Cambridge International AS & A Level

ENGLISH LANGUAGE 9093/13

Paper 1 Reading May/June 2022
MARK SCHEME
Maximum Mark: 50
9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022 9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022 9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022
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Generic Marking Principles English & Media subject specific general marking principles
GENERIC MARKING PRINCIPLE 5:
(To be read in conjunction with the Generic Marking Principles (and requiring further guidance on how to place marks within levels))
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
Published specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
be limited according to the quality of the candidate responses seen). Components using level descriptors:
marking principles.
 We use level descriptors as a guide to broad understanding of the qualities normally expected of, or typical of, work in a level.
GENERIC MARKING PRINCIPLE 6:  Level descriptors are a means of general guidance, and should not be interpreted as hurdle statements.
GENERIC MARKING PRINCIPLE 1:  Where indicative content notes are supplied for a question, these are not a prescription of required content, and must not be treated as such.
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or Alternative correct points and unexpected answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the Marks must be awarded in line with: grade descriptors in mind. demonstrated.
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the  While we may have legitimate expectations as to the ground most answers may occupy, we must at all times be prepared to meet candidates
details of the discussions that took place at an Examiners’ meeting before marking began, which would have  the specific content of the mark scheme or the generic level descriptors for the question on their chosen ground, provided it is relevant ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark
considered the acceptability of alternative answers.  the specific skills defined in the mark scheme or in the generic level descriptors for the question scheme requirements for the question).
 the standard of response required by a candidate as exemplified by the standardisation scripts.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for GENERIC MARKING PRINCIPLE 2:
Teachers.
Marks awarded are always whole marks (not half marks, or other fractions).
Cambridge International will not enter into discussions about these mark schemes.
GENERIC MARKING PRINCIPLE 3:
Cambridge International is publishing the mark schemes for the May/June 2022 series for most Marks must be awarded positively:
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.  marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022 9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022 9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022 9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022
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English Language specific marking instructions: Section A: Directed response
Question Answer Marks Question Answer Marks
AO1 Read and demonstrate understanding of a wide variety of texts. (Understanding)
Question Answer Marks 1(b) Compare your diary entry with the report, analysing form, structure and language. 15 1(b)  the way in which adjectives are used in the text
 Marks should be awarded for the accuracy of the candidate’s understanding of the text and its features, not for any analysis of them which is
 the use of emotive language e.g. ‘tragic’, ‘catastrophic’, etc.
recognised under AO3. 1(a) Read the following text, which is a report from the website of the global environmental organisation, Greenpeace, 10 Mark according to the levels of response marking criteria in Table B.  the use of metaphor
 Where comparison is required, marks should be awarded for the candidate’s recognition of similarities and differences between the texts and about forest fires in Siberia.  the way in which parenthesis is used in the text
their features, not for any consequent analysis. Additional guidance:  the use of triplicate structures within sentences
 When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. You are a resident who lives in the affected area. Write a diary entry following the visit from the Greenpeace  the serious tone
representatives. Use 150–200 words. The comments below are illustrative and are not intended to be exhaustive.Candidates may make other valid comments that  any other relevant language features in the text.
AO2 Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. (Writing) should be credited.
 Marks should be awarded equally on the basis of the level of the candidate’s written expression (range of features used and accuracy) and the Mark according to the levels of response marking criteria in Table A.
development of their writing (its organisation and relevance to task and audience). Candidates may organise their response in any appropriate way. Theyare not required to focus on form, structure and
 When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally. Additional guidance: language in separate sections.

The comments below are illustrative and are not intended to be exhaustive.Candidates may make other valid comments that Responses might compare and analyse the following:
AO3: Analyse the ways in which writers’ and speakers’ choices of form, structure and language produce meaning and style. (Analysis) should be credited.
 Marks should be awarded equally on the basis of the level of the candidate’s analysis of the text’s elements (form, structure and language) and Form
of the writer’s stylistic choices (including how style relates to audience and shapes meaning). Responses might feature the following:  the typical text conventions used in the original news story and the candidate’s own diary entry
 When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally.  the ways in which the different purposes affect the content and style of the two texts
 form, audience, purpose, style, conventions, language and structure will be appropriately adapted to suit the task  the ways in which the news story and diary entry appeal to their respective intended audiences,
In response to Question 1(a), candidates are required to write between 150 and 200 words. While there is no direct penalty for failing to adhere to  content may include thoughts/feelings, personal experience, descriptive details, as well as other relevant ideas  e.g. through the register used in each text
this requirement, examiners should consider this an aspect of the response’s ‘relevance to purpose’. As such, adherence to the word limit is assessed  tone will be used to have an impact on the reader and to create an effect.  any other relevant aspect of the form of the two texts
as part of the second bullet point of AO2.
Structure
 the ways in which paragraphs or sections are used in each text
 chronological structure – scene setting / first person accounts / information on Greenpeace’s action / results of action
taken
 any other relevant structural features in the text

