Cambridge International AS & A Level

ENGLISH LANGUAGE 9093/11

Paper 1 Passages May/June 2020
MARK SCHEME
Maximum Mark: 50

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 4 printed pages.

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9093/11 Cambridge International AS & 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.

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

Band 2 10–12 Shows consistent Analyses text, with Strong structure used to
appreciation of content awareness of the effects convey clear argument.
and ideas. Able to relate created. Able to relate
content to structure, part to whole in
form, audience, purpose, discussing specific
genre, style, main aims examples of language
of passage. use and the effect of 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, audience, examples, and showing
purpose, genre, style of ability to explain how
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 features drift in and out of focus.
Shows general, overall of language use, giving
understanding of examples, and showing
structure, form, audience, some ability to explain
purpose, genre, style of how they create effects.
passage. May be a fragmented
approach.

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Knowledge & Analysis of language

Mark Organisation
Understanding effects

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 are
audience, form, purpose, not related to the effects
genre, style of passage, created. Some examples
but with some failures to may be listed without
identify key features and development. Much
or misunderstanding. generalisation.

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

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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