Cambridge IGCSE™

FIRST LANGUAGE ENGLISH (ORAL ENDORSEMENT) 0500/21

Paper 2 Directed Writing and Composition October/November 2024
MARK SCHEME
Maximum Mark: 80

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 incorrectly.
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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Note: All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the passage.

Section A: Directed Writing

Question 1

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
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar

and reading assessment objectives (15 marks)

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
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 Write a magazine article for young people with the title, ‘Music matters’. 40

In your article you should:

• evaluate the views, attitudes and opinions given in both texts
• give your own views, based on what you have read, about the best
ways to inspire young people to become involved with music.

Base your article on what you have read in both texts, but be careful to
use your own words. Address both of the bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer, and up to 25

marks for the quality of your writing.

Responses might use the following ideas:

Text A:

• playing an instrument can bring joy

• learning to play well can give you a sense of personal achievement/pride
• some people start leaning instruments when they are very young
• some children dislike instrument lessons and want to quit
• parents want their children to be able to play an instrument
• you can teach yourself to play an instrument/learn from friends
• some people make a living from music

Text B

• learning to play an instrument teaches the value of hard work and

perseverance
• playing an instrument in a concert is a valuable learning experience
• some children learn the classical tradition in school
• learning to play music enables connections with others
• children should spend less time on computers

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Question Answer Marks

1 Possible evaluation of ideas:

• parents/schools need to consider children’s individual needs and

preferences to inspire them to learn
• there are other equally enriching areas of study
• some people have a narrow view of music/consider some music more
valuable than others
• school orchestras may be more for the school’s benefit
• forcing children to learn a specific genre/instrument can stifle hidden
talent/crush individuality
• forcing children to learn music creates resentment and is therefore
counter-productive
• finding their own musical path means children will work harder to learn
music/only learning for parents’ sake means they won’t develop a passion
for it
• the mental effects of performing could be traumatic
• young people are engaged with the music they like
• there is more than one way to be creative with music/internet is a creative
forum for music

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Marking criteria for Section A Question 1

Table A, Writing

Use the following table to give a mark out of 25 for writing.

Level Marks Description

6 22–25 • Highly effective style capable of conveying subtle meaning. (W1)

• Carefully structured for benefit of the reader. (W2)
• Wide range of sophisticated vocabulary, precisely used. (W3)
• Highly effective register for audience and purpose. (W4)
• Spelling, punctuation and grammar almost always accurate. (W5)

5 18–21 • Effective style. (W1)

• Secure overall structure, organised to help the reader. (W2)
• Wide range of vocabulary, used with some precision. (W3)
• Effective register for audience and purpose. (W4)
• Spelling, punctuation and grammar mostly accurate, with occasional
minor errors. (W5)

4 14–17 • Sometimes effective style. (W1)

• Ideas generally well sequenced. (W2)
• Range of vocabulary is adequate and sometimes effective. (W3)
• Sometimes effective register for audience and purpose. (W4)
• Spelling, punctuation and grammar generally accurate though with some
errors. (W5)

3 10–13 • Inconsistent style, expression sometimes awkward but meaning clear.

(W1)
• Relies on the sequence of the original text. (W2)
• Vocabulary is simple, limited in range or reliant on the original text. (W3)
• Some awareness of an appropriate register for audience and purpose.
(W4)
• Frequent errors of spelling, punctuation and grammar, sometimes
serious. (W5)

2 6–9 • Limited style. (W1)

• Response is not well sequenced. (W2)
• Limited vocabulary or words/phrases copied from the original text. (W3)
• Limited awareness of appropriate register for audience and purpose.
(W4)
• Persistent errors of spelling, punctuation and grammar. (W5)

1 1–5 • Expression unclear. (W1)

• Poor sequencing of ideas. (W2)
• Very limited vocabulary or copying from the original text. (W3)
• Very limited awareness of appropriate register for audience and purpose.
(W4)
• Persistent errors in spelling, punctuation and grammar impede
communication. (W5)

0 0 • No creditable content.

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Table B, Reading

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

Level Marks Description

6 13–15 • Successfully evaluates ideas and opinions, both explicit and implicit. (R1,
R2, R3)
• Assimilates ideas from the text to give a developed, sophisticated
response. (R3, R5)

5 10–12 • Some successful evaluation of ideas and opinions, both explicit and
implicit. (R1, R2, R3)
• A thorough response, supported by a detailed selection of relevant ideas
from the text. (R3, R5)

4 7–9 • Begins to evaluate mainly explicit ideas and opinions. (R1, R2, R3)
• An appropriate response that includes relevant ideas from the text. (R3,
R5)

3 5–6 • Selects and comments on explicit ideas and opinions. (R1, R2, R3)
• Makes a general response including a few relevant ideas from the text.
(R3, R5)

2 3–4 • Identifies explicit ideas and opinions. (R1, R2, R3)

• Makes a limited response with little evidence from the text. (R3, R5)

1 1–2 • Very limited response with minimal relation to the text. (R1, R2, R3, R5)

0 0 • No creditable content.

