Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing April 2021
MARK SCHEME

Maximum Mark: 35

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 Markers were instructed to award marks. It does not indicate the
details of the discussions that took place at a Markers’ 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 End of Series Report.
Cambridge will not enter into discussions about these mark schemes.

This document has 4 pages.

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FINAL

Part 1

Question Answer Marks

1 is (being) 1

2 where / in/at which 1

3 long as 1

4 have (got) 1

5 will / might 1

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Part 2

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

5 All three parts of the message are clearly The reader is clearly informed in an appropriate
covered. way.

Language is sufficiently accurate for the

message to be conveyed clearly.

4 All three parts of the message are covered, but Performance shares features of Bands 3 and 5.
there may be some lack of clarity.

3 All three parts of the message are attempted. OR The reader is informed in a generally
Two parts are clearly covered and one part is appropriate way.
unattempted.

Language errors may sometimes impede

communication of the message.

2 Only two parts of the message are attempted. Performance shares features of Bands 1 and 3.

1 Only one part of the message is attempted. The reader is informed in a basic way, which
requires considerable interpretation to
understand the intended message.

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

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Part 3

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT

Uses a range of everyday

vocabulary appropriately, with
occasional inappropriate use
All content is relevant Uses the conventions
Text is generally well- of less common lexis.
to the task. of the communicative
organised and
task to hold the target Uses a range of simple and
5 coherent, using a
reader’s attention and some complex grammatical
variety of linking words
Target reader is fully communicate forms with a good degree of
and cohesive devices.
informed. straightforward ideas. control.
Errors do not impede
communication.

4 Performance shares features of Bands 3 and 5.

Uses everyday vocabulary

generally appropriately, while
Minor irrelevances occasionally overusing
Uses the conventions certain lexis.
and/or omissions may Text is connected and
of the communicative
be present. coherent, using basic Uses simple grammatical
task in generally
3 linking words and a forms with a good degree of
appropriate ways to
limited number of control.
communicate
Target reader is on the cohesive devices.
straightforward ideas. While errors are noticeable,
whole informed.
meaning can still be
determined.

2 Performance shares features of Bands 1 and 3.

Uses basic vocabulary

Irrelevances and
reasonably appropriately.
misinterpretation of
Text is connected
task may be present. Produces text that Uses simple grammatical
using basic, high-
1 communicates simple forms with some degree of
frequency linking
ideas in simple ways. control.
words.
Target reader is
Errors may impede meaning
minimally informed.
at times.

Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.

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 Cambridge Lower Secondary Checkpoint

ENGLISH 1111/02
Paper 2 Fiction October 2021
MARK SCHEME
Maximum Mark: 50

IMPORTANT NOTICE

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 Markers were instructed to award marks. It does not indicate the
details of the discussions that took place at a Markers’ 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 End of Series Report.
Cambridge will not enter into discussions about these mark schemes.

This document has 10 pages. Any blank pages are indicated.

IB21 10_1111_02/2RP
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PUBLISHED

Section A: Reading

Question Answer Marks

1(a) Why is ‘Petra’ an unsuitable name for Aunt Petra? 1
Tick () one box.

‘Petra’ means rock, but Aunt Petra is…

Award 1 mark for the following:

• plump.

1(b) What does the term ‘Aunt Petra’ tell the reader about Petra’s relationship 1
with Nora and her mother?

Award 1 mark for one of the following:

• They are (very) close / firm / good / long-term friends / lifelong / familiar with
each other / like family / more like a sister to her mother and more like an
aunt to Nora / family friend
• Petra visited/saw Nora and her mother quite a lot (when Nora was young).
• Petra is older than Nora.

Question Answer Marks

2 Look at the first paragraph (lines 1–9). 1
Give one phrase that shows that Petra’s guests did not mix together
socially.

Award 1 mark for the following:

• (and mostly we) keep ourselves to ourselves.

Question Answer Marks

3 Look at this sentence: ‘When the sun does come out, it does so 2
apologetically, like a ballerina who is unsure of her entrance on stage.’
(Lines 11–12)
What literary techniques does the writer use in the sentence above? Tick
() two boxes.

Award 1 mark for each of the following:

• a simile
• personification.

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Question Answer Marks

4 Look at this sentence: ‘The climate suits me.’ (Lines 12–13) 1
What does the sentence above tell the reader about how Nora is feeling?

Award 1 mark for one of the following:

• Her mood is grey / dull / dark / gloomy

• She is unhappy / sad / down / miserable / serious / sombre / depressed /
restless.

