MARK SCHEME For The November 2003 Question Papers
CAMBRIDGE INTERNATIONAL EXAMINATIONSInternational General Certificate of Secondary EducationMARK SCHEME for the November 2003 question papers0500 FIRST LANGUAGE ENGLISH0500/01Paper 1 (Reading and Directed Writing - Core),maximum mark 600500/02Paper 2 (Reading and Directed Writing - Extended),maximum mark 600500/03Paper 3 (Continuous Writing),maximum mark 40These mark schemes are published as an aid to teachers and students, to indicate the requirementsof the examination. They show the basis on which Examiners were initially instructed to award marks.They do not indicate the details of the discussions that took place at an Examiners’ meeting beforemarking began. Any substantial changes to the mark scheme that arose from these discussions willbe recorded in the published Report on the Examination.All Examiners are instructed that alternative correct answers and unexpected approaches incandidates’ scripts must be given marks that fairly reflect the relevant knowledge and skillsdemonstrated.Mark schemes must be read in conjunction with the question papers and the Report on theExamination. CIE will not enter into discussions or correspondence in connection with these mark schemes.CIE is publishing the mark schemes for the November 2003 question papers for most IGCSE andGCE Advanced Level syllabuses.
Grade thresholds taken for Syllabus 0500 (First Language English) in the November 2003examination.maximummarkavailableminimum mark required for grade:ACEFComponent 160-503428Component 260463220-Component 34035261611Component 44036261611The threshold (minimum mark) for B is set halfway between those for Grades A and C.The threshold (minimum mark) for D is set halfway between those for Grades C and E.The threshold (minimum mark) for G is set as many marks below the F threshold as the Ethreshold is above it.Grade A* does not exist at the level of an individual component.maximummarkavailableminimum mark required for grade:135Component 510951Component 610951Note: Grade criteria for Component 5 (Oral) and Component 6 (Oral Coursework) areprinted in the syllabus booklet.
November 2003INTERNATIONAL GCSEMARK SCHEMEMAXIMUM MARK: 60SYLLABUS/COMPONENT: 0500/01FIRST LANGUAGE ENGLISHPaper 1 (Reading and Directed Writing - Core)
Page 1Mark SchemeIGCSE EXAMINATIONS – NOVEMBER 2003Syllabus0500Paper1Part 11A[1]2D[1]3D[1]4C[1]5C[1]6C[1]7Give (a) two reasons why Christen’s childhood made it likely that hewould be interested in sailing when he grew up, and (b) two reasonswhy he did not want to get involved with sailing round the world.(a) He grew up on an islandHe first sailed at 5/when very young 1 1(b) He thought the sailors were crazyIt was not his amibition/goal 1 1[4]8In your own words, give four reasons why Christen likes sailing in therace. Start each of your answers with, “He likes ”123456likes to appreciate natural beauty/stars/sea shining/Cape Hornlikes to feel part of nature/close to naturelikes feeling small in a huge universelikes feeling privileged/luckylikes to sail fast/faster than the wind/the excitementlikes to invent strategies/routesGive 1 mark for any of these up to a maximum of 4. Do not award a point if itis indiscriminately copied from the text.[4]9Give four reasons why Christen thinks it is a good idea to make films onboard the boat.123456allows good communication between the crew and their familiescult following/makes the sport popularcan share his experiences widelygood public relationsthe crew can be stars in the filmscompany can be successful/make moneyGive 1 mark for any of these to a maximum of 4. University of Cambridge Local Examinations Syndicate 2004[4]
Page 210Mark SchemeIGCSE EXAMINATIONS – NOVEMBER 2003Syllabus0500Paper1Explain in your own words why his nickname “Judge” might havehelped him on board the boat, but has not.12you would expect people to obey/listen/take note of a judgebut everyone is equal/he has to take orders/it is a different environment[2]Part 211 (a) Write a summary of what Cameron did from the moment he first ran offinto the woods to the time he was rescued. Write about 75-100 words.Use your own words as far as possible.1234567he ran (away) from his mother/into the foresthe got losthe looked for some dinosaurshe played with his stick/scared dinosaurs with his stickhe curled into a ballhe lay on a bed of leaveshe fell asleep/slept all night long(b) Write a summary of the entire rescue procedure and what Cameron didafter being rescued. Write about 75-100 words. Use your own words asfar as possible.8910111213141516171819(mother) raised alarma search party (was raised)/began searchingnot found before nightfallnext morning a rescue dog found himand fetched her handlerwho found him sitting on a fallen treeonly 500 m/short distance from where he was losthe refused another jacket/said he was warmwent to hospitalate (warm toast)spoke about his experienceswent homeGive 1 mark for any of these to a maximum of 15 (Tick and) number on script.Performance descriptions: written expressionGive a mark out of 5 according to the following:5Some features of a summary style (not consistent), reasonable focus onquestion and very rare lifting. Length not excessive. Reward reasonableattempt to order information in (a).4Occasional concision, tending to lose focus here and there (but evident thatthe passage has been understood). Occasional lifting. Length not excessive. University of Cambridge Local Examinations Syndicate 2004
