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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

for the guidance of teachers

0522 FIRST LANGUAGE ENGLISH

0522/03

Paper 3 (Directed Writing and Composition),

maximum raw mark 50

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/June 2012 question papers for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.

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MARK SCHEME for the May/June 2012 question paper

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International General Certificate of Secondary Education

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Note:

Mark Scheme: Teachers version

IGCSE May/June 2012

Syllabus
0522

Paper
03

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
passage.
Section 1: Directed Writing

Question 1
This question tests Writing Objectives W1-W5 (15 marks):
articulate experience and express what is thought, felt and imagined
order and present facts, ideas and opinions
understand and use a range of appropriate vocabulary
use language and register appropriate to audience and context
make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation
and spelling.
AND aspects of Reading Objectives R1-R3 (10 marks):
understand and collate explicit meanings
understand, explain and collate implicit meanings and attitudes
select, analyse and evaluate what is relevant to specific purposes.
Read the following transcript of a radio interview with two students who discuss their views
on taking a year out between school and university. Write an article for your school or college
publication in which you consider the value of taking a gap year. In your article you should:
identify and evaluate the different views expressed by Mali and Terri about gap years and use
your own ideas to support your comments. Base your ideas on what you have read in the
transcript. Be careful to use your own words. Write between 1 sides and 2 sides, allowing
for the size of your handwriting. Up to 10 marks are available for the content of your answer,
and up to 15 marks for the quality of your writing.

University of Cambridge International Examinations 2012

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Mark Scheme: Teachers version

IGCSE May/June 2012

Syllabus
0522

Paper
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Responses may use the following ideas:

A Positive aspects of a gap year experience
Very popular with teenagers.
Break from the hard work of school work, exams and pressure.
Time out to consider options/to discover self.
Studying is about theory rather than practice in contrast to working/travel/experience.
Refreshes/invigorates.
Encourages growth in maturity.
Good to add to a CV, perhaps compensating for exam results.
Encourages appropriate action to be taken in the future.
Earning money/teaching the value of money.
Discover more about the life, culture and people of a different country.
B Negative aspects of a gap year experience
Time factors: a gap year lengthens the period of progressing to a career.
Some do not use the time wisely/view these years as an escape/take advantage of parents.
Cost factors: Programmes/packages offered by some travel companies are costly and
parents usually pay these costs.
Teenagers change greatly at this time and they may find returning to education difficult/
impossible.
C Considering own views
Dont have to go thousands of miles away to foreign countries as one can volunteer at home
in the long student holidays (Mali working in local hospital).
Volunteering at home/during holidays gives students a taste of future interests. Also buys
time to choose career path own examples and development.
A plan is vital. Both twins didnt rush into either option and both got what they wanted from
their own experience other examples and development of the idea that it is not just an
excuse to escape.
Balance: It is down to personal taste what an individual decides to do. One needs to consider
options carefully.
Accept other relevant ideas derived from the passage and relevant to the question as a basis for
the article.

University of Cambridge International Examinations 2012

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Mark Scheme: Teachers version

IGCSE May/June 2012

Syllabus
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The question is marked out of 10 for Reading and 15 for Writing.

Use the following table to give a mark out of 10 for Reading.
Band 1

910

Gives a thorough, perceptive, convincing evaluation. Reads effectively

between the lines. Shows understanding by developing much of the
reading material and integrating it into a response to the task.

Band 2

78

Some evidence of evaluation, engaging with a few of the main points with
success. Uses reading material to support the argument. Occasionally
effective development of ideas in the material.

Band 3

56

Reproduces a number of points to make a satisfactory response. The

response covers the material adequately, but may miss opportunities to
develop it relevantly or at length.

Band 4

34

Selects points from the passage rather literally and/or uses the material
thinly. Does not combine points into a connected response.

Band 5

12

Parts of the response are relevant, though the material may be repeated or
used inappropriately.

Band 6

Response does not relate to question and/or too much unselective copying
directly from the material to gain a mark in Band 5.

First variant Mark Scheme

Use the following table to give a mark out of 15 for Writing.
Band 1

1315

Consistent sense of audience; authoritative and appropriate style. Fluent,

varied sentences; wide range of vocabulary. Strong sense of structure,
paragraphing and sequence. Virtually no error.

Band 2

1012

Sense of audience mostly secure; there is evidence of style and fluency;

sentences and vocabulary are effective. Secure overall structure; mostly
well-sequenced. Writing is mainly accurate.

