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w w w e tr . X m eP UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Ordinary direct e ap . c rs om phiz SCHEME for the whitethorn/June 2012 school principal paper for the guidance of teachers 1123 ENGLISH diction 1123/12 writing 1 (Composition), maximum raw bread 60 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It portrays the infrastructure on which Examiners were instructed to award tag.It does not indicate the details of the discussions that took place at an Examiners meeting before marking began, which would wee considered the acceptability of alternative answers. tail schemes must be read in conjunction with the app bent movement text file and the report on the examination. Cambridge will not enter into discussions or accord in connection with these mark schemes. Cambridge is publishing the mark schemes for the May/June 2012 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and near Ordinary Level syllabuses. foliate 2 starting line Scheme Teachers mutation GCE O LEVEL May/June 2012 program 1123 composition 12 gull of LANGUAGE Section 1 and Section 2 General mind Objectives for WRITING W1 W2 W3 W4 hand leavely, with a befool cognizance of purpose, audience and prove. notify clearly and develop ideas coherently, at word take aim, at sentence level and at on the unit of measurement text level. Use precise spelling, punctuation and grammar. Communicate creatively, using a varied range of expression, sentence structures and linguistic devices.The preceding(prenominal) objectives argon assessed by impression, using as guides the pile descriptions in this mark scheme, the photostats and the exemplar marked scripts attached to this mark scheme, bear witnessing performance crosswise the expected range of achievement. Specific Assessment Objectives for Section 1 enjoin Writing To test the candidates ability to 1 2 write a speech which communicates selective information clearly, rightly and economically carry step to the fore the operating instructions as detailed on the question paper regarding the contingent information indispensable.Detailed rateing Instructions for Section 1 Directed Writing The 30 marks are allocated as follows Task Fulfilment 15 marks speech communication 15 marks Please indicate the TF mark start at the end of the essay, e. g. 10 + 12 = 22 N. B. Assessing task close means more(prenominal) than including the bullet/content points. N. B. Candidates who address solely ii points must be in stage set 3 or beneath for TF. University of Cambridge world-wide Examinations 2012 Page 3 Mark Scheme Teachers variant GCE O LEVEL May/June 2012 character 1 TASK FULFILMENT incision Syllabus 1123 Paper 12 ring 1 (1513 marks) Good understanding of purpose. blank awareness of situation and audience. Format entirely appropriate. all required points pee-pee in d etail, fully amplified and well organised. Given information well use to justify personal opinion and interpretation. tone of voice and register entirely appropriate. Band 2 (1210 marks) An understanding of purpose. An awareness of situation and audience. Format appropriate. All required points addressed nevertheless not always developed in detail. Given information organised to support personal opinion. Tone and register appropriate. Band 3 (97 marks) some(a) understanding of purpose. around awareness of situation and audience. Format generally appropriate. At least two required points addressed (and uncompletely/fully developed). Given information whitethorn not be uniformly apply to support opinion. Tone comm exactly appropriate, although there whitethorn be slips of register. Band 4 (64 marks) Only partial understanding of purpose. Some confusion as to situation and audience. Format whitethorn be inappropriate. At least one of the required points addr essed (and part/fully developed). Given information whitethorn be apply irrelevantly. Tone whitethorn be uneven. Band 5 (31 marks) Misunderstanding of purpose. awe as to situation and audience. Little evidence of a specific format. no(prenominal) of the required points addressed. Given information misunderstood or irrelevant. Tone may be inappropriate. A mark of 0 should be given only when the response is totally incomprehensible or the candidate has merely copied out the question or parts of it at random or the question is not attempted at all. University of Cambridge International Examinations 2012 Page 4Mark Scheme Teachers version GCE O LEVEL May/June 2012 SECTION 1 LANGUAGE prey Syllabus 1123 Paper 12 Band 1 (1514 marks) passing right, apart from truly occasional slips. Sentence structures varied for particular effects. Verb forms more often than not correct and appropriate stresss consistently used. Vocabulary wide and precise. Punctuation dead- on(prenominal) and helpful. spell out accurate, apart from very occasional slips. Paragraphs moderate unity, are linked, and stage evidence of planning. Band 2 (1312 marks) unblemished occasional hallucinations are all slips or caused by intake. Sentence structures manoeuvre some athletics to create some natural fluency. Occasional slips in verb forms or stress formation, save era consistent and clear throughout. Vocabulary precise decent to give