AY 2020 - 2021

SEMESTER 2 FINAL EXAMINATION

International Baccalaureate Middle Year Program

(IB-MYP) (Grade 10)

Language and Literature

MARK SCHEME
Task 1 – Snow

Question Answer Mark

The snow is falling from a sunny/clear sky (1)
1 It made them happy / they smiled / were amazed / were 2
enjoying it (1)
Litter that was blowing down the street was stopped and
became static (1)
2 This litter and all other (inanimate) objects became 2
unrecognisable unmoving masses. Everything was covered in
snow. (1)
He/she kept waking / looking out of the window / he was hoping
3 the snow was continuing / pressed his face against the glass / 2
smiled widely at the sight of the snow
the snow buried the fence (and the alley)
4 1
it buried Aunt and Uncle Erby's fence (and yard)
5 Grimacing 1
• poles moving / poles swaying / wind blowing the poles
• wires making odd noises
6 2
• it looked/sounded/seemed dangerous / poles may fall down
/ danger from electricity / people may get hurt
There is now a strong wind / the wind howled / it is no longer
sunny and clear / the snow got much worse / there was a
7 storm (1) 2
They were snowed in / unable to leave the house / cut-off /
isolated / they had to wait for help (1)
• stroked / hit gently against / touched gently / rubbed (1)
8
• in a vortex / falling in circular motion / whirling (1) 3
• ragged strips / damaged / shredded (1)

Task 2 – Extract taken from Little Chinese Seamstress

Answer Marks
Responses include:
• reference to any short relevant section
• reference to plot or sequence or character information only when
commenting on the writer’s ideas and perspectives
• reference to the writer’s use of language (e.g. descriptive or
informative language; use of dialogue) relevant to the question.
25
• How the writer describes the situation
The writer’s description of the situation, e.g. ‘a crowd of about fifteen
yokels gathering behind my back and following me in silence.’, ‘the
hostility on their young faces.’

• How the writer describes what happens

2
 The writer’s use of language to describe the event, e.g. ‘The silence was
broken by a jeering voice behind my back.’, ‘He was brandishing a
catapult.’

• How the writer shows how the people react

The writer’s use of language to show reactions, e.g. ‘I decided to ignore
the affront,’, ‘Their mockery grew more savage’

Reward any other examples of use of language that are linked with the
ideas and perspectives.

Criterion A - Analyzing
Achievement
Level Descriptors
Level
i. does not reach a standard described by any of the
0
descriptors below.
i. provides limited analysis of the content, context, language,
structure, technique and style of text(s) and the relationship
among texts
ii. provides limited analysis of the effects of the creator’s
choices on an audience
1-2
iii. rarely justifies opinions and ideas with examples or
explanations; uses little or no terminology
iv. evaluates few similarities and differences by making
minimal connections in features across and within genres
and texts.
i. provides adequate analysis of the content, context,
language, structure, technique and style of text(s) and the
relationship among texts
ii. provides adequate analysis of the effects of the creator’s
choices on an audience
3-4 iii. justifies opinions and ideas with some examples and
explanations, though this may not be consistent; uses some
terminology
iv. evaluates some similarities and differences by making
adequate connections in features across and within genres
and texts.
i. competently analyses the content, context, language,
structure, technique, style of text(s) and the relationship
among texts
ii. competently analyses the effects of the creator’s choices on
5-6 an audience
iii. sufficiently justifies opinions and ideas with examples and
explanations; uses accurate terminology
iv. evaluates similarities and differences by making substantial
connections in features across and within genres and texts.
i. provides perceptive analysis of the content, context,
7-8 language, structure, technique, style of text(s) and the
relationship among texts

3

 ii. perceptively analyses the effects of the creator’s choices on
an audience
iii. gives detailed justification of opinions and ideas with a
range of examples, and thorough explanations; uses
accurate terminology
iv. perceptively compares and contrasts by making extensive
connections in features across and within genres and texts.