Page 3Mark SchemeIGCSE EXAMINATIONS – NOVEMBER 2003Syllabus0500Paper13Descriptive/discursive style, frequently unfocused. Lifting apparent but notserious (though suggesting some lack of understanding in places). May be alittle long.2Rambling and occasionally muddled; lifting may be obtrusive, but can befollowed. Possibly quite long.1Weak expression OR virtually all copied.Probably long.0Incoherent (points cannot be identified)12Imagine that you are Cameron’s mother and that you keep a diary. Writea diary entry about the time Cameron was missing. Describe yourthoughts and emotions about the event and what you think of Cameronand what he did. Base your ideas on the newspaper report but do notretell the story.Hard to follow where original.The better scripts will tell less of the story and more about what the motherthought and felt, especially:123456how could it happen/only turned my back a second/guilt/panic/WHENLOSTso many people/no luck/such a large forest/SEARCHcold/nothing to eat/wild animals/survival/AT NIGHTrelief/amazement/is he all right?/ WHEN HE WAS FOUNDsharing the story/the joke/WITH THE REPORTERthoughts about Cameron: cool/brave/inventive/self-contained/world ofown/vulnerablePerformance descriptors according to contentGive a mark out of 10 according to the following:9/10Creates a credible sequence of thoughts and emotions with a sense ofdeepening fear and climax when Cameron is found. Comments on hispersonality. The mother’s voice is clear.7/8Begins to adapt the material of the report from a mother’s point ofview. Occasional development of ideas.5/6Significant narrative content but with some reference to mother’sthoughts and feelings.3/4Largely follows original narrative, with occasional simple reactions toevents.1/2Virtually no links with passage OR a copying out of narrative events.0Has written unrelated narrative/task is unrecognizable. University of Cambridge Local Examinations Syndicate 2004
Page 4Mark SchemeIGCSE EXAMINATIONS – NOVEMBER 2003Syllabus0500Paper1Performance descriptions in mark bands C-G: written expressionGive a mark out of 10 according to the following:9/10Generally accurate. Reads like a diary (partly or wholly) and uses acompetent vocabulary suited for expressing varied thoughts andemotions.7/8Some minor errors, but clearly expressed with a little fluency. Adoptssome features of personal writing style. Minor errors – just needssome tidying up.5/6Has errors though meaning is not in doubt. Some sense of a stylesuitable for a diary, but generally simply expressed.3/4Many errors but simple English is mostly clear. Style may beinappropriate with some lack of clarity in, for example, longersentences.1/2Coherent in places; major errors, including failure to use normalgrammar; uses simple English and handles it poorly.0Virtually impossible to follow. University of Cambridge Local Examinations Syndicate 2004
November 2003INTERNATIONAL GCSEMARK SCHEMEMAXIMUM MARK: 60SYLLABUS/COMPONENT: 0500/02FIRST LANGUAGE ENGLISHPaper 2 (Reading and Directed Writing - Extended)
Page 1Mark SchemeIGCSE EXAMINATIONS – NOVEMBER 2003Syllabus0500Paper2Part 11Summarise (a) what Christen Horn Johannessen finds enjoyable abouttaking part in the Volvo Ocean Race and (b) what Libby Purves saysabout the hard work and discomforts of sailing in tall ships.Passage A12345678910beauty of natural objects (stars, phosphor, Cape) (i.e. what he sees)features of landscape (e.g. the Cape)part of nature/tiny speck/close to natureprivilege/luck to be sailinghigh speeds (e.g. beating weather systems)chance to make films/share experiencemedia star/cult followingchange from workwork out strategies/see them workcommunicate with families/stopoversPassage B1112131415161718192021cold – ice and snowlong watches/steering/shiftsseasicknesswash floors/sew sails/work at odd hoursall have to help repair/mend snapped boom, pack sailsworking aloftlittle sleep/wearinessmight have to sleep in hammocksrain/spraygales/tearing windsextra shiftsTick and number on script; give 1 mark for any of these points up to amaximum of 15.Now give up to 5 marks for the ability to write in summary style(concision, focus and use of own words). Check that paragraph 2 inPassage 1 has not been lifted.5:4:3:2:1:Effective summary style throughout; focused; words well chosen.Generally concise and well focused; in own words.Some features of summary style (not consistent), reasonable focus, no orvery occasional lifting.Occasional concision, tendency to lose focus (some rambling), butevidence that the passage has been understood. Occasional lifting.Descriptive, discursive style, frequently unfocused; lifting obtrusive. University of Cambridge Local Examinations Syndicate 2004