Band 3

89

Occasional sense of audience; mostly written in correctly structured

sentences; vocabulary may be plain but adequate for the task; mostly quite
well structured. Errors minor.

Band 4

57

Inconsistent style; simple or faultily constructed sentences; vocabulary

simple; basic structure. Frequent errors, including sentence separation.

Band 5

34

Inappropriate expression; the response is not always well sequenced.

Serious errors in sentence structure/vocabulary/grammar/punctuation.

Band 6

12

Expression unclear; flawed sentence construction and order. Persistent

serious errors interfere with the conveying of meaning.

Band 7

Problems of expression and accuracy are too serious to gain a mark in

Band 6.

University of Cambridge International Examinations 2012

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Mark Scheme: Teachers version

IGCSE May/June 2012

Syllabus
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03

Section 2: Composition
Questions 2 (a), 2 (b), 3 (a), 3 (b), 4 (a) and 4 (b).
Give two marks:
the first mark is out of 13 for content and structure: see Table A
the second mark is out of 12 for style and accuracy: see Table B
Argumentative/Discursive Writing
2

(a) Does music divide or unite people? Give your views.

[25]

(b) People should give up their cars to save the earth? Do you agree with this
statement?
[25]
Descriptive Writing
3

(a) You are in a crowd of people waiting to see a total eclipse of the sun. Describe what
you witness from the moment the moon starts to move across the sun to the point
when it is light again. Include your thoughts and feelings throughout and the reactions
of the crowd.
[25]
(b) Describe the character of someone who has had an effect on your life.

[25]

Narrative Writing
4

(a) You have travelled backwards or forwards in a time machine. Begin your story with
the opening of the machine door after you have arrived in the past or the future.
[25]
(b) Write a story that starts with the opening of a door to a room you are not supposed to
enter.
[25]

University of Cambridge International Examinations 2012

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Mark Scheme: Teachers version

IGCSE May/June 2012

Syllabus
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COMPOSITION TASKS: TABLE A CONTENT AND STRUCTURE

ARGUMENTATIVE/
DISCURSIVE TASK
Band 1
1113

Consistently well
developed, logical
stages in an overall, at
times complex,
argument.
Each stage is linked to
the preceding one, and
sentences within
paragraphs are soundly
sequenced.

Band 2
910

DESCRIPTIVE TASK
There are many welldefined, well-developed
ideas and images,
describing complex
atmospheres with a
range of details.

NARRATIVE TASK
The narrative is complex
and sophisticated and
may contain devices such
as sub-texts, flashbacks
and time lapses. Cogent
details are provided where
necessary or appropriate.

Overall structure is
Different parts of the story
provided through
are balanced and the
devices such as the
climax carefully
movements of the
managed. Sentence
persona, the creation of a
sequences are sometimes
short time span, or the
arranged to produce
creation of atmosphere or
effects such as the
tension. There is no
building up of tension or
confusion with writing a
providing a sudden turn of
story. Repetition is
events.
avoided and the sequence
of sentences makes the
picture clear to the reader.

Each stage of the

argument is defined and
developed, although the
explanation may not be
consistent.

There is a good range of

images with interesting
details which contribute
to a sense of
atmosphere.

The stages follow in a

generally cohesive
progression. Paragraphs
are mostly well
sequenced, although
some may finish less
strongly than they begin.

These are formed into an

overall picture of some
clarity, largely consistent
and effective. There may
be occasional repetition,
and opportunities for
development or the
provision of detail may be
missed. Sentences are
often well sequenced.

The writing develops

some interesting
features, but not
consistently so. Expect
the use of detail and some
attention to character or
setting.
Writing is orderly and the
beginning and ending are
satisfactorily managed.
The reader is well aware
of the climax even if it is
not fully effective.
Sequencing of sentences
provides clarity and
engages the reader in
events or atmosphere.

University of Cambridge International Examinations 2012

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Band 3
78

Mark Scheme: Teachers version

IGCSE May/June 2012

There is a series of
relevant points and a
clear attempt is made to
develop some of them.
These points are
straightforward and
logical/coherent.
Repetition is avoided, but
the order of the stages in
the overall argument can
be changed without
adverse effect. The
sequence of the
sentences within
paragraphs is satisfactory,
but the linking of ideas
may be insecure.

Band 4
56

Mainly relevant points are

made and they are
developed partially with
some brief
effectiveness.

There is a selection of
relevant ideas, images,
and details, which
satisfactorily address the
task. An attempt is made
to create atmosphere.

Syllabus
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Paper
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A straightforward but
cohesive story with
identification of features
such as character and
setting.