Criterion B - Organizing
Achievement
Level Descriptors
Level
i. does not reach a standard described by any of the
0
descriptors below.
i. makes minimal use of organizational structures though these
may not always serve the context and intention
ii. organizes opinions and ideas with a minimal degree of
1-2 coherence and logic
iii. makes minimal use of referencing and formatting tools to
create a presentation style that may not always be suitable
to the context and intention.
i. makes adequate use of organizational structures that serve
the context and intention
ii. ii. organizes opinions and ideas with some degree of
3-4 coherence and logic
iii. iii. makes adequate use of referencing and formatting tools
to create a presentation style suitable to the context and
intention.
i. makes competent use of organizational structures that serve
the context and intention
ii. organizes opinions and ideas in a coherent and logical
5-6 manner with ideas building on each other
iii. iii. makes competent use of referencing and formatting tools
to create a presentation style suitable to the context and
intention.
i. makes sophisticated use of organizational structures that
serve the context and intention effectively
ii. effectively organizes opinions and ideas in a coherent and
7-8 logical manner with ideas building on each other in a
sophisticated way
iii. makes excellent use of referencing and formatting tools to
create an effective presentation style.

Criterion D – Using Language

Achievement
Level Descriptors
Level
i. does not reach a standard described by any of the
0
descriptors below.
i. uses a limited range of appropriate vocabulary and forms of
1-2
expression

4

 ii. writes and speaks in an inappropriate register and style that
do not serve the context and intention
iii. uses grammar, syntax and punctuation with limited
accuracy; errors often hinder communication
iv. spells/writes and pronounces with limited accuracy; errors
often hinder communication
v. makes limited and/or inappropriate use of non-verbal
communication techniques.
i. uses an adequate range of appropriate vocabulary, sentence
structures and forms of expression
ii. sometimes writes and speaks in a register and style that
serve the context and intention
iii. uses grammar, syntax and punctuation with some degree of
3-4
accuracy; errors sometimes hinder communication
iv. spells/writes and pronounces with some degree of accuracy;
errors sometimes hinder communication
v. makes some use of appropriate non-verbal communication
techniques.
i. uses a varied range of appropriate vocabulary, sentence
structures and forms of expression competently
ii. writes and speaks competently in a register and style that
serve the context and intention
iii. uses grammar, syntax and punctuation with a considerable
5-6 degree of accuracy; errors do not hinder effective
communication
iv. spells/writes and pronounces with a considerable degree of
accuracy; errors do not hinder effective communication
v. v. makes sufficient use of appropriate non-verbal
communication techniques.
i. effectively uses a varied range of appropriate vocabulary,
sentence structures and forms of expression
ii. writes and speaks in a consistently appropriate register and
style that serve the context and intention
iii. uses grammar, syntax and punctuation with a high degree of
7-8
accuracy; errors are minor and communication is effective
iv. spells/writes and pronounces with a high degree of accuracy;
errors are minor and communication is effective
v. v. makes effective use of appropriate non-verbal
communication techniques.

Task 3 – Write an Article to a local newspaper (Misleading Advertisement)

Article should include

• How misleading advertisements create a psychological simulation to purchase a
certain product.
• How would the consumer purchase trends change creating a false hype;
• How increased complaints regarding advertisements can prevent or make the
consumers avoid these ads and change their choice of media.

5

 Criterion B - Organizing
Achievement
Level Descriptors
Level
i. does not reach a standard described by any of the
0
descriptors below.
i. makes minimal use of organizational structures though these
may not always serve the context and intention
ii. organizes opinions and ideas with a minimal degree of
1-2 coherence and logic
iii. makes minimal use of referencing and formatting tools to
create a presentation style that may not always be suitable
to the context and intention.
i. makes adequate use of organizational structures that serve
the context and intention
ii. ii. organizes opinions and ideas with some degree of
3-4 coherence and logic
iii. iii. makes adequate use of referencing and formatting tools
to create a presentation style suitable to the context and
intention.
i. makes competent use of organizational structures that serve
the context and intention
ii. organizes opinions and ideas in a coherent and logical
5-6 manner with ideas building on each other
iii. iii. makes competent use of referencing and formatting tools
to create a presentation style suitable to the context and
intention.
i. makes sophisticated use of organizational structures that
serve the context and intention effectively
ii. effectively organizes opinions and ideas in a coherent and
7-8 logical manner with ideas building on each other in a
sophisticated way
iii. makes excellent use of referencing and formatting tools to
create an effective presentation style.

