CAMBRIDGE INTERNATIONAL EXAMINATIONS

Cambridge International General Certificate of Secondary Education

MARK SCHEME for the October/November 2015 series

0510 ENGLISH AS A SECOND LANGUAGE

0510/23 Paper 2 (Reading and Writing – Extended),
maximum raw mark 90

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 October/November 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.

® IGCSE is the registered trademark of Cambridge International Examinations.

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Cambridge IGCSE – October/November 2015 0510 23

IGCSE English as a Second Language Extended tier Reading/Writing (Paper 2)

This component forms part of the Extended 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 and understand ideas, opinions and attitudes and the connections between 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 2

Reading Marks for Writing Marks for Total
objectives reading objectives writing available
tested objectives tested objectives marks

Exercise 1 Reading (1) R1, R2 9 – 9

Exercise 2 Reading (2) R1, R2, R4 15 – 15

Exercise 3 Information R1, R2, R4 6 W1, W5 2 8

transfer

Exercise 4 Note- R1, R2, R3 9 – 9

making

Exercise 5 Summary R1, R2, R3 6 W1, W2, 5 11

W3, W4,
W5

Exercise 6 Writing (1) – W1, W2, 19 19

W3, W4,
W5, W6

Exercise 7 Writing (2) – W1, W2, 19 19

W3, W4,
W5, W6

90

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Exercise 1: Creature Feature – The Giraffe.

(a) African grasslands / Africa / grasslands [1]

(b) camel and leopard [1]

(c) thick saliva AND tough skin inside its mouth BOTH NEEDED FOR ONE MARK [1]

(d) calcium AND minerals [1]

(e) watch out for danger / look out for enemies / guard each other [1]

(f) hitting their necks against each other [1]

(g) kick [1]

(h) stand up (and run away from trouble) [1]

(i) patterns / markings / spots [1]

[Max total for exercise 1: 9 marks]

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Exercise 2: Ancient boats found

(a) 2013 [1]

(b) stopped the wood from drying out/stopped the wood from rotting/preserved them [1]

(c) fishing and boat building BOTH NEEDED FOR ONE MARK [1]

(d) so many (ancient) boats at one time / eight boats at one time / seven
other boats at one time [1]

(e) decorative carvings [1]

(f) extra wood AND clay (lining) BOTH NEEDED FOR ONE MARK [1]

(g) removed a wooden board [1]

(h) offerings to spirits / offerings to gods

new boats made / no longer needed ONE MARK FOR EACH DETAIL [2]

(i) most popular Roman coins 900

least popular Spears 200 BOTH NEEDED FOR ONE MARK [1]

(j) cleaned / remove dirt

sprayed with wax
dried out ANY TWO FOR ONE MARK [1]

(k) (woven) wooden path [1]

tools
spears
wheel
[Max total for exercise 2: 15]

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Exercise 3: Library Questionnaire

Section A: Personal details

Full name: Delia Namu

Address: 114 Honking Road, Kuala Lumpur

Email: [email protected]

Library Reference Number: DN126307

Section B: Library facilities

How often do you use the library? twice a week

What time of day do you usually arrive at and leave the library? 4.30pm to 6.30pm

Main reason for joining the library: use the internet

Do you find the library staff helpful? DELETE NO

Which library resources do you use? (please tick as many as apply)
TICK DVD and magazines

Please give information about any new books you would like added to the library's stock.
Title of book: Future Earth

Author: Brian Jong

Please give the address of any websites you would recommend:
www.earthrocks.com

[Max. Total for Sections A and B: 6 marks]

SECTION C [Max total for Section C: 2 marks]

In the space below write one sentence of between 12 and 20 words, stating
what you like about the library and how it could be improved.

The sentence must be written from the point of view of Delia.

SAMPLE SENTENCES:
I like working at a large desk, but I’d like to have internet access for more than 30 minutes.
I like using the internet, but 30 minutes isn’t long enough for me to do my research.

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

2 marks: no fewer than 12 and no more than 20 words; proper sentence construction; correct
spelling, punctuation and grammar; relevant to context.

