Cambridge International AS Level: English General Paper 8019/01 May/June 2021

Cambridge International AS Level
ENGLISH GENERAL PAPER 8019/01

Paper 1 Essay May/June 2021
MARK SCHEME
Maximum Mark: 30
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 May/June 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.
This document consists of 17 printed pages.
© UCLES 2021 [Turn over

8019/01 Cambridge International AS Level – Mark Scheme May/June 2021
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.
© UCLES 2021 Page 2 of 17

PUBLISHED
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.

PUBLISHED
Generic levels of response descriptions
These level definitions address Assessment Objectives (AOs) 1, 2 and 3, and should be used in conjunction with the indicative content for each
question in the mark scheme. Information about AOs can be found in the Cambridge International AS Level English General Paper syllabus (8021)
for examination in 2019, 2020 and 2021.
Introduction
The level definitions which follow reflect, and should be interpreted within the context of, the following general statement:
(a) Examiners will give their highest marks to candidates who demonstrate a disciplined management of the discussion the question provokes and
use clear and accurate communication. Examiners will be guided more by careful selection and application of information, effective analysis
and evaluation, and supported judgement, than by weight of facts.
(b) Examiners will use these level definitions in combination with the question-specific mark schemes.
(c) Explanation or judgement is strengthened if informed by the use of relevant examples.
(d) The level in which an essay is placed depends on the range of criteria detailed in AO1, AO2 and AO3. As a result, not all essays fall obviously
into one particular level. In such cases a ‘best-fit’ approach will be adopted with any doubt erring on the side of generosity.
In marking an essay, examiners will first place it in a level and then fine-tune the mark in terms of how strongly/weakly the demands of the level
have been demonstrated. The criteria in each level are written to exemplify the middle of that level.

PUBLISHED
Levels of response descriptions
AO1
AO2 AO3
Level Selection and application of Marks
Analysis and evaluation Communication using written English
information
• Selects a range of fully relevant • Analyses possible meanings of the • Communicates clearly with
information that effectively question and defines the scope of consistently appropriate use of
exemplifies the main aspects of the the response. register.
response to the question. • Develops, analyses and evaluates a • Uses a wide range of vocabulary
• Applies a range of examples range of arguments to reach a and a variety of language features.
appropriately to support the main supported conclusion. • Uses language with control and
5 ideas and opinions in the response. • Develops a strong argument with accuracy. Errors, if present, are only 25–30
clear use of supportive evidence. related to the use of sophisticated
words and structures.
• Constructs a cohesive response
which links ideas, arguments and
paragraphs convincingly. Text is
well organised.
• Selects relevant information that • Analyses the meaning of the • Communicates clearly with
exemplifies the main aspects of the question to inform the scope of the appropriate use of register.
response to the question. response. • Uses a range of vocabulary and
• Applies examples appropriately to • Develops, analyses and begins to language features.
support the main ideas and opinions evaluate different arguments to • Uses language with control and
in the response. reach a supported conclusion. some accuracy. Errors relate to the
4 19–24
• Develops a well-reasoned argument use of less common words and
with use of supportive evidence. structures.
• Constructs a clear response which
links ideas, arguments and
paragraphs. Text is generally well
organised.

PUBLISHED
AO1
AO2 AO3
information
• Selects information that exemplifies • Demonstrates understanding of the • Communicates clearly overall but
some of the main aspects of the meaning of the question in the with inconsistent use of appropriate
response to the question. response. register.
• Applies examples to support the • Develops and brings together some • Uses everyday vocabulary and
main ideas and opinions in the arguments to form a conclusion. some varied language features.
response. • Constructs an argument which is • Uses language with some control.
3 logical and usually supported by Errors are noticeable but do not 13–18
evidence. impede communication.
• Constructs a mostly coherent
response which links ideas,
arguments and paragraphs. Text
has some organisation but may not
be sustained.
• Selects limited information that • Demonstrates partial understanding • Communicates clearly in places,
exemplifies aspects of the response of the meaning of the question in with inconsistent use of register.
to the question. the response. • Uses basic vocabulary with limited
• Applies examples that are linked to • Refers to arguments to form a language features.
some of the ideas and opinions in conclusion. • Uses language with limited control.
2 7–12
the response. • Constructs an argument partially Errors are frequent and sometimes
supported by evidence. impede communication.
• Constructs a fragmented response
which links some ideas and/or
arguments.

