mostly gives meanings of words and is able to identify
marks
techniques, but attempts to suggest and explain effects are basic or
general.

• The response provides some appropriate words and phrases and some
that communicate less well.
2–3
Band 2 • The response may correctly identify linguistic or literary devices but not
marks
explain why they are used. Explanations may be few, general, slight or
only partially effective. They may repeat the language of the original.

• The choice of words/phrases is insufficient or rarely relevant.

Band 1 1 mark
• Any comments are inappropriate and the response is very thin.

Band 0 0 marks • A mark of zero should be awarded for no creditable content.

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Question Answer Marks

2 Question 2 25

Imagine that you are a headteacher giving a short speech to students

who are about to leave school. You want to show them how they can
be successful and fulfilled in their chosen careers and in their lives
without seeking attention.

Write the words of your speech summarising your advice.

You should use your own words as far as possible and ideas from the
passage.

You should write no more than 250 words.

This question tests Reading assessment objectives R1 and R3 (10 marks):

R1 Demonstrate understanding of explicit and implicit meanings and
attitudes
R3 Analyse and critically evaluate facts, ideas and opinions, using
appropriate support from the text

and Writing assessment objectives W1 to W5 (15 marks):

W1 Articulate and express what is thought, felt and imagined

W2 Organise and structure ideas and opinions for deliberate effect
W3 Use a range of appropriate vocabulary and sentence structures
W4 Use register appropriate to audience and purpose
W5 Make accurate use of spelling, punctuation and grammar.

General notes

Candidates are expected to select relevant ideas from the passage,

reorganise them appropriately, and evaluate them, offering an overview.

Look for an appropriate register, which is suitable for the purpose and
audience. Further credit can be given for employing suitable vocabulary and
creating a convincing voice.

Although lifting of individual words from the passage is acceptable, it is

important that candidates show evidence of understanding. Copying from
the passage must not be rewarded. Credit responses which use own words.

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Question Answer Marks

2 Indicative content

Candidates should refer to a number of the following points:

• Do not focus on getting attention / attention shouldn’t be your goal
• Attention does not necessarily bring success and happiness
• Remember you can thrive professionally and personally behind
the scenes
• Sometimes it is better not to be noticed / can be noticed for the
wrong reasons (e.g. making a mistake)
• Do not expect recognition for doing your job well
• Do not measure your success by the volume of praise you receive)
• Realise there is a wide range of satisfying (challenging) jobs in
which being noticed would not be positive
• Relish (any) responsibility you are given
• See pressure to succeed as an honour
• Recognise it is the value of the work you do that is important / take
pride in doing your job well
• Understand praise is short lived and unsatisfying
• Realise the most intense rewards come from within / need for
fulfilment is more important
• Contribute to others without expecting anything in return
• Promote yourself only when necessary
• Decide what motivates you

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Marking Criteria for Question 2

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

• Interprets a wide range of relevant ideas and is consistently well-

10 focused on task and text.
Band 6
marks • Successfully evaluates ideas and opinions, both implicit and explicit.
• Assimilates information and ideas to offer a convincing overview.

• Interprets a range of relevant ideas with clear focus on task and text.
8–9 • Some successful evaluation of ideas and opinions, both implicit and
Band 5
marks explicit.
• Re-organises information and ideas to offer a clear overview.

• Identifies a range of relevant ideas and mostly focused on task and text.
6–7
Band 4 • Begins to evaluate mainly explicit ideas and opinions.
marks
• Some sense of overview

• Identifies some straightforward ideas and is sometimes focused on task

4–5
Band 3 and text.
marks
• Comments on explicit ideas and opinions.

2–3 • Identifies a few ideas and offers a general response to the task.
Band 2
marks • Identifies explicit ideas and opinions.

Band 1 1 mark • Reproduces selected sections of the original text.

Band 0 0 marks • A mark of zero should be awarded for no creditable content.

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

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

• Highly effective register for audience and purpose.

• Well organised and carefully structured for the benefit of the reader.
14–15 • Precise use of well-chosen vocabulary with consistent use of own
Band 6
marks words.
• Appropriate use of varied sentence structures.
• Spelling, punctuation and grammar almost always accurate.

• Effective register for audience and purpose.

• Secure overall structure, with some helpful organisation of ideas and
information.
12–13
Band 5 • Some precision in vocabulary and mostly own words.
marks
• Appropriate use of sentence structures.
• Spelling, punctuation and grammar is mainly accurate with occasional
minor errors.

