Cambridge International AS Level

ENGLISH GENERAL PAPER 8021/12

Paper 1 Essay February/March 2022
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 February/March 2022 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.

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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.

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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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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.

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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.

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Levels of response descriptions

AO1
AO2 AO3
Level Selection and application of Marks
Analysis and evaluation Communication using written English
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.

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Levels of response descriptions

AO1
AO2 AO3
Level Selection and application of Marks
Analysis and evaluation Communication using written English
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

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Question Answer Marks

1 An effective leader needs to be a good listener. Evaluate this statement. 30

Answers are likely to:

• discuss what makes an effective leader
• consider the extent to which listening to others is an important quality in leadership
• make a judgement, based on the consideration of the evidence and argument put forward.

Answers might include discussion and examples such as:

• leaders being successful if they understand the mood of the country or organisation
• the need for negotiation and discussion in leadership roles meaning careful listening is often required
• effective leaders often picking up on details that others miss
• poor leaders who refuse to heed or acknowledge important voices of dissent
• giving undue weight to the opinions of lackeys or cronies can be damaging
• an over-emphasis on listening leading to delay or inaction
• leaders sometimes having to make unpopular and immediate decisions and listening is often not helpful in such
situations
• the dangers of relying on consultants and advisers and the negative impact this can have on management decisions.

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Question Answer Marks

2 Strong religious belief can be both beneficial and damaging. Discuss. 30

Answers are likely to:

• assess the benefits of religious beliefs to people and societies
• consider to what extent religious beliefs are damaging
• make a judgement, based on the consideration of the evidence and argument put forward.

Answers might include discussions and examples such as:

• religious belief strengthening positive values condemning those which are harmful
• the unifying qualities of religion creating a sense of community
• religious belief giving many people a sense of order, meaning and purpose to life
• belief and faith explaining mysteries and giving people an outlet to stress and anger
• the emergence of extreme cults and belief systems having a harmful impact on vulnerable people
• religious belief taking up time that would be better spent on other things
• religious belief resulting in war, death and harm to many groups of people
• the view that having a strong religious belief is ridiculous and unscientific.

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Question Answer Marks

3 Assess the view that unpaid voluntary work benefits the participants more than it benefits the people the 30
participants are trying to help.

Answers are likely to:

• assess the role of voluntary workers, their aims and contribution to society
• explore the benefits of voluntary work to both the participants and wider society
• make a judgement, based on consideration of the evidence and argument put forward

Answers might include discussions and examples such as:

• voluntary work being for a charity, cause or pressure group
• young volunteers gaining experience and making contacts in sectors of interest to them, improving their future
employment prospects
• retired people gaining a renewed sense of purpose from their voluntary activities and from contact with younger people
• participants acquiring a broad range of valuable personal and interpersonal skills
• the chosen group gaining a great deal from the services provided
• charities, in particular, relying on voluntary workers to reduce costs to maximise their potential efficiency and
effectiveness
• volunteers not being properly vetted or supervised, possibly resulting in inappropriate behaviour
• volunteers being motivated by religious or other ideological interests, compromising the independence of those they are
helping.

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Question Answer Marks

4 Evaluate the view that education does not encourage creativity. 30

Answers are likely to:

• discuss what education should be about or concerned with
• explore whether or not creativity is encouraged by education
• make a judgement, based on the consideration of the evidence and argument put forward.

Answers might include discussions and examples such as:

• traditional education curricula emphasising basic skills of literacy and numeracy
• most countries expecting education to produce ‘useful’ citizens who will contribute to the economy
• creativity in schools contributing to an appearance of apparent disorder
• academic education usually being considered as the prime target of schooling
• most children demonstrating innate creativity that ought to be nurtured and channelled
• the modern world requiring more creative ‘solutions’ rather than just a production line
• creativity often involving collaborative effort that lies at the heart of the modern workplace
• nurturing creativity helping to develop the originality and dynamism that drives all human endeavour.

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Question Answer Marks

5 To what extent has space exploration benefitted humankind? 30

Answers are likely to:

• examine how exploring space has benefitted humankind
• consider whether space exploration has had any negative impacts on humankind
• make a judgment, based on the consideration of the evidence and argument put forward

Answers might include discussions and examples such as:

• the benefits of ongoing programmes to explore the moon for water and life
• the development of the international space station and the implications for global cooperation
• new inventions and technological advancements enhancing various aspects of life on Earth
• the learning achieved from studying various planets and phenomena in the Solar System
• the search for alien life and the benefits to humankind of what we have discovered so far
• there being no need to look into space, as humans have their religions and philosophy to aid understanding
• money used for space exploration could be better spent improving humankind in other ways
• space exploration being of no benefit to life on the planet as it is merely to fulfill intellectual curiosity.

