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Cambridge IGCSE™

FIRST LANGUAGE ENGLISH (ORAL ENDORSEMENT) 0500/13

Paper 1 Reading October/November 2023
MARK SCHEME
Maximum Mark: 80

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 22 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.

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).

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).

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ANNOTATION

SYMBO MEANING Q1a–1e Q1f Q2a–c Q2d Q3

L

^ partially effective Y Y Y Y Y

credited point, detail Y (point Y (point Y (relevant Y (supporting

or choice from text awarded) awarded) choice) detail from
the text)

DEV development Y

A1 relevant idea Y Y (related to

first bullet)

A2 relevant idea Y (related to

second
bullet)

A3 relevant idea Y (related to

third bullet)

EXP explanation/meanin Y
g

+ effect Y (good own Y Y

words) (effective use
of own
words)

O overview or Y Y
organisation (effective (overview)
organisation /
overview)

LM lifted material Y Y

Highlight copied from text Y (where own Y Y (where own Y Y

er words were words were
required) required)

REP repetition Y Y Y

summative Y Y Y
- comment Reading Reading Reading
- Writing Writing
-
-
SEEN viewed – including Y Y Y
- blank and additional
pages

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Note: All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the texts.

Question 1

This question tests reading assessment objectives R1, R2 and R5 (25 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R5 select and use information for specific purposes

and Question 1(f) only tests writing assessment objectives W2, W3 and W5 (5 marks):

W2 organise and structure ideas and opinions for deliberate effect

W3 use a range of vocabulary and sentence structures appropriate to context
W5 make accurate use of spelling, punctuation and grammar.

Overview of items for Question 1

Item Assessment objectives tested Marks for assessment objectives

1(a) R5 1

1(b)(i) R1 and R2 2

1(b)(ii) R1 and R2 2

1(c) R1 2

1(d)(i) R1, R2 and R5 2

1(d)(ii) R1, R2 and R5 3

1(e) R1 and R2 3

1(f) R1, R2 and R5 10

W2, W3 and W5 5

Total 30

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Question Answer Marks

1(a) Give the name of the object used by a person to play the violin, 1
according to paragraph 1 (‘The violin ... f-shaped soundholes.’).

Award 1 mark.
• bow

1(b)(i) Using your own words, explain what the text means by: 2

‘ingenious feat’ (line 3):

Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.

• (very) clever / amazing / skilful / remarkable /smart

• achievement / deed / accomplishment

Credit alternatives explaining the whole phrase.

1(b)(ii) Using your own words, explain what the text means by: 2

‘immensely beautiful’ (line 3):

Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.

• extremely / very / really / hugely / greatly / incredibly

• attractive / aesthetically appealing / pretty / gorgeous

Credit alternatives explaining the whole phrase.

1(c) Re-read paragraph 2 (‘An ingenious feat … for customers.’). 2

Give two reasons why violin makers might want to pay close attention
when designing the scroll of the violin.

Award 1 mark for each idea, up to a maximum of 2.

• to showcase their skill / take pride in their work

• personalise it for a customer
• beautiful / decorative / intricate

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Question Answer Marks

1(d)(i) Re-read paragraphs 3 and 4 (‘Just about anyone ... something they 2
love.’).

Identify two main things that professional violinists must have

knowledge of in order to be successful in an orchestra.

Award 1 mark for each idea, up to a maximum of 2.

• superior playing technique / wide variety of playing skills / able to bow,

finger and pluck in different ways
• great works
• music over time
• variety of genres / different types of music

1(d)(ii) Re-read paragraphs 3 and 4 (‘Just about anyone … something they 3

love.’).

Outline the ways in which a trained violinist can make money.

Award 1 mark for each idea, up to a maximum of 3.

• playing in an orchestra
• giving music lessons
• playing at special event(s) / wedding(s)
• opening a music shop / music related business

1(e) Re-read paragraph 5 (‘Violinists usually need … for its own sake.’). 3

Using your own words, explain what the writer believes makes some
violinists better than others.

Award 1 mark for each idea, predominantly in own words,

up to a maximum of 3.

• understand their violin in a deeper sense / emotional connection to the

instrument
• not motivated by a need to make a living / make music for its own sake
• (great) talent / innate skill
• effect on their audience

Answers which are entirely in the words of the text should not be credited.

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Question Answer Marks

1(f) According to Text B, what attracts a person to playing a musical 15

instrument?

You must use continuous writing (not note form) and use your own
words as far as possible.

Your summary should not be more than 120 words.

Up to 10 marks are available for the content of your answer and up to 5

marks for the quality of your writing.

