Cambridge International A Level

CHINESE LANGUAGE AND LITERATURE 9868/22

Paper 2 Writing October/November 2024
MARK SCHEME
Maximum Mark: 40

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 13 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.

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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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Annotations

Annotation Meaning

Credit for good language or good content point

Evaluation used

Benefit of the doubt given

Development of a point

Character error (underline)

Example / reference given

Grammatical or lexical error

Irrelevant

Repetition (of language or content)

Use this annotation if a candidate has written the wrong question number down,
e.g. they have clearly answered question 3, but have written question 2 on the
script.

Used to show that blank pages have been seen.

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Candidates respond to two questions. All candidates answer Question 1 and choose to answer either Question 2 or Question 3. Each question
is worth 20 marks.

Candidates will be awarded marks in three categories for each response:

Question 1
• Content (maximum of 8 marks): see Table A
• Linguistic range and organisation (maximum of 6 marks): see Table B
• Language accuracy (maximum of 6 marks): see Table C.

Question 2 and Question 3

• Content (maximum of 8 marks): see Table D
• Linguistic range and organisation (maximum of 6 marks): see Table E
• Language accuracy (maximum of 6 marks): see Table F.

The Writing assessment objectives are:

• W1: Communicate information, opinions, arguments and creative ideas clearly and effectively, with support/justification.
• W2: Organise ideas into coherent text by using a range of cohesive devices and paragraphing where appropriate.
• W3: Use text conventions and register appropriate to the given purpose and audience.
• W4: Use a wide range of vocabulary and grammar effectively.
• W5: Use vocabulary and grammar accurately.

Generic guidance on using levels-based mark schemes

(a) Marking of work should be positive, rewarding achievement where possible, but clearly differentiating across the whole range of marks, where
appropriate.

The examiner should look at the work and then make a judgement about which level statement is the best fit. In practice, work does not always
match one level statement precisely so a judgement may need to be made between two or more level statements.
Once a ‘best-fit’ level statement has been identified, examiners should use the following guidance to decide on a specific mark:
• Where the candidate’s work convincingly meets the level statement, award the highest mark.
• Where the candidate’s work just meets the level statement, award the lowest mark.

(b) Examiners are reminded that this is a language qualification aimed at assessing language proficiency at level B2 and C1 of the Common
European Framework of Reference for Languages (CEFR). The descriptions in this mark scheme should be understood and applied with
reference to CEFR B2 and C1 level.

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TABLE A – Question 1 Content

W1: Communicate information, opinions, arguments and creative ideas clearly and effectively, with support/justification.
W3: Use text conventions and register appropriate to the given purpose and audience.

The recommended response length is 350–500 characters. There will be no penalty for responses that do not adhere to the recommended
response length.

Level Description Marks

4 • Information used is fully relevant to the question. 7–8

• Fully develops complex ideas, expanding particular points, with a wide range of supporting evidence, justifications and
examples.
• A very detailed argumentative/discursive response, written in an assured and natural style appropriate to the task.
• Convincingly argues a case and/or discusses both sides, with an effective conclusion.

3 • Information used is mostly relevant to the question. 5–6

• Develops some complex ideas, expanding particular points, with a range of supporting evidence, justifications and
examples.
• A detailed argumentative/discursive response, written in a natural style appropriate to the task.
• Clearly argues a case and/or discusses both sides, with a clear conclusion.

2 • Information used is partially relevant to the question. 3–4

• Develops ideas and main points with some supporting evidence, giving reasons and examples.
• An argumentative/discursive response with some detail, written in an appropriate style.
• Argues a case and/or discusses both sides with some repetition. May draw a simple conclusion.

1 • Information used is occasionally relevant to the question. 1–2

• Partially develops ideas and main points with occasional supporting reasons and examples.
• An argumentative/discursive response with limited detail; attempts to write in an appropriate style.
• There are inconsistencies in the argument or discussion with repetition.

0 No creditable response. Performance is below level 1. 0

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TABLES B and C – Question 1 Quality of Written Communication

W2: Organise ideas into coherent text by using a range of cohesive devices and paragraphing where appropriate.
W4: Use a wide range of vocabulary and grammar effectively.
W5: Use vocabulary and grammar accurately.

Only work which is clearly related to the question can be considered when applying the marks for Quality of Written Communication. Essays which
do not relate in any way to the exact essay title/question will be awarded 0 marks for content and 0 marks for language.

