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Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education

ENGLISH AS A SECOND LANGUAGE 0510/21

Paper 2 Reading and Writing (Extended) October/November 2017
MARK SCHEME
Maximum Mark: 90

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 2017 series for most
®
Cambridge IGCSE , Cambridge International A and AS Level components and some Cambridge O Level
components.

® IGCSE is a registered trademark.

This document consists of 12 printed pages.

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IGCSE English as a Second Language Extended tier Reading/Writing (Paper 2)

This component forms part of the Extended tier assessment of IGCSE English as a Second Language
and tests the following Assessment Objectives:

AO1: Reading
R1 identify and retrieve facts and details
R2 understand and select relevant information
R3 recognise, understand ideas, opinions and attitudes and the connections between the related
ideas
R4 understand what is implied but not actually written, e.g. gist, relationships, writer’s
purpose/intention, writer’s feelings, situation or place

AO2: Writing
W1 communicate clearly, accurately and appropriately
W2 convey information and express opinions effectively
W3 employ and control a variety of grammatical structures
W4 demonstrate knowledge and understanding of a range of appropriate vocabulary
W5 observe conventions of paragraphing, punctuation and spelling
W6 employ appropriate register/style

Overview of exercises on Paper 2

Reading Marks for Writing Marks for Total

objectives reading objectives writing available
tested objectives tested objectives marks

Exercise 1 Reading (1) R1 9 – 9

Exercise 2 Reading (2) R1, R2, R4 15 – 15

Exercise 3 Information R1, R2, R4 6 W1, W5 2 8

transfer

Exercise 4 Note- R1, R2, R3 9 – 9

making

Exercise 5 Summary R1, R2, R3 6 W1, W2, 5 11

W3, W4,
W5

Exercise 6 Writing (1) – W1, W2, 19 19

W3, W4,
W5, W6

Exercise 7 Writing (2) – W1, W2, 19 19

W3, W4,
W5, W6

90

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Exercise 1: Volunteering for archaeological work

Question Answer Marks

1(a) learn about past 1

1(b) raise awareness / public awareness 2

AND
speed (up project) / help
ONE MARK FOR EACH CORRECT DETAIL

1(c) universities 1

1(d) legal reasons 1

1(e) (level of) fitness / being ready physically 1

1(f) (start) early / start time 1

1(g) ‘tool talk’ (given) 1

1(h) pieces of pot(s) 1

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Exercise 2: ‘The mountain ash tree’

Question Answer Marks

2(a) (perfect place to observe) wildlife 1

2(b) wet weather / when it rains / when weather changes 1

2(c) 99.6 metres / 99.6 meters / 99.6 m 1

2(d) grow wide(r) 1

2(e) grow less / smaller 2

AND
capture less energy / less energy from sun
ONE MARK FOR EACH CORRECT DETAIL

2(f) leaves (quite) large / size of leaves 1

2(g) humans / logging / (trees) cut down 1

2(h) protected (areas) / (state) regulations 1

2(i) falling prices / lower prices 2

AND
(pressure from) environmental organisations / environmental concerns
ONE MARK FOR EACH CORRECT DETAIL

2(j) 1 mountain ash not as tall / giant redwoods taller 4

mountain ash height limit / giant redwoods no height limit
2 mountain ash don’t live as long / giant redwoods live longer
mountain ash live 400 years / giant redwood live 3000 years
3 mountain ash have flowers / mountain ash tallest flowering trees /
giant redwoods no flowers
4 mountain ash die from fires / giant redwoods don’t die in fires
mountain ash don’t grow branches after fires / giant redwoods grow
branches after fires
5. mountain ash can’t resist diseases / giant redwoods resist diseases

(accept ‘ash’ and ‘redwood’ to refer to trees)

ONE MARK EACH FOR ANY FOUR FROM FIVE

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Exercise 3: Video games tester

Question Answer Marks

3 Section A

Full name: Dominic Noles 9

Age: 16 (years (old)) / sixteen (years (old)) 9

Country of residence: Belgium 9

Email: [email protected] 9

What interests do you have besides gaming? (playing) guitar 9

Section B

How long have you been playing video games? 8 years 9

Which type of games have you played most? TICK role-playing 9

What’s the name of your favourite video game? Questor 9

Why do you like this game so much? (set(s)) complicated challenges 9

Section C

Which of your personal qualities do you think would make you a good 9
video games tester?
logical (mind) OR (ability to) focus on detail(s) (only one required)

How did you first find out about this video games tester training? 9
(computer science) teacher

Which of the video games tester training programmes would you prefer 9
to do?
CIRCLE Programme C

Total for Sections A–C: 6

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Question Answer Marks

3 Section D

Example of an acceptable sentence: 2

I would like to work as a video games designer because I want a well (-) paid
job.
Do not accept ‘tester’ for ‘designer’

Marking Criteria

2 marks: no fewer than 12 and no more than 20 words; proper sentence

construction; correct spelling, punctuation and grammar; relevant to context.

