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Cambridge International Examinations

Cambridge International General Certificate of Secondary Education

ENGLISH AS A SECOND LANGUAGE 0510/11

Paper 1 Reading and Writing (Core) May/June 2017
MARK SCHEME
Maximum Mark: 70

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 will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.

® IGCSE is a registered trademark.

This document consists of 11 printed pages.

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IGCSE English as a Second Language Core tier Reading/Writing (Paper 1)

This component forms part of the Core tier assessment of IGCSE English as a Second Language and
tests the following Assessment Objectives:

AO1: Reading
R1 identify and retrieve facts and details
R2 understand and select relevant information
R3 recognise, understand ideas, opinions and attitudes and the connections between the related
ideas
R4 understand what is implied but not actually written, e.g. gist, relationships, writer’s
purpose/intention, writer’s feelings, situation or place

AO2: Writing
W1 communicate clearly, accurately and appropriately
W2 convey information and express opinions effectively
W3 employ and control a variety of grammatical structures
W4 demonstrate knowledge and understanding of a range of appropriate vocabulary
W5 observe conventions of paragraphing, punctuation and spelling
W6 employ appropriate register/style
Overview of exercises on Paper 1
Reading Marks for Writing Marks for Total
objectives reading objectives writing available
tested objectives tested objectives marks

Exercise 1 Reading (1) R1 R2 7 7

Exercise 2 Reading (2) R1 R2 R4 11 11

Exercise 3 Information R1, R2 10 W1, W5 4 14

transfer

Exercise 4 Note-making R1, R2, R3 7 7

Exercise 5 Summary W1, W2, W3, 5 5

W4, W5

Exercise 6 Writing (1) W1, W2, W3, 13 13

W4, W5, W6

Exercise 7 Writing (2) W1, W2, W3, 13 13

W4, W5, W6

70

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Question Answer Marks

1(a) (Friday) 7 (July) 1

1(b) (red) T-shirt 1

1(c) information pack AND (university) key ring 1

BOTH REQUIRED FOR ONE MARK

1(d) Why choose Northtown(?) 1

1(e) ambition 1

1(f) application process 2

AND
money management
ONE MARK FOR EACH CORRECT DETAIL

Total: 7

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Question Answer Marks

2(a) test (run) / tested 1

2(b) (layer of) ice 1

2(c) coal 1

2(d) teacher 1

2(e) under(–)friction wheel 1

2(f) safer 2
smoother
quieter
ANY TWO FOR ONE MARK EACH

2(g) 115 metres AND 153 kilometres per hour/kph/kmh 1

BOTH REQUIRED FOR ONE MARK

2(h) positive vertical 1

2(i) more complex / more lasting / longer 1

2(j) Helix 1

Total: 11

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Question Answer Marks

3 Section A: Personal details

Full name: Anika Hansen 1

Nationality: Danish 1

Home address: Rundsgaden 15 1684 Copenhagen Denmark 1

Age: 17 1

Email address: anih@myhome.com 1

Section B: The festival

How did you first find out about Green Trees festival? TICK newspaper 1

When did you buy your ticket for the festival? March 1

How did you travel to the festival site? CIRCLE by bus 1

Name of favourite band at the festival: Jack’s Back 1

Did you visit the shopping area? DELETE NO 1

Total for Sections A and B: 10

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Question Answer Marks

Section C:
In the space below, write one sentence stating what you liked about the
festival, and one sentence saying how it could be improved for next year.

Sample sentence 1: Max 2

I thought the Green Trees site was beautiful.
I enjoyed the bands, especially Jack’s Back.

Sample sentence 2: Max 2

I think there should be more than one way into the site, so that people could
get in faster.
More CDs should be available.

For each sentence, award up to 2 marks as follows:

2 marks: proper sentence construction; correct spelling / punctuation /

grammar; gives the information asked for

1 mark: proper sentence construction; 1–3 errors of punctuation / spelling /

grammar (without obscuring meaning); gives the information asked for

0 marks: more than 3 errors of punctuation / spelling / grammar; and/or

does not give the information asked for; and/or not a proper sentence;
and/or meaning obscure

Absence of a full stop at the end should be considered as 1

punctuation error.
Absence of an upper case letter at the beginning should be considered
as 1 punctuation error.
Omission of a word in a sentence should be considered as 1 grammar
error.

Maximum total for Section C: 4

Total for Sections A–C: 14

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Question Answer Marks

4 Reasons why bookshops are going out of business: Max 3

1. competition from online sellers / competition from supermarkets

reduced price online / reduced price in supermarkets / rapid growth in
sales of digital books / sales of digital books have reached a peak
2. easier to buy online / easier to buy from supermarkets / quicker to buy
online / quicker to buy in supermarkets
3. fewer people read books
4. easier to carry a tablet / more convenient to carry a tablet
5. high rent / cost of rent
6. economic difficulty / people have less money

What bookshops are doing to attract business: Max 4

7. making it individual in style / design shop so people come in

8. encouraging browsing
9. ‘reading spa’ / individual consultation
10. a ‘reading year’ service / sending a book a month
11. cafe
12. events / inviting an author / author to come in / author reads from book
/author talks about book / book signings

Total: 7

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Question Answer Marks

5 Language: up to 5 marks

0 marks: no understanding of the task / no relevant content / meaning

completely obscure due to serious language inaccuracies
1 mark: copying without discrimination from text / multiple language
inaccuracies
2 marks: heavy reliance on language from the text with no attempt to
organise and sequence points cohesively / limited language
expression making meaning at times unclear
3 marks: some reliance on language from the text, but with an attempt to
organise and sequence points cohesively / language
satisfactory, but with some inaccuracies
4 marks: good attempt to use own words and to organise and sequence
points cohesively / generally good control of language
5 marks: good, concise summary style / very good attempt to use own
words and to organise and sequence points cohesively

Maximum total: 5

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Question Answer Marks

6 Email 13

Question Answer Marks

7 Extended writing 13

The following general instructions, and table of marking criteria, apply to both exercises.

