Cambridge O Level

ENGLISH LANGUAGE 1123/22

Paper 2 Writing October/November 2024
MARK SCHEME
Maximum Mark: 50

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 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 International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2024 series for most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.

This document consists of 12 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level
descriptions for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• 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.

GENERIC MARKING PRINCIPLE 5:

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 be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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English & Media subject specific general marking principles

(To be read in conjunction with the Generic Marking Principles (and requiring further guidance
on how to place marks within levels))

Components using level descriptors:

• We use level descriptors as a guide to broad understanding of the qualities normally expected
of, or typical of, work in a level.
• Level descriptors are a means of general guidance, and should not be interpreted as hurdle
statements.
• Where indicative content notes are supplied for a question, these are not a prescription of
required content, and must not be treated as such. Alternative correct points and unexpected
answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills
demonstrated.
• While we may have legitimate expectations as to the ground most answers may occupy, we
must at all times be prepared to meet candidates 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
scheme requirements for the question).

Components using point-based marking:

Point marking is often used to reward knowledge, understanding and application of skills. We give
credit where the candidate’s answer shows relevant knowledge, understanding and application of
skills in answering the question. We do not give credit where the answer shows confusion.

From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly convey
the same meaning (unless the mark scheme requires a specific term).
b DO credit alternative answers/examples which are not written in the mark scheme if they are
correct.
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons…).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check
for evidence it is understood and not used wrongly.)
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities.
f DO NOT give further credit for what is effectively repetition of a correct point already credited
unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e.
polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms with
which they may be confused (e.g. Corrasion/Corrosion).

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Section A: Directed Writing

Question 1

This question tests the following writing assessment objectives (15 marks)

W1 articulate experience and express what is thought, felt and imagined

W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.

and the following reading assessment objectives (10 marks)

R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R5 select and use information for specific purposes.

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Question Answer Marks

1 Your school principal is considering banning mobile phones in school 25

and has asked students for their views. You have read the views of two
students.

Write an email to your principal saying whether or not you think mobile
phones should be banned.

In your email you should:

• evaluate the ideas and opinions in both texts

• give your own views about the proposed ban, based on what you
have read in the texts.

Base your email on what you have read in both texts but be careful to
use your own words.

Address both of the bullet points.

Begin your email with ‘Dear Principal’ and supply a suitable ending.
Write about 250 to 350 words.

Up to 10 marks are available for the content of your answer and up to

15 marks for the quality of your writing.

Notes on task:

Responses should be based on some or all of the following general

ideas:

Text A
Viewpoint – in favour of having mobile phones in school
• safety / can phone parents / parents happier
• make research easier / quicker / save time
• help with organisation / time keeping
• photography / capture memories / hobbies
• help develop responsibility

Text B
Viewpoint – against having mobile phones in school
• distracting / loss of focus
• limit creativity / use ideas which aren’t their own
• teachers struggle to know what support a student needs
• expensive which can lead to envy / stress
• addictive

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Question Answer Marks

1 Evaluation is offering judgement of an idea. Anything which suggests

prioritization of one idea over another, or dismissal of an idea, is valid as
evaluation.

Development is adding an example or information additional to an idea

already in the text, e.g. a viable alternative, personal experience, etc. whereas
evaluation is about offering a judgement of the quality or validity of that idea.

Candidates may also decide to evaluate the actual texts – as well as, or
instead of, the ideas and opinions within them – by considering the following
aspects:

• how sensible / convincing the argument is

• evidence of bias in the texts
• how well supported the argument is (with evidence)
• consideration of others’ viewpoints
• use of language

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Marking criteria for Section A, Question 1

Table A, Reading

Use the following table to give a mark out of 10 for reading.

Level Marks Description

5 9–10 • Selects a wide range of relevant facts, ideas and opinions from the
text(s). (R5)
• Analyses, evaluates and develops the chosen content in a way that
clearly fulfils all elements of the task. (R3)

4 7–8 • Selects a range of relevant facts, ideas and opinions from the text(s).
(R5)
• Some analysis, evaluation and development and a clear focus on the
task. (R3)

3 5–6 • Identifies sufficient relevant facts, ideas and opinions from the text(s).
(R5)
• Some development of ideas in a reasonably focused response. (R3)

2 3–4 • Identifies some relevant points from the text(s). (R5)

• Occasional development of ideas in a response that is sometimes
focused. (R3)

1 1–2 • Attempts to identify a few relevant points from the text(s). (R5)
• Evidence of some focus on the task. (R3)

0 0 • No creditable content.

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Table B, Writing

Use the following table to give a mark out of 15 for writing.

Level Marks Description

5 13–15 • Content is complex, well developed and effective. (W1)

• Well-organised structure that assimilates ideas from the text(s). (W2)
• Uses a wide range of well–constructed sentences accurately, including
complex sentences. (W3)
• Precise and effective use of a wide range of vocabulary. (W3)
• Consistently appropriate tone and register for audience and purpose.
(W4)
• Highly accurate use of complex spelling, punctuation and grammar. (W5)

4 10–12 • Content is developed and effective. (W1)

• Secure organisation that combines ideas from the text(s). (W2)
• Uses a range of sentence structures accurately, including some complex
ones. (W3)
• Effective use of a range of vocabulary. (W3)
• Mostly appropriate tone and register for audience and purpose. (W4)
• Accurate use of spelling, punctuation and grammar, including some
complex language. (W5)

3 7–9 • Content is relevant with some development. (W1)