1 mark: no fewer than 12 and no more than 20 words; proper sentence construction; 1–3 errors
of punctuation / spelling / grammar that do not obscure meaning; relevant to context.

0 marks: more than 3 errors of punctuation / spelling / grammar; and/or irrelevant to context,
and/or not a proper sentence; and/or fewer than 12 words or more than 20 words.

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.
[Max total for exercise 3: 8 marks]

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Exercise 4: Road Runner

Physical benefits of running. [max 3 marks this heading]

1 Longer life expectancy

2 Improved heart function
3 Lose weight

Aims of a running club. [max 2 marks this heading]

4 Bring people together / overcome isolation

5 Create a safer way of running / reduce risk of accidents

Actions of a successful running group leader. [max 4 marks this heading]

6 Plan (a range of) activities / organise (a range of) activities

7 Good communication / tell runners about the route
8 Give encouragement / give motivation / maintain enthusiasm
9 Listen to members
10 Make people feel welcome / learn people's names / make people feel valued

[Max total for exercise 4: 9 marks]

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Exercise 5: It's never too late to learn

Content: up to 6 marks
1 felt ashamed
2 behaved badly at school
3 classmates mocked her
4 left school without any qualifications
5 could not help daughter with homework / worries about reading returned
6 felt inadequate as a mother / didn’t read bedtime stories

7 bought a novel / made a promise to herself that she would read novel
8 followed the words with her finger
9 tried to say each word aloud
10 read anything (which had print on it) / read labels, signs, posters
11 joined the National literacy Trust reading course / joined a reading course

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.
[Max total for exercise 5: 11 marks]

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Exercise 6: Work Experience

Exercise 7: Family Meals – important or not?

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

1. Award the answer a mark for content (C) [out of 10] and a mark for language (L) [out of 9] 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 at least 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 at least 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 once you have decided on the appropriate
mark band, you can use the paragraphing as a factor in helping you to decide whether the
work warrants the upper or lower mark in the mark band.

8. If the essay is considerably shorter than the stated word length, 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.

[Max total for exercise 6: 19 marks]

[Max total for exercise 7: 19 marks]

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GENERAL CRITERIA FOR MARKING EXERCISES 6 and 7 (Extended tier)

Mark CONTENT: relevance and Mark LANGUAGE: style and accuracy

band development of ideas band (AO: W1, W3, W4, W5)
(AO: W1, W2, W6)

8–9–10 Highly effective: 8–9 Precise:

Relevance: Style:
Fulfils the task, with consistently Ease of style. Confident and wide-
appropriate register and excellent sense ranging use of language, idiom and
of purpose and audience. tenses.
Award 10 marks. Award 9 marks.
Fulfils the task, with consistently
appropriate register and very good A range of language, idiom and tenses.
sense of purpose and audience. Award 8 marks.
Award 8/9 marks.
Development of ideas: Accuracy:
Original, well-developed ideas. Quality is Well-constructed and linked paragraphs
sustained. Outstanding. with very few errors of any kind.
Award 10 marks.
Shows some independence of thought.
Ideas are well developed, at appropriate
length and convincing. The interest of
the reader is sustained.
Award 9 marks.

Ideas are well developed and at

appropriate length. Enjoyable to read.
Award 8 marks.

6–7 Effective: 6–7 Competent:

Relevance: Style:
Fulfils the task, with appropriate register Sentences show variety of structure and
and a good sense of purpose and length. Attempt at sophisticated
audience. vocabulary and idiom. Award 7 marks.
Award 7 marks.
Sentences show some style and
Fulfils the task, with appropriate register ambitious language. However, there
and some sense of purpose and may be some awkwardness making
audience. reading less enjoyable. Award 6 marks.
Award 6 marks.
Accuracy:
Development of ideas: Mostly accurate apart from minor errors
Ideas are developed at appropriate which may include infrequent spelling
length. Engages reader’s interest. errors. Good use of paragraphing and
linking words. Award 7 marks.

Generally accurate with frustrating

errors. Appropriate use of paragraphing.
Award 6 marks.

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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.

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

© Cambridge International Examinations 2015