Cambridge Lower Secondary Sample Test

For use with curriculum published in

September 2020

English Paper 2
Mark Scheme
Stage 9

English_S9_02_MS/5RP
© UCLES 2020
S9/02 English Stage 9 Paper 2 Mark Scheme From 2020

Section A: Reading

Question Answer Marks

1 What phrase tells the reader that Jamie thinks the book he selects could 1
be interesting?

Award 1 mark for:

• promising title

Question Answer Marks

2 Why does the writer use a dash ( – ) in line 5? 1

Award 1 mark for:

• It gives contrasting / alternative examples (of interesting books).

• It contrasts the dull / boring books on the shelves/ in the library with ones
Jamie finds interesting.
• To add information

Question Answer Marks

3 What does the word snapped (line 7) tell the reader? 1

Award 1 mark for:

• It shows that the librarian is annoyed / irritated / impatient / in a hurry to

leave work / close the library.

Question Answer Marks

4 Look at lines 1–10. The writer describes the library as unpleasant. 2

Explain in your own words two ways that show this.

Award up to 2 marks for:

• the unfriendly librarian

• no new books / dull books / no adventure/exciting books
• dim light (where the junior fiction was)
• dirty windows

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S9/02 English Stage 9 Paper 2 Mark Scheme From 2020

Question Answer Marks

5 The red-haired man enters the library dramatically. 2

Give two words that show this.

Award up to 2 marks for:

• (the door) flew (open)

• splashed
• marched

Question Answer Marks

6 Look at lines 13–17. 2

Explain in your own words how the writer contrasts the actions of the
librarian with those of the red-haired man.

Give two quotations from the text to support your answer.

Award 1 mark for one idea and relevant quotation up to a maximum of 2 marks:

• The librarian is very still / calm / unemotional and doesn’t react: ‘She didn’t
even look up’.
• (whereas) the red-haired man is dynamic / angry / active / emotional:
‘snapped (the biro) into two pieces / ‘he flung the pieces (into the metal bin)’

Question Answer Marks

7 Look at lines 19–20. 1

Why does the writer separate the direct speech into two parts?

Award 1 mark for:

• It gives the second part, (‘which rings a bell in the police station.’) a strong
impact. / It makes the second part about the police station stand out / It
delays telling the reader that the button is an alarm / to alert the police.
• It adds emphasis to the second part.

Question Answer Marks

8 Look at lines 21–22. 1

The red-haired man leans over and growls at the librarian. What is he
trying to do?

Award 1 mark for:

• The red-haired man tries to frighten / scare / intimidate the librarian (to gain
access to the room and book).

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S9/02 English Stage 9 Paper 2 Mark Scheme From 2020

Question Answer Marks

9 Look at lines 23–25. 2

What two literary techniques are used? Tick () two boxes.

Award up to 2 marks for:

• simile
• alliteration

Question Answer Marks

10 What is the effect on the reader of the sentence in line 28? 1

Award 1 mark for:

• It creates a scary atmosphere.

• It makes the atmosphere sound / feel cold.
• It’s as if something ghostly has entered the library.

Question Answer Marks

11 Look at lines 29–31. 1

Why does the writer use the verb flick in this sentence: Jamie flicked the
pages of a manual on hang-gliding (line 31)?

Award 1 mark for:

• To emphasise Jamie’s boredom

Question Answer Marks

12 Look at lines 38–41. 1

Why does the writer use questions?

Award 1 mark for:

• To build up suspense / tense / mystery.

• To show that Jamie is puzzled / confused / doesn't understand / is trying to
work out what is going on.

Question Answer Marks

13 Look at line 48. 1

What does the writer’s use of an exclamation mark ( ! ) tell the reader
about Jamie?

Award 1 mark for:

• Jamie has made a decision.

• Jamie is determined to discover where the man has gone.

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S9/02 English Stage 9 Paper 2 Mark Scheme From 2020

Question Answer Marks

14 Look at lines 48–54. The writer uses short sentences. 1

What impact does this have on the reader?

Award 1 mark for:

• To create suspense.

Question Answer Marks

15 Jamie is daring. Give two ways that the reader knows this. 2

Award up to 2 marks for:

• He has the courage to approach the librarian.

