Cambridge International A Level

ENGLISH LANGUAGE 9093/32

Paper 3 Language Analysis
MARK SCHEME
Maximum Mark: 50

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 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.
This document consists of 13 printed pages.
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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.
GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).
GENERIC MARKING PRINCIPLE 3:

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.
GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

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).
GENERIC MARKING PRINCIPLE 6:

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.

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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).

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English Language specific marking instructions:

AO1 Read and demonstrate understanding of a wide variety of texts. (Understanding)

• Marks should be awarded for the accuracy of the candidate’s understanding of the text and its features, not for any analysis of them which is
recognised under AO3.
• Where comparison is required, marks should be awarded for the candidate’s recognition of similarities and differences between the texts and
their features, not for any consequent analysis.
• When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally.

AO2 Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. (Writing)

• Marks should be awarded equally on the basis of the level of the candidate’s written expression (range of features used and accuracy) and the
development of their writing (its organisation and relevance to task and audience).
• When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally.

AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. (Conceptualisation)

• Marks should be awarded equally on the basis of the level of the candidate’s understanding of the relevant issues, concepts, methods and
approaches represented both in the text(s) and in their wider studies.
• When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally.

AO5: Analyse and synthesise language data from a variety of sources. (Data handling)

• Marks should be awarded equally on the basis of the level of the candidate’s selection, analysis and synthesis of language data.
• When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally.

Higher marks should be awarded where candidates identify patterns and offer thoughtful and plausible explanations for the features they are
discussing.

Weaker answers may spot features or describe individual cases of language change without reference to broader considerations or examples.

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Section A: Language change

Question Answer Marks

1 Read Texts A, B and C. 25

Analyse how Text A exemplifies the various ways in which the English language has changed over time. In your
answer, you should refer to specific details from Texts A, B and C, as well as to ideas and examples from your
wider study of language change.

Mark according to the levels of response marking criteria in Table A.

Additional guidance:

The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments
that should be credited.

Candidates may organise their response in any appropriate way. They are not required to focus on lexis, grammar and
syntax, orthography and graphology in separate sections.

Responses might feature the following:

Lexis and semantics

• There is a semantic shift in the use of the verb furnishing, which is here used in the sense of ‘providing’, rather than the
narrower contemporary denotation relating to furniture, fittings or other decorative accessories for a house or room. Text
B exemplifies this.
• The adverbs whence and thereof sound formal and are rarely used in contemporary English.
• The lexis buskin’d is used in Text A but has become obsolete due to changes in fashion.
• The hyphenated noun market-place would today be written as a single word – this reflects the trend for compound
nouns to begin by being written with a space, then to be hyphenated, then written solidly without a hyphen.
• The verb contrived is used here to mean ‘arranged’ but often has negative connotations linked to artificiality in
contemporary usage, suggesting pejoration.

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Question Answer Marks

1 Grammar

• Sentences are often complex. Relative clauses are used including in which and over which. A variety of prepositions are
used before whice: in, over, on, by, from.
• Commas are used to separate clauses, particularly in the first and final paragraphs, which gives the text a feeling of
density.
• The first sentence In the market-place… is not grammatically complete, since the subject of the sentence, the MootHall,
has been given only in the title and so is separated from the rest of the sentence.
• The verb situate is used where ‘situated’ would be used in contemporary English.
• Text C shows a decline in the usage of excepting since around 1840, which is after the text was written in 1801.
Conversely, there was a rise in the usage of except for, which contrasts with the declining use of with the exception of,
possibly reflecting changing levels of formality.

Orthography

• Text A was published after Samuel Johnson’s dictionary in 1755, so standardised spelling is used for the most part.
One exception is the use of an irregular spelling of ‘accommodating’: accomodating.
• Text A uses tho’ as a shortened form of ‘though’. Altho is also used for ‘although’.

Graphology

• Graphology appears to be similar to what we would expect in contemporary English.

• Amateurs is italicised for emphasis – possibly because it adds sophistication to the text, or because the writer is using it
as a derogatory term.

