English

Stage 9

Paper 1 Non-fiction 2022

Cambridge Lower Secondary Progression Test
Mark Scheme

3140_01_MS_5RP
© UCLES 2022
S9/01 English Stage 9 Paper 1 Mark Scheme From 2022

Section A: Reading

Question Answer Marks

1 What type of text is this? Tick () one box. 1

Award 1 mark for:

• discussion text.

Question Answer Marks

Look at the first paragraph (lines 1–6).

2(a) Give one reason the Cincinnati underground network was never 1
completed.

Award 1 mark for one of the following ideas:

• The money had run / ran out.

• The government refused to help.
2(b) Give one word that tells the reader the underground remains unused. 1

Award 1 mark for:

• abandoned.

Question Answer Marks

3 Look at the first sentence in the second paragraph (lines 7–12). The word 1
Though links two ideas.
What is the link?

Award 1 mark for:

• Cincinnati is an example of a wider pattern/trend around the world.

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Question Answer Marks

4 Look at the third paragraph (lines 13–16). The writer uses two dashes ( – ). 1
Give one reason why the writer does this.

Award 1 mark for either of the following:

• to contrast (between use of stations and sewers and other tunnels)

• to provide additional/extra information.

Do not accept: rhetorical punctuation. This answer is not specific to the use of
dashes in this text.

Question Answer Marks

5 Look at lines 19–20. 2

Explain why the writer uses the phrase blood flow.

Award 2 marks for both parts of any of the following ideas:

• The writer likens working public transport systems to the workings of a

human body.
• Just as blood flows through the body (to keep it alive), people flow through
the underground systems.
• Without blood flow the body will die; without commuters, the city will die.

Award 1 mark for responses that only include one part of these ideas. E.g.
‘because blood is in the body’.

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Question Answer Marks

Look at the fifth and sixth paragraphs (lines 21–23 and 24–26).
6(a) Give one example of how abandoned stations are used as pop-up meeting 1
places.

Award 1 mark for one of the following ideas:

• a location for parties (during the film festival)

• a short-term exhibition space (for Brooklyn street artists).
6(b) Look at lines 24–25. The writer uses the phrase not just as. 1
What does this tell the reader about the writer’s opinion?

Award 1 mark for:

The writer:

• thinks pop-up hangouts are a bad idea / not a good use of the space
• prefers one use of abandoned stations over another
• shows his opinion of temporary uses of abandoned stations
• thinks that permanent uses would be better than temporary uses.

Question Answer Marks

7 In the seventh paragraph (lines 27–29), Tom Moran says abandoned 1

stations are like time capsules.
Give one piece of evidence from a different part of the text that shows this
idea.

Award 1 mark for:

• these stations are a link to their cities’ past

• powerful reminders of forgotten history
• they contain all the features of a public space / they contain ornate signage
and advertising on the walls.

Do not accept: ‘And the best way to ruin a time capsule is to open it’.

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Question Answer Marks

8 Why is the last sentence in a separate paragraph? 1

Award 1 mark for:

• It is to separate Tom Moran’s quote from the author’s point of view.

• To emphasise it / the sentence or to draw a contrast with what has gone
before

Question Answer Marks

9 How do you think abandoned stations are like ghosts? 4

Give two reasons and support each reason with a quotation from the text.

Award 1 mark for a relevant reason. Award 1 mark for an appropriate quotation
that supports the reason. Award up to 4 marks.

Accept part of a quotation as long as the original meaning is conveyed.

Reason Quotation
Stations are invisible/hidden like ghosts. ‘unaware that lurking on the other
OR, side of the walls’
‘Lurking’ suggests the hidden presence
of ghosts.
Ghosts haunt deserted places. ‘the remains of deserted stations’
OR,
‘Remains’ suggests something left over
from the past and ghosts persist.
Ghosts are silent / they are reminders of ‘Known as ‘ghost stations’, they
the past / come back from the past. are silent but powerful reminders
of forgotten history.’
‘Eerie’ suggests something ‘It’s that missing human element
scary/spooky like ghosts. that makes them more eerie.’
Ghosts do not have a human element,
they are supernatural.
Ghosts haunt places. / If the commuters ‘the stations will eventually haunt
stop using the stations the stations will the city’
die and ‘haunt the city.’
Ghosts are temporary like temporary ‘Many ghost stations are being
ghost stations. used for temporary purposes.’

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Question Answer Marks

10 Where is Text B taken from? Tick () one box. 1

Award 1 mark for:

• travel magazine

Question Answer Marks

11 Look at the first sentence (line 1). The writer has omitted the words ‘Have 1
you’ from the beginning of the sentence.
Give one reason for this.

