Cambridge International A Level

Cambridge International A Level
A LEVEL ARABIC 9680/32

Paper 3 Essay May/June 2020
MARK SCHEME
Maximum Mark: 40
Published
Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic.
This mark scheme is published to support teachers and students and should be read together with the
question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the
proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also
provides the most likely acceptable alternative responses expected from students. Examiners usually review
the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the
June series, Examiners were unable to consider the acceptability of alternative responses, as there were no
student responses to consider.
Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However,
because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June
2020 series.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge
IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level
components.
This document consists of 3 printed pages.
© UCLES 2020 [Turn over

9680/32 Cambridge International A Level – Mark Scheme May/June 2020
PUBLISHED
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 descriptors
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.
Marks awarded are always whole marks (not half marks, or other fractions).
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.
Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.
© UCLES 2020 Page 2 of 3

9680/32 Cambridge International A Level – Mark Scheme May/June 2020
PUBLISHED
Essays which address the broad topic area but relate to the exact essay title/question only in places
will be awarded content marks in the ‘poor’ band, with access to the full range of marks for language.
Essays which address the broad topic area but do not relate in any way to the exact essay
title/question will be awarded 0 marks for content and 0 marks for language.
Language (24 marks) Content (16 marks)
21–24 Very good 14–16 Very good
Confident use of complex sentence patterns, Detailed, clearly relevant and well illustrated;
generally accurate, extensive vocabulary, good coherently argued and structured.
sense of idiom.
16–20 Good 11–13 Good
Generally sound grasp of grammar in spite of Sound knowledge and generally relevant; some
quite a few lapses; reads reasonably; some ability to develop argument and draw
attempt at varied vocabulary. conclusions.
10–15 Adequate 7–10 Adequate
A tendency to be simple, clumsy or laboured; Some knowledge, but not always relevant; a
some degree of accuracy; inappropriate use of more limited capacity to argue.
idiom.
5–9 Poor 3–6 Poor
Consistently simple or pedestrian sentence Some attempt at argument, tends to be sketchy

patterns with persistent errors; limited or unspecific; little attempt to structure an
vocabulary. argument; major misunderstanding of question.
0–4 Very poor 0–2 Very poor
Only the simplest sentence patterns, little Vague and general, ideas presented at random.
evidence of grammatical awareness, very limited
vocabulary.
© UCLES 2020 Page 3 of 3

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Cambridge International A Level

A LEVEL ARABIC 9680/32

This document consists of 3 printed pages.

© UCLES 2020 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2020 Page 2 of 3

Language (24 marks) Content (16 marks)

21–24 Very good 14–16 Very good

16–20 Good 11–13 Good

10–15 Adequate 7–10 Adequate

5–9 Poor 3–6 Poor

Consistently simple or pedestrian sentence Some attempt at argument, tends to be sketchy

0–4 Very poor 0–2 Very poor

© UCLES 2020 Page 3 of 3

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