1 Award the answer a mark for content (C) [out of 7] and a mark for language (L) [out of 6] in
accordance with the General Criteria table that follows.

2 Content covers relevance (i.e. whether the piece fulfils the task and the awareness of
purpose/audience/register) and the development of ideas (i.e. the detail/explanation provided
and how enjoyable it is to read).

3 Language covers style (i.e. complexity of vocabulary and sentence structure) and accuracy (of
grammar, spelling, punctuation and use of paragraphs).

4 When deciding on a mark for content or language, first of all decide which mark band is most
appropriate. There will not necessarily be an exact fit. Then decide between 2 marks within that
mark band. Use the lower mark if it only just makes it into the band and the upper mark if it fulfils
all the requirements of the band but doesn’t quite make it into the band above.

5 When deciding on a mark for content, look at both relevance and development of ideas. First
ask yourself whether the writing fulfils the task, in terms of points to be covered and the length. If
it does, it will be in the 4–5 mark band.

6 When deciding on a mark for language, look at both the style and the accuracy of the language.
A useful starting point would be first to determine whether errors intrude. If they do not, it will be
in the 4–5 mark band.

7 The use of paragraphs should not be the primary basis of deciding which mark band the work is
in. Look first at the language used and decide on a mark, and if there are no paragraphs, deduct
one mark.

8 If the essay is considerably shorter than the stated word length, fewer than 70 words, it should
be put in mark band 2–3 for content or lower for not fulfilling the task. The language mark is likely
to be affected and is unlikely to be more than one band higher than the content mark.

9 If the essay is totally irrelevant and has nothing to do with the question asked, it should be given
0 marks for Content and Language, even if it is enjoyable to read and fluent.

10 If the essay is partly relevant and therefore in mark band 2–3, the full range of marks for
language is available.

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GENERAL CRITERIA FOR MARKING EXERCISES 6 AND 7 (Core Tier)

CONTENT: relevance and

Mark Mark LANGUAGE: style and accuracy
development of ideas
band band (AO: W1, W3, W4, W5)
(AO: W1, W2, W6)

6–7 Effective: 6 Competent:

Relevance: Style:
Fulfils the task, with appropriate register Sentences show some style and
and a good sense of purpose and ambitious language. However, there may
audience. be some awkwardness making reading
Award 7 marks. less enjoyable. Award 6 marks.

Fulfils the task, with appropriate register Accuracy:

and some sense of purpose and Generally accurate with frustrating
audience. errors. Appropriate use of paragraphing.
Award 6 marks. Award 6 marks.

Development of ideas:
Ideas are developed at appropriate
length. Engages reader’s interest.

4–5 Largely relevant: 4–5 Satisfactory:

Relevance: Style:
Fulfils the task. A satisfactory attempt Mainly simple structures and vocabulary
has been made to address the topic, but but sometimes attempting a wider range
there may be digressions. of language. Award 5 marks.
Award 5 marks.
Mainly simple structures and vocabulary.
Does not quite fulfil the task although Award 4 marks.
there are some positive qualities. There
may be digressions. Accuracy:
Award 4 marks. Meaning is clear and of a safe standard.
Grammatical errors occur when
Development of ideas: attempting more ambitious language.
Material is satisfactorily developed at Paragraphs are used, showing some
appropriate length. coherence. Award 5 marks.

Meaning is generally clear. Simple

structures are usually sound. Errors do
not interfere with communication.
Paragraphs are used but without
coherence or unity. Award 4 marks.

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CONTENT: relevance and

Mark Mark LANGUAGE: style and accuracy
development of ideas
band band (AO: W1, W3, W4, W5)
(AO: W1, W2, W6)

2–3 Partly relevant: 2–3 Errors intrude:

Relevance: Style:
Partly relevant and some engagement Simple structures and vocabulary.
with the task. Inappropriate register,
showing insufficient awareness of Accuracy:
purpose and / or audience. Meaning is sometimes in doubt.
Award 3 marks. Frequent errors do not seriously impair
communication.
Partly relevant and limited engagement Award 3 marks.
with the task. Inappropriate register,
showing insufficient awareness of Meaning is often in doubt. Frequent,
purpose and / or audience. distracting errors which slow down
Award 2 marks. reading.
Award 2 marks.
Development of ideas:
Supplies some detail but the effect is
incomplete and repetitive.

0–1 Little relevance: 0–1 Hard to understand:

Very limited engagement with task, but Multiple types of error in grammar /
this is mostly hidden by density of error. spelling / word usage / punctuation
Award 1 mark. throughout, which mostly make it difficult
to understand. Occasionally, sense can
No engagement with the task or any be deciphered. Award 1 mark.
engagement with task is completely
hidden by density of error. Density of error completely obscures
Award 0 marks. meaning. Whole sections impossible to
recognise as pieces of English writing.
If essay is completely irrelevant, no mark Award 0 marks.
can be given for language.

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