Question Answer Marks

5 Nora calls Petra’s classes her ‘Organised Wellness’. (Line 17) 1
What does the phrase above tell the reader about Nora’s attitude towards
Petra’s classes and workshops?

Award 1 mark for one of the following:

• She doesn’t like/enjoy them / isn’t interested

• She thinks they’re too organised / too controlled/forced / orders are given
• She doesn’t think they’ll work / doesn’t think the classes will help her
(become well).
• She doesn’t respect what her aunt is doing / she is disdainful / she thinks
they are pretentious

Question Answer Marks

6 What makes the location of Aunt Petra’s guesthouse especially suitable for 1
people on silent retreats?

Award 1 mark for the following:

• It’s very isolated / remote / unpopulated / no one around to talk to / very

quiet / not noisy / peaceful / calm / uncrowded / no busy streets / you can be
by yourself / places to walk and reflect

Accept any answer that recognises that the house is in a rural area / in the
middle of the countryside.

Question Answer Marks

7 Look at lines 30–35. The writer uses two-word phrases to show that the 4
equipment Bill gives Nora to write on is old and worn out.
Give four of the phrases.

Award 1 mark for each of the following:

• (a) missing foot

• (a) lame calf
• (a) yellowed keyboard
• (an) arthritic mouse.

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Question Answer Marks

8 What evidence is there in the text that Nora is staying at Aunt Petra’s 4
guesthouse as a patient rather than a visitor? Complete the table below.
Give two explanations in your own words and support each explanation
with a quotation from the text. An example has been given.

Award 1 mark for any explanation and 1 further mark for an appropriate
quotation, up to a maximum of 4 marks:

Explanation in your own words Quotation from the text

Petra is concerned about her and Aunt Petra is keen for me to take part
wants her to join the classes. in classes and workshops.
Some of the guests are there to be
People come to (relax, and meditate
healed / get better / have a quiet time
and) heal.
/ recuperate
Petra seems to think Nora needs to Spiritual Healing
recover mentally / improve her mental OR
health / there’s something wrong Spiritual Healing (this one, she feels,
inside Nora / Nora’s spirit might be especially appropriate).
Nora’s arm is damaged / Petra has savage purple scar (on which all her
been treating Nora’s damaged arm lotions and potions had little effect).
Petra is concerned about her
health/wellbeing / Nora has had an your wounded arm
injury.

Question Answer Marks

Look at lines 37–43.
9(a) Give one word that means ‘walking slowly’. 1

Award 1 mark for:

• plodding

9(b) What contrast is Nora making in lines 39–40? 1

Award 1 mark for any one of the following:

• old and new

• using a computer and a quill / a screen and parchment / between typing and
writing on parchment
• modern/contemporary and historical/past times.

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Question Answer Marks

Look at this sentence: ‘Because this is no fairy tale.’ (Line 44)

10(a) What techniques does the writer use to emphasise the sentence above? 2
Give two ways.

Award 1 mark for each of the following, up to a maximum of 2 marks:

• The writer uses a short/snappy sentence

• The writer uses a one-sentence paragraph / a separate paragraph for one
sentence / it is placed by itself / one line paragraph
• The sentence begins with ‘because’ / with a conjunction/connective
• The use of ‘no’ (instead of ‘isn’t a’).

10(b) How does Nora view her life so far? 1

Award 1 mark for one of the following:

• It’s not been all happy endings / not a fantasy

• It’s not been pretty / sugary / sweet / it has been sad / melancholy / gloomy
• It’s not been innocent / she’s done something she’s not proud of / has
hidden secrets / is living a lie
• Her life has been tough / she’s been through a lot / had difficulties / she has
had negative experiences / it’s been messy

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Question Answer Marks

11 Nora feels bad about something that has happened in her life. 4
Explain how the reader knows this. Give two explanations in your own
words, and support each explanation with a quotation from the text.

Award 1 mark for any explanation and 1 further mark for an appropriate
quotation, up to a maximum of 4 marks:

Explanation in your own words Quotation from the text

She’s afraid that what she writes can
We are evidence / we can be used
be used as proof (that she’s done
against you
something wrong)
She creates a feeling of doom about (they form a solemn procession,) like
her writing ants plodding towards a cliff edge.
She is going to admit something in
a confession
her writing / tell the truth / come clean
She knows she has done bad / she
I have told a number of lies … some
has lied / done wrong things / she
of them have been significant.
has regrets / secrets / feels guilty
She needs to get something off her
chest / to confess / she can’t bottle it
Drive me mad … if I let this go
up / is hiding the truth / wants to
unwritten
explain / there are things people
should know
She’s going to release / reveal /
… because something is being
expose / a secret / hidden memory /
unlocked
emotion
She had been injured in the past and
… the savage purple scar…
wasn’t healing

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Section B: Writing

Question Answer Marks

Notes to markers

• Use the marking grids on the next two 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.

