English
Stage 9
Paper 1 Non-fiction
Cambridge Lower Secondary Progression Test
Mark Scheme
3140_01_MS_5RP
© UCLES 2022
2022
S9/01
English Stage 9 Paper 1 Mark Scheme
From 2022
Section A: Reading
Question
1
Answer
What type of text is this? Tick () one box.
Marks
1
Award 1 mark for:
•
discussion text.
Question
Answer
Marks
Look at the first paragraph (lines 1–6).
2(a)
Give one reason the Cincinnati underground network was never
completed.
1
Award 1 mark for one of the following ideas:
•
•
2(b)
The money had run / ran out.
The government refused to help.
Give one word that tells the reader the underground remains unused.
1
Award 1 mark for:
•
abandoned.
Question
3
Answer
Look at the first sentence in the second paragraph (lines 7–12). The word
Though links two ideas.
What is the link?
Award 1 mark for:
•
Cincinnati is an example of a wider pattern/trend around the world.
Page 2 of 14
Marks
1
S9/01
English Stage 9 Paper 1 Mark Scheme
From 2022
Question
Answer
4
Look at the third paragraph (lines 13–16). The writer uses two dashes ( – ).
Give one reason why the writer does this.
Marks
1
Award 1 mark for either of the following:
•
•
to contrast (between use of stations and sewers and other tunnels)
to provide additional/extra information.
Do not accept: rhetorical punctuation. This answer is not specific to the use of
dashes in this text.
Question
5
Answer
Look at lines 19–20.
Explain why the writer uses the phrase blood flow.
Award 2 marks for both parts of any of the following ideas:
•
•
•
The writer likens working public transport systems to the workings of a
human body.
Just as blood flows through the body (to keep it alive), people flow through
the underground systems.
Without blood flow the body will die; without commuters, the city will die.
Award 1 mark for responses that only include one part of these ideas. E.g.
‘because blood is in the body’.
Page 3 of 14
Marks
2
S9/01
English Stage 9 Paper 1 Mark Scheme
Question
From 2022
Answer
Marks
Look at the fifth and sixth paragraphs (lines 21–23 and 24–26).
6(a)
Give one example of how abandoned stations are used as pop-up meeting
places.
1
Award 1 mark for one of the following ideas:
•
•
6(b)
a location for parties (during the film festival)
a short-term exhibition space (for Brooklyn street artists).
Look at lines 24–25. The writer uses the phrase not just as.
What does this tell the reader about the writer’s opinion?
1
Award 1 mark for:
The writer:
•
•
•
•
thinks pop-up hangouts are a bad idea / not a good use of the space
prefers one use of abandoned stations over another
shows his opinion of temporary uses of abandoned stations
thinks that permanent uses would be better than temporary uses.
Question
Answer
7
In the seventh paragraph (lines 27–29), Tom Moran says abandoned
stations are like time capsules.
Give one piece of evidence from a different part of the text that shows this
idea.
Award 1 mark for:
•
•
•
these stations are a link to their cities’ past
powerful reminders of forgotten history
they contain all the features of a public space / they contain ornate signage
and advertising on the walls.
Do not accept: ‘And the best way to ruin a time capsule is to open it’.
Page 4 of 14
Marks
1
S9/01
English Stage 9 Paper 1 Mark Scheme
Question
8
From 2022
Answer
Marks
1
Why is the last sentence in a separate paragraph?
Award 1 mark for:
•
•
It is to separate Tom Moran’s quote from the author’s point of view.
To emphasise it / the sentence or to draw a contrast with what has gone
before
Question
Answer
Marks
9
How do you think abandoned stations are like ghosts?
Give two reasons and support each reason with a quotation from the text.
Award 1 mark for a relevant reason. Award 1 mark for an appropriate quotation
that supports the reason. Award up to 4 marks.
Accept part of a quotation as long as the original meaning is conveyed.
Reason
Quotation
Stations are invisible/hidden like ghosts.
OR,
‘Lurking’ suggests the hidden presence
of ghosts.
‘unaware that lurking on the other
side of the walls’
Ghosts haunt deserted places.
