Cambridge IGCSE™

FIRST ENGLISH LANGUAGE 0500/21

Paper 2 Directed Writing and Composition May/June 2022
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 2022 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 11 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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Question Answer Marks

1 A relative is considering moving to another country where they and 40

their teenage children will have to learn a new language.

Write a letter to your relative giving your views about whether or not
this is a good idea.

In your letter you should:

• evaluate the ideas, opinions and attitudes in both texts
• explain how successful you think the move will be for the adults and
their children.

Base your letter 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.

Notes on task:

Responses might use the following ideas:

Text A

 ‘pre-teens’ pick up a new language quickly

 new languages can change young people’s personalities
 nuance/humour in a new language is hard
 true bilingualism not possible
 accents always obvious
 attitudes to bilingualism have changed with research
 bilingualism can help with empathy
 can protect against dementia
 can make people less articulate/developed in both languages
 can limit people’s access to depth of culture
 can be very enriching

Text B

 second language not always a choice

 can make you a more interesting person
 languages can be lost without effort
 can make you more employable
 possible only to be bilingual in one context.

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Question Answer Marks

1 Possible evaluation of ideas: 40

 learning a new language can lead to humiliation/isolation for young

people in school–accents stand out, slang, lack of humour, different
personality
 personality changes may not be for the better/could lead to
distance between child and family/could be very positive
 personality change happens anyway as young people grow up
 better to have deep understanding of one language/culture than less
developed grasp of two
 nuance and humour are essential in social interaction
 teenage years are already difficult without new pressures
 being immersed in a new language can lead to estrangement from family
from original language
 different accents not really important
 95 fluency is enough, not a big deficit
 older people will struggle more than young people
 young people will struggle to integrate while they can’t
communicate.

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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

Question Answer Marks

2 EITHER 40

Write a description with the title, ‘The nest’.

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

Describe the preparations you make for an important journey.

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 story which involves an injustice.

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 story with the title, ‘Cancelled’.

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 The plot is well-defined and strongly

developed ideas and images developed with features of fiction writing such
create a convincing overall as description, characterisation and effective
picture with varieties of focus. 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 The plot is defined and developed with

images and details give a features of fiction writing such as description,
mostly convincing picture. 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, The plot is relevant and cohesive, with some
images and details, even features such as characterisation and setting
where there is a tendency to of scene.
write in a narrative style.

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Level Marks General and specific marking criteria

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 The plot is straightforward, with limited use of
series of relevant but the features of narrative writing.
straightforward details, which
may be more typical of a
narrative.

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 The plot is a simple narrative that may consist of
relevant events with limited events that are only partially linked and/or which
detail. 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 The plot and/or narrative lacks coherence.

and lacks detail.

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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