CAMBRIDGE INTERNATIONAL EXAMINATIONS

International General Certificate of Secondary Education

MARK SCHEME for the May/June 2014 series

0500 FIRST LANGUAGE ENGLISH

0500/31 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 should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.

Cambridge will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
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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 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 carefully the transcript of a radio broadcast about people’s attitudes to animals.
Then answer Section 1, Question 1 on this Question Paper.

You have been asked to write a speech to broadcast in response.

Write the words of your speech.

In your speech you should:

• identify and evaluate arguments in the transcript

• explain why you do or do not agree with the broadcaster’s views.

Base your speech on what you have read in the transcript. Be careful to use your own
words.

Begin your speech: ‘The recent broadcast about people’s attitudes to animals raised
important issues…’.

You should write about 1½ to 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.
[25]

General notes on likely content

The best responses take a sensible and logical view of the broadcaster’s arguments, extending their
own arguments at some length, using detail from the text, but not trying to respond to all the material.
They differentiate between the conservationists and the sentimentalists. They may see that at least
some of the views are worth consideration.

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Average responses are sometimes well ordered summaries of the article. Less strong responses may
be brief evaluations.

Weaker responses tend to summarise some of the content in no particular order, lift parts of the
reading material or write irrelevantly, drifting away from the passage.

Candidates might use the following ideas:

Responses may include a wide range of points of which the following are examples:

A1 – The broadcaster’s views with which candidates may agree (with explanations) (explicit)

• Extinction is an unavoidable process

• Animals can be kept alive and thrive in zoos and safari parks
• Not many people can travel to see animals in their natural habitat
• Those who can’t travel can see them on film
• Protecting the balance of nature can become a threat to the public
• People’s lives and livelihoods are affected by laws protecting animals
• Human needs come first and romantic attitudes towards animals are illogical
• Sentimentalists do not understand what they protest about
• They interfere with other countries’ traditional customs (e.g. bull fighting)
• They jump too readily to conclusions (such as badger culls)

A2 – Reasons for not agreeing with the broadcaster’s arguments (implicit)

• Extinction is no longer natural, but the product of human activity

• Zoos and safari parks do not equate to natural habitat
• The issue of balance of nature is taken too lightly – it is a concern to science
• We have to share the planet with animals
• What are these sentimental attitudes? Most of the broadcast is founded on serious issues
• It is unfair to class ‘sentimentalists’ as interferers; the broadcaster’s attitude is insulting
• There is a case that we should mind what happens in other countries/think globally
• It is right that governments should contribute to efforts to support endangered animals
• The argument that families will be deprived of walks in forests is weak

Accept other relevant ideas derived from the passage and relevant to the question.

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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 9–10 Gives a thorough, perceptive, convincing evaluation. Reads effectively

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

Band 2 7–8 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 5–6 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 3–4 Selects points from the passage rather literally and/or uses the material
thinly. Does not combine points into a connected response.

Band 5 1–2 Parts of the response are relevant, though the material may be repeated or
used inappropriately.

Band 6 0 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 13–15 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 10–12 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 8–9 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 5–7 Inconsistent style; simple or faultily constructed sentences; vocabulary simple;
basic structure. Frequent errors, including sentence separation.

Band 5 3–4 Inappropriate expression; the response is not always well sequenced.
Serious errors in sentence structure/vocabulary/grammar/punctuation.

Band 6 1–2 Expression unclear; flawed sentence construction and order. Persistent
serious errors interfere with the conveying of meaning.

Band 7 0 Problems of expression and accuracy are too serious to gain a mark in
Band 6.
First variant Mark Scheme

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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

Write about 2 sides, allowing for the size of your handwriting, on one of the following:

Argumentative/Discursive Writing

2 (a) Discuss the role of music or dance in young people’s lives. [25]

OR

(b) What do you think makes a person successful in life? [25]

Descriptive Writing

3 (a) Describe a small group of people relaxing, and then the moment that destroys the
atmosphere of calm. [25]

OR

(b) Describe a party in full swing, and then what the place is like when all the visitors have gone
home. [25]

Narrative Writing

4 (a) Write a story called ‘The Path that led to Nowhere’. [25]

OR

(b) Write a story that involves your attempt to cook a meal for others. [25]

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COMPOSITION TASKS: TABLE A – CONTENT AND STRUCTURE

ARGUMENTATIVE/ DESCRIPTIVE TASK NARRATIVE TASK

DISCURSIVE TASK

Band 1 • Consistently well • There are many well- • The narrative is complex
11–13 developed, logical defined, well-developed and sophisticated and
stages in an overall, at ideas and images, may contain devices
times complex, describing complex such as sub-texts,
argument. atmospheres with a flashbacks and time
range of details. lapses. Cogent details
• Each stage is linked to are provided where
the preceding one, and • Overall structure is necessary or appropriate.
sentences within provided through
paragraphs are soundly devices such as the • Different parts of the
sequenced. movements of the story are balanced and
persona, the creation of the climax carefully
a short time span, or managed. Sentence
the creation of sequences are
atmosphere or tension. sometimes arranged to
There is no confusion produce effects such as
with writing a story. the building up of
Repetition is avoided tension or providing a
and the sequence of sudden turn of events.
sentences makes the
picture clear to the
reader.