OR,
‘Remains’ suggests something left over
from the past and ghosts persist.
‘the remains of deserted stations’
Ghosts are silent / they are reminders of
the past / come back from the past.
‘Known as ‘ghost stations’, they
are silent but powerful reminders
of forgotten history.’
‘Eerie’ suggests something
scary/spooky like ghosts.
Ghosts do not have a human element,
they are supernatural.
‘It’s that missing human element
that makes them more eerie.’
Ghosts haunt places. / If the commuters
stop using the stations the stations will
die and ‘haunt the city.’
‘the stations will eventually haunt
the city’
Ghosts are temporary like temporary
ghost stations.
‘Many ghost stations are being
used for temporary purposes.’
Page 5 of 14
4
S9/01
English Stage 9 Paper 1 Mark Scheme
Question
10
From 2022
Answer
Where is Text B taken from? Tick () one box.
Marks
1
Award 1 mark for:
•
travel magazine
Question
11
Answer
Look at the first sentence (line 1). The writer has omitted the words ‘Have
you’ from the beginning of the sentence.
Give one reason for this.
Marks
1
Award 1 mark for:
•
•
(The writer has used ellipsis) to create an informal tone.
(The writer uses an informal tone) to sound more friendly.
Question
12
Answer
Look at the second paragraph (lines 4–10). The writer uses a subordinate
clause to begin the sentence.
Give one reason for this.
Award 1 mark for:
(The writer puts the subordinate clause first to:)
• withhold the name of the website / to withhold the website owner’s / Mark
Smith’s name / to withhold the identity of the man in seat sixty-one.
• build up a picture of the website owner before his name is revealed.
• introduce the idea (that he is mysterious) in order to dismiss it (in the
second clause / part of the sentence).
Page 6 of 14
Marks
1
S9/01
English Stage 9 Paper 1 Mark Scheme
Question
13
Answer
Look at the last sentence.
Explain why the writer ends the text with this phrase.
Award 1 mark each, up to a maximum of 2 marks:
‘All aboard’ has several meanings:
•
•
•
•
to get on the train
to hurry up which is said before departure as a warning before the train
leaves
implies the reader should quickly go to the website / buy the book
to accept the idea of using trains rather than flying.
Page 7 of 14
From 2022
Marks
2
S9/01
English Stage 9 Paper 1 Mark Scheme
Question
14(a)
From 2022
Answer
Your friend wants to travel. Complete the list of advantages of travelling
by train, using ideas and information from Text B. List up to six other
points.
Marks
3
Award 3 marks for 5–6 correct points.
Award 2 marks for 3–4 correct points.
Award 1 mark for 2 correct points.
Award 0 marks for 0–1 correct points.
Travelling by train:
•
•
•
•
•
•
•
•
•
14(b)
means you can see more scenery
reduces carbon footprint
is comfortable
is less stressful than flying
is less frustrating than flying
is more responsible than flying
is more exciting
means you can see more of the world
becomes more of a journey / is a more rewarding way of travelling / is more
adventurous.
Summarise the advantages of train travel. Include 4–5 of your points from
the list. Write up to 50 words. Use your own words as much as possible.
Award up to 2 marks for a coherent summary that includes 4–5 points. For
example:
•
Travelling by train is affordable, comfortable and efficient. You can get to
see more of the world, and it will be more of a journey. As well as being
more relaxing than flying, it is more responsible because it reduces your
carbon footprint.
Award 1 mark for a summary that includes some but not all of the main points.
Award 0 marks for a summary made up of facts which are not synthesized.
Do not award more than 1 mark where the summary exceeds 50 words.
Accept words lifted from the text where they contribute to a cohesive summary.
Page 8 of 14
2
S9/01
English Stage 9 Paper 1 Mark Scheme
From 2022
Section B: Writing
Notes to markers
•
•
•
•
•
Use the marking grids on the following pages.
Marking should always begin from the lowest mark in each column and work upward.
A ‘best fit’ judgement should be made in judging first in which box to place the response and then,
within that box, which mark is appropriate.
The lower mark within a box should be given if some the criteria have been met but not all.
Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
Award 0 marks for 20 words or fewer.