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Question Answer Marks

6 The movement of people from the countryside to cities cannot be sustained. Discuss. 30

Answers are likely to:

• assess the scale of the move to urban environments
• consider the extent to which moving from the countryside to cities can be sustained
• make a judgement, based on the consideration of the evidence and argument put forward

Answers might include discussions and examples such as:

• the need for people to live in the countryside for resources and work
• the negative impact of excessive numbers of people moving from the countryside into the town
• the danger of overcrowding in urban environments and the negative impacts of this on people
• how urban life quickly adapts to the increasing number of people
• the provision of a wide range of facilities for large groups of people
• urban infrastructure may develop to meet the needs of a growing population
• the benefits to work/life balance of living in largely populated urban environments
• how it may be necessary and whether it is possible to reverse this process.

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Question Answer Marks

7 To what extent has modern technology allowed people to spend their money more effectively? 30

Answers are likely to:

• examine how modern technology has enabled people to spend their money
• assess whether it has helped people to spend their money more effectively
• make a judgement , based on the consideration of the evidence and argument put forward.

Answers might include discussions and examples such as:

• modern technology allowing for more secure, varied and fast transactions
• money being saved on a variety of items and processes that used to be more costly
• the lack of pressure from salespeople allowing consumers to take their time over spending decisions
• the convenience of spending money from home saving time and money
• a wider range of products are available at a greater range of prices
• the dangers of fraud and security breaches impacting on a person’s privacy and finances
• the lack of a personal interaction as many prefer to visit stores and go into banks
• there can be delays in delivery and other problems with online only services.

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Question Answer Marks

8 To what extent can children’s literature be enjoyed by adults? 30

Answers are likely to:

• examine examples of children’s literature
• consider the contexts in which so-called children’s literature can be enjoyed by adults
• make a judgement, based on the consideration of the evidence and argument put forward.

Answers might include discussion and examples such as:

• the nostalgic value of adults encountering literature from their childhood
• children’s books often being very ‘adult’ in realism, emotional and psychological depth
• genres having crossover appeal in both children’s and adult literature
• many popular works of literature among adults were originally written for children
• whether adults can enjoy them may depend on the recommended age of the children’s books
• some popular works of literature have versions for children often lacking the depth of adult versions
• stories for children evoking only children’s experiences and their own autonomous world
• definitions of what constitutes literature for adults and literature for children often being blurred.

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Question Answer Marks

9 Evaluate the need for censorship in films and television. 30

Answers are likely to:

• examine who might censor films and television and why
• consider the necessity for censorship on society and its potential impacts
• make a judgement based on the consideration of the evidence and argument put forward.

Answers might include discussion and examples such as:

• the prevention of hate speech and subversion before it is aired
• parents limiting access to some television channels to protect their children
• the effectiveness of the ratings system used in films and music
• the exclusion of offensive and explicit scenes which may offend
• how regimes can control what the entertainment that is available to the people
• the avoidance of creating narratives that are untrue as a form of entertainment
• the management of censorship is fallible with many ways of breaching the laws
• any form of censorship being seen as the stifling of creativity and freedom.

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Question Answer Marks

10 Assess how successfully recycled materials are used for arts and crafts in your country. 30

Answers will be focused on one country with which the candidate identifies or to which they direct their answer. Answers are
likely to:
• discuss what recycled materials are used for arts and crafts in the candidates own country
• evaluate how successfully materials are used for arts and crafts
• make a judgement, based on a consideration of the evidence and argument put forward.

Answers might include discussions and examples such as:

• creative recycling being good for the environment forming the basis of money making projects
• the transformation of trash into various forms of art and design
• entrepreneurs starting their business ventures by collecting and repurposing unwanted items
• mosaics and other art forms being made from recycled material
• countries using recycled materials for arts and crafts that represent their local culture
• plastic waste which is a major problem being transformed for decorative purposes
• not all waste materials can be successfully recycled or lending themselves to producing arts and crafts
• recycling negatively impacting manufacturing companies and having a detrimental effect on the local economies.

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