UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

GCE Advanced Subsidiary Level

MARK SCHEME for the May/June 2011 question paper

for the guidance of teachers



8004 GENERAL PAPER
8004/11 Paper 1, maximum raw mark 100


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 must be read in conjunction with the question papers and the report on the
examination.



Cambridge will not enter into discussions or correspondence in connection with these mark schemes.



Cambridge is publishing the mark schemes for the May/J une 2011 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.


Page 2 Mark Scheme: Teachers version Syllabus Paper
GCE AS LEVEL May/June 2011 8004 11

University of Cambridge International Examinations 2011
USE OF ENGLISH CRITERIA TABLE

Marks
Band 1

excellent:

fully operational command
1820 very few slips/errors
highly fluent
very effective use of expressions and idioms
excellent use of vocabulary; (near) faultless grammar
excellent sentence structure and organisation of
paragraphs
excellent spelling/punctuation.
Band 2

good very good:

effective command
1417 few slips/errors
fluent
effective use of expressions/idioms
good use of vocabulary; sound grammar
good sentence structure/well-organised paragraphs
good spelling/punctuation.
Band 3

average:

reasonable command
1013 some slips/basic errors but acceptable standard
overall
reasonably fluent/not difficult to read
generally appropriate use of expressions/idioms
fair range and apt use of basic vocabulary;
acceptable grammar
simple/unambitious sentence structure/paragraphing
reasonable spelling/punctuation.
Band 4

flawed but not weak:

inconsistent command
69 regular and frequent slips/errors
hesitant fluency/not easy to follow at times
some inappropriate expressions/idioms
limited range of vocabulary; faulty grammar
some flawed sentence structure/paragraphing
regular spelling/punctuation errors.
Band 5

weak very weak:

little/(no) effective
command
05 almost every line contains (many) slips/errors of all
kinds
little/(no) fluency/difficult (almost impossible) to follow
(very) poor use of expressions/idioms
(very) poor range of vocabulary; (very) poor grammar
(very) poor sentence structure/paragraphing
(very) poor spelling/punctuation.

bracketed descriptors denote 02 range of marks.

Page 3 Mark Scheme: Teachers version Syllabus Paper
GCE AS LEVEL May/June 2011 8004 11

University of Cambridge International Examinations 2011
CONTENT CRITERIA TABLE

Band 1

excellent:

very good and
comprehensive knowledge/
understanding of topic
2630 comprehensive coverage, totally relevant material,
perceptive, analytical
thoughtful, enlightening illustration using local,
national and international examples where applicable
coherent and engaging discussion, displaying
sensitivity, sophistication, awareness and maturity
(very) well structured.
Band 2

good very good:

good knowledge/
understanding of topic
2025 totally (near totally) relevant, well focused but less
analytical and perceptive than Band 1
major points well developed
(very) good range of examples/illustration
logical and systematic discussion
effectively structured.
Band 3 UPPER

average:

sound knowledge/
understanding of topic
1619 competent: major points adequately developed
largely relevant and remains focused on the question
reasonable range of examples/illustration to support
key points
reasonably structured.
Band 3 LOWER

fair

fair
knowledge/understanding
of topic
1315 more obvious points mentioned rather than
adequately developed
some digression, but generally sticks to the question
does not always support major points with apt
illustration
tendency to assert/generalise rather than
argue/discuss in detail
may lack focus.
Band 4

flawed but not weak:

limited knowledge/
understanding of topic
712 restricted material/scope: rather pedestrian
some relevance but may be implicit/tangential at
times
prone to unsubstantiated, sweeping statements:
ideas vague and/or lacking sustained development:
can be digressive and wander off topic
limited illustration and/or factual inaccuracy
insufficient focus; essay offloads everything known
about the particular topic with inadequate reference
to the key words in the question.
Band 5

weak very weak:

poor/very poor knowledge/
understanding of topic
06 (totally) inadequate content with little/no substance:
(very) vague and confused ideas
question largely (completely)
misinterpreted/misunderstood
very limited (total) irrelevance
very limited/ (no) appropriate illustration.

bracketed descriptors denote 02 range of marks.

Page 4 Mark Scheme: Teachers version Syllabus Paper
GCE AS LEVEL May/June 2011 8004 11

University of Cambridge International Examinations 2011
Section 1

1 How justified are the high salaries and bonuses paid out in some professions?

Refer to UoE and Content criteria above before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of paying high
salaries
Possible arguments against the justification of
high salaries
Attract & retain the best
Recognises prior preparation
Skill shortage
Creates employment
Good for the country where they are resident.
Gap top/bottom. Marxist theory of value.
Does not necessarily bring in the talent
Encourages greed
When combined with bonuses, encourages
excessive risk taking
Strife when things go wrong.