Language
 references to time and adverbial phrases
 quotes from local residents – first hand, eye-witness accounts
 factual information about the issue
 lexical fields associated with health/illness

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9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022 9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022 9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022 9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022
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Marking criteria for Section A Question 1(a) Marking criteria for Section A Question 1(b)
Level AO1: Read and demonstrate AO2: Write effectively, creatively, accurately and appropriately, for a range of Level AO1: Read and demonstrate AO3: Analyse the ways in which writers’ and speakers’ choicesof form, structure and
understanding of a wide variety of audiences and purposes. understanding of a wide variety of language produce meaning and style.
Table A Table B
texts. 5 marks texts. 10 marks
Level AO1: Read and demonstrate AO2: Write effectively, creatively, accurately and appropriately, for a range of 5 marks 5 marks
understanding of a wide variety of audiences and purposes. Level AO1: Read and demonstrate AO3: Analyse the ways in which writers’ and speakers’ choicesof form, structure and
texts. 5 marks 0  No creditable response  No creditable response understanding of a wide variety of language produce meaning and style. 1  Basic understanding of texts  Minimal analysis of form, structure and/or language, with minimal comparison
5 marks 0 marks 0 marks texts. 10 marks (meaning/context/audience), with  Minimal analysis of how the writers’ stylistic choices relate to audience and shape
5 marks minimal comparison meaning
5  Sophisticated understanding of text  Sophisticated expression, with a high level of accuracy  Minimal reference to characteristic 1–2 marks
(meaning/context/audience)  Content is fully relevant to audience and purpose; ideas aredeveloped throughout in a 5  Sophisticated comparative  Sophisticated comparative analysis of elements of form, structure and language features
 Insightful reference to characteristic sophisticated manner understanding of texts (meaning/  Sophisticated analysis of how the writers’ stylistic choices relate to audience and shape
features 5 marks context/audience) meaning 1 mark
5 marks  Insightful reference to characteristic 9–10 marks
features 0  No creditable response  No creditable response
4  Detailed understanding of text  Effective expression, with a few minor errors which do not impedecommunication 0 marks 0 marks
(meaning/context/audience)  Content is relevant to audience and purpose; ideas are developedin an effective manner 5 marks
 Effective reference to characteristic 4 marks
features 4  Detailed comparative understanding  Detailed comparative analysis of elements of form, structure and language
4 marks of texts (meaning/context/ audience)  Detailed analysis of how the writers’ stylistic choices relate to audience and shape
 Effective reference to characteristic meaning
3  Clear understanding of text  Clear expression, with occasional errors which do not impede communication features 7–8 marks
(meaning/context/audience)  Content is relevant to audience and purpose; ideas are developed clearly
 Clear reference to characteristic 3 marks 4 marks
features
3 marks 3  Clear comparative understanding of  Clear comparative analysis of elements of form, structure and/or language
texts (meaning/context/ audience)  Clear analysis of how the writers’ stylistic choices relate to audience and shape meaning
2  Limited understanding of text  Expression is clear but may not flow easily, with frequent errors which generally do not  Clear reference to characteristic 5–6 marks
(meaning/context/audience) impede communication features
 Limited reference to characteristic  Content is mostly relevant to audience and purpose; ideas are developed in a limited
features manner 3 marks
2 marks 2 marks
2  Limited understanding of texts  Limited analysis of form, structure and/or language, with limited comparison
1  Basic understanding of text  Basic expression, with frequent errors which impede communication (meaning/context/audience), with  Limited analysis of how the writers’ stylistic choices relate to audience and shape
(meaning/context/audience)  Content may lack relevance to audience and purpose; minimal development of ideas limited comparison meaning
 Minimal reference to characteristic 1 mark  Limited reference to characteristic 3–4 marks
features features
1 mark
2 marks
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9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022 9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022 9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022 9093/13 Cambridge International AS & A Level – Mark Scheme May/June 2022
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Section B: Text analysis Marking criteria for Section B Question 2
Question Answer Marks Level AO1: Read and demonstrate AO3: Analyse the ways in which writers’ and speakers’ choices of form, structure and
understanding of a wide variety of language produce meaning and style.
Question Answer Marks 2  the shift in focus, in the second and third paragraphs, provides the reader with helpful and detailed information about Level AO1: Read and demonstrate AO3: Analyse the ways in which writers’ and speakers’ choices of form, structure and texts.