• Sometimes effective register for audience and purpose

• Ideas generally well sequenced.
9–11 • Vocabulary may be plain but adequate; some use of own words
Band 4
marks • Mostly correct, if repetitive, sentence structure.
• Spelling, punctuation and grammar generally accurate, but with some
errors.

• Some awareness of an appropriate register for audience and purpose.

• Relies on the sequence of the original text.
• Uses simple vocabulary with some reliance on the wording of the
6–8 original text.
Band 3
marks • Straightforward sentences mostly correct; errors in more complex
structures
• Frequent errors of spelling, punctuation and grammar, occasionally
serious.

• The response is not well sequenced.

• There may be frequent lifting of phrases and sentences from the
3–5
Band 2 original text
marks
• Persistent errors of spelling, punctuation and grammar sometimes
impair communication.

• Excessive copying from original text.

1–2 • Expression unclear.
Band 1
marks • Persistent errors of spelling, punctuation and grammar impede
communication.

• A mark of zero should be awarded where response cannot be

Band 0 0 marks
understood and/or where it is entirely copied from the original.

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Question Answer Marks

3 Question 3

This question tests Reading assessment objectives R2, R3 and R4 (25

marks)

R2 Compare how writers convey ideas and perspectives

R3 Analyse and critically evaluate facts, ideas and opinions, using
appropriate support from the text
R4 Demonstrate understanding of how writers achieve effects and
influence readers

Overview of items for Question 3

Reading assessment Marks for Reading

Item
objectives tested assessment objectives

3(a)(i) R3 1

3(a)(ii) R3 1

3(b)(i) R4 1

3(b)(ii) R4 2

3(c) R2 10

R3 6

R4 4

Total 25

Passage B: The world needs invisible people: why fame-seekers and

attention-cravers have it all wrong

3(a) Question 3(a)

Re-read paragraphs 1 and 2, ‘Everyone wants « behind the scenes.’

3(a)(i) What does the writer think of reality TV contestants? 1

• attention seekers / do anything to gain popularity

• feels there is nothing special about them / they’re all the same / no
individuality

Award 1 mark for either of the above points.

3(a)(ii) Give one phrase which shows that the people the writer calls 1
‘Invisibles’ should be valued.

• highly-skilled (individuals)
• (whose) work is critical (to whatever enterprise they’re a part of)

Award 1 mark for either of the above points. Excess denies mark.

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Question Answer Marks

Passage C: Our Invisible Poor

3(b) Question 3(b)

Re-read paragraphs 1 and 2, ‘In the last year we seem « as it is now

lived.’

3(b)(i) What does the writer mean by the phrase ‘we seem to have awakened, 1
rubbing our eyes’?

only just realised / have not noticed up to now

3(b)(ii) From paragraphs 1 and 2 give two different language features which 2
make this an effective opening to the article. For each feature give an
example from these paragraphs.

Examples include:
• Inclusive vocabulary – we seem to have , our eyes
• Metaphor – awakened, rubbing (our) eyes
• Assertion: one of our gravest social problems
• Rhetorical question – What is ‘poverty’?

Award 1 mark for any clearly identified technique – by name – and

precisely selected example, up to a maximum of 2 marks.

3(c) Question 3(c) 20

Compare and contrast how the writers of Passage B, The world needs
invisible people: why fame-seekers and attention-cravers have it all
wrong, and Passage C, Our Invisible Poor, convey their views and
ideas about different people in society.

In your response you should compare and contrast:

• the views and ideas each writer presents to the reader
• the evidence that the writers use to support their views and ideas
• the language, structure and techniques used by the writers and
why they are effective.

Remember to support your answer with details from the passages.

You should write about 300 to 350 words.

General notes

Mark holistically for the overall quality of the response. Do not take marks off
for inaccurate statements; simply ignore them.

The following notes are a guide to what good responses might say about the
texts.
You should use the Table A on page 16 to give a mark out of 20 for
Reading.

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Question Answer Marks

3(c) Indicative Content

PASSAGE B PASSAGE C

A1 – The views and ideas each writer presents to the reader

Both writers criticise aspects of a self-centred society and the views

people have towards others. Passage B considers people are overly
concerned with image and suggests that social invisibility is a good thing,
whereas Passage C considers the lack of awareness and invisibility of
poor as a condemnation of a selfish society.