intended shades of meaning. Punctuation accurate and generally helpful. spell out nearly always accurate. Paragraphs have unity, are usually linked and show some evidence of planning. Band 3 (1110 marks) Mostly accurate errors from ambition do not mar pellucidity of communication. Some pastiche of sentence structures, notwithstanding tendency to repeat sentence types may micturate matt effect. Errors may occur in irregular verb forms, except reserve of tense sequence sufficient to sustain clear progression of events or ideas. uncomplicated vocabulary mainly correct errors may occur with more thought-provoking words. Punctuation generally accurate and sentence judicial separation flop marked, save errors may occur e. g. with direct speech. spell out of simple vocabulary accurate some errors in more ambitious words. Paragraphs may show some unity, although links may be absent or inappropriate. Band 4 (98 marks) Sufficiently accurate to communicate meaning, with patches of clear, accurate language. Some variety of sentence length and structure, not always for particular purpose. Errors in verb forms and tense consistency may cause uncertainty in sequence of events or disturb ease of communication. Vocabulary usually adequate to(predicate) to convey intended meaning idiom may be uncertain. Punctuation used provided not always helpful occasional sentence separation errors. Spelling of simple vocabulary accurate errors in more embarrassing words. Paragraphs used but may la ck unity or coherence. Band 5 (76 marks) Overall meaning never in doubt, but errors sufficiently shit and serious to hamper precision and distract contributor from content. Some simple structures accurate but unlikely to sustain true statement for long. Errors in verb forms and tenses will sometimes confuse sequence of events. Vocabulary limited, either too simple or imperfectly understood some idiomaticalal errors likely. Simple punctuation usually accurate, but there may be frequent sentence separation errors. Spelling of simple vocabulary accurate frequent errors in more strong words. Paragraphs used haphazardly. University of Cambridge International Examinations 2012 Page 5 Mark Scheme Teachers version GCE O LEVEL May/June 2012 Syllabus 1123 Paper 12Band 6 (54 marks) Many serious errors of different kinds of single-word type (i. e. they could be corrected without re-writing the sentence) communication established, although weight of error may cause some blurring . Sentences probably simple and repetitive in structure. frequent errors in verb forms and haphazard changes of tense confuse meaning. Vocabulary conveys meaning but likely to be simple and imprecise significant idiomatic errors Spelling may be inconsistent. Punctuation and paragraphing may be haphazard or non-existent. Band 7 (32 marks) Sense usually decipherable but some error will be multiple (i. . requiring the reader to re-read and re-organise) meaning may be partly hidden by density of linguistic error. marvelous to be more than a few accurate sentences, however simple, in the whole essay. Band 8 (10 mark) Scripts almost entirely or entirely impossible to take as pieces of English writing whole sections make no adept at all. Where occasional patches of relative clarity are evident, 1 mark should be given. The mark of 0 is reticent for scripts that make no sense at all from beginning to end. University of Cambridge International Examinations 2012 Page 6Mark Schem e Teachers version GCE O LEVEL May/June 2012 Syllabus 1123 Paper 12 Detailed Marking instructions for Section 2 Creative Writing 30 marks are allocated. The best fit prindple is applied, as in the following table. N. B. Primary emphasis is on quality of Language comments on Content used to adjust mark within Band. SECTION 2 MARK Band 1 (3027 marks) Highly accurate, apart from very occasional slips. Sentence structure varied for particular effects. Verb forms for the most part correct and appropriate tenses consistently used. Vocabulary wide and precise. Punctuation accurate and helpful. Spelling accurate apart from very occasional slips. Paragraphs have unity, are linked, and show evidence of planning. Consistently relevant. sake aroused and sustained. Tone and register entirely appropriate. logical essays are well developed, logical, even complex, in argument. descriptive essays have well-developed images helping to create complex atmospheres. Narratives are complex, sophi sticated, possibly tense, and may contain devices such as flashbacks. Band 2 (2623 marks) Accurate occasional errors are either slips or caused by ambition. Sentence structures show some variation to create some natural fluency. Occasional slips in verb forms or tense formation but sequence consistent and clear throughout. Vocabulary wide and precise enough to convey intended shades of meaning. Punctuation accurate and generally helpful. Spelling nearly always accurate. Paragraphs have unity, are usually linked and show some evidence of planning. Relevant. Interest aroused and mostly sustained. Tone and register appropriate. Discursive essays have clearly-defined, cohesive, logical stages in their argument. descriptive essays have takeing images and range of detail, helping to create effective atmospheres.Narratives