• He is going to go through the green door even though he is afraid.
• The librarian says he will need good luck (which suggests there is danger
ahead).

Question Answer Marks

16 What do you think ‘the Name in the Book’ is? Tick () one box. 1

Award 1 mark for:

• a password

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Question Answer Marks

17 How does the writer build a sense of menace in this extract? Complete the 4
table to give two explanations and two quotations.

Award up to 4 marks for two appropriate explanations and two relevant

quotations:

Explanation Quotation
Use of time The writer mentions time ‘We’re closing,’… looking up at
throughout. This gives the the clock, ‘in exactly three
sense of time running out and minutes.’
urgency. the clock ticked on towards
half-past four
‘You’re late.’
Use of The writer contrasts the The door swished shut, silently
sound quietness of the library with ruffling the pages
the loudness of (violent / The librarian hummed
aggressive) actions. snapped it into two pieces
two loud explosions
OR disappeared with a slam

The writer describes the

library as very quiet and uses
words with soft sounds /
alliteration / onomatopoeia.
This contrasts with the loud
noises the men make.
Use of The writer personifies the rain tapped and rattled on the
weather weather to make it sound window
menacing. water gurgled down the
drainpipes outside
Jamie’s The writer shows Jamie’s Jamie held his breath
feelings anxiety by how he reacts. Then he froze
Jamie had a sudden shiver of
anticipation
Something cold nudged
against his heart.
His heart was thumping.

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Section B: Writing

Question Answer Marks

18 His heart was thumping. Jamie followed the trail of wet footprints across 25
the floor. When he reached the door he looked back. The librarian was
looking after him with a particularly unpleasant smile.

‘Good luck,’ she said. ‘You’ll need it.’

Continue the story.

You should consider:

• how you will create suspense
• who Jamie will meet
• what will happen to Jamie next.

Notes to markers

• Use the marking grids on the following pages.

• Marking should always begin from the lowest mark in each column and
work upward.
• A ‘best fit’ judgement should be made in judging first in which box to place
the response and then, within that box, which mark is appropriate.
• The lower mark within a box should be given if some the criteria have been
met but not all.
• Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
Award 0 marks for 20 words or fewer.
Award a maximum of 7 marks for responses of between 21 and 60 words.
You need not count the words unless you think there will be fewer than 60.
In normal-sized handwriting 60 words will be approximately 8 lines.

Marks

Creation of texts (Wc) 5

Vocabulary and language (Wv) 3

Grammar and punctuation (Wg) 7

Structure of texts (Ws) 7

Word structure [spelling] (Ww) 3

[Total 25]

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Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
[5 marks] [3 marks] [7 marks] [7 marks] [3 marks]
Content is wholly relevant The response is well- Grammar is used accurately
and conveyed in a organised and uses a wide throughout the text.
consistent style throughout range of organisational For example, there is:
which effectively sustains features to achieve an • a wide range of sentence
the reader’s interest. effective narrative. types manipulated and/or
adapted for effect.
Features and conventions Events are logically • grammatical features are used
of the relevant genre, if sequenced throughout the effectively to contribute to the
appropriate, are text from an effective overall development of the
successfully manipulated opening to a satisfying text.
for effect throughout. conclusion. • consistent use of formal
and/or informal register to
Narrative viewpoint is well- Clear, well-organised enhance and emphasise
established with a paragraphs are used meaning according to context,
consistent style and effectively to structure the purpose and audience.
effectively engages the narrative and control the
reader’s interest pace of the story. Punctuation is accurate:
throughout. Use of a wide range of
An effective range of punctuation for effect
Characters are developed carefully chosen sentence
and effectively portrayed openings and connectives
with the use of a distinctive are used to clarify or
voice sustained throughout. emphasise narrative detail.