Table B Linguistic range and organisation Table C Language accuracy

Level Description Marks Level Description Marks

3 • A clearly-organised and coherent text using a 5–6 3 • Consistently maintains a high degree of 5–6
good range of cohesive devices and grammatical accuracy.
appropriate paragraphing. • Accurate use of characters and punctuation
• Uses a wide range of grammar, including with occasional slips. (Note: ‘use of
complex structures. characters’ includes both accurate choice of
• Uses a wide range of appropriate vocabulary characters in context and accurate character
including less common vocabulary. Uses formation.)
language naturally and with ease. • Errors do not impede communication.

2 • A generally well-organised and coherent text 3–4 2 • Good use of simple grammar. Use of some 3–4
using a range of cohesive devices and complex grammar with occasional errors.
possibly using paragraphing. • Use of characters and punctuation is
• Uses a range of grammar including some generally accurate with occasional errors.
complex structures. (Note: ‘use of characters’ includes both
• Uses a range of appropriate vocabulary. Can accurate choice of characters in context and
avoid repetition with some success. accurate character formation.)
• Errors rarely impede communication.

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Table B Linguistic range and organisation Table C Language accuracy

Level Description Marks Level Description Marks

1 • The text is not well organised. May include 1–2 1 • Uses simple grammar, with some errors. 1–2
limited or repetitive use of cohesive devices. • Attempts to use more complex grammar, with
• Uses mostly simple structures with frequent errors.
occasional use of complex structures. • Some errors in use of characters and
• Uses vocabulary appropriate to the task, but punctuation. (Note: ‘use of characters’
frequently overuses some vocabulary. includes both accurate choice of characters
in context and accurate character formation.)
• Errors sometimes impede communication.

0 No creditable response. Performance is below 0 0 No creditable response. Performance is below 0

level 1. level 1.

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TABLE D – Questions 2 and 3 Content

W1: Communicate information, opinions, arguments and creative ideas clearly and effectively, with support/justification.
W3: Use text conventions and register appropriate to the given purpose and audience.

The recommended response length is 350–500 characters. There will be no penalty for responses that do not adhere to the recommended
response length.

Level Description Marks

4 General 7–8
• Fully develops more complex ideas, expanding particular points, with a wide range of supporting information and
examples.
• A very detailed descriptive or narrative response, written in an assured and natural style appropriate to the task.

Specific – Descriptive Specific – Narrative

• Very strongly conveyed and controlled description which • Very strongly conveyed and controlled narrative which is
is consistently developed. consistently developed.
• Rich in experiences, ideas, images and/or sensory • Narrates real or imaginary events with convincing and
details, appropriate to the task. engaging features appropriate to the task (e.g. plot,
characterisation, effective climax).

3 General 5–6
• Develops some complex ideas, expanding particular points, with a range of supporting information and examples.
• A detailed descriptive or narrative response, written in a natural style appropriate to the task.

Specific – Descriptive Specific – Narrative

• Strongly conveyed description which is well developed. • Strongly conveyed narrative which is well developed.
• A good range of experiences, ideas, images and/or • Narrates real or imaginary events with clear and
sensory details, appropriate to the task. engaging features appropriate to the task (e.g. plot,
characterisation, effective climax).

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Level Description Marks

2 General 3–4
• Develops ideas and main points with some supporting information and examples.
• A descriptive or narrative response with some detail, written in an appropriate style.

Specific – Descriptive Specific – Narrative

• Appropriately conveyed description which is developed. • Appropriately conveyed narrative which is developed.
• A range of experiences, ideas, images and/or sensory • Narrates real or imaginary events with features
details which are appropriate to the task. appropriate to the task (e.g. plot, characterisation,
effective climax).

1 General 1–2
Partially develops ideas and main points with occasional supporting information and examples.
A descriptive or narrative response with limited detail; attempts to write in an appropriate style.

Specific – Descriptive Specific – Narrative

• Conveys a simple description which is occasionally • Conveys a simple narrative which is occasionally
developed. developed.
• Some experiences, ideas, images and/or sensory details, • Narrates real or imaginary events with some features
generally appropriate to the task. (e.g. plot, characterisation, climax) which are generally
appropriate to the task.