Use the Marking Criteria for Question 1(f) (Table A, Reading and Table B
Writing).

INDICATIVE READING CONTENT

Candidates may refer to any of the points below:

1 wanting to be like others / peer influence

2 enjoyable / fun
3 making (lifelong) friends
4 being (more) successful at school / getting better grades
5 becomes better version of self / boosting confidence
6 getting pleasure from the sound of the instrument
7 joining a school orchestra
8 as a career / satisfying job
9 naturally good at performing / talented performer
10 rebellious streak / wanting to break away from expectations
11 positive feedback from audiences / immediate feedback from audience
12 creative expression / the sheer magic

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Marking criteria for Question 1(f)

Table A, Reading

Use the following table to give a mark out of 10 for Reading

Level Marks Description

5 9–10 • A very effective response that demonstrates a thorough understanding of

the requirements of the task.
• Demonstrates understanding of a wide range of relevant ideas and is
consistently well-focused.
• Points are skilfully selected to demonstrate an overview.

4 7–8 • An effective response that demonstrates a competent understanding of the

requirements of the task.
• Demonstrates understanding of a good range of relevant ideas and is mostly
focused.
• Points are carefully selected and there is some evidence of an overview.

3 5–6 • A partially effective response that demonstrates a reasonable understanding

of the requirements of the task.
• Demonstrates understanding of ideas with occasional loss of focus.
• Some evidence of selection of relevant ideas but may include excess
material.

2 3–4 • A basic response that demonstrates some understanding of the

requirements of the task.
• Demonstrates general understanding of some relevant ideas and is
sometimes focused.
• There may be some indiscriminate selection of ideas.

1 1–2 • A response that demonstrates a limited understanding of the task.

• The response may be a simple list of unconnected ideas or show limited
focus.
• There is limited evidence of selection.

0 0 • No creditable content.

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Table B, Writing

Use the following table to give a mark out of 5 for Writing.

Level Marks Description

3 4–5 • A relevant response that is expressed clearly, fluently and mostly with
concision.
• The response is well organised.
• The response is in the candidate’s own words (where appropriate), using a
range of well-chosen vocabulary which clarifies meaning.
• Spelling, punctuation and grammar are mostly accurate.

2 3–2 • A relevant response that is generally expressed clearly, with some evidence
of concision.
• There may be some lapses in organisation.
• The response is mainly expressed in the candidate’s own words (where
appropriate) but there may be reliance on the words of the text.
• Errors in spelling, punctuation and grammar which do not impede
communication.

1 1 • A relevant response that lacks clarity and concision.

• There may be excessively long explanations, or the response may be very
brief.
• The response may include lifted sections.
• Frequent errors of spelling, punctuation and grammar, which occasionally
impede communication.

0 0 • No creditable content.

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Note 1: All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the texts.

Question 2

This question tests reading assessment objectives R1, R2 and R4 (25 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R4 demonstrate understanding of how writers achieve effects and influence readers.

Overview of items for Question 2

Item Reading assessment Marks for reading

objectives tested assessment objectives

2(a)(i) R2 1

2(a)(ii) R1 1

2(a)(iii) R1 1

2(a)(iv) R1 1

2(b)(i) R2 1

2(b)(ii) R2 1

2(b)(iii) R1 1

2(c) R1, R2 and R4 3

2(d) R1, R2 and R4 15

Total 25

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Question Answer Marks

2(a)(i) Identify a word or phrase from the text which suggests the same idea as 1
the words underlined:

Seth was wandering around the town.

• (Seth / he was) roaming (the streets) (line 1)

Accept cloze responses that repeat all / some of the question stem with the
correct answer.

2(a)(ii) Seth was very close to a shop that sold music. 1

• (Seth / He was) in the presence (of a) (line 5)

Accept cloze responses that repeat all / some of the question stem with the
correct answer.

2(a)(iii) The man who'd found the violin had tried to locate its owner but his 1
efforts had been in vain.

• (but) without success (line 23)

Accept cloze responses that repeat all / some of the question stem with the
correct answer.

2(a)(iv) A woman in the audience appeared to be trying very hard to look at the 1
violin Seth was playing.

• (as if) straining (to see) (line 34)

Accept cloze responses that repeat all / some of the question stem with the
correct answer.

2(b)(i) Using your own words, explain what the writer means by each of the 1
words underlined:

‘I dare you …’ the violin’s eyes teased.