Award a maximum of 7 marks for responses of between 21 and 60 words.
You need not count the words unless you think there will be fewer than 60. In normal-sized
handwriting 60 words will be approximately 8 lines.
15 There is an old, empty building in your town which is about to be demolished.
Write an article for your local newspaper to convince readers that the building should be
kept.
You should consider:
•
•
•
•
What is the building?
Why should it be kept?
How should the building be used?
Who will use the building?
Marks
Creation of texts (Wc)
5
Vocabulary and language (Wv)
3
Grammar and punctuation (Wp)
7
Structure of texts (Ws)
7
Word structure [spelling] (Ww)
3
[Total 25]
Page 9 of 14
S9/01
English Stage 9 Paper 1 Mark Scheme
Creation of texts (Wc)
[5 marks]
The writer’s attitude to the
subject is well established
and conveyed in a consistent
style throughout which
effectively sustains the
reader’s interest.
Features and conventions of
the relevant text type, when
appropriate, are successfully
manipulated for effect
throughout.
Structural, linguistic and
literary features are used in
combination to create
specific effects.
A logical viewpoint is
established and sustained
throughout. If relevant,
multiple viewpoints are
expressed clearly.
Vocabulary and language
(Wv)
[3 marks]
Structure of texts (Ws)
[7 marks]
The response is wellorganised using a wide
range of organisational
features accurately and
effectively.
Ideas are developed with
chronological or logical links
throughout the text from an
effective introduction to a
successful conclusion.
Paragraphs are used
successfully to structure the
content. There is effective
cohesion within and
between paragraphs.
An effective range of
carefully chosen sentence
openings and connectives
are used are used
appropriately to support
content.
[4–5]
[6–7]
Page 10 of 14
From 2022
Grammar and punctuation
(Wg)
[7 marks]
Grammar is used accurately
throughout the text.
For example, there is:
• a wide range of sentence
types manipulated and/or
adapted for effect.
• grammatical features are
used effectively to
contribute to the overall
development of the text.
• Consistent use of formal
and/or informal register to
enhance and emphasise
meaning according to
context, purpose and
audience.
Punctuation is accurate:
• Use of a wide range of
punctuation for effect.
• Conventions of layout are
always applied effectively
and consistently e.g.,
bullet points.
[6–7]
Word structure (Ww)
(spelling)
[3 marks]
S9/01
English Stage 9 Paper 1 Mark Scheme
Creation of texts (Wc)
The writer’s attitude to the
subject is conveyed in a
generally appropriate and
consistent style, which
mostly sustains the reader’s
interest.
Main features and
conventions of the text type
are occasionally manipulated
for effect.
Vocabulary and language
(Wv)
Material is wholly relevant
using a specialised
vocabulary mostly accurately
for the purpose / text type.
Conscious language choices
are made, which shape the
intended purpose and effect
on the reader.
Structure of texts (Ws)
The overall response is
presented clearly and is
well-organised using a range
of organisational features
successfully.
Ideas are developed with
chronological or logical links
throughout the text with a
successful opening and
closing.
Paragraphs are used to help
structure the text where the
main idea is usually
supported by following
sentences.
Some combinations of
structural, linguistic and
literary features to create a
specific effect.
A range of sentence
openings and connectives
are used appropriately to
support content.
A viewpoint is expressed
clearly and sustained
throughout.
From 2022
Grammar and punctuation
(Wg)
Grammar is mostly accurate
throughout the text. e.g.,
• Use a range of sentence
types, manipulated and/or
adapted for effect.
• Use grammatical features
to contribute to the overall
development of the text.
• Formal and/or informal
register is generally used
appropriately according to
context, purpose and
audience.
Word structure (Ww)
(spelling)
Spelling is usually correct
throughout. (There may
occasional be phonetically
plausible attempts at
complex words.)
Correct spelling of most, not
all, polysyllabic words, e.g.,
appear, information,
probably, separate
wondering/wandering,
business, essentially,
accommodation.
Punctuation is mostly
accurate:
• Use a range of
punctuation for effect.
• Conventions of layout are
applied consistently e.g.,
bullet points.