1 mark: no fewer than 12 and no more than 20 words; proper sentence

construction; 1–3 errors of punctuation / spelling / grammar that do not
obscure meaning; relevant to context.

0 marks: more than 3 errors of punctuation / spelling / grammar; and / or

irrelevant to context, and / or not a proper sentence; and / or fewer than 12
words or more than 20 words.

Absence of a full stop at the end should be considered as 1 punctuation

error.
Absence of an upper case letter at the beginning should be considered
as 1 punctuation error.
Omission of a word in the sentence should be considered as 1 grammar
error.

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Exercise 4: Walking with lions: the lion encounter project

Question Answer Marks

4 The young lions – some physical facts Max 3

1 100 kg
2 agile / jump easily
3 40 kph / fast

Rules for visitors going on lion walks Max 3

4 accompanied
5 carry stick
6 stay behind (lions)
7 touch (from) neck down / don’t touch head
8 at least 1.50 metres / taller than lion
9 do not lie down

Arguments supporting the Lion Encounter project Max 3

10 home to abandoned lions / abandoned lions would not survive

11 helps understand (lions) / understand (lions) better
12 encourages protection of habitats / encourages protection of their
environment
13 thrilling experience

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Exercise 5: Writing song lyrics

Question Answer Marks

5 Content: Max 6
What you should do:
1 learn from great (song)writers / listen to songs by great (song)writers
2 practise / write a lot
3 direct (song) at particular audience
4 write about issues you have feelings about
5 use clear language / ensure understanding
6 ask a ‘song editor’ to look
What you should avoid doing:
7 don’t imitate / don’t copy
8 don’t mix up poetry and lyrics
9 don’t worry about grammar
10 don’t stick to a formula

Language: Max 5
0 marks: no understanding of the task / no relevant content / meaning
completely obscure due to serious language inaccuracies
1 mark: copying without discrimination from text / multiple language
inaccuracies
2 marks: heavy reliance on language from the text with no attempt to
organise and sequence points cohesively / limited language
expression making meaning at times unclear
3 marks: some reliance on language from the text, but with an attempt to
organise and sequence points cohesively / language satisfactory,
but with some inaccuracies
4 marks: good attempt to use own words and to organise and sequence
points cohesively / generally good control of language
5 marks: good, concise summary style / very good attempt to use own
words and to organise and sequence points cohesively

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Question Answer Marks

6 Email 19

Question Answer Marks

7 Extended writing 19

The following general instructions, and table of marking criteria, apply to both exercises.

1 Award the answer a mark for content (C) [out of 10] and a mark for language (L) [out of 9] in
accordance with the General Criteria table that follows.

2 Content covers relevance (i.e. whether the piece fulfils the task and the awareness of
purpose/audience/register) and the development of ideas (i.e. the detail/explanation provided
and how enjoyable it is to read).

3 Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of
grammar, spelling, punctuation and use of paragraphs).

4 When deciding on a mark for content or language, first of all decide which mark band is most
appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that
mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils
all the requirements of the band but doesn’t quite make it into the band above.

5 When deciding on a mark for content, look at both relevance and development of ideas. First
ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If
it does, it will be in at least the 4-5 mark band. If one bullet point is missing, a maximum mark of
C4 can be awarded.

6 When deciding on a mark for language, look at both the style and the accuracy of the language.
A useful starting point would be first to determine whether errors intrude. If they do not, it will be
in at least the 4–5 mark band.

7 The use of paragraphs should not be the primary basis of deciding which mark band the work is
in. Look first at the language used and decide on a mark, and if there are no paragraphs, deduct
one mark.

8 If the essay is considerably shorter than the stated word length, i.e. fewer than 105 words, it
should be put in mark band 2–3 for content or lower for not fulfilling the task. The language mark
is likely to be affected and is unlikely to be more than one band higher than the content mark.

9 If the essay is totally irrelevant and has nothing to do with the question asked, it should be given
0 marks for Content and Language, even if it is enjoyable to read and fluent.