Page 22Mark SchemeIGCSE EXAMINATIONS – NOVEMBER 2003Syllabus0500Paper2Write the words of a conversation in which Libby Purves and ChristenHorn Johannessen discuss their experiences of sailing. During theconversation they discuss: *what they have learned about themselves;*the teenagers who were on the Europa.You should base the conversation on ideas from both passages, butyou should develop the material and comment freely upon it.Content notes: reward candidates who incidentally pick up the differences incharacter and experience between the two (LP is tough but has seen herselfin the mirror, Christen is a highflyer and full of confidence).Look for: some extension of the opening gambit, or continually returning to thetheme throughout the conversation.(a) “Crazy things”: Credit justifications for going in races or on tall ships byCJ and LP; also LP’s comments about the miseries of the experience.(b) Learning about themselves:CJ small in the scheme of things; appreciates opportunities; enjoys success(as a star); cannot boss people about on board; must attend to routine.LP has to learn to face hardship and ‘chilly misery’; that nice smart clothesand adulthood do not make her superior; to be humble; to face fear (oracknowledge it, like going aloft); to work as a part of a team with all ages andnationalities.(c) Teenagers: admired for their sacrifices to take part; for their attitudes toseasickness; for their ability to do things that LP could not; for theirenthusiasm and determination.Performance descriptions: contentMark Band 13-15A confident grasp of themes and issuesThe conversation arises naturally from the two passages. Candidates develop ideasand details originally and convincingly. Expect all three cues/bullets to be wellhandled, with the first bullet as a discriminator. The characters and their attitudestowards their experiences are well understood and presented. The reading ofPassage B is accurate.Mark Band 10-12Material well developedThere are some signs of confidence in using ideas from the passages and sustainingdiscussion. Expect the first cue and one of the others to be well handled. Theanswer may not be consistent. Some understanding is shown of the basic difference(or difference of position) of the characters. The reading of Passage B is almostcompletely accurate.Mark Band 7-9Competent use of materialThere is sufficient reference to both passages, although each cue or bullet is dealtwith rather ordinarily or literally with little original development. Competence inreading the passages is demonstrated, but there may be some inaccuracy in inferringmeaning from Passage B. The most obvious differences between the characters willbe apparent. University of Cambridge Local Examinations Syndicate 2004
Page 3Band 4-6Mark SchemeIGCSE EXAMINATIONS – NOVEMBER 2003Syllabus0500Paper2Some selection of materialMaterial selected from the passages is rather thinly spread, and all cues/bullets aretreated generally with only a little explanatory detail. Some attempt is made toanswer all of the question, although the answer is clearly inconsistent. There may besustained inaccuracy in reading Passage B.Band 1-3A limited answerThere is little material although there is some focus. Candidates use material fromthe passages generally, without detail. There is evidence that the passages havebeen read, but not methodically or accurately. Candidates may write creativelywithout reference to the details of the passages or to the question.Performance descriptions: written expression5Presents and manages the structure of the conversation with natural links andeffective interaction of the speakers.Language effective – e.g. voice underlines personality.4Some naturalness in structure of the conversation with occasionally effectiveinteraction of the speakers.Language mostly effective – e.g. in explaining points.3The conversation has a recognizable structure but interaction betweenspeakers is occasionally mechanical (e.g. a catechism rather than a freediscussion).Language competent – e.g. in its clarity.2Some inconsistencies of structure – e.g. in balance and order. Occasional useof extended contributions, but the contributions of each character are generallyshort and pass backwards and forwards mechanically.Language mainly competent with occasional loss of clarity and effectiveness.1Some faulty structure – e.g. going backwards and forwards from one section toanother. Expression not always clear, accurate or appropriate. University of Cambridge Local Examinations Syndicate 2004
