PMT

Cambridge International A Level

ENGLISH LANGUAGE 9093/33

Paper 3 Language Analysis October/November 2022
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 2022 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.

© UCLES 2022 [Turn over

 PMT
9093/33 Cambridge International A Level – Mark Scheme October/November 2022
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.

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.

© UCLES 2022 Page 2 of 13

 PMT
9093/33 Cambridge International A Level – Mark Scheme October/November 2022
PUBLISHED
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.

© UCLES 2022 Page 3 of 13

 PMT
9093/33 Cambridge International A Level – Mark Scheme October/November 2022
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).

© UCLES 2022 Page 4 of 13

 PMT
9093/33 Cambridge International A Level – Mark Scheme October/November 2022
PUBLISHED
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.

© UCLES 2022 Page 5 of 13

 PMT
9093/33 Cambridge International A Level – Mark Scheme October/November 2022
PUBLISHED
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

• The word humour which derives from the Latin word for ‘fluid’ or ‘moisture’ has undergone lexical narrowing. In this text
it seems to refer to a ‘state of mind’ and is likely to be related to the balance of the bodily fluids referred to in old
medicine. The more common modern day meaning of humour as something ‘funny’ or ‘comical’ started to be used from
the late 17th and early 18th centuries. Text B exemplifies this narrowing in meaning.
• The word passion still retains the same meaning as it had in the time of Text A to refer to a range of strong emotions
(as seen in Samuel Johnson’s dictionary, which includes ‘a violent commotion of the mind’ ‘zeal’, ‘love’, ‘anger’ and
‘eagerness’ amongst the definitions given.) Arguably, however, as a noun today this most often refers to love or strong
desire and as such could be regarded as having narrowed.
• The archaic nay for ‘no’ is used in the extract to mean ‘or even’/‘indeed’.
• The noun offences is used in the plural. In modern writing, the abstract non-count noun ‘offence’ would more likely be
used in this context, with ‘offences’ used for specific discrete instances of rule breaking.
• There is a focus on softness, features, composure, and appearance of females, which may reflect social and cultural
attitudes of the time.

© UCLES 2022 Page 6 of 13

 PMT
9093/33 Cambridge International A Level – Mark Scheme October/November 2022
PUBLISHED
Question Answer Marks

1 • As is shown in Text C, the adjective unbecoming has reduced in frequency over time, whilst the alternative
’inappropriate’ is more often used in modern English.
• The word wondered in have often wondered to see sounds archaic today. We might use ‘been surprised/astonished’.
• The word farther is used where ‘further’ would be expected today.
• Candidates may also comment on the use and connotations of lexis including keen and contract.

Grammar

• In the interrogative, what concern have I [..] ? another verb would probably be added after the pronoun in contemporary
English, for example ‘What concern do I have?’ or ‘What concern have I got?’
• Sentences are often complex and semi colons are frequently used to separate clauses, which gives the text a feeling of
density. These days, because of the electronic mode (text, email etc.), sentences are shorter and percussive, and
content is to the point.
• Some imperatives are used (Believe me… ; always act… ; Let a woman...) which reflects the father’s role and social
status as he gives advice to his daughter.

Orthography

• The spelling of ʃhew would today be ‘show’, and of publick would be ‘public’. This may reflect changes in pronunciation
over time. Other spellings in Text A are standard, which might be expected given that this text follows the publication of
Samuel Johnson’s dictionary in 1755 which helped to being about standardisation of spelling. Johnson’s dictionary
itself uses ‘ʃhew’ and ‘publick’.

Graphology

• A long ʃ is used instead of ‘s’ in medial positions in all words.It is not used at the start of words where a capital S is
used, or at the end of words. This reflects a change in fashion brought about with the development of printing
typefaces.
• Capital letters are used here only to start sentences, in contrast with many texts from the 17th and 18th centuries
where the first letters of many nouns were capitalised. However, the rules were not standardised. Towards the end of
the 18th century, grammarians argued for the reduction in the type of nouns that needed to have a capital at the start,
and this text may reflect the trend towards the modern day usage of capitals.
• The pronoun every body and the adverb some how are written as two separate words, which would seem unusual
today. This may be linked to the tendency over time for compound words to begin by being written with a space, then
to be hyphenated, then written solidly without a hyphen.

© UCLES 2022 Page 7 of 13

 PMT
9093/33 Cambridge International A Level – Mark Scheme October/November 2022
PUBLISHED
Marking criteria for Section A Question 1

Table A

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

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

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

© UCLES 2022 Page 8 of 13

 PMT
9093/33 Cambridge International A Level – Mark Scheme October/November 2022
PUBLISHED
Level AO2: Write effectively, creatively, AO4: Demonstrate understanding of AO5: Analyse and synthesise language
accurately and appropriately, for a linguistic issues, concepts, methods data from a variety of sources.
range of audiences and purposes. and approaches.
5 marks 5 marks 15 marks

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

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

© UCLES 2022 Page 9 of 13

 PMT
9093/33 Cambridge International A Level – Mark Scheme October/November 2022
PUBLISHED
Section B: Child language acquisition

Question Answer Marks

2 Read the following text, which is a transcription of a conversation between Bailey (age 3 years) and her mother. 25
They are at home and Bailey is playing with a toy telephone.