have effective detail creating character or setting, and may contain some sense of climax. University of Cambridge International Examinations 2012 Page 7 Mark Sc heme Teachers version GCE O LEVEL May/June 2012 Syllabus 1123 Paper 12 Band 3 (2219 marks) Mostly accurate errors from ambition do not mar clarity of communication. Some variety of sentence structures, but tendency to repeat sentence types may produce monotonous effect. Errors may occur in irregular verb forms, but control of tense sequence sufficient to sustain clear progression of events or ideas. Simple vocabulary mainly correct errors may occur with more ambitious words. Punctuation generally accurate and sentence separation correctly marked, but errors may occur e. g. with direct speech. Spelling of simple vocabulary accurate some errors in more ambitious words. Paragraphs may show some unity, although links may be absent or inappropriate. Relevant. Some interest aroused, although there may some lack of originality and/or planning. Tone usually appropriate, although there may be slips of register. Discursive essays make a serial of relevant points, with some being devel oped linking of ideas may be insecure.Descriptive essays have satisfactory images, ideas and details which help to create atmosphere. Narratives are straightforward with square-toed sequencing of sentences. Band 4 (1815 marks) Sufficiently accurate to communicate meaning, with patches of clear, accurate language. Some variety of sentence length and structure, not always for particular purpose. Errors in verb forms and tense consistency may cause uncertainty in sequence of events or disturb ease of communication. Vocabulary usually adequate to convey intended meaning idiom may be uncertain.Punctuation used but not always helpful occasional sentence separation errors. Spelling of simple vocabulary accurate errors in more difficult words. Paragraphs used but may lack unity or coherence. attempt to address topic but there may be digressions or failures of logic. May lack liveliness and interest. Tone may be uneven. Discursive essays have mainly relevant points but may be only partia lly developed, with some repeating. Descriptive essays have some detail but may rely too much on narrative. Narratives are more often than not a series of events with only occasional details of character and setting.Band 5 (1411 marks) Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper precision and distract reader from content. Some simple sentence structures accurate but unlikely to sustain true statement for long. Errors in verb forms and tenses will sometimes confuse sequence of events. Vocabulary limited, either too simple or imperfectly understood some idiomatic errors likely. Simple punctuation usually accurate, but there may be frequent sentence separation errors. Spelling of simple vocabulary accurate, frequent errors in more difficult words. Paragraphs used haphazardly. Some relevance.Some interest. Tone may be inconsistent. Discursive essays make a few points but organic evolution is simple and not always logical some obvious repetition of ideas. Descriptive essays are relevant but lack scope or variety. Narratives are simple, everyday or immature. University of Cambridge International Examinations 2012 Page 8 Mark Scheme Teachers version GCE O LEVEL May/June 2012 Syllabus 1123 Paper 12 Band 6 (107 marks) Many serious errors of different kinds of single-word type (i. e. they could be corrected without re-writing the sentence) communication established, although weight of error may cause some blurring. Sentences probably simple and repetitive in structure. habitual errors in verb forms and haphazard changes of tense confuse meaning. Vocabulary conveys meaning but likely to be simple and imprecise significant idiomatic errors. Spelling may be inconsistent. Punctuation and paragraphing may be haphazard or non-existent. A little relevance. A little interest. Some recognition of appropriate tone. In Discursive essays only a few points are discernible and the argument progresses only here and there . In Descriptive essays the overall fancy is unclear.Narratives are very simple and may narrate events indiscriminately. Band 7 (63 marks) Sense usually decipherable but some error will be multiple (i. e. requiring the reader to reread and re-organise) meaning may be partly hidden by density of linguistic error. Unlikely to be more than a few accurate sentences, however simple, in the whole essay. Little relevance or interest. Tone may be inappropriate. In Discursive essays only a very few points are discernable and the argument barely progresses. In Descriptive essays the overall picture is very unclear.Narratives are extremely simple and may narrate events indiscriminately. Band 8 (20 marks) Scripts almost entirely or entirely impossible to recognise as pieces of English writing whole sections make no sense at all. Where occasional patches of relative clarity are evident, 2 or 1 mark(s) should be given. The mark of 0 is reserved for scripts that make no sense at all from beg inning to end. Discursive essays are seldom relevant and may well be disordered, as are Descriptive essays and Narratives. University of Cambridge International Examinations 2012