0 No creditable response. Performance is below level 1. 0

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TABLES E and F – Questions 2 and 3 Quality of Written Communication

W2: Organise ideas into coherent text by using a range of cohesive devices and paragraphing where appropriate.
W4: Use a wide range of vocabulary and grammar effectively.
W5: Use vocabulary and grammar accurately.

Only work which is clearly related to the question can be considered when applying the marks for Quality of Written Communication. Essays which
do not relate in any way to the exact essay title/question will be awarded 0 marks for content and 0 marks for language.

Table E Linguistic range and organisation Table F Language accuracy

Level Description Marks Level Description Marks

3 • A clearly-organised and coherent text using a 5–6 3 • Consistently maintains a high degree of 5–6
good range of cohesive devices and grammatical accuracy.
appropriate paragraphing. • Accurate use of characters and punctuation
• Uses a wide range of grammar, including with occasional slips. (Note: ‘use of
complex structures. characters’ includes both accurate choice of
• Uses a wide range of appropriate vocabulary characters in context and accurate character
including less common vocabulary. Uses formation.)
language naturally and with ease. • Errors do not impede communication.

2 • A generally well-organised and coherent text 3–4 2 • Good use of simple grammar. Use of some 3–4
using a range of cohesive devices and complex grammar with occasional errors.
possibly using paragraphing. • Use of characters and punctuation is
• Uses a range of grammar including some generally accurate with occasional errors.
complex structures. (Note: ‘use of characters’ includes both
• Uses a range of appropriate vocabulary. Can accurate choice of characters in context and
avoid repetition with some success. accurate character formation.)
• Errors rarely impede communication.

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Table E Linguistic range and organisation Table F Language accuracy

Level Description Marks Level Description Marks

1 • The text is not well organised. May include 1–2 1 • Uses simple grammar, with some errors. 1–2
limited or repetitive use of cohesive devices. • Attempts to use more complex grammar, with
• Uses mostly simple structures with frequent errors.
occasional use of complex structures. • Some errors in use of characters and
• Uses vocabulary appropriate to the task, but punctuation. (Note: ‘use of characters’
frequently overuses some vocabulary. includes both accurate choice of characters
in context and accurate character formation.)
• Errors sometimes impede communication.

0 No creditable response. Performance is below 0 0 No creditable response. Performance is below 0

level 1. level 1.

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Glossary of terms used in the Writing levels-based mark schemes

TABLES A and D – Content

• Argumentative: An argumentative piece of writing attempts to clearly present a strong position on a particular topic. Its purpose is to both
educate and persuade the reader on a particular point of view.
• Discursive: A discursive piece of writing presents a balanced examination of a subject. The response should present both sides of the
discussion.
• Descriptive: A descriptive piece of writing describes a person, place or situation, creating an image with words so that the reader can picture it
in their mind.
• Narrative: A narrative piece of writing tells a story containing a sequence of connected events which may be real or imaginary.

TABLES B, C and E, F – Quality of Written Communication

• Range: the variety of words and grammatical forms a candidate uses. At higher levels, candidates will make increasing use of a greater variety
of words, fixed phrases, collocations and grammatical forms.
• Cohesive devices: refers to more sophisticated linking words and phrases (e.g. ‘moreover’, ‘as a result’), as well as grammatical devices such
as the use of reference pronouns, ellipsis.
• Simple structures: A simple structure is, for example, a sentence that has just one independent clause (i.e. it stands alone and expresses one
complete thought) and uses a basic time frame.
• Complex structures: A complex structure is, for example, a sentence that has an independent clause (i.e. it stands alone and expresses one
complete thought) and a dependent clause (i.e. one that cannot stand alone as a complete sentence because it does not express a complete
thought).
• Errors and slips: Errors are systematic mistakes. Slips are mistakes that are non-systematic, i.e. the candidate has learned the vocabulary
item or grammatical structure, but just happened to make a mistake in this instance. In a candidate’s response, where most other examples of
a lexical/grammatical point are accurate, a mistake on that point would most likely be a slip.
• Impede communication: gets in the way of meaning.
• Simple grammar: words, phrases, basic tenses and simple clauses.
• Complex grammar: longer and more complex items, e.g. noun clauses, relative and adverb clauses, subordination, passive forms, modal
forms.
• Choice of characters: the character selected to form a word or phrase.
• Character formation: radicals and/or strokes used to form the written character.

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