Analyse ways in which Bailey and her 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 frequently asks questions as a way of directing the speech.

• Positive reinforcement is given (oh my (.) that sounds good), which could be linked to Skinner’s theory of behaviourism.
• Rising intonation is often used for questions and is sometimes added to declaratives to form questions e.g. rory
scratched you↗.
• Pronouns and nouns are often stressed when information or confirmation is requested, e.g. but who is it↘ and his aunt
is watching him↗.
• Recasting is used to correct Bailey’s speech:
Bailey: mine are little
Mother: yes yours is little

© UCLES 2022 Page 10 of 13

 PMT
9093/33 Cambridge International A Level – Mark Scheme October/November 2022
PUBLISHED
Question Answer Marks

2 Children’s language features

• Bailey uses turn taking competently.

• Bailey is able to form questions e.g. can you talk to somebody.
• Bailey is able to use simple present and present continous constructions e.g. bunny says and his aunt is watching him.
• Bailey uses the simple past in i didnt know how it comed out but applies a regular ‘ed’ past tense ending to the irregular
verb ‘come’ (comed instead of came).
• Bailey sometimes misses out some function words from utterances e.g. he just /peɪɪŋ/ at home.
• Bailey uses a range of determiners including his aunt, his mama, my phone.
• Bailey is able to use prepositional phrases e.g. on my ear and at home.
• Bailey uses negation in a contracted form in i dont know and i didnt know.
• Bailey uses stress for emphasis in his aunt.
• Child phonological competence, e.g. missing a consonant in /peɪɪŋ/; use of substitution in /deɪ/.

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

• Halliday’s functions of language, e.g. Representational – mine are little; imaginative – bunny says; interactional – can
you talk to somebody.
• Skinner (Behaviourism) shown in positive reinforcement from the mother.
• Recasting and scaffolding from the mother (see above) which could be linked to Bruner’s Language Acquisition
Support System.
• Chomsky (innateness/language acquisition device) as above in use of past tense.
• Bailey’s language mainly demonstrates her being at the telegraphic stage of linguistic development. Some long
utterances suggest that she is developing beyond this, although others remain holophrastic.
• With regard to Piaget, Bailey is preoperational.

© UCLES 2022 Page 11 of 13

 PMT
9093/33 Cambridge International A Level – Mark Scheme October/November 2022
PUBLISHED
Marking criteria for Section B Question 2

Table B

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

5 • Sophisticated understanding of text • Sophisticated understanding of • Sophisticated selection, analysis and

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

4 • Detailed understanding of text • Detailed understanding of linguistic • Detailed selection, analysis and
(meaning/context/audience) issues, concepts, methods and synthesis of language data
• Effective reference to characteristic approaches
features • Effective reference to wider study of
linguistic issues and concepts
• Effective reference to linguistic
methods and approaches taken by
appropriate theorists
4 marks 10–12 marks 4 marks

© UCLES 2022 Page 12 of 13

 PMT
9093/33 Cambridge International A Level – Mark Scheme October/November 2022
PUBLISHED
Level AO1: Read and demonstrate AO4: Demonstrate understanding of AO5: Analyse and synthesise language
understanding of a wide variety of linguistic issues, concepts, methods data from a variety of sources.
texts. and approaches.
5 marks 15 marks 5 marks

3 • Clear understanding of text • Clear understanding of linguistic • Clear selection, analysis and
(meaning/context/audience) issues, concepts, methods and synthesis of language data
• Clear reference to characteristic approaches
features • Clear reference to wider study of
linguistic issues and concepts
• Clear reference to linguistic methods
and approaches taken by appropriate
theorists
3 marks 7–9 marks 3 marks

2 • Limited understanding of text • Limited understanding of linguistic • Limited selection, analysis and/or
(meaning/context/audience) issues, concepts, methods and/or synthesis of language data
• Limited reference to characteristic approaches
features • Some limited reference to wider study
of linguistic issues and/or concepts
• Some limited reference to linguistic
methods and/or approaches taken by
generally appropriate theorists
2 marks 4–6 marks 2 marks

1 • Basic understanding of text • Basic understanding of linguistic • Basic selection, analysis and/or
(meaning/context/audience) issues, concepts, methods and/or synthesis of language data
• Minimal reference to characteristic approaches
features • Minimal reference to wider study of
linguistic issues and/or concepts
• Minimal reference to linguistic
methods and/or approaches taken by
theorists
1 mark 1–3 marks 1 mark

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

0 marks 0 marks 0 marks

© UCLES 2022 Page 13 of 13