PUBLISHED
AO1
AO2 AO3
information
• Selects limited information that is • Makes a limited response to the • Communicates with lack of clarity
relevant to the question. question. and/or register is inappropriate.
• Makes examples which may not link • Makes some form of basic • Uses basic vocabulary.
to the ideas and opinions in the conclusion. • Uses language with control rarely.
1 response. • Constructs a weak argument. Errors are frequent and 1–6
communication is often lost.
• Constructs a response but the
response is not organised and ideas
are not linked.
0 • A mark of zero should be awarded for no creditable content. 0

PUBLISHED
Question Answer Marks
1 To what extent is it important for your country to have a good relationship with its neighbours? 30
Answers are likely to:

• define what makes a good relationship between neighbouring countries
• consider the extent to which this is important
• make a judgement, based on the consideration of the evidence and argument put forward.
Answers might include discussion and examples such as:

• the global economy and the importance of trade across national boundaries
• the need for alliances to combat aggression, terrorism, etc.
• environmental challenges and the importance of working together to meet them
• working alongside one’s closest neighbours is a step towards a more harmonious world
• although alliances are important, these need not always be with one’s closest neighbours
• the importance of boundaries and protecting oneself from threats from other countries
• national sovereignty and the danger of compromising this in trade or other agreements
• some countries have a history of enmity with their closest neighbours and this makes a good relationship difficult.

PUBLISHED
2 Evaluate the extent to which sport has become too competitive. 30

• discuss the various contexts in which competition can take place or has taken place
• consider the limitations and benefits of competitive sport

• the nature of competitive sport and competition; its history and development
• rivalry between nations and groups and how sport can exacerbate these tensions
• where sporting events have led to wider hostility or diplomatic incidents
• the use of drugs and other mechanisms to gain an unfair advantage
• sporting events can bring nations together and a degree of healthy competition can help this
• sport is not always competitive and has many wider benefits such as exercise and fitness
• international sport may be overly competitive, but this is only a small proportion of sporting activity in the world
• historically there has been a movement away from extreme competition and towards diplomacy in international sport.

PUBLISHED
3 The human rights of an individual should be given priority in society. Discuss. 30

• show an understanding of what human rights are
• assess the extent to which human rights should be prioritised over other factors
Answers might include discussions and examples such as:

• explanations of countries where human rights are poor
• comparing human rights with other religious codes and culture that could lead to discrimination
• societies where the rights of individuals are prioritised
• considering the role and responsibility of leaders within a country
• the development of laws and constitutions within countries to incorporate human rights
• the treatment of marginalised groups within a society
• considering ethical issues where interpretation of rights might differ
• arguments for seeing human rights as secondary to other purposes, in order to maintain a good society.

PUBLISHED
4 Examine whether or not advances in scientific research have enabled humans to live healthier lives. 30

• discuss the impact of science in the area of health
• consider the extent to which advances in scientific research have made people healthier

• advances in medical research have improved health and well-being
• diseases are being cured at a greater rate due to scientific developments
• improved scientific knowledge has led to improved knowledge of how to live a healthier life
• growing life expectancy around the world is often linked to developments in science
• science has made our lives easier, and this means many of us do not get the exercise we need, contributing to
increasing obesity rates around the world
• science’s relationship with big business leads to skewed research in relation to drugs and nutritional guidelines
• the moral and ethical factors raised by the possible misuse of scientific research
• technology’s impact on lifestyles and links to mental health problems in developed countries.

PUBLISHED
5 To what extent have human activities unnecessarily destroyed the natural environment of your country? 30

• identify the changes in the natural environment of the chosen country
• consider if the changes have gone too far and whether they were really necessary
• make a judgement, based on the consideration of the evidence and argument put forward

• the hunting of fauna and destruction of flora for pleasure, profit or protection
• the destruction of habitat (usually for modern farming or human habitation)
• human ignorance of the consequences of upsetting the natural ecological balance
• the contextual needs of a ‘developing’ economy will probably need to be reviewed
• consideration of the environment can only be given priority once basic needs have been satisfied
• there is an argument that some ‘longing’, for instance, for past landscapes is unrealistic
• human development can be sympathetic to the needs and appearance of nature
• some destruction of nature can be ruthless and can have an impact outside a particular country.

PUBLISHED
6 It is now possible for couples who cannot conceive naturally to have children. To what extent is this a positive 30
development?

• show some understanding of the contrasting views concerning alternatives to natural conception
• explore many facets of the different options, both positive and negative

• the possibility and consolation given to couples by having fertilised eggs
• there being less possibility for a baby being born with a disability since conception is carefully screened from the outset
• adoption as an alternative to conception and its various issues
• creates the possibility for same sex couples to have children
• conceiving in this way may involve considerable expense and some emotional upset
• there being a number of religious and moral principles surrounding their alternatives
• couples wanting designer babies, with features that they have specifically requested
• the wider issues for population growth and associated pressures.

PUBLISHED
7 To what extent is it necessary to monitor the content of social media? 30

• discuss the role of social media today
• consider the extent to which social media should be monitored and by whom

• the accessibility and popularity of social media and its dangers
• the use of social media by organisations to harvest data, advertise or promote a viewpoint
• the susceptibility to fake news and the manipulation of the truth
• the case for parental, rather than governmental regulation, in the case of children
• the use of social media for purposes such as terrorism or grooming of minors
• social media is democracy in action and should remain free from interference
• people should be able to choose what they read or express on social media
• whether the authorities have the right to suppress or censor information on social media.