Marking criteria for Section A Question 1

Table A

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Level AO2: Write effectively, creatively, AO4: Demonstrate understanding AO5: Analyse and synthesise language data from
accurately and appropriately, for a range of linguistic issues, concepts, a variety of sources.
of audiences and purposes. methods and approaches.
5 marks 5 marks 15 marks

5
• Sophisticated expression, with a high • Sophisticated understanding of, • Insightful and fully appropriate selection of
level of accuracy and insightful reference to, language data from all three sources
• Content is fully relevant; ideas are linguistic issues, concepts, • Sophisticated and insightful analysis of language
developed throughout in a sophisticated methods and approaches data
manner • Sophisticated synthesis of evidence from all
three sources of language data
5 marks 5 marks 13–15 marks

4
• Effective expression, with a few minor • Detailed understanding of, and • Effective and appropriate selection of language
errors which do not impede effective reference to, linguistic data from all three sources
communication issues, concepts, methods and • Detailed and effective analysis of language data
• Content is relevant; ideas are developed approaches • Effective synthesis of evidence from all three
in an effective manner sources of language data
4 marks 4 marks 10–12 marks

3 • Clear expression, with occasional errors • Clear understanding of, and • Clear and appropriate selection of language data
which do not impede communication appropriate reference to, from at least two sources
• Content is relevant; ideas are developed linguistic issues, concepts, • Clear analysis of language data
clearly methods and approaches • Clear synthesis of evidence from at least two
sources of language data
3 marks 3 marks 7–9 marks

2 • Limited understanding of, but • Limited and generally appropriate selection of

• Expression is clear but may not flow
easily, with frequent errors which generally appropriate reference language data; may be uneven coverage
generally do not impede communication to, linguistic issues, concepts, • Limited analysis of language data
• Content is mostly relevant; ideas are methods and/or approaches • Some attempt to synthesise evidence from
developed in a limited manner sources of language data
2 marks 2 marks 4–6 marks

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Level AO2: Write effectively, creatively, AO4: Demonstrate understanding AO5: Analyse and synthesise language data from
accurately and appropriately, for a range of linguistic issues, concepts, a variety of sources.
of audiences and purposes. methods and approaches.
5 marks 5 marks 15 marks

1
• Basic expression, with frequent errors • Basic understanding of, and • Basic and minimal selection of language data
which impede communication minimal reference to, linguistic • Basic analysis of language data
• Content may lack relevance in parts; issues, concepts, methods • Minimal attempt to synthesise evidence from
minimal development of ideas and/or approaches sources of language data
1 mark 1 mark 1–3 marks

0
• No creditable response • No creditable response • No creditable response
0 marks 0 marks 0 marks

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Section B: Child language acquisition

Question Answer Marks

2 Read the following text, which is a transcription of a conversation between Tyree (age 4 years) and his mother. They 25
are at home.

Analyse ways in which Tyree and his mother are using language in this conversation. In your answer, you should
refer to specific details from the transcription, as well as to ideas and examples from your wider study of child
language acquisition.

Mark according to the levels of response marking criteria in Table B.

Additional guidance:

The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments
that should be credited.

Candidates may organise their response in any appropriate way. They are not required to focus on child-directed speech
and children’s language features in separate sections.

Responses might feature the following:

Child-directed speech

• The mother uses a variety of question forms as a way of directing the speech, with varying intonation e.g. do you love
mommy↗.
• The mother also uses extension questions to elicit more from Tyree, e.g. what else, who else
• Imperatives are sometimes used to direct Tyree e.g. come over here↘.
• Verbs are sometimes stressed e.g. what do you like to do↗.
• The mother gives Tyree a choice you want to drive a tractor or you want to be a tractor↘.
Question Answer Marks

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2
Children’s language features