Band 2 • Each stage of the • There is a good range • The writing develops
9–10 argument is defined of images with some interesting
and developed, interesting details features, but not
although the which contribute to a consistently so. Expect
explanation may not be sense of atmosphere. the use of detail and
consistent. some attention to
• These are formed into character or setting.
• The stages follow in a an overall picture of
generally cohesive some clarity, largely • Writing is orderly and the
progression. consistent and beginning and ending are
Paragraphs are mostly effective. There may be satisfactorily managed.
well sequenced, occasional repetition, The reader is well
although some may and opportunities for aware of the climax
finish less strongly than development or the even if it is not fully
they begin. provision of detail may effective. Sequencing of
be missed. Sentences sentences provides
are often well clarity and engages the
sequenced. reader in events or
atmosphere.

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Band 3 • There is a series of • There is a selection of • A straightforward but

7–8 relevant points and a relevant ideas, cohesive story with
clear attempt is made to images, and details, identification of features
develop some of them. which satisfactorily such as character and
These points are address the task. An setting.
straightforward and attempt is made to
logical/coherent. create atmosphere. • While opportunities for
appropriate
• Repetition is avoided, • The description development of ideas
but the order of the provides a series of are sometimes missed,
stages in the overall points rather than a overall structure is
argument can be sense of their being competent, and some
changed without combined to make an features of a developed
adverse effect. The overall picture, but narrative are evident.
sequence of the some ideas are Sentences are usually
sentences within developed successfully, sequenced to narrate
paragraphs is albeit straightforwardly. events clearly.
satisfactory, but the Some sentences are
linking of ideas may well sequenced.
be insecure.

Band 4 • Mainly relevant points • Some relevant ideas • Responds relevantly to

5–6 are made and they are are provided and the topic, but is only a
developed partially occasionally series of chronological
with some brief developed a little, events with occasional
effectiveness. perhaps as a references to character
narrative. There are and setting.
• The overall argument some descriptive
shows signs of structure details, but the use of • Overall structure is
but may be sounder at event may overshadow sound, but there are
the beginning than at them. examples where
the end, or may drift particular parts are too
away from the topic. • There is some overall long or short. The
There may be some structure, but the climax is not effectively
repetition. The writing may lack described or prepared.
sequence of sentences direction and intent. Sentence sequences
may be occasionally There may be narrate events and
insecure. interruptions in the occasionally contain
sequence of sentences irrelevances.
and/or some lack of
clarity.

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Band 5 • A few relevant points • Content is relevant but • A very simple narrative;
3–4 are made and may be lacking in scope or it may consist of
expanded into variety. Opportunities nonsensical or confusing
paragraphs, but to provide development events.
development is very and detail are
simple and not always frequently missed. • Unequal or
logical. inappropriate
• The overall structure, importance is given to
• There is weakness of though readily parts of the story.
sequencing overall and discernible, lacks form Paragraphing is
within paragraphs. and dimension. inconsistent. Dialogue
Paragraphing is Paragraphing is may be used
inconsistent. Repetition inconsistent. The ineffectively. There is no
and an inability to reliance on identifying real climax. Sentence
sustain relevant events, objects and/or sequences are used only
argument are obvious. people sometimes to link simple series of
leads to a sequence of events.
sentences without
progression.

Band 6 • A few points are • Some relevant facts are • Stories are incoherent
1–2 discernible but any identified, but the and narrate events
attempt to develop them overall picture is indiscriminately.
is very limited. unclear and lacks Endings are absent or
development. lack effect.
• Overall argument only
progresses here and • There are examples of • The shape of the
there and the sequence sequenced sentences, narrative is unclear;
of sentences is poor. but there is also some of the content has
repetition and muddled no relevance to the plot.
ordering. Sequences of sentences
are sometimes poor,
leading to a lack of
clarity.

Band 7 • Rarely relevant, little • Rarely relevant, little • Rarely relevant, little
0 material, and presented material, and presented material, and presented
in a disorderly structure. in a disorderly in a disorderly structure.
Not sufficient to be structure. Not sufficient Not sufficient to be
placed in Band 6. to be placed in Band 6. placed in Band 6.

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COMPOSITION TASKS: TABLE B – STYLE AND ACCURACY

Band 1 11–12 Writing is consistent, stylistically fluent, linguistically strong and

accurate; has sense of audience.
Look for:
• appropriately used ambitious words
• complex sentence structures where appropriate

Band 2 9–10 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

Band 3 7–8 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

Band 4 5–6 Writing is clear and accurate in places, and uses limited vocabulary and
grammar; errors occasionally serious.
Look for:
• simple sentences
• errors of sentence separation

Band 5 3–4 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

Band 6 1–2 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

Band 7 0 Writing is difficult to follow because of inadequate language

proficiency and error.

© Cambridge International Examinations 2014