2 To what extent should a nation try to forget its past?

Refer to UoE and Content criteria above before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of a nation
forgetting its past
Possible arguments against forgetting the past
Present and future matter
To avoid being held back by myth
Past animosities can be perpetuated
Lingering regard for outdated practices
Holds back economic progress (e.g. class
system).
There are, indeed, lessons to be learned
There is a synchronicity between past, present
and future
Overcome any sense of denial of misdeeds (e.g.
Truth and Reconciliation commission in SA)
Helps to see how others see the nation
Disrespectful to those in the past.

Page 5 Mark Scheme: Teachers version Syllabus Paper
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University of Cambridge International Examinations 2011

3 Should women be in the public life of your country?

Refer to UoE and Content criteria above before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of promoting
women
Possible arguments against the public role of
women
50% deserve representation
Bring new perspective to public life
Role models for other women
Wider range of skills
More money for families.
Confusion of biological role
Damage to home life
Discrimination against men
Are women (in public life) necessarily better
than men?
Some male societies not yet ready.


4 Elections are meaningless as many voters have no real knowledge of national or
international issues. Discuss.

Refer to UoE and Content criteria above before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of proposition
that elections are meaningless
Possible arguments against the ignorance of
voters
Its ruling cliques that really matter
Real dividing issues do not exist
Unrepresentative minority tends to vote
Policies are distant from voters real concern
In a democracy there are genuinely ignorant
or uninterested voters.
Assumption of ignorance can be challenged
There is a genuine local/global understanding
amongst many voters
There are other avenues for political expression
Its a feeling of powerlessness rather than
ignorance that causes apathy.

Page 6 Mark Scheme: Teachers version Syllabus Paper
GCE AS LEVEL May/June 2011 8004 11

University of Cambridge International Examinations 2011

5 How far do you agree that an hereditary monarch as Head of State is preferable to an elected
President?

Refer to UoE and Content criteria above before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of heredity (&
monarchy)
Possible arguments in favour of elected
President
Separates state from politics
Focus of nationalism & reassurance
Tourist attraction
Sense of continuity
Sense of national unity.
Why should birth determine the Head of State?
Removable
Accountable by election & constitution
Possibly cheaper
Represents a wider constituency.

Page 7 Mark Scheme: Teachers version Syllabus Paper
GCE AS LEVEL May/June 2011 8004 11

University of Cambridge International Examinations 2011
Section 2

6 How true is it that most of the pleasurable things in life are bad for you?

Refer to UoE and Content criteria above before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of pleasurable
things being bad
Possible arguments against the notion that
pleasure has invariably bad results
Dangerous activities seem inherently
exciting
Pleasure comes from addiction
Easy to give in to e.g. over-eating
Fascination with bad things
Opinions vary widely (e.g. wine drinking).
Human beings are programmed to seek
pleasure, from physical reproduction to spiritual
satisfaction
Those who feel fulfilled are less likely to harm
others
Pleasure =well-being =better health
Pleasure =contentment for self & others
Many pleasurable things are good
Moderate pleasure can be healthy.


7 Should obesity be regarded as a serious health concern?

Refer to UoE and Content criteria above before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptive
the suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
exemplars before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of the
seriousness of obesity
Possible arguments against seeing obesity as a
serious health concern
Health risk to individual
Consequent economic cost to the state
Effect on employers
Example to the young
Govt has responsibility to protect its citizens.
No such thing as ideal body form
Some cultures honour largeness
Better than excessive thinness
Less serious than other medical issues
Early death can be cheaper for the state.
Page 8 Mark Scheme: Teachers version Syllabus Paper
GCE AS LEVEL May/June 2011 8004 11

University of Cambridge International Examinations 2011
8 Is the theory of evolution nothing more than a theory? Defend your view on this topic.

Refer to UoE and Content criteria in the mark scheme before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of limitations
of theory of evolution
Possible arguments in favour of theory of
evolution
There are always theories why should this
one be authentic?
Is Man taking on the role God?
Denies the existence of a prime mover
Does it explain all species development?
Challenges the existence of religious faith
What about those species that have not
evolved?
Massive scientific support
More plausible than other theories
Evolution cannot be stopped.