‘How quirky yet attractive,’ thought Seth. ‘I wonder if it plays well.’

teased: flirted / playfully challenged / taunted / tempted / laughed at Seth /

mocked / invited / beckoned

2(b)(ii) Using your own words, explain what the writer means by each of the 1
words underlined:

quirky: unusual / odd / strange / unconventional / curious / funny / peculiar /

weird / different

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Question Answer Marks

2(b)(iii) Using your own words, explain what the writer means by each of the 1
words underlined:

attractive: pretty / pleasing to the eye / aesthetically pleasing / beautiful /

alluring / appealing / mesmerising / captivating / charming

2(c) Use one example from the text below to explain how the writer suggests 3
Seth's experiences and feelings when he plays the violin.

Use your own words in your explanation.

Violin in hand, Seth stopped four strings with his fingers, and drew the
bow over them with one rapid sweep. He’d produced a rich chord. He
was surprised by how strong the sound was. He raised his bow again
and the violin replied enchantingly.

Seth felt excitement shooting through him.

• (one) rapid sweep: quick; large movement; skilled musician / confidence

as a musician
• produced a rich chord: made a musical sound; full-bodied / deep /
beautiful / mellow; pleasure at the sound the violin produced; high quality
/ luxurious
• surprised by how strong (the sound was): unexpectedly loud; powerful /
forceful / potent; impressed
• replied enchantingly: as if talking back to him / conversation;
responding to being played; melodious, harmonious; magical
qualities/entranced; delighted
• felt excitement shooting through him: great surge of enthusiasm;
eagerness; rush of pleasure; powerful feeling

Award 3 marks for an appropriate example with a comprehensive explanation

which shows understanding of how the writer suggests Seth’s feelings.

Award 2 marks for an appropriate example and attempt at an explanation which

shows some understanding of how the writer suggests Seth’s feelings.

Award 1 mark for an example with an attempt at an explanation which shows

awareness of Seth’s feelings. The explanation may be partial.

The explanation must be predominantly in the candidate’s own words.

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Question Answer Marks

2(d) Re-read paragraphs 3 and 11. 15

• Paragraph 3 begins ‘Partially concealed ...’ and is about the violin
that Seth sees in the back of the shop.
• Paragraph 11 begins ‘The arrival of the audience ...’ and is about the
activity in the concert hall before the concert begins.

Explain how the writer uses language to convey meaning and to create
effect in these paragraphs. Choose three examples of words or phrases
from each paragraph to support your answer. Your choices should
include the use of imagery.

Write about 200 to 300 words.

Up to 15 marks are available for the content of your answer.

Use the Marking Criteria for Question 2(d)

(Table A, Reading)

Notes on the task

This question is marked for the ability to select powerful or unusual words and
for an understanding of ways in which the language is effective. Expect
responses to provide words / phrases that carry connotations additional to
general meaning.

Mark holistically for the overall quality of the response, not for the number of
words chosen, bearing in mind that for the higher bands there should be a
range of choices to demonstrate an understanding of how language works,
and that this should include the ability to explain images. It is the quality of the
analysis that attracts marks. Do not deduct marks for inaccurate statements;
simply ignore them.

The following notes are a guide to what responses might say about the
selections.

Candidates can make any sensible comment, but only credit those that are
relevant to the correct meanings of the words in the context and that have
some validity. Alternative acceptable explanations should be credited. Credit
comments on effects created by non-vocabulary choices such as grammar /
syntax and punctuation devices. These must be additional to comments on
vocabulary.

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Question Answer Marks

2(d) Responses might use the following: 15

Paragraph 3 begins ‘Partially concealed ...’ and is about the violin that
Seth sees in the back of the shop.

Overview: The violin is at once a humorous and a powerful figure that seems
to have a strong influence over Seth.

• partially concealed: almost hidden; hidden treasure, mysterious;

discovery
• (sat an) absurdly squat violin: short and fat; odd looking; dumpy; small
and round; perching; amusing appearance
• like a plump monarch holding court (amidst other carefully arranged
instruments): pleasantly rounded shape; at the centre of attention;
surrounded by admirers; like a king/queen surrounded by courtiers; regal;
has a high opinion of itself / a superior instrument
• (drawn by its) commanding presence: (the violin has) a manner which
demands attention; powerful; Seth feels pulled towards it
• magnetically charming face: attractive; alluring; charismatic; compelled
as if under a spell / forcefield
• generous lips (pulled sideways and flattened into an expression of
permanent merriment): broad lips are stretched out in a constant smile;
always happy; affable; personable; friendly
• cheerful eyes, now apparently winking and dancing: laughing happy
eyes; enticing; conspiratorial
• captivated: fascinated; fallen in love with; under the violin's power

Only credit comments on stylistic effect where these are explicitly linked to
choices.