what to expect from the climbing holiday understanding of a wide variety of language produce meaning and style. 5 marks 20 marks
2 Read the following text, which is an advertisement for a climbing holiday in Greece. 25  the inclusion of the itinerary offers an at a glance, day-by-day breakdown of the trip texts.
 any other relevant structural features in the text 5 marks 20 marks 1  Basic understanding of text  Basic analysis, with minimal structure or coherence
Analyse the text, focusing on form, structure and language. (meaning/context/audience)  Minimal selection of elements of form, structure and language for analysis
Language 5  Sophisticated understanding of text  Analysis is sophisticated, coherent and very effectively structured  Minimal reference to characteristic  Minimal awareness of writer’s stylistic choices
Mark according to the levels of response marking criteria in Table C.  the use of the adjectival phrase ‘World-Class Climbing’ in the first subheading suggests that Kalymnos is one of, or (meaning/context/audience)  Insightful selection of elements of form, structure and language for analysis features  Minimal use of appropriate language to link evidence with explanatory comments
among, the best places in the world for climbing  Insightful reference to characteristic  Sophisticated awareness of writer’s stylistic choices, including how style relates to 1 mark 1–4 marks
Additional guidance:  the use of positive adjectives throughout the text; in particular, in the opening paragraphs: e.g. ‘beautiful’, ‘fantastic’, features audience and shapes meaning
‘secluded’, ‘friendly’, ‘delicious’, ‘great’, ‘amazing’, and their effect on the reader  Uses precise and fully appropriate language to link evidence with explanatory comments 0  No creditable response  No creditable response
The analysis should address the style, form, genre, structure and languageof the text (including specific and relevant  use of assonance/sibilance and its effect on the reader 5 marks 17–20 marks 0 marks 0 marks
references), explaining how they create meaning in relation to audience and purpose.  the use of contractions and colloquial phrases, such as ‘chill out’, aligns the writer with the target audience, creating a
conversational style 4  Detailed understanding of text  Analysis is detailed, coherent and effectively structured
The comments below are illustrative and are not intended to be exhaustive.Candidates may make other valid comments that
 the use of listing to emphasise the positive aspects of the island / the trip (meaning/context/audience)  Effective selection of elements of form, structure and language for analysis
should be credited.
 use of first-person plural pronouns connect the writer with the reader, and establish the writer as knowledgeable about  Effective reference to characteristic  Detailed awareness of writer’s stylistic choices, including how style relates to audience
the holiday being offered features and shapes meaning
Candidates may organise their response in any appropriate way. Theyare not required to focus on form, structure and
language in separate sections.  use of a climbing related (jargonistic) lexical field  Uses effective and appropriate language to link evidence with explanatory comments
 use of the present tense for immediacy/scene setting combined with use of the future tense to encourage the reader to 4 marks 13–16 marks
Responses might analyse the following: imagine what the holiday will be like
 any other relevant language features in the text. 3  Clear understanding of text  Analysis is clear, coherent and well structured
Form (meaning/context/audience)  Appropriate selection of elements of form, structure and language for analysis
 the typical text conventions used in the advertisement  Clear reference to characteristic  Clear awareness of writer’s stylistic choices, including how style relates to audience and
 the ways in which the purpose (to sell a holiday) affects the content and style of the text features shapes meaning
 the ways in which the advertisement appeals to its intended audience, e.g. through the tone and register used in the  Uses clear and appropriate language to link evidence with explanatory comments
text 3 marks 9–12 marks
 any other relevant aspect of the text’s form
2  Limited understanding of text  Limited analysis, with some structure and limited coherence
Structure (meaning/context/audience)  Some appropriate selection of elements of form, structure and/or language for analysis
 the ways in which headings, sub-headings, bullet points and short/long paragraphs or sections are used in the text,  Limited reference to characteristic  Limited awareness of writer’s stylistic choices
e.g. sections on the weather and climate / accommodation / ‘Quick Facts’, etc. features  Attempts to use appropriate language to link evidence with explanatory comments
2 marks 5–8 marks
 beginning the advertisement with a description of the destination sets the scene for the holiday and establishes the
mood of the text. This is then developed in the second paragraph with the inclusion of specific details about the island,
creating an idyllic impression on the reader

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