Page 4Mark SchemeIGCSE EXAMINATIONS – NOVEMBER 2003Syllabus0500Paper2Part 23You are the newspaper reporter. Invent a suitable headline and writeyour report of the incident for tomorrow’s newspaper. You may quotesome of Joy’s words, but the report should be in your own words and inwritten, not spoken English. You must also decide on the order of thematerial you use from the transcript. Your editor believes in youngpeople and wants his newspaper to note the good things that they do.You should therefore include some comments about Joy’s actions.Content notes: This question requires re-ordering of the material (since Joyoccasionally wanders round the topic), some care over language (since Joy istoo informal for a newspaper report) and some ingenuity in relating Joy’sactions to the general excellence of teenagers.Expect a headline with some point (perhaps the angle of the story)a brief encapsulating introductory paragraphthe events, succinctly toldinformation about Mrs Njobacomments about Joycomments on teenagers in general with this incident as an example.The above is the preferred order, but accept other, provided that the links aresatisfactory and especially that the retelling of the events is not too split up.Some information (such as Joy’s views about embarrassing photos) isirrelevant.Watch for candidates who narrate the report’s actions in first person or whomuddle tenses. Some may muddle written and spoken styles.Watch for mentioning names of people in the transcript without identifyingthem.Performance descriptions: contentMark Band 13-15A confident grasp of themes and issuesThe candidate sifts the material efficiently and uses a great deal of what isuseful and relevant in a convincing order. The report has plenty of interestingdetail. The last section analyses Joy’s actions and characteristics and showshow they fit into a general pattern of teenage behaviour.Mark Band 10-12Material well developedThe candidate understands and re-orders the information well and uses muchof what is useful and relevant. The report has some interesting detail. Thelast section comments positively on Joy’s actions, and there may be somecomment about teenagers in general that would please the editor. University of Cambridge Local Examinations Syndicate 2004
Page 5Mark SchemeIGCSE EXAMINATIONS – NOVEMBER 2003Mark Band 7-9Syllabus0500Paper2Competent use of materialThe candidate understands the information and structures the reportcompetently, although there may be slight inconsistencies. The last section isadequate although plain and brief, perhaps failing to stress some of Joy’sstronger characteristics.Mark Band 4-6Some selection of materialThe material is rather thinly used, lacking some of the detail that would makethe report come alive. There may be occasional errors of order. The lastsection is attempted but makes few points.Mark Band 1-3A limited answerThe report makes little helpful use of the material and may not be coherent orparticularly relevant. Lifting attracts a very low mark indeed. The final sectionis weak or non-existent.Performance descriptions by mark bands A-E: written expression5Virtually no technical errors. Adopts good journalistic style (includingpossibility of direct and indirect speech) and converts Joy’s languagewell.4Slight technical errors; occasional loss of journalistic style, but fluent.Converts Joy’s language well.3Needs attention to detail, but generally correct and clear. Vocabularyplain, but shows more obvious traits of journalistic style.2Needs some redrafting. Language inconsistent and may show slightconfusion between Joyspeak and a correct formal style.1Many errors, technical and stylistic. May include wrong use of Joy’slanguage and reporter first person narrative. University of Cambridge Local Examinations Syndicate 2004
November 2003INTERNATIONAL GCSEMARK SCHEMEMAXIMUM MARK: 40SYLLABUS/COMPONENT: 0500/03FIRST LANGUAGE ENGLISHPaper 3 (Continuous Writing)
Page 1Mark SchemeIGCSE EXAMINATIONS – November 2003Syllabus0500Paper336-40 marksApart from very occasional ‘first draft’ slips, the language is entirely accurate.Sentence structures demonstrate that the candidate has skill to use various lengthsand types of sentence to achieve particular effects. The writing is stylistic and fluent.Vocabulary is wide and precise. There is a good range of accurate punctuation thathelps to define meaning. Spelling is accurate. Paragraphs have unity, are linked andare well planned.The topic is addressed relevantly throughout, and there is evidence of complexthought. A strong sense of audience satisfies the needs of the reader.31-35 marksThe language is accurate; occasional errors are either ‘first draft’ slips or arise from useof ambitious structures or vocabulary. Vocabulary is wide enough to convey shadesof meaning with some precision. Sentences show some variation of length and type,including confident use of complex sentences. There are signs of fluency and style,not always consistent. A fair range of accurate punctuation is used. Spelling ismostly accurate. Paragraphs show some evidence of planning, have unity and areusually linked. The overall structure is satisfactory.The writing is a relevant response to the topic, there are instances of fairly complex
MARK SCHEME for the November 2003 question papers 0500 FIRST LANGUAGE ENGLISH 0500/01 Paper 1 (Reading and Directed Writing - Core), maximum mark 60 0500/02 Paper 2 (Reading and Directed Writing - Exte
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