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Question Answer Marks

2(d) Responses might use the following:

Paragraph 11 begins ‘The arrival of the audience ...’ and is about the
activity in the concert hall before the concert begins.

Overview: The orchestra members are warming up their instruments resulting

in a lot of different and sometimes untuneful sounds.

• a multitude of subdued murmurs: a large number of people; talking

quietly; deferential in the presence of the orchestra; respectful;
anticipation/excitement
• accompanied: went along with; took place at the same time as; as if
providing complementary sounds to the musicians warming up their
instruments
• discordant scraping of strings: harsh / jarring / inharmonious; a
scratching noise; hard on the ears
• sharply persistent blowing of reeds: high-pitched, unending, constant
sound; annoying
• a loud trombone would assert itself: dominant sound; very audible
above the other instruments; taking control; bullying
• an oboe's plaintive notes would rise, demanding immediate
attention to its great misery: very sad sound, sorrowful yet beautiful;
has an effect in the audience / stirring performance; calling on others to
instantly sympathise with its unhappy plight

Only credit comments on stylistic effect where these are explicitly linked to
choices.

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Marking Criteria for Question 2(d)

Table A, Reading: Analysing how writers achieve effects

Use the following table to give a mark out of 15 for Reading.

Level Marks Description

5 13–15 • Wide-ranging discussion of judiciously selected language with some high-

quality comments that add meaning and associations to words/phrases in
both parts of the text and demonstrate the writer’s reasons for using them.
• Tackles imagery with some precision and imagination.
• There is clear evidence that the candidate understands how language
works.

4 10–12 • Explanations are given of carefully selected words and phrases.

• Explanations of meanings within the context of the text are secure and
effects are identified in both parts of the text.
• Images are recognised as such and the response goes some way to
explaining them.
• There is some evidence that the candidate understands how language
works.

3 7–9 • A satisfactory attempt is made to select appropriate words and phrases.

• The response mostly gives meanings of words and any attempt to suggest
and explain effects is basic or very general.
• One half of the text may be better addressed than the other.

2 4–6 • The response provides a mixture of appropriate choices and words that
communicate less well.
• The response may correctly identify linguistic devices but not explain why
they are used.
• Explanations may be few, general, slight or only partially effective.
• They may repeat the language of the original or do not refer to specific
words.

1 1–3 • The choice of words is sparse or rarely relevant.

• Any comments are inappropriate and the response is very thin.

0 0 • The response does not relate to the question.

• Inappropriate words and phrases are chosen or none are selected.

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Note: All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the texts.

Question 3

This question tests reading assessment objectives R1, R2 and R3 (15 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse evaluate and develop facts, ideas and opinions, using appropriate support from the text

and writing assessment objectives W1, W2, W3, W4 and W5 (10 marks):

W1 articulate experience and express what is thought, felt and imagined

W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.

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Question Answer Marks

3 You are Seth. Sylvia has told you that her parents are happy for you to 25
contact them. When you get home that night, you write a letter to
Sylvia’s parents. In the letter you:

• explain the circumstances under which you came across the violin
• describe your thoughts and feelings about the violin at the time of
discovering it and since the time of discovering it
• consider ideas about what should happen to the violin now.

Write the words of the letter.

Base your letter on what you have read in Text C but be careful to use
your own words.

Address each of the three bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer and up to 10

marks for the quality of your writing.

Use the Marking Criteria for Question 3 (Table A, Reading and Table B
Writing)

Notes on task

Candidates should select ideas from the text (see below) and develop them
relevantly, supporting what they write with details from the text. Look for an
appropriate register for the genre, and a clear and balanced response which
covers the three areas of the question, is well sequenced, and is in the
candidate’s own words.

Annotate A1 for references to the circumstances under which Seth came

across the violin

Annotate A2 for references to Seth’s thoughts and feelings about the violin at
the time of discovering it and since the time of discovering it

Annotate A3 for references to ideas about what should happen to the violin
now.