If response is totally off task award 0 for Wa and as appropriate for the other strands

Award 0000 if the response is virtually lifted from the text, but reward any original content

If there is nothing written on the lined pages 6 and 7, award NR NR NR NR, even if there is
something on the plan page (5)

12 Look at this quotation from the text: ‘I want to explain what I did, and with whom. And
where, and when and why. What happened, and what happened next.’

Write your own story about someone who is hiding a big secret.

You could continue Nora’s story, or write about yourself or about someone else.

12 Content, purpose and audience. (Wa) 8

Text structure and organisation. (Wt) 7

Sentence structure and punctuation. (Wp) 7

Spelling (Ws) 3

[Total 25]

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Content, purpose and audience (Wa) Text structure and organisation (Wt)
8 marks 7 marks
The response is relevant to task/purpose, The ideas are organised into a planned and
with an appropriate tone sustained. coherent story, including an effective
opening and satisfying closing.
The response has content and relevant
ideas developed in detail, and there is clear Clear well-organised paragraphs are linked
consistent engagement with reader. to structure the narrative and contribute to
controlling the pace of the story.
The character, point of view and voice is
sustained.

Ambitious and occasional sophisticated

vocabulary is used accurately.
7–8 6–7
The response is mainly relevant to The ideas are developed into a story from an
task/purpose, with clear and appropriate appropriate opening but may not reach an
tone. effective conclusion.

Content and relevant ideas are developed Paragraphs/sections are evident and help to
with a clear awareness of audience. structure the text.

There is some specific, effective vocabulary,

relevant to purpose.
5–6 4–5
The response has general relevance to task/ The opening, development and conclusion of
purpose, with an attempt at chosen tone. the story are logically related.

There are basic ideas with a little Paragraphs/sections may be used, but not
development, and the beginnings of consistently, accurately or appropriately.
awareness of audience.

A simple range of vocabulary is relevant to

the purpose.
3–4 2–3
The response has limited relevance to task/ Some basic sequencing or outline of story is
purpose, and tone is present but evident.
inconsistent.

There is a limited range of material.

A simple, repetitive vocabulary is attempted.

1–2 1
No creditable response. No creditable response.
0 0

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Sentence structure and punctuation (Wp) Spelling (Ws)

7 marks 3 marks
A range of appropriate and varied sentence
structures are used to create effect.

The use of sentence features contributes to the

overall development of the text.

Almost entirely accurate grammar (tenses,

agreement and word order) with a range of
devices to enhance and emphasise meaning.

Punctuation is correctly used to enhance the

writing.
6–7
Appropriate use of sentence structures, with Spelling almost completely accurate, with a wide
some attempt to create effect. range of words correctly attempted.

Some sentence features are used to clarify and Polysyllabic and ambitious and more complex,
emphasise meaning. lower frequency words are used successfully.

Grammar and punctuation are mostly accurate.

4–5 3
Limited or partially effective use of complex Spelling is generally accurate over a reasonable
sentence structures. range of words.

Mostly simple compound structures based on a Some polysyllabic and more difficult words in
variety of connectives. frequent use are spelled correctly.

Grammar and punctuation is usually correct;

there may be evidence of comma splicing.
2–3 2
Simple sentence structures are used Simple words are attempted successfully.
successfully.
There are frequent errors in commonly occurring
Some correct use of grammar and punctuation, words.
e.g. full stops and capitals.
1 1
No creditable response. No creditable response.
0 0

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ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing April 2020
MARK SCHEME

Maximum Mark: 35

Published

This mark scheme is published as an aid to teachers and learners, to indicate the requirements of the
examination. However, we have not been able to adjust it to reflect the full range of answers that would
have been seen as a part of the normal moderation and marking process, and it does not necessarily contain
all the possible alternatives that might have arisen. Cambridge will not enter into discussions about the mark
scheme.

This document has 4 pages. Blank pages are indicated.

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PUBLISHED

Part 1

Question Answer Marks

1 has 1

Question Answer Marks

2 about / I suggest is / about us / our 1

Question Answer Marks

3 needing / wanting / (that) she needed / wanted 1

Question Answer Marks

4 was included 1

Question Answer Marks

5 same 1

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Part 2

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

5 All three parts of the message are clearly The reader is clearly informed in an appropriate
covered. way.

Language is sufficiently accurate for the

message to be conveyed clearly.