• Tyree uses turn taking competently, with exchanges initiated by the mother. Most of these are fulfilled adjacency pairs
e.g. Mother: you like to play cars↗ Tyree: yeah
• Tyree uses some telegraphic speech but can be seen to have reached the post-telegraphic stage when he uses longer
constructions such as mummy you ask me a question.
• He is able to use the singular first person pronoun me in the object position here but also uses ‘i’ in the subject position
in i just heard a noise. Also second person object promouns in you ask me and you give me a high five.
• Tyree is able to use negation within a sentence in tractors dont have work↘.
• Tyree is able to use rising and falling intonation, raised and lowered volume, and emphasis to signify his feelings.
• Child phonological competence, e.g. using substitution in /tweɪn/ for ‘train’ and /dʒɪmnæstəs/ for ‘gymnastics’.
• Tyree is able to express conditional meaning colloquially in you give me a high five and i’ll tell you.

References to relevant theories and research should be integrated into the response and may include:

• Halliday’s functions of language eg. representational – i just heard a noise; regulatory – you give me a high five and i’ll
tell you; personal – i like daddy; imaginative – be a tractor.
• Piaget (cognitive development), with Tyree being in the pre-operational stage.
• Chomsky (language acquisition device), with Tyree’s omission of certain grammatical elements (such as tractor dont
have work) suggesting that he is being systematic rather than imitating what he has heard.
• Bruner (Language Acquisition Support System) seen in the scaffolding utterances of the parent.
• Recasting is used to correct or extend Tyree’s speech e.g. you like to play cars, which could be linked to Skinner’s
theory of behaviourism.

Marking criteria for Section B Question 2

Table B

Level AO1: Read and demonstrate AO4: Demonstrate understanding of linguistic issues, concepts, AO5: Analyse and
understanding of a wide variety methods and approaches. synthesise language data
of texts. from a variety of sources.
5 marks 15 marks 5 marks

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5 • Sophisticated understanding • Sophisticated understanding of linguistic issues, concepts, methods

and approaches • Sophisticated selection,
of text
• Insightful reference to wider study of linguistic issues and concepts analysis and synthesis
(meaning/context/audience)
• Insightful reference to linguistic methods and approaches taken by of language data
• Insightful reference to
fully appropriate theorists
characteristic features
13–15 marks
5 marks
5 marks

4 • Detailed understanding of • Detailed understanding of linguistic issues, concepts, methods and • Detailed selection,
text approaches analysis and synthesis
(meaning/context/audience) • Effective reference to wider study of linguistic issues and concepts of language data
• Effective reference to • Effective reference to linguistic methods and approaches taken by
characteristic features appropriate theorists
4 marks 10–12 marks 4 marks
3 • Clear understanding of text • Clear understanding of linguistic issues, concepts, methods and • Clear selection,
(meaning/context/audience) approaches analysis and synthesis
• Clear reference to • Clear reference to wider study of linguistic issues and concepts of language data
characteristic features • Clear reference to linguistic methods and approaches taken by
appropriate theorists
3 marks 7–9 marks 3 marks
Level AO1: Read and demonstrate AO4: Demonstrate understanding of linguistic issues, concepts, AO5: Analyse and
understanding of a wide variety methods and approaches. synthesise language data
of texts. from a variety of sources.
5 marks 15 marks 5 marks

2 • Limited understanding of • Limited understanding of linguistic issues, concepts, methods • Limited selection,
text and/or approaches analysis and/or
(meaning/context/audience) • Some limited reference to wider study of linguistic issues and/or synthesis of language
• Limited reference to concepts data
characteristic features • Some limited reference to linguistic methods and/or approaches
taken by generally appropriate theorists
2 marks 4–6 marks 2 marks
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1 • Basic understanding of text • Basic understanding of linguistic issues, concepts, methods and/or
(meaning/context/audience) • Basic selection, analysis
approaches
and/or synthesis of
• Minimal reference to • Minimal reference to wider study of linguistic issues and/or
language data
characteristic features concepts
• Minimal reference to linguistic methods and/or approaches taken
by theorists
1–3 marks 1 mark
1 mark
0
• No creditable response • No creditable response • No creditable response
0 marks 0 marks 0 marks

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