10 If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for
language is available.

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GENERAL CRITERIA FOR MARKING EXERCISES 6 AND 7 (Extended Tier)

Mark CONTENT: relevance and Mark LANGUAGE: style and accuracy

band development of ideas band (AO: W1, W3, W4, W5)
(AO: W1, W2, W6)

8–10 Highly effective: 8–9 Precise:

Relevance: Style:
Fulfils the task, with consistently Ease of style. Confident and wide-
appropriate register and excellent sense ranging use of language, idiom and
of purpose and audience. tenses.
Award 10 marks. Award 9 marks.

Fulfils the task, with consistently A range of language, idiom and tenses.
appropriate register and very good Award 8 marks.
sense of purpose and audience.
Award 8/9 marks. Accuracy:
Well-constructed and linked paragraphs
Development of ideas: with very few errors of any kind.
Original, well-developed ideas. Quality is
sustained. Outstanding.
Award 10 marks.

Shows some independence of thought.

Ideas are well developed, at appropriate
length and convincing. The interest of
the reader is sustained. Award 9 marks.

Ideas are well developed and at

appropriate length. Enjoyable to read.
Award 8 marks.

6–7 Effective: 6 Competent:

Relevance: Style:
Fulfils the task, with appropriate register Sentences show variety of structure and
and a good sense of purpose and length. Attempt at sophisticated
audience. vocabulary and idiom. Award 7 marks.
Award 7 marks.
Sentences show some style and
Fulfils the task, with appropriate register ambitious language. However, there may
and some sense of purpose and be some awkwardness making reading
audience. less enjoyable. Award 6 marks.
Award 6 marks.
Accuracy:
Development of ideas: Mostly accurate apart from minor errors
Ideas are developed at appropriate which may include infrequent spelling
length. Engages reader’s interest. errors. Good use of paragraphing and
linking words. Award 7 marks.

Generally accurate with frustrating

errors. Appropriate use of paragraphing.
Award 6 marks.

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Mark CONTENT: relevance and Mark LANGUAGE: style and accuracy

band development of ideas band (AO: W1, W3, W4, W5)
(AO: W1, W2, W6)

4–5 Largely relevant: 4–5 Satisfactory:

Relevance: Style:
Fulfils the task. A satisfactory attempt Mainly simple structures and vocabulary
has been made to address the topic, but but sometimes attempting a wider range
there may be digressions. of language. Award 5 marks.
Award 5 marks.
Mainly simple structures and vocabulary.
Does not quite fulfil the task although Award 4 marks.
there are some positive qualities. There
may be digressions. Accuracy:
Award 4 marks. Meaning is clear and of a safe standard.
Grammatical errors occur when
Development of ideas: attempting more ambitious language.
Material is satisfactorily developed at Paragraphs are used, showing some
appropriate length. coherence. Award 5 marks.

Meaning is generally clear. Simple

structures are usually sound. Errors do
not interfere with communication.
Paragraphs are used but without
coherence or unity. Award 4 marks.

2–3 Partly relevant: 2–3 Errors intrude:

Relevance: Style:
Partly relevant and some engagement Simple structures and vocabulary.
with the task. Inappropriate register,
showing insufficient awareness of Accuracy:
purpose and / or audience. Meaning is sometimes in doubt.
Award 3 marks. Frequent errors do not seriously impair
communication.
Partly relevant and limited engagement Award 3 marks.
with the task. Inappropriate register,
showing insufficient awareness of Meaning is often in doubt. Frequent,
purpose and / or audience. distracting errors which slow down
Award 2 marks. reading.
Award 2 marks.
Development of ideas:
Supplies some detail but the effect is
incomplete and repetitive.

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Mark CONTENT: relevance and Mark LANGUAGE: style and accuracy

band development of ideas band (AO: W1, W3, W4, W5)
(AO: W1, W2, W6)

0–1 Little relevance: 0–1 Hard to understand:

Very limited engagement with task, but Multiple types of error in grammar /
this is mostly hidden by density of error. spelling / word usage / punctuation
Award 1 mark. throughout, which mostly make it difficult
to understand. Occasionally, sense can
No engagement with the task or any be deciphered. Award 1 mark.
engagement with task is completely
hidden by density of error. Density of error completely obscures
Award 0 marks. meaning. Whole sections impossible to
recognise as pieces of English writing.
If essay is completely irrelevant, no mark Award 0 marks.
can be given for language.

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