9 How far is it true to claim that pesticides have done more harm than good?

Refer to UoE and Content criteria above before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of harm done Possible arguments in favour of good done
Residual soil contaminants Silent Spring
Encouraged development of superbugs
Kill good as well as bad insects
Upset balance of nature
Immunity is built up.
Can increase food for hungry
More cost effective
Pesticides are becoming safer
Is organic really better?
Research encourages scientific innovation.

Page 9 Mark Scheme: Teachers version Syllabus Paper
GCE AS LEVEL May/June 2011 8004 11

University of Cambridge International Examinations 2011

10 To what extent is it correct to claim that modern technology enables businesses to be
located anywhere?

Refer to UoE and Content criteria above before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of locating
businesses anywhere
Possible arguments against the claim that
business can be located anywhere
Cheaper labour can be exploited
Enables better location (e.g. for transport)
Homeworking
Call Centres are world-wide
Internet means that location is virtual.
Still need for raw materials to be accessible
Accessible labour still needed in
factories/offices
Siting near distribution points
Possibility of unemployment and animosity
Language problems with international
businesses.

Page 10 Mark Scheme: Teachers version Syllabus Paper
GCE AS LEVEL May/June 2011 8004 11

University of Cambridge International Examinations 2011
Section 3

11 A play can be read, but to be truly appreciated it must be seen. How far do you agree with
this view?

Refer to UoE and Content criteria in the mark scheme before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of believing
that a play needs to be seen
Possible arguments against the need to
actually see a play
Often easier to understand when observed
Theatre atmosphere enhances the
experience
More memorable
Writer wrote the play to be performed
Wider participation.
Interplay of ideas can be determined by reading
Interpretation can be imagined
Can be broadcast on radio
Cheaper
Easier access (e.g. reading at home).


12 Nothing today compares with the masterpieces of previous generations. How far do you
agree with this judgement?

Refer to UoE and Content criteria above before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of the past
being incomparable
Possible arguments against the incomparability
of the past
Religious buildings
Public buildings
More focus on art (e.g. Renaissance)
[Definition of the past probably needed]
Examples of great composers.
[NB Importance of defining incomparability]
Needless nostalgia for the past
There is a whole raft of modern wonders on
land, sea and air
Need for society to build a/c to its current needs
Modern masterpieces are more accessible.

Page 11 Mark Scheme: Teachers version Syllabus Paper
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University of Cambridge International Examinations 2011

13 If we all spoke the same language, the world would be a better place. How true is this?

Refer to UoE and Content criteria above before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of a universal
language
Possible arguments against a universal
language
Helps global communication
Stops too much petty nationalism
Aid to peacemaking
Aid to travel (e.g. air controllers speak
English)
Improved safety
Variety should be celebrated
So should obscurity
Overall dullness of an homogenised world
Automatic translation systems are improving
Different cultures think differently irrespective
of language
Possible loss of knowledge.


14 Are films or movies only for entertainment and nothing else? Illustrate your answer with
appropriate examples.

Refer to UoE and Content criteria above before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of films as
entertainment
Possible arguments against films being merely
for entertainment
Night Out
Big screens provide a unique experience
Social activity
Follow the stars
Its entertainment films that make the money.
Like any good story, there is plot and character
development to consider
Cinema has an intellectual language of its own
There is political cinema
There is pure propaganda cinema
Awareness of other cultures
Inherent artistic merit of film.

Page 12 Mark Scheme: Teachers version Syllabus Paper
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University of Cambridge International Examinations 2011

15 How far do you agree that young people usually reject the music enjoyed by their elders?

Refer to UoE and Content criteria above before awarding your marks.

The question is not seeking a right answer.
The list below is NEITHER exhaustive NOR prescriptivethe suggestions are merely possibilities.
Candidates should be rewarded for the presentation of a clear argument, above all conceived as
an answer to the question in the question.

Content Bands 1 and 2 will recognise the wider implications of the question and include a range of
criteria before a candidate reaches a personal conclusion, based upon the evidence presented.

Possible arguments in favour of the young
rejecting the music of the old
Possible arguments against
Young reject anything on principle
Music identified with age cohorts
More a statement of independence than a
specific rejection of the taste of their elders
Elders can sometimes share the musical
taste of the young.
Internationally and nationally there are some
talented traditional musicians (and their fans)
Universal language of (all sorts of) music can
be (and is) appreciated irrespective of age
Musical taste is fickle and circular
Depends upon particular cultures.