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Section B: Composition

Questions 2, 3, 4, 5

The question tests the following writing objectives (40 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

Question Answer Marks

2 EITHER 40

Write a description with the title, ‘The family’.

Use Table A to give a mark out of 16 for content and structure, and Table B to
give a mark out of 24 for style and accuracy.

Question Answer Marks

3 OR 40

Write a description of a box full of items you no longer need or use.

Use Table A to give a mark out of 16 for content and structure, and Table B to
give a mark out of 24 for style and accuracy.

Question Answer Marks

4 OR 40

Write a story with the title, ‘The message’.

Use Table A to give a mark out of 16 for content and structure, and Table B to
give a mark out of 24 for style and accuracy.

Question Answer Marks

5 OR 40
Write a story which includes the words ‘… it had to be now …’.

Use Table A to give a mark out of 16 for content and structure, and Table B to
give a mark out of 24 for style and accuracy.

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Marking criteria for Section B

Table A, Composition: Content and structure

Level Marks General and specific marking criteria

6 14–16 General
• Content is complex, engaging and effective. (W1)
• Structure is secure, well balanced and carefully managed for deliberate
effect. (W2)

Specific – descriptive Specific – narrative

Many well-defined and developed The plot is well-defined and strongly
ideas and images create a convincing developed with features of fiction
overall picture with varieties of focus. writing such as description,
characterisation and effective climax,
and convincing details.

5 11–13 General
• Content is developed, engaging and effective. (W1)
• Structure is well managed, with some choices made for deliberate effect.
(W2)

Specific – descriptive Specific – narrative

Frequent, well-chosen images and The plot is defined and developed
details give a mostly convincing with features of fiction writing such as
picture. description, characterisation, climax
and details.

4 8–10 General
• Content is relevant with some development. (W1)
• Structure is competently managed. (W2)

Specific – descriptive Specific – narrative

A selection of relevant ideas, images The plot is relevant and cohesive,
and details, even where there is a with some features such as
tendency to write in a narrative style. characterisation and setting of scene.

3 5–7 General
• Content is straightforward and briefly developed. (W1)
• Structure is mostly organised but may not always be effective. (W2)

Specific – descriptive Specific – narrative

The task is addressed with a series of The plot is straightforward, with

relevant but straightforward details, limited use of the features of narrative
which may be more typical of a writing.
narrative.

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Level Marks General and specific marking criteria

2 3–4 General
• Content is simple, and ideas and events may be limited. (W1)
• Structure is partially organised but limited in its effect. (W2)

Specific – descriptive Specific – narrative

The recording of some relevant The plot is a simple narrative that
events with limited detail. may consist of events that are only
partially linked and/or which are
presented with partial clarity.

1 1–2 General
• Content is occasionally relevant or clear. (W1)
• Structure is limited and ineffective. (W2)

Specific – descriptive Specific – narrative

The description is unclear and lacks The plot and/or narrative lacks
detail. coherence.

0 0 • No creditable content.

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Table B, Composition: Style and accuracy

Level Marks Description

6 21–24 • Precise, well-chosen vocabulary and varied sentence structures, chosen

for effect. (W3)
• Consistent well-chosen register suitable for the context. (W4)
• Spelling, punctuation and grammar almost always accurate. (W5)

5 17–20 • Mostly precise vocabulary and a range of sentence structures mostly

used for effect. (W3)
• Mostly consistent appropriate register suitable for the context. (W4)
• Spelling, punctuation and grammar mostly accurate, with occasional
minor errors. (W5)

4 13–16 • Some precise vocabulary and a range of sentence structures sometimes

used for effect. (W3)
• Some appropriate register for the context. (W4)
• Spelling, punctuation and grammar generally accurate, but with some
errors. (W5)

3 9–12 • Simple vocabulary and a range of straightforward sentence structures.

(W3)
• Simple register with a general awareness of the context. (W4)
• Frequent errors of spelling, punctuation and grammar, occasionally
serious. (W5)

2 5–8 • Limited and/or imprecise vocabulary and sentence structures. (W3)

• Limited and/or imprecise register for the context. (W4)
• Persistent errors of spelling, punctuation and grammar. (W5)

1 1–4 • Frequently imprecise vocabulary and sentence structures. (W3)

• Register demonstrates little or no sense of the context. (W4)
• Persistent errors of spelling, punctuation and grammar impair
communication. (W5)

0 0 • No creditable content.

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