• Some attempt to organise and structure ideas from the text(s). (W2)
• Uses most sentence structures accurately, sometimes attempting
complex ones with success. (W3)
• Uses a straightforward range of appropriate vocabulary. (W3)
• Some awareness of an appropriate tone and register for audience and
purpose. (W4)
• Uses a straightforward range of spelling, punctuation and grammar. (W5)

2 4–6 • Content is straightforward with occasional development. (W1)

• Occasional attempt to organise and structure ideas from the text(s). (W2)
• Uses simple sentence structures accurately which may be repetitive.
(W3)
• Uses a range of simple vocabulary which may be repetitive. (W3)
• A little awareness of appropriate tone or register. (W4)
• Generally accurate use of more simple spelling, punctuation and
grammar. (W5)

1 1–3 • Content is simple with a little development of ideas. (W1)

• Organisation and structure rely largely on sequence in original text(s).
(W2)
• Attempts to use simple sentence structures. (W3)
• Uses some simple vocabulary accurately. (W3)
• Some accuracy in simple spelling, punctuation and grammar. (W5)

0 0 • No creditable content.

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Section B: Composition

Questions 2, 3, 4 or 5

This question tests the following writing assessment objectives (25 marks)

W1 articulate experience and express what is thought, felt and imagined

W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W5 make accurate use of spelling, punctuation and grammar

Question Answer Marks

2 EITHER 25

Descriptive writing

Describe the scene in your home when your family is preparing to go

away somewhere together, for example, on holiday or on a day trip, and
when they arrive home.

Question Answer Marks

3 OR 25

Descriptive writing

Describe two very different people, apart from your parents, who are
important role models for you. They could be relatives, friends or
famous people. Say why they are important to you.

Question Answer Marks

4 OR 25

Narrative writing

Write a story in which someone receives an unexpected telephone call

with some exciting news.

Question Answer Marks

5 OR 25

Narrative writing

Write a story that includes the sentence: ‘What do you mean, you forgot
it?’

Use the Section B Composition: Content and Structure Table to give a mark out of 10 for
content and structure and the Section B Composition: Style and Accuracy Table to give a
mark out of 15 for style and accuracy.

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Marking criteria for Section B

Table A, Composition: Content and Structure

Level Marks Description

5 9–10 Consistently effective response to the task

• A wide range of descriptive or narrative features used to create a
consistently effective response. (W1)
• Structure is clear, well balanced and carefully organised for deliberate
effect. (W2)

4 7–8 Mostly effective response to the task

• A range of descriptive or narrative features used to create a mostly
effective response. (W1)
• Structure is mostly clear, balanced and well organised, with some choices
made for deliberate effect. (W2)

3 5–6 Sometimes effective response to the task

• Some use of descriptive or narrative features to create a sometimes
effective response. (W1)
• Structure is reasonably clear, with some organisation and some choices
made for deliberate effect. (W2)

2 3–4 Adequate response to the task

• A few ideas and/or experiences are expressed in an attempt to convey
what is thought, felt and/or imagined. (W1)
• Structure is occasionally clear, with some attempt at organisation to
achieve effects. (W2)

1 1–2 Task is addressed

• An attempt to convey what is thought, felt and/or imagined. (W1)
• Some attempt to structure ideas. (W2)

0 0 No creditable content.

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Candidates may use some of the following features:

Descriptions:
• Focus: e.g. change from close at hand, to in the distance, or very detailed to impressionistic
• Atmosphere: e.g. welcoming, foreboding, pleasing, either uniform or varying
• Direction: e.g. opposite views from a high viewpoint
• Senses: sight, touch, hearing, smell (but weaker candidates do it too mechanically)
• Contrast (especially beyond any contrast given in the question)
• Setting and people within the setting
• Reactions of observer
• Minimal or no narrative framework
• Figurative language techniques e.g. simile, metaphor, personification
• Sound devices e.g. onomatopoeia, alliteration, assonance

And how the response is all linked together to make a cohesive picture.

Narratives:
• Scenario established at beginning
• Setting: sufficient descriptive detail (but not too much)
• Atmosphere: e.g. foreboding, mysterious, joyful
• Senses: sight, touch, hearing, smell
• Figurative language techniques e.g. simile, metaphor, personification
• Characterisation of protagonists by, for example, reactions to events/others, direct speech,
feelings, ‘showing’ rather than ‘telling’
• Control of time frame: e.g. flashback, jumping in the sequence
• Movement of events
• Build–up of tension (if appropriate)
• Effective climax, or at least a definite, clearly signalled ending (or intentional cliff–hanger)

And how the response is all linked together to make a convincing story

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Table B, Composition: Style and accuracy

Level Marks Description

5 13–15 • Uses a wide range of well-constructed sentences accurately, including

complex sentences. (W3)
• Precise and effective use of a wide range of vocabulary. (W3)
• Highly accurate use of complex spelling, punctuation and grammar. (W5)

4 10–12 • Uses a range of sentence structures accurately, including some complex

ones. (W3)
• Effective use of a range of vocabulary. (W3)
• Accurate use of spelling, punctuation and grammar, including some
complex language. (W5)

3 7–9 • Uses most sentence structures accurately, sometimes attempting

complex ones with success. (W3)
• Uses a straightforward range of appropriate vocabulary. (W3)
• Uses a straightforward range of spelling, punctuation and grammar. (W5)

2 4–6 • Uses simple sentence structures accurately which may be repetitive.

(W3)
• Uses a range of simple vocabulary which may be repetitive. (W3)
• Generally accurate use of more simple spelling, punctuation and
grammar. (W5)

1 1–3 • Attempts to use simple sentence structures. (W3)

• Uses simple vocabulary accurately. (W3)
• Some accuracy in simple spelling, punctuation and grammar. (W5)

0 0 • No creditable content.

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