0408 - s23 - Ms - 22 - World Literature

Cambridge IGCSE™
WORLD LITERATURE 0408/22

Paper 2 Unseen May/June 2023
MARK SCHEME
Maximum Mark: 30
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 2023 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 5 printed pages.
© UCLES 2023 [Turn over

0408/22 Cambridge IGCSE – Mark Scheme May/June 2023
PUBLISHED
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.
Marks awarded are always whole marks (not half marks, or other fractions).
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.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.
© UCLES 2023 Page 2 of 5

PUBLISHED
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).

PUBLISHED
World Literature specific marking instructions
Candidates are required to answer two questions in total. Each answer is marked out of 15.
Using the mark levels
Use the generic mark scheme levels to find the mark. Place the answer in a level first. Look for the
‘best fit’ of the answer into a level. An answer needs to show evidence of most but not necessarily
ALL of the qualities described in a level, in order to be placed in that level. Then award a mark for the
relative position of the answer within the level.
Candidates may address the question in many different ways; there is no one required answer or
approach. Do not penalise answers for leaving out a particular focus. Reward what is there, showing
what you are rewarding in your comments.
Consider all strands and weigh up the performance as a whole in placing the answer in a level, then
show that you have done so in the summative comment.
Assessment objectives
All assessment objectives are equally weighted, and all are considered in assessing each response.
Show detailed knowledge of the content of literary texts in the three main forms (poetry,
AO1
prose and drama), supported by reference to the text.
Understand the meanings of literary texts and their contexts, and explore texts beyond
AO2
surface meanings to show deeper awareness of ideas and attitudes.
Recognise and appreciate ways in which writers use language, structure and form to
AO3
create and shape meanings and effects.
AO4 Communicate a sensitive and informed personal response to literary texts.

PUBLISHED
LEVEL DESCRIPTOR TABLE
Level Level descriptor Mark
 Demonstrates knowledge by integrating much well-selected reference

to the poem (AO1)
 Sustains a critical understanding of the poem (AO2)
5 13–15
 Responds sensitively and in detail to the ways the poet achieves effects
(AO3)
 Sustains a perceptive and evaluative personal response (AO4)
 Demonstrates knowledge by using well-selected textual reference

(AO1)
 Shows a clear understanding of the poem and some of the deeper
4 meanings (AO2) 10–12
 Makes a developed response to the ways the poet achieves effects
(AO3)
 Makes a well-developed personal response (AO4)
 Demonstrates knowledge by using supporting textual reference (AO1)

 Shows overall understanding of the poem (AO2)
3  Makes some response to the ways the poet uses language, structure 7–9
and form (AO3)
 Makes a reasonably developed personal response (AO4)
 Demonstrates knowledge by using some supporting textual reference

(AO1)
 Shows some understanding of the poem (AO2)
2 4–6
 Makes straightforward comments about language, structure and form
(AO3)
 Begins to develop a personal response (AO4)
 Demonstrates knowledge by using a little textual reference (AO1)

 Shows a little understanding of the literal meaning of the poem (AO2)
1 1–3
 Shows a little awareness of language, structure and form (AO3)
 Shows a little evidence of a personal response (AO4)
0 No answer/Insufficient to meet the criteria for Level 1. 0

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Cambridge IGCSE™

WORLD LITERATURE 0408/22

This document consists of 5 printed pages.

© UCLES 2023 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2023 Page 2 of 5

English & Media subject specific general marking principles

Components using level descriptors:

Components using point-based marking:

From this it follows that we:

© UCLES 2023 Page 3 of 5

World Literature specific marking instructions

Using the mark levels

AO4 Communicate a sensitive and informed personal response to literary texts.

© UCLES 2023 Page 4 of 5

LEVEL DESCRIPTOR TABLE

Level Level descriptor Mark

 Demonstrates knowledge by integrating much well-selected reference

 Demonstrates knowledge by using well-selected textual reference

 Demonstrates knowledge by using supporting textual reference (AO1)

 Demonstrates knowledge by using some supporting textual reference

 Demonstrates knowledge by using a little textual reference (AO1)

0 No answer/Insufficient to meet the criteria for Level 1. 0

© UCLES 2023 Page 5 of 5

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