Points of contrast and comparison may include:

Invisibility seen as a sign of Invisibility seen as an indication

success, not making errors, doing they have fallen out of social view,
job properly; unnoticed by general undervalued
public perhaps but rewarded by
employers and crucial to Many have been less concerned
enterprises concerned with others than they should
have been – overlooked a
Many are too concerned with serious problem
others and what others think of
them – fame/public image are false Recognition for work they do and
idols situation they are in seen as
necessary to combat problem
Recognition for work is not
necessary – self-fulfillment more Need to reconsider views – what
important poverty means in modern life / who
we consider to be poor / how
Need to reconsider views – people are classified and (not)
motivation/own values represented

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Question Answer Marks

3(c)
PASSAGE B PASSAGE C

A2 – The evidence that the writers use

The overall impression should be that the writers’ use of evidence is

heavily subjective – both are out to prove a point. In Passage C the
evidence is emotive rather than scientific yet presented as matter of fact.
.Passage B offers evidence as if fact though is highly selective and
reliant on personal impressions.

Points of contrast and comparison may include:

Broad brush statistics: Everyone Broad brush statistics: Estimates

wants, goal for many, most of us, are that about a fourth of the
population
Expert opinion: Adam Grant, a
renowned professor Expert opinion: as economists put
it.
Personal experience: I’ve spent
two years meeting with people; I Personal experience: This city
worked as a magazine fact-checker has been transformed. The poor
etc. inhabit the miserable housing in the
central area. Living out in the
Comparative example: When you suburbs, it is easy to assume that
read something great, you may ours is an affluent society
think of the writer. But you only
think of the fact-checker if there’s a Comparative example: A childless
mistake young couple is not poor in the way
an elderly couple might be with the
Case-study: Dennis Poon same income.

Case study: unskilled workers

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Question Answer Marks

3(c)
PASSAGE B PASSAGE C

A3 – The language, structure and techniques used by the writers

and their effects on the reader

Points of contrast and comparison may include:

Rhetorical devices: answers own Rhetorical devices: poses and

question re the kind of person answers the questions at the
invisibles are beginning and end – frames the
argument
Frames the argument: focus on
happiness/success / fulfilment at Metaphor of invisibility: fairytale/
start and end fable – waking from a long sleep,
rubbing eyes; clothes make [them]
Metaphor of invisibility: Invisibles invisible too, city has been
with a capital letter suggest they transformed
have some sort of super human
power Assertion /authoritative voice: it
is becoming harder to see, it is not
Assertion of shared values therefore surprising, there is a
everyone wants, the more distinction, it is impossible to
recognition we expect calculate; one has to make the
effortImplied criticism of values
Narrative / documentary style: I of those with an opposing
began to wonder viewpoint through what appears
on first glance to be agreement:
Designed to appall reader (with There is a monotony about the
the noisy, brash/crass description injustices suffered by the poor;
of modern approach) : cacophony everything seems to go wrong with
of personal horn-tooting; buzz, them. They never win. It’s just
crave, formula for happiness, boring.
waving a flag
Dramatic Imagery to evoke sense
Structure – paragraphs build of threat to anyone in the city – no
one is immune: piranha fish in a
Brazilian stream

Structure – shift in second half

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Marking Criteria for Question 3(c)

Table A, Reading
Use the following table to give a mark out of 20 for Reading

Perceptive comparison of the differences between the writers’ ideas, views

and perspectives.
18–20
Band 6 Detailed and convincing critical analysis of the writers’ use of language and
marks
techniques and their effects on the reader.
Precise and cogent textual references support critical evaluations.

Some insightful comparison of the differences between the writers’ ideas,

views and perspectives
15–17
Band 5 Detailed analysis of the writers’ use of language and techniques and their
marks
effects on the reader.
Carefully selected textual references support evaluations.

Understanding of the differences between the writers’ ideas, views and

perspectives.
11–14
Band 4 Clear explanations of the writers’ use of language and techniques and some
marks
of their effects on the reader.
Relevant and generally helpful textual references support points made.

Some understanding of the main differences between the writers’ ideas,

8–10 views and perspectives.
Band 3
marks Some relevant comments on the writers’ use of language and techniques.
Some relevant textual references.

Some awareness of the differences between the writers’ ideas, views and
5–7 perspectives.
Band 2
marks Some identification of language and techniques used.
Occasional textual references.

Makes some straightforward comments about the passages.

1–4 Refers to some content in the passages.
Band 1
marks Textual references may be general, overlong or indiscriminately copied from
the passages.

A mark of 0 should be awarded where the response contains no creditable

Band 0 0 marks
content.

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