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Question Answer Marks

3 Responses might use the following ideas:

A1: circumstances under which Seth came across the violin

• travelling orchestra (det. arrived in the town) [dev. visits different places]
• occupying time (det. few hours to spare, helps him to focus later on)
[dev. relaxing, better performance later]
• looking around the locality (det. roaming the streets, learning about the
people who might attend) [dev. feels he can personalise his
performances / communicate better through his music]
• music shop (det. looking in shop window(s), stopped outside small
music store) [dev. naturally drawn to such places]
• found the violin (det. centre of a display at the back of the shop, been
there for a month) [dev. wouldn’t have known the violin was there if had
not gone into shop / lucky / treasure]

A2: thoughts and feelings about the violin when he discovered it and
since then

• appearance (det. attractive, quirky, small and round) [dev. never seen
anything like it before / powerful presence / aura]
• tries it out (det. rich chord / enchanting / teased him) [dev. satisfied /
knew he had to buy it]
• story (det. local had found it, tried to find out who it belonged to, forgot
about it) [dev. mystery]
• plays it in the concert hall (det. playing solo, magnificent instrument,
irrational decision) [dev. lived up to expectations / better than his old
violin]
• Sylvia in audience (det. straining to see) [dev. stands out / surprise at
Sylvia’s reaction]

A3: thoughts on what should happen to the violin now

• returned to the family (det. mother 'devastated' when lost it, father’s
face) [dev. huge sentimental value / rightful owners / buy it from him / will
have one made for himself by the same maker]
• Seth should keep it / borrow it (det. bought it for a fair price) [dev. too
good an instrument to not be played anymore / does not want to part with
it / pay the family for it]
• donated (to the local orchestra) [det. parents attend concerts to support
local orchestra) [dev. family could come to see it played]
• solve the mystery of its disappearance (det. disappeared about five
years ago) [dev. local man might be able to tell parents how he came
across it / need shopkeeper’s help to track down the person who found it /
refunded]
• find a compromise / consider what the violin might want (det.
commanding presence) [dev. violin will choose / meeting to discuss what
should happen / family should give their view]

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Marking Criteria for Question 3

Table A, Reading

Use the following table to give a mark out of 15 for Reading.

Level Marks Description

5 13–15 • The response reveals a thorough evaluation and analysis of the text.
• Developed ideas are sustained and well related to the text.
• A wide range of ideas is applied.
• There is supporting detail throughout, which is well integrated into the
response, contributing to a strong sense of purpose and approach.
• All three bullets are well covered.
• A consistent and convincing voice is used.

4 10–12 • The response demonstrates a competent reading of the text with some
evidence of basic evaluation or analysis.
• A good range of ideas is evident.
• Some ideas are developed but the ability to sustain them may not be
consistent.
• There is frequent, helpful supporting detail, contributing to a clear sense of
purpose.
• All three bullets are covered.
• An appropriate voice is used.

3 7–9 • The text has been read reasonably well.

• A range of straightforward ideas is offered.
• Opportunities for development are rarely taken.
• Supporting detail is present but there may be some mechanical use of the
text.
• There is uneven focus on the bullets.
• The voice is plain.

2 4–6 • There is some evidence of general understanding of the main ideas,

although the response may be thin or in places lack focus on the text or the
question.
• Some brief, straightforward reference to the text is made.
• There may be some reliance on lifting from the text.
• One of the bullets may not be addressed.
• The voice might be inappropriate.

1 1–3 • The response is either very general, with little reference to the text, or a
reproduction of sections of the original.
• Content is either insubstantial or unselective.
• There is little realisation of the need to modify material from the text.

0 0 • There is very little or no relevance to the question or to the text.

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Table B, Writing: Structure and order, style of language

Use the following table to give a mark out of 10 for Writing.

Level Marks Description

5 9–10 • Effective register for audience and purpose.

• The language of the response sounds convincing and consistently
appropriate.
• Ideas are firmly expressed in a wide range of effective and/or interesting
language.
• Structure and sequence are sound throughout.
• Spelling, punctuation and grammar almost always accurate.

4 7–8 • Some awareness of an appropriate register for audience and purpose.

• Language is mostly fluent and there is clarity of expression.
• There is a sufficient range of vocabulary to express ideas with subtlety and
precision.
• The response is mainly well structured and well sequenced.
• Spelling, punctuation and grammar generally accurate.

3 5–6 • Language is clear but comparatively plain and/or factual, expressing little
opinion.
• Ideas are rarely extended, but explanations are adequate.
• Some sections are quite well sequenced but there may be flaws in structure.
• Minor, but more frequent, errors of spelling, punctuation and grammar

2 3–4 • There may be some awkwardness of expression and some inconsistency of

style.
• Language is too limited to express shades of meaning.
• There is structural weakness and there may be some copying from the text.
• Frequent errors of spelling, punctuation and grammar.

1 1–2 • Expression and structure lack clarity.

• Language is weak and undeveloped.
• There is very little attempt to explain ideas.
• There may be frequent copying from the original.
• Persistent errors of spelling, punctuation and grammar impede
communication.

0 0 • The response cannot be understood.

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