.
[3]
[3]
[4–5]
Page 11 of 14
[4–5]
[3]
S9/01
English Stage 9 Paper 1 Mark Scheme
Creation of texts (Wc)
Vocabulary and language
(Wv)
Material is mostly relevant
using a specialised
vocabulary accurately for the
purpose / text type.
Content is suitable for the
intended audience.
Viewpoints are wellpresented and consistent
throughout.
Uses relevant features
consistently for a chosen
purpose to clarify meaning.
Mostly conscious language
choices are made, which
shape the intended purpose
and effect on the reader.
Content may use different
characters and voices within
the text when relevant.
Structure of texts (Ws)
The response is generally
well-organised and attempts
the use of some
organisational features.
Some attempt to sequence
relevant ideas logically.
Paragraphs / sections are
evident, though not always
consistently or appropriately,
with related points grouped
together or linked by time
sequencers.
Movement between
paragraphs or sections, may
be disjointed with a limited
range of sentence openings
and connectives.
May begin to add structural
and literary features in parts
of the text.
From 2022
Grammar and punctuation
(Wg)
Grammatical structures are
generally accurate
throughout the text, e.g.,
• Use of some range of
sentence types to support
the text type.
• Some complex sentences
may be attempted to
create effect, such as
using expanded verb
phrases.
• Some awareness of
formal and/or informal
register according to
context, purpose and
audience.
Word structure (Ww)
(spelling)
Spelling of common and
some less-common words,
including polysyllabic and
compound words, is
generally accurate, e.g.,
friend, another, around,
because, anything,
something.
Spelling of plurals and some
past and present words is
generally accurate, e.g.,
boxes, clothes, told,
stopped, wanted.
Some range of punctuation:
• commas, semi-colons,
dashes and hyphens are
used accurately to clarify
meaning.
• There may be evidence of
comma splicing.
Note: if punctuation is totally
lacking and other descriptors
met then give the lower mark
here.
[2]
[2]
[2–3]
Page 12 of 14
[2–3]
[2]
S9/01
English Stage 9 Paper 1 Mark Scheme
Creation of texts (Wc)
Some material included
that is relevant to the
task.
The writer’s attitude to the
subject inconsistently
conveyed, with some
attempt to engage the
reader.
Vocabulary and language
(Wv)
Some language choices are
made, which shape the
intended purpose and effect
on the reader.
Creates some effect by using
a range of linguistic and
literary techniques.
Some elements of the text
type can be seen; a
maximum of 1 mark can
be awarded if not the
correct text type.
From 2022
Structure of texts (Ws)
Grammar and punctuation (Wg)
Some attempt to organise
the overall text.
Basic grammatical structures are
generally correct, e.g.,
• subject and verb generally
agree. Past and present tense
of verbs generally consistent.
• A mix of simple and some
compound sentences used
accurately. Some complex
sentences may be attempted to
expand detail but not always
successfully.
• Formal and/or informal register
may be attempted but not
consistently according to
context, purpose and audience.
Some basic sequencing of
ideas in relation to the
stimulus.
Paragraphs / sections are
evident with related points
grouped together or linked
by time sequence.
Movement between
paragraphs or sections,
is disjointed with a very
limited range of sentence
openings and connectives.
Word structure (Ww)
(spelling)
Spelling of high frequency
words is generally correct,
e.g., their/there, when,
were, what, some, etc.
Punctuation:
• Demarcation of straightforward
sentences is usually correct.
• Commas are used in lists and
occasionally to mark clauses.
Note: learners should gain marks
for good English with punctuation
errors rather than lose marks for
essentially good English.
[1]
[1]
[0]
Vocabulary and language
(Wv)
No creditable response
[0]
Creation of texts (Wc)
No creditable response
[1]
Structure of texts (Ws)
Grammar and punctuation (Wg)
No creditable response
No creditable response
[0]
Page 13 of 14
[1]
[0]
[1]
Word structure (Ww)
(spelling)
No creditable response
[0]
S9/01
English Stage 9 Paper 1 Mark Scheme
BLANK PAGE
Page 14 of 14
From 2022