Criterion C – Producing Text

Achievement
Level Descriptors
Level
i. does not reach a standard described by any of the
0
descriptors below.
i. produces texts that demonstrate limited personal
engagement with the creative process; demonstrates a
limited degree of thought, imagination and sensitivity and
minimal exploration and consideration of new perspectives
1-2 and ideas
ii. makes minimal stylistic choices in terms of linguistic, literary
and visual devices, demonstrating limited awareness of
impact on an audience
iii. selects few relevant details and examples to develop ideas.
i. produces texts that demonstrate adequate personal
3-4
engagement with the creative process; demonstrates some

6

 degree of thought, imagination and sensitivity and some
exploration and consideration of new perspectives and ideas
ii. makes some stylistic choices in terms of linguistic, literary
and visual devices, demonstrating adequate awareness of
impact on an audience
iii. selects some relevant details and examples to develop
ideas.
i. produces texts that demonstrate considerable personal
engagement with the creative process; demonstrates
considerable thought, imagination and sensitivity and
substantial exploration and consideration of new
perspectives and ideas
5-6
ii. makes thoughtful stylistic choices in terms of linguistic,
literary and visual devices, demonstrating good awareness
of impact on an audience
iii. selects sufficient relevant details and examples to develop
ideas.
i. produces texts that demonstrate a high degree of personal
engagement with the creative process; demonstrates a high
degree of thought, imagination and sensitivity and perceptive
exploration and consideration of new perspectives and ideas
7-8 ii. makes perceptive stylistic choices in terms of linguistic,
literary and visual devices, demonstrating clear awareness
of impact on an audience
iii. selects extensive relevant details and examples to develop
ideas with precision.

Criterion D – Using Language

Achievement
Level Descriptors
Level
i. does not reach a standard described by any of the
0
descriptors below.
i. uses a limited range of appropriate vocabulary and forms of
expression
ii. writes and speaks in an inappropriate register and style that
do not serve the context and intention
iii. uses grammar, syntax and punctuation with limited
1-2
accuracy; errors often hinder communication
iv. spells/writes and pronounces with limited accuracy; errors
often hinder communication
v. makes limited and/or inappropriate use of non-verbal
communication techniques.
i. uses an adequate range of appropriate vocabulary, sentence
structures and forms of expression
ii. sometimes writes and speaks in a register and style that
serve the context and intention
3-4
iii. uses grammar, syntax and punctuation with some degree of
accuracy; errors sometimes hinder communication
iv. spells/writes and pronounces with some degree of accuracy;
errors sometimes hinder communication

7

 v. makes some use of appropriate non-verbal communication
techniques.
i. uses a varied range of appropriate vocabulary, sentence
structures and forms of expression competently
ii. writes and speaks competently in a register and style that
serve the context and intention
iii. uses grammar, syntax and punctuation with a considerable
5-6 degree of accuracy; errors do not hinder effective
communication
iv. spells/writes and pronounces with a considerable degree of
accuracy; errors do not hinder effective communication
v. makes sufficient use of appropriate non-verbal
communication techniques.
i. effectively uses a varied range of appropriate vocabulary,
sentence structures and forms of expression
ii. writes and speaks in a consistently appropriate register and
style that serve the context and intention
iii. uses grammar, syntax and punctuation with a high degree of
7-8
accuracy; errors are minor and communication is effective
iv. spells/writes and pronounces with a high degree of accuracy;
errors are minor and communication is effective
v. makes effective use of appropriate non-verbal
communication techniques.