Cambridge Assessment International Education

Cambridge International Advanced Subsidiary Level

ENGLISH LANGUAGE 9093/12

Paper 1 Passages May/June 2019
MARK SCHEME
Maximum Mark: 50

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 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.

This document consists of 4 printed pages.

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9093/12 Cambridge International AS Level – Mark Scheme May/June 2019
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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 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.

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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Candidates answer two questions.

Each question is marked out of 25 using the following tables.

Part (a) – Commentary (maximum 15 marks)

Knowledge & Analysis of language

Mark Organisation
Understanding effects

Band 1 13–15 Shows perceptive Analyses text with Strong structure; may
appreciation of content sensitive and be concise; quotation is
and ideas. Fluidly discriminating used fluently,
relates content to awareness of how ‘embedded’ in the
structure, form, language creates argument.
audience, purpose, effects. Moves with
genre, style. Shows ease between part and
keen awareness of whole in discussing
intentions of passage. specific examples of
language use and the
effect of the whole
passage.

Band 2 10–12 Shows consistent Analyses text, with Strong structure used
appreciation of content awareness of the to convey clear
and ideas. Able to effects created. Able to argument.
relate content to relate part to whole in
structure, form, discussing specific
audience, purpose, examples of language
genre, style, main aims use and the effect of
of passage. the whole passage.

Band 3 8–9 Shows steady Thorough analysis of Clear structure,

engagement with passage is made, sustained focus.
content / ideas of piece. correctly identifying a
Shows general range of features of
understanding of language, giving
structure, form, examples, and showing
audience, purpose, ability to explain how
genre, style of passage. they create effects with
some relation of part to
whole.

Band 4 6–7 Shows some Appropriate points are Clear structure; may be
engagement with made, correctly ‘line-by-line’; essay may
content / ideas of piece. identifying some drift in and out of focus.
Shows general, overall features of language
understanding of use, giving examples,
structure, form, and showing some
audience, purpose, ability to explain how
genre, style of passage. they create effects. May
be a fragmented
approach.

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Band 5 3–5 Makes some relevant Some relevant points Little structure. Points
points about content. made, identifying a may be rather
Shows some restricted range of disconnected.
understanding of some examples of language
aspects of structure, use. Some examples
audience, form, are not related to the
purpose, genre, style of effects created. Some
passage, but with some examples may be listed
failures to identify key without development.
features and or Much generalisation.
misunderstanding.

Band 6 0–2 Comments on content Very few, if any, points Expression breaks
of passage. May be made about language down at times. Very
confused. of passage. May be short work.
unclear. Unstructured.

Part (b) – Directed Writing (maximum 10 marks)

Marks

8–10 A perceptive recognition of context, audience, form, and purpose supported by a good
range of appropriate vocabulary and expression suitable for the task.
Responses at the top of this band will be persuasive and confident, supported by a
consistent, and at best personal, engagement with context and purpose, using fluent
and accurate expression accompanied by a strong sense of audience.

6–7 A clear and informed sense of purpose, context, form and relevance supported by a
reasonable attempt to use language appropriate for the task.

4–5 An adequate attempt, but marked by an inconsistent and uneven sense of purpose,
form, context and style. Generally sound expression and accuracy.

2–3 The beginnings of an answer, but limited by an inappropriate sense of style, form,
purpose and language. Expression and accuracy may be limited.

0–1 Confused and unfocused sense of purpose, form, context and audience. Wholly
inappropriate language and style. Work may be brief or fragmented and expression
very limited.

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