[4–5] [6–7] [6–7]

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 S9/02 English Stage 9 Paper 2 Mark Scheme From 2020

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
Content is relevant with Material is wholly relevant The overall response is Grammar is mostly accurate Spelling is nearly always
imaginative detail and in a using a specialised well-organised and uses a throughout the text. e.g., correct throughout.
generally appropriate and vocabulary mostly accurately good range of • Use a range of sentence (There may occasional be
consistent style, which for the genre. organisational features types, manipulated and/or phonetically
mostly sustains the successfully. adapted for effect. plausible attempts at
reader’s interest. Conscious language choices • Use grammatical features to complex words.)
are made, which shape the Events are logically contribute to the overall
Main features and intended purpose and effect sequenced throughout the development of the text. Correct spelling of complex
conventions of the on the reader. text with a successful • Formal and/or informal polysyllabic words, e.g.,
relevant genre, if opening and closing. register is generally used intelligent, initiative,
appropriate, are appropriately according to fundamentally, inferiority,
Makes conscious use of
occasionally manipulated Clear, well-organised context, purpose and paediatrician,
linguistic and literary
for effect. paragraphs are used audience. accommodation
techniques to shape meaning
successfully to structure the
and effect.
Narrative viewpoint is narrative and help the pace Punctuation is mostly accurate:
generally well-established of the story. • Use a range of punctuation for
with a consistent style effect.
and engages the reader’s A range of sentence .
interest throughout. openings and connectives
are used appropriately to
Characters are developed clarify or emphasise
and well-portrayed with narrative detail.
the use of a distinctive
voice.

[3] [3] [4–5] [4–5] [3]

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 S9/02 English Stage 9 Paper 2 Mark Scheme From 2020

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
Content is mostly relevant Material is mostly relevant The text is generally well- Grammatical structures are Spelling of common and
using literary techniques using a specialised organised and attempts to generally accurate throughout less common words,
appropriate to the genre. vocabulary accurately for the use a range of the text, e.g., including polysyllabic and
purpose / genre. organisational features to • Use of some range of compound words, is correct,
Main features of the build up the narrative. sentence types to support the e.g., accurate, present,
genre, if appropriate, are Mostly conscious language text type. evidence, making, possible,
evident. choices are made, which Events are logically • Some complex sentences search
shape the intended purpose sequenced though there may be attempted to create
Narrative viewpoint is and effect on the reader. may be some effect, such as using
clear with evidence of a inconsistencies expanded verb phrases.
personal style which • Some awareness of formal
Makes some use of linguistic
helps engage the reader’s Paragraphs are used to and/or informal register
and literary techniques to
interest. structure the narrative according to context, purpose
shape meaning and effect
though not always and audience.
Some characters are consistently or
developed and portrayed appropriately. Some range of punctuation:
with the use of a • commas, semi-colons, dashes
distinctive voice. A range of connectives are and hyphens are used
used appropriately to link accurately to clarify meaning.
narrative detail. • There may be evidence of
comma splicing.

Note: if punctuation is totally

lacking and other descriptors met
then give the lower mark here.

[2] [2] [2–3] [2–3] [2]

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 S9/02 English Stage 9 Paper 2 Mark Scheme From 2020

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww)
(Wv) (spelling)
General features of the Some language choices are Some attempt to organise Basic grammatical structures are Spelling of common words
genre, if appropriate, may made, which shape the the overall text generally correct, e.g., is correct, e.g., their/there,
be present. intended purpose and effect Some attempt to sequence • subject and verb generally friend, another, around,
on the reader. relevant ideas agree. Past and present tense because, anything,
Narrative viewpoint is not logically in relation to the of verbs generally consistent. something.
always consistent. Some stimulus. • A mix of simple and some
Creates some effect by using
attempt is made to compound sentences used
a range of linguistic and
engage the reader. Paragraphs / sections are accurately. Some complex
literary techniques.
evident with related points sentences may be attempted to
Some elements of the grouped together or linked expand detail but not always
genre can be seen; a by time sequence. successfully.
maximum of 1 mark can • Formal and/or informal register
be awarded if not the Movement between may be attempted but not
correct genre. paragraphs or sections, consistently according to
may be disjointed with a context, purpose and audience.
limited range of sentence
openings and connective. Punctuation:
• Demarcation of straightforward
sentences is usually correct.
• Commas are used in lists and
occasionally to mark clauses.

Note: learners should gain marks

for good English with punctuation
errors rather than lose marks for
essentially good English.

[1] [1] [1] [1] [1]

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww)
(Wv) (spelling)
No creditable response No creditable response No creditable response No creditable response No creditable response
[0] [0] [0] [0] [0]

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