Award 1 mark for:

• (The writer has used ellipsis) to create an informal tone.

• (The writer uses an informal tone) to sound more friendly.

Question Answer Marks

12 Look at the second paragraph (lines 4–10). The writer uses a subordinate 1
clause to begin the sentence.
Give one reason for this.

Award 1 mark for:

(The writer puts the subordinate clause first to:)

• withhold the name of the website / to withhold the website owner’s / Mark
Smith’s name / to withhold the identity of the man in seat sixty-one.
• build up a picture of the website owner before his name is revealed.
• introduce the idea (that he is mysterious) in order to dismiss it (in the
second clause / part of the sentence).

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Question Answer Marks

13 Look at the last sentence. 2

Explain why the writer ends the text with this phrase.

Award 1 mark each, up to a maximum of 2 marks:

‘All aboard’ has several meanings:

• to get on the train

• to hurry up which is said before departure as a warning before the train
leaves
• implies the reader should quickly go to the website / buy the book
• to accept the idea of using trains rather than flying.

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Question Answer Marks

14(a) Your friend wants to travel. Complete the list of advantages of travelling 3
by train, using ideas and information from Text B. List up to six other
points.

Award 3 marks for 5–6 correct points.

Award 2 marks for 3–4 correct points.
Award 1 mark for 2 correct points.
Award 0 marks for 0–1 correct points.

Travelling by train:

• means you can see more scenery

• reduces carbon footprint
• is comfortable
• is less stressful than flying
• is less frustrating than flying
• is more responsible than flying
• is more exciting
• means you can see more of the world
• becomes more of a journey / is a more rewarding way of travelling / is more
adventurous.
14(b) Summarise the advantages of train travel. Include 4–5 of your points from 2
the list. Write up to 50 words. Use your own words as much as possible.

Award up to 2 marks for a coherent summary that includes 4–5 points. For
example:

• Travelling by train is affordable, comfortable and efficient. You can get to

see more of the world, and it will be more of a journey. As well as being
more relaxing than flying, it is more responsible because it reduces your
carbon footprint.

Award 1 mark for a summary that includes some but not all of the main points.
Award 0 marks for a summary made up of facts which are not synthesized.
Do not award more than 1 mark where the summary exceeds 50 words.
Accept words lifted from the text where they contribute to a cohesive summary.

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Section B: Writing

Notes to markers

• Use the marking grids on the following pages.

• Marking should always begin from the lowest mark in each column and work upward.
• A ‘best fit’ judgement should be made in judging first in which box to place the response and then,
within that box, which mark is appropriate.
• The lower mark within a box should be given if some the criteria have been met but not all.
• Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
Award 0 marks for 20 words or fewer.
Award a maximum of 7 marks for responses of between 21 and 60 words.
You need not count the words unless you think there will be fewer than 60. In normal-sized
handwriting 60 words will be approximately 8 lines.

15 There is an old, empty building in your town which is about to be demolished.

Write an article for your local newspaper to convince readers that the building should be
kept.

You should consider:

• What is the building?

• Why should it be kept?
• How should the building be used?
• Who will use the building?

Marks

Creation of texts (Wc) 5

Vocabulary and language (Wv) 3

Grammar and punctuation (Wp) 7

Structure of texts (Ws) 7

Word structure [spelling] (Ww) 3

[Total 25]

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Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
[5 marks] [3 marks] [7 marks] [7 marks] [3 marks]
The writer’s attitude to the The response is well- Grammar is used accurately
subject is well established organised using a wide throughout the text.
and conveyed in a consistent range of organisational For example, there is:
style throughout which features accurately and • a wide range of sentence
effectively sustains the effectively. types manipulated and/or
reader’s interest. adapted for effect.
Ideas are developed with • grammatical features are
chronological or logical links used effectively to
Features and conventions of
throughout the text from an contribute to the overall
the relevant text type, when
effective introduction to a development of the text.
appropriate, are successfully
successful conclusion. • Consistent use of formal
manipulated for effect
throughout. and/or informal register to
Paragraphs are used enhance and emphasise
successfully to structure the meaning according to
Structural, linguistic and content. There is effective context, purpose and
literary features are used in cohesion within and audience.
combination to create between paragraphs.
specific effects. Punctuation is accurate:
An effective range of • Use of a wide range of
A logical viewpoint is carefully chosen sentence punctuation for effect.
established and sustained openings and connectives • Conventions of layout are
throughout. If relevant, are used are used always applied effectively
multiple viewpoints are appropriately to support and consistently e.g.,
expressed clearly. content. bullet points.