4 All three parts of the message are covered, but Performance shares features of Bands 3 and 5.
there may be some lack of clarity.

3 All three parts of the message are attempted. OR The reader is informed in a generally
Two parts are clearly covered and one part is appropriate way.
unattempted.
Language errors may sometimes impede
communication of the message.

2 Only two parts of the message are attempted. Performance shares features of Bands 1 and 3.

1 Only one part of the message is attempted. The reader is informed in a basic way, which
requires considerable interpretation to
understand the intended message.

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

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Part 3

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT

5 All content is relevant Uses the conventions Text is generally well- Uses a range of everyday
to the task. of the communicative organised and vocabulary appropriately,
task to hold the target coherent, using a with occasional
Target reader is fully reader’s attention variety of linking inappropriate use of less
informed. and communicate words and cohesive common lexis.
straightforward ideas. devices. Uses a range of simple and
some complex grammatical
forms with a good degree of
control.
Errors do not impede
communication.

4 Performance shares features of Bands 3 and 5.

3 Minor irrelevances Uses the conventions Text is connected Uses everyday vocabulary
and/or omissions of the communicative and coherent, using generally appropriately,
may be present. task in generally basic linking words while occasionally
appropriate ways to and a limited number overusing certain lexis.
Target reader is on communicate of cohesive devices. Uses simple grammatical
the whole informed. straightforward ideas. forms with a good degree of
control.
While errors are noticeable,
meaning can still be
determined.

2 Performance shares features of Bands 1 and 3.

1 Irrelevances and Produces text that Text is connected Uses basic vocabulary
misinterpretation of communicates simple using basic, high- reasonably appropriately.
task may be present. ideas in simple ways. frequency linking Uses simple grammatical
words. forms with some degree of
Target reader is control.
minimally informed. Errors may impede
meaning at times.

0 Content is totally Performance below Band 1.

irrelevant.
Target reader is not
informed.

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ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing October 2020
MARK SCHEME

Maximum Mark: 35

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 Markers were instructed to award marks. It does not indicate the
details of the discussions that took place at a Markers’ 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 End of Series Report.
Cambridge will not enter into discussions about these mark schemes.

This document has 4 pages.

IB20 10_1110_02/4RP
© UCLES 2020 [Turn over

19/22 ESL P2 MS 2021-2020

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Published

Part 1

Question Answer Marks

1 was written / has been written / had been written 1

Question Answer Marks

2 a few / a couple of 1

Question Answer Marks

3 (much) more common 1

Question Answer Marks

4 going / (that) we/they go / went / we/they should 1

go

Question Answer Marks

5 gave me 1

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Part 2

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

5 All three parts of the message are clearly The reader is clearly informed in an appropriate
covered. way.

Language is sufficiently accurate for the

message to be conveyed clearly.

4 All three parts of the message are covered, but Performance shares features of Bands 3 and 5.
there may be some lack of clarity.

3 All three parts of the message are attempted. OR The reader is informed in a generally
Two parts are clearly covered and one part is appropriate way.
unattempted.

Language errors may sometimes impede

communication of the message.

2 Only two parts of the message are attempted. Performance shares features of Bands 1 and 3.

1 Only one part of the message is attempted. The reader is informed in a basic way, which
requires considerable interpretation to
understand the intended message.

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

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Part 3

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT

Uses a range of everyday

vocabulary appropriately, with
occasional inappropriate use
All content is relevant Uses the conventions
Text is generally well- of less common lexis.
to the task. of the communicative
organised and
task to hold the target Uses a range of simple and
5 coherent, using a
reader’s attention and some complex grammatical
variety of linking words
Target reader is fully communicate forms with a good degree of
and cohesive devices.
informed. straightforward ideas. control.
Errors do not impede
communication.

4 Performance shares features of Bands 3 and 5.

Uses everyday vocabulary

generally appropriately, while
Minor irrelevances occasionally overusing
Uses the conventions certain lexis.
and/or omissions may Text is connected and
of the communicative
be present. coherent, using basic Uses simple grammatical
task in generally
3 linking words and a forms with a good degree of
appropriate ways to
limited number of control.
communicate
Target reader is on the cohesive devices.
straightforward ideas. While errors are noticeable,
whole informed.
meaning can still be
determined.

2 Performance shares features of Bands 1 and 3.

Uses basic vocabulary

Irrelevances and
reasonably appropriately.
misinterpretation of
Text is connected
task may be present. Produces text that Uses simple grammatical
using basic, high-
1 communicates simple forms with some degree of
frequency linking
ideas in simple ways. control.
words.
Target reader is
Errors may impede meaning
minimally informed.
at times.

Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.

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