Example Candidate Responses - NCEE

1 Cambridge Secondary 2 Example Candidate Responses (Standards Booklet)Cambridge IGCSE First language english 05000500 First language english Standards Booklet 1 STANDARDS BOOKLET IGCSE FIRST language english SYLLABUS 0500 CONTENTS Introduction 2 paper 1 (Reading Passage Core Tier) Introduction 3 Question paper 4 Mark Scheme 7 Scripts with Examiner commentary (Candidates A J) 11 paper 2 (Reading Passages Extended Tier) Introduction 36 Question paper 37 Mark Scheme 41 Scripts with Examiner commentary (Candidates K U) 47 paper 31 (Directed Writing and Composition) Introduction 74 Question paper 75 Mark Scheme 78 Scripts with Examiner commentary (Candidates V DD) 86 Note: Examples of assessed coursework (Component 4 taken by candidates who are not offering paper 3) are contained in the separate Coursework Training Handbook for this syllabus.

2 0500 First language english Standards Booklet 2 INTRODUCTION This standards booklet for IGCSE First language english consists of candidates scripts written for the May 2009 session. Each script is accompanied by the marks that were awarded and brief commentaries explaining the strengths and weaknesses of the answers. In this way, it is possible to understand what candidates have done to gain their marks and what they still have to do to improve their grades. The annotations made by the Examiners that accompanied the scripts are not included here. These annotations consisted of recognition that candidates had used appropriate reading material from the passages set for study, and indications that this material had been adapted effectively.

3 Other annotations indicated the errors in the writing (in Papers 1 and 3 only). The commentaries make general references to the amount and seriousness of the error. The commonest errors are those of punctuation, especially sentence separation, and awkward or ungrammatical expression. Otherwise the most frequent errors are those of tense. Spelling varies, but may often be quite good. The scripts are arranged in ascending order of overall merit, and the progression in quality is often clearly shown. It may be helpful to read the least good script first, followed by one more from the middle of the range and then the best. This will clearly demonstrate the range of performance at Grades E, C and A ( paper 2), G, E and C ( paper 1) and the whole range ( paper 3).

4 The performance-related grids in the mark schemes are generic, which means that they do not vary except in the smallest of details from session to session. The Content and Structure grid for Section 2 (Composition) of paper 3 clearly states what the Examiners are looking for in the argumentative/discursive, descriptive and narrative writing and can be used as a useful teaching tool. 0500 First language english Standards Booklet 3 paper 1: INTRODUCTION Reading Passage Core Tier All sub-questions in Question 1 test candidates reading skills. For this reason candidates do not deprive themselves of marks because of inaccurate written expression here, unless this is so bad that the intended meaning becomes obscured.

5 The sub-questions in Question 1, test a range of reading skills. For Example , in this session, questions (a), (d), (f) and (h) require understanding of explicit textual details. Questions (b) and (i) test the candidates understanding of vocabulary contained in the passage, whereas Responses to questions (e), (g) and (j) require not only understanding of vocabulary but also an appreciation of the implicit suggestions in the writer s choice of words. Finally, Question 1 (c) tests the candidates ability to identify relevant points and use them to write a summary of a section of the passage. It is important that candidates read the passage and the questions carefully before writing their answers.

6 Examiners commented on the fact that many candidates apparently failed to recognise that Peru s National Bird and the Cock of the Rock were one and the same thing which resulted in the loss of one mark for Question 1 (a). Similarly, some candidates failed to respond adequately to the writing task as they described imaginary experiences on the boat journey home, rather than focusing on the question s actual requirement to write about their thoughts and feelings during the cycle ride through the Andes. Candidates should be aware that close attention to the wording of the questions is important if they wish to achieve the highest marks. Examiners commented favourably on the standard of candidates written expression, stating that the best scripts contained a wide range of appropriately used vocabulary, were well structured and mainly accurate in the use of spelling and punctuation.

7 However, the less successful Responses were marked by uncertain spelling of basic vocabulary and other such errors as the use of commas rather than full stops to separate sentences, and uncertain and frequently incorrect use of the apostrophe. Erratic paragraphing was also a feature of Responses that fell into the lower mark bands for the writing task. Overall, most candidates focused their Responses on the events of the journey, but it was necessary to develop these by including appropriate elaboration of the references to thoughts and feelings (and especially to an exploration of what had been learnt from the experience) to achieve marks in the highest bands. See Mark Scheme on pp 7-10 for further guidance.

8 0500 First language english Standards Booklet 4 paper 1: QUESTION paper Read the following passage carefully, and then answer all the questions. Ariana Svenson works for Apus Peru Adventure Travel Specialists, a company that offers you opportunities to visit little-known places. Here she writes about a cycling journey across the Andes Mountains in South America, through varied scenery. OK. I admit it, we go looking for adventure. We had always wanted to visit the Manu region but it had seemed hopelessly expensive so we had the idea of cycling there, seeing Peru's National Bird, the Cock of the Rock, and then going home. It was low season and although it was totally the wrong time of year to be crossing mountain passes, we set off, armed with an excess of wet weather gear, and brimming with enthusiasm.

9 Two minutes after we had reached the top of a mountain pass it was hailing and we were drenched. Our descent would have been truly exhilarating in good conditions when it's freezing it is hellish. Our hands, though gloved, were the first part to lose feeling not good when you need to be able to feel your hands to apply the brakes on hairpin corners! Your lips go numb first, and then your nose starts running and your knees begin to freeze up in the cold. It was pure agony. An Andean village, that appeared to be warmly welcoming from above, was coldly abandoned and shut up as we passed by closed doors. About three hours later, bedraggled and miserable, we arrived at Colquepata.

10 There they told us it was only another forty minutes downhill to Paucartambo: it took us over two hours! At least the journey was downhill and at its best there were smooth roads, good gradients and high speeds. We passed through pretty farmland, groups of eucalyptus trees and herds of cattle and sheep on their way home at the end of the day. Paucartambo emerged around the corner, a charming place, with cobblestone streets, narrow alleys and whitewashed houses. People in skirts and draped in colourful blankets added an old world charm and we felt that we had stepped back centuries. Later we arrived in San Pedro to see the Cock of the Rock birds doing their mating dance. We camped on a nice man's soccer pitch, and woke up at midnight to the sound of rain incessant, heavy, continuous rain that pelted the tent with a somewhat dismaying regularity.