[4–5] [6–7] [6–7]

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Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
The writer’s attitude to the Material is wholly relevant The overall response is Grammar is mostly accurate Spelling is usually correct
subject is conveyed in a using a specialised presented clearly and is throughout the text. e.g., throughout. (There may
generally appropriate and vocabulary mostly accurately well-organised using a range • Use a range of sentence occasional be phonetically
consistent style, which for the purpose / text type. of organisational features types, manipulated and/or plausible attempts at
mostly sustains the reader’s successfully. adapted for effect. complex words.)
interest. Conscious language choices • Use grammatical features
Ideas are developed with to contribute to the overall Correct spelling of most, not
are made, which shape the
chronological or logical links development of the text. all, polysyllabic words, e.g.,
Main features and intended purpose and effect
throughout the text with a • Formal and/or informal appear, information,
conventions of the text type on the reader.
successful opening and register is generally used probably, separate
are occasionally manipulated closing. wondering/wandering,
appropriately according to
for effect. context, purpose and business, essentially,
Paragraphs are used to help audience. accommodation.
Some combinations of structure the text where the
structural, linguistic and main idea is usually Punctuation is mostly
literary features to create a supported by following accurate:
specific effect. sentences. • Use a range of
punctuation for effect.
A range of sentence • Conventions of layout are
A viewpoint is expressed
openings and connectives applied consistently e.g.,
clearly and sustained
are used appropriately to bullet points.
throughout.
support content.

[3] [3] [4–5] [4–5] [3]

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Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
Content is suitable for the Material is mostly relevant The response is generally Grammatical structures are Spelling of common and
intended audience. using a specialised well-organised and attempts generally accurate some less-common words,
vocabulary accurately for the the use of some throughout the text, e.g., including polysyllabic and
purpose / text type. organisational features. • Use of some range of compound words, is
Viewpoints are well-
sentence types to support generally accurate, e.g.,
presented and consistent Some attempt to sequence friend, another, around,
Mostly conscious language the text type.
throughout. relevant ideas logically. because, anything,
choices are made, which • Some complex sentences
shape the intended purpose may be attempted to something.
Uses relevant features and effect on the reader. Paragraphs / sections are create effect, such as
consistently for a chosen evident, though not always using expanded verb Spelling of plurals and some
purpose to clarify meaning. consistently or appropriately, phrases. past and present words is
with related points grouped • Some awareness of generally accurate, e.g.,
together or linked by time formal and/or informal boxes, clothes, told,
Content may use different
sequencers. register according to stopped, wanted.
characters and voices within
the text when relevant. context, purpose and
Movement between audience.
paragraphs or sections, may
May begin to add structural be disjointed with a limited Some range of punctuation:
and literary features in parts range of sentence openings • commas, semi-colons,
of the text. and connectives. dashes and hyphens are
used accurately to clarify
meaning.
• There may be evidence of
comma splicing.

Note: if punctuation is totally

lacking and other descriptors
met then give the lower mark
here.

[2] [2] [2–3] [2–3] [2]

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S9/01 English Stage 9 Paper 1 Mark Scheme From 2022

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww)
(Wv) (spelling)
Some material included Some language choices are Some attempt to organise Basic grammatical structures are Spelling of high frequency
that is relevant to the made, which shape the the overall text. generally correct, e.g., words is generally correct,
task. intended purpose and effect • subject and verb generally e.g., their/there, when,
on the reader. Some basic sequencing of agree. Past and present tense were, what, some, etc.
The writer’s attitude to the ideas in relation to the of verbs generally consistent.
subject inconsistently stimulus. • A mix of simple and some
Creates some effect by using
conveyed, with some compound sentences used
a range of linguistic and
attempt to engage the Paragraphs / sections are accurately. Some complex
literary techniques.
reader. evident with related points sentences may be attempted to
grouped together or linked expand detail but not always
Some elements of the text by time sequence. successfully.
type can be seen; a • Formal and/or informal register
maximum of 1 mark can Movement between may be attempted but not
be awarded if not the paragraphs or sections, consistently according to
correct text type. is disjointed with a very context, purpose and audience.
limited range of sentence
openings and connectives. Punctuation:
• Demarcation of straightforward
sentences is usually correct.
• Commas are used in lists and
occasionally to mark clauses.

Note: learners should gain marks

for good English with punctuation
errors rather than lose marks for
essentially good English.

[1] [1] [1] [1] [1]

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww)
(Wv) (spelling)
No creditable response No creditable response No creditable response No creditable response No creditable response
[0] [0] [0] [0] [0]

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