While opportunities for

appropriate
The description provides a
development of ideas
series of points rather
are sometimes missed,
than a sense of their
overall structure is
being combined to make
competent, and some
an overall picture, but
features of a developed
some ideas are developed
narrative are evident.
successfully, albeit
Sentences are usually
straightforwardly. Some
sequenced to narrate
sentences are well
events clearly.
sequenced.
Some relevant ideas are
provided and
occasionally developed
a little, perhaps as a
narrative. There are
some descriptive details,
but the use of event may
overshadow them.

The overall argument

shows signs of structure
but may be sounder at the
beginning than at the end, There is some overall
structure, but the writing
or may drift away from the
may lack direction and
topic. There may be some
intent. There may be
repetition. The sequence
interruptions in the
of sentences may be
sequence of sentences
occasionally insecure.
and/or some lack of
clarity.

Responds relevantly to
the topic, but is only a
series of chronological
events with occasional
references to character
and setting.
Overall structure is sound,
but there are examples
where particular parts
are too long or short.
The climax is not
effectively described or
prepared. Sentence
sequences narrate events
and occasionally contain
irrelevances.

University of Cambridge International Examinations 2012

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Band 5
34

Mark Scheme: Teachers version

IGCSE May/June 2012

A few relevant points

are made and may be
expanded into
paragraphs, but
development is very
simple and not always
logical.
There is weakness of
sequencing overall and
within paragraphs.
Paragraphing is
inconsistent. Repetition
and an inability to
sustain relevant
argument are obvious.

Band 6
12

Content is relevant but

lacking in scope or
variety. Opportunities to
provide development and
detail are frequently
missed.
The overall structure,
though readily discernible,
lacks form and
dimension. Paragraphing
is inconsistent. The
reliance on identifying
events, objects and/or
people sometimes leads
to a sequence of
sentences without
progression.

Some relevant facts are

A few points are
identified, but the overall
discernible but any
picture is unclear and
attempt to develop them is
lacks development.
very limited.

Syllabus
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A very simple narrative;

it may consist of
nonsensical or confusing
events.
Unequal or
inappropriate
importance is given to
parts of the story.
Paragraphing is
inconsistent. Dialogue
may be used ineffectively.
There is no real climax.
Sentence sequences are
used only to link simple
series of events.

Stories are incoherent

and narrate events
indiscriminately.
Endings are absent or
lack effect.

Overall argument only

progresses here and
there and the sequence
of sentences is poor.

There are examples of

sequenced sentences, but The shape of the
narrative is unclear;
there is also repetition and
some of the content has
muddled ordering.
no relevance to the plot.
Sequences of sentences
are sometimes poor,
leading to a lack of clarity.

Rarely relevant, little

material, and presented in
a disorderly structure. Not
sufficient to be placed in
Band 6.

Rarely relevant, little

material, and presented in
a disorderly structure. Not
sufficient to be placed in
Band 6.

Rarely relevant, little

material, and presented in
a disorderly structure. Not
sufficient to be placed in
Band 6.

University of Cambridge International Examinations 2012

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Mark Scheme: Teachers version

IGCSE May/June 2012

Syllabus
0522

Paper
03

COMPOSITION TASKS: TABLE B: STYLE AND ACCURACY

Band 1

1112

Band 2

910

Band 3

78

Band 4

56

Band 5

34

Band 6

12

Band 7

Writing is consistent, stylistically fluent, linguistically strong and accurate;

has sense of audience.
Look for:
appropriately used ambitious words
complex sentence structures where appropriate.
Writing is mostly fluent, sometimes linguistically effective and largely
accurate; may have some sense of audience.
Look for:
signs of a developing style
some ability to express shades of meaning.
Writing is clear, competent (if plain) in vocabulary and grammar; errors
perhaps frequent, but minor.
Look for:
mostly correct sentence separation
occasional precision and/or interest in choice of words.
Writing is clear and accurate in places, and uses limited vocabulary and
grammar; errors occasionally serious.
Look for:
simple sentences
errors of sentence separation.
Writing is simple in vocabulary and grammar; errors are distracting and
sometimes serious, but overall meaning can be followed.
Look for:
definite weaknesses in sentence structures
grammatical errors such as incorrect use of prepositions and tense.
Writing is weak in vocabulary and grammar; serious, persistent errors;
meaning is blurred.
Look for:
faulty and/or rambling sentences
language insufficient to carry intended meaning.
Writing is difficult to follow because of inadequate language
proficiency and error.

University of Cambridge International Examinations 2012