PUBLISHED
8 Creativity is only to be found in the various types of artistic expression. To what extent do you agree? 30

• develop an understanding of artistic expression in terms of creativity in the written form, visual and performance
• discuss creativity within other fields such as new advancements and discoveries

• specific musicians, artists and designers of all genres whose works signify something new and innovative
• points looking at creativity in other spheres such as science, mathematics and engineering
• creativity in architecture, town planning, interior design and landscaping
• the generation of ideas for the internet, programming, computer games, information technology in its many
applications
• references to the writing and illustrating covering all kinds of expression, including advertising
• specific movements within the arts in different eras
• creativity in daily routines and as an expression of identity
• creativity in performance; on the stage, on the street, in various sports.

PUBLISHED
9 Evaluate the extent to which books about remarkable people or events can inspire their readers. 30

• consider how books give an insight into people and events
• evaluate the different types of inspiration for different readers

• focusing on a person or event encourages sympathy and empathy with those who were involved
• authors having difficulty in being truly objective creates conflicting opinions
• giving people and events a human slant which the reader can relate to
• bias, as writers develop a relationship with their subject, the strength of which can influence others
• being judgmental or presenting the reader with an edited selection of facts from which to form their own opinion
• books can provide false encouragement, demotivate or cause doubt
• remarkable people and events vary for each individual person and country
• the power of books both positive and negative.

PUBLISHED
10 To what extent is music used for purposes other than entertainment in your country? 30
Answers will be focused on one country with which the candidate identifies or to which they direct their answers. Answers
are likely to:
• review the place of music in the context of the chosen country
• consider how music is used, for entertainment and other purposes
• make a judgement, based on consideration of the evidence and argument put forward.

• the types of music listened to by different groups, perhaps changing over time, for example with globalisation
• music is used for entertainment purposes; personal listening, live concerts, music-related radio and television shows
• entertainment may be seen as superficial, but music-making and composition require creativity, thought, skill and
application
• the therapeutic benefits of music, for example with dementia patients or in soothing stress
• cultural and social role in unifying groups of people, for example festivals, religious worship, national anthems, military
occasions
• music is used in films and television dramas to create atmosphere, and in advertising to be memorable and attract
attention
• economic considerations, the music industry being big business in many countries
• music as a background to our lives, literally in shopping centres and restaurants, and figuratively, with music evoking
memories.

Cambridge International AS Level: English General Paper 8019/01 May/June 2021

Uploaded by

Copyright:

Available Formats

Cambridge International AS Level: English General Paper 8019/01 May/June 2021

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cambridge International AS Level: English General Paper 8019/01 May/June 2021

Uploaded by

Copyright:

Available Formats

Cambridge International AS Level

ENGLISH GENERAL PAPER 8019/01

This document consists of 17 printed pages.

© UCLES 2021 [Turn over

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:

© UCLES 2021 Page 2 of 17

GENERIC MARKING PRINCIPLE 6:

© UCLES 2021 Page 3 of 17

(c) Explanation or judgement is strengthened if informed by the use of relevant examples.

© UCLES 2021 Page 4 of 17

© UCLES 2021 Page 5 of 17

© UCLES 2021 Page 6 of 17

0 • A mark of zero should be awarded for no creditable content. 0

© UCLES 2021 Page 7 of 17

Answers are likely to:

Answers might include discussion and examples such as:

© UCLES 2021 Page 8 of 17

2 Evaluate the extent to which sport has become too competitive. 30

Answers are likely to:

Answers might include discussion and examples such as:

© UCLES 2021 Page 9 of 17

3 The human rights of an individual should be given priority in society. Discuss. 30

Answers are likely to:

Answers might include discussions and examples such as:

© UCLES 2021 Page 10 of 17

Answers are likely to:

Answers might include discussion and examples such as:

© UCLES 2021 Page 11 of 17

Answers are likely to:

Answers might include discussions and examples such as:

© UCLES 2021 Page 12 of 17

Answers are likely to:

Answers might include discussion and examples such as:

© UCLES 2021 Page 13 of 17

7 To what extent is it necessary to monitor the content of social media? 30

Answers are likely to:

Answers might include discussion and examples such as:

© UCLES 2021 Page 14 of 17

Answers are likely to:

Answers might include discussions and examples such as:

© UCLES 2021 Page 15 of 17

Answers are likely to:

Answers might include discussion and examples such as:

© UCLES 2021 Page 16 of 17

Answers might include discussions and examples such as:

© UCLES 2021 Page 17 of 17

You might also like