Cambridge Lower Secondary Sample Test
For use with curriculum published in
September 2020
English Paper 2
Mark Scheme
Stage 8
English_S8_02_MS/5RP
© UCLES 2020
S8/02
English Stage 8 Paper 2 Mark Scheme
From 2020
Section A: Reading
Question
Answer
Marks
What literary technique is used in line 2?
Tick () one box.
1
Look at the first paragraph (lines 1–5).
1(a)
Award 1 mark for:
•
1(b)
simile
What are the crowd’s feelings?
1
Award 1 mark for identifying that the crowd was feeling surprise / amazement.
1(c)
The narrator describes herself as ‘… scrawnier than a wire fence’ (line 3).
How does this help Liza and her brother?
1
Award 1 mark for:
•
1(d)
it enables them to move through the crowd
What does we spilled out in front (line 5) tell the reader about the way Liza
and her brother emerged from the crowd?
Award 1 mark for:
•
in an uncontrolled / haphazard / disorganised way / in a rush / quickly
Page 2 of 11
1
S8/02
English Stage 8 Paper 2 Mark Scheme
Question
From 2020
Answer
Marks
Look at lines 6–9.
2(a)
Liza has been feeling impatient to see the new object.
Give one word that tells the reader this.
1
Award 1 mark for:
•
2(b)
finally
The appearance of a telephone in the post office is a remarkable event.
How does the writer build up the excitement of this event? Give two ways.
2
Award 1 mark for each of the following up to a maximum of 2 marks:
•
•
•
by referring to the telephone as ‘it’ / not giving the telephone a name to
begin with
by using a short phrase to identify what it is (‘A telephone.’)
by referring to the telephone as being ‘The first one in town’
Question
Answer
Marks
Look at lines 10–15.
3(a)
Explain how the writer has linked the three paragraphs.
2
Award up to 2 marks for:
•
•
•
3(b)
The first paragraph begins with a question. / Noah / a man asks a question,
in paragraph two the postmaster answers the question and in paragraph
three the crowd shows they have understood/ the crowd responds.
All three paragraphs begin with direct speech.
Each paragraph begins with the next speaker.
Liza shares the crowd’s feelings about the telephone.
Give one phrase that tells the reader this.
Award 1 mark for:
•
‘I felt my own mouth move along.’
Page 3 of 11
1
S8/02
English Stage 8 Paper 2 Mark Scheme
Question
4
From 2020
Answer
Look at lines 16–18.
What does the reader learn about Liza’s experience of falling in love?
Marks
1
Award 1 mark for:
•
She has no experience of it. / She doesn’t know what it is like to fall in love.
Question
Answer
Marks
Look at lines 19–21.
5(a)
Liza was reluctant to leave the post office.
What word tells the reader this?
1
Award 1 mark for:
•
5(b)
towed
What question is Frank about to ask Liza?
Tick () one box.
1
Award 1 mark for:
•
How are you going to get the money?
Question
Answer
Marks
The writer uses dashes ( – ) for two different reasons.
6(a)
Why does the writer use a dash in line 29?
1
Award 1 mark for:
•
6(b)
to show interruption / to show that (Frank) is being interrupted (by Liza)
Why does the writer use a dash in line 31?
1
Award 1 mark for:
•
Question
7
to add extra information / to show the character/Liza is adding extra
information
Answer
What decision have the twins made between the end of the thirteenth
paragraph (line 34) and the beginning of the fourteenth paragraph (line
35)?
Award 1 mark for either of the following:
•
•
Frank has agreed to go with Liza to the mine.
They have decided to go to the mine.
Page 4 of 11
Marks
1
S8/02
English Stage 8 Paper 2 Mark Scheme
Question
8
From 2020
Answer
Look at lines 38–40.
What does the reader learn about Liza? Tick () one box.
Marks
1
Award 1 mark for:
•
She is very imaginative.
Question
9(a)
Answer
Look at lines 41–43. Explain what Liza thinks is unusual about the mine
and why.
Marks
2
Award 1 mark for identifying that Liza finds the smell of horse sweat and wood
smoke strange.
Do not accept the smell of mildew and rotted beams.
Award a further 1 mark for explaining that these are recent / fresh / new smells
in a mine that has been abandoned for some time.
9(b)
How does the writer convey dramatic effect?
1
Award 1 mark for:
•
The writer uses a one-word sentence.
Question
Answer
Marks
Look at lines 47–52.
10(a)
What is the writer’s use of the word ting (line 47) an example of? Tick ()
one box.
1
Award 1 mark for:
•
10(b)
onomatopoeia
What does it (line 51) refer to?
Award 1 mark for:
•
a light / lantern / torch
Page 5 of 11
1
S8/02
English Stage 8 Paper 2 Mark Scheme
Question
11
From 2020
Answer
Do you think Liza shows great determination to get what she wants?
Tick () one box.
Marks
2
Explain two ways that her actions show this in the text.
Award up to 2 marks for any two of the following:
•
•
•
•
•
•
•
She forces her way to the front of the crowd in the post office.
She grabs Frank’s hand and pulls him through the crowd.
She says ‘I have to use that telephone’.
She makes a plan to get money for the telephone / she plans to find some
rocks to sell to get the money.
She persuades Frank to go along with her plan.
She walks a long way to get to the mine.
She misleads / fools/ lies to her mother about going to the mine.
Question
Answer
12
The story is set in the historical past. One piece of evidence is that people
are familiar with how the telegraph works. Give one other piece of
evidence from the text that shows this.
Award 1 mark for any of the following:
•
•
•
•
The telephone is a new invention. / People don’t understand how the
telephone works.
The post office is at the centre of the community.
There are posters for ‘wanted’ criminals in the post office.
Frank wears suspenders.
Page 6 of 11
Marks
1
S8/02
English Stage 8 Paper 2 Mark Scheme
From 2020
Section B: Writing
Question
13
Answer
Marks
The extract ends:
25
‘Just then, voices sounded in the next cavern over: “Zed, hold it
higher.” Two men stepped through a gap in the far wall.’
Continue the story.
Consider the following:
•
•
•
the character viewpoint
who the two men are
what happens next.
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.
Marks
Creation of texts (Wc)
5
Vocabulary and language (Wv)
3
Grammar and punctuation (Wg)
7
Structure of texts (Ws)
7
Word structure [spelling] (Ww)
3
[Total 25]
Page 7 of 11
Creation of texts (Wc)
[5 marks]
Content is entirely relevant.
Features of the relevant
genre, if appropriate, are
used confidently and
consistently throughout.
Narrative viewpoint is wellestablished with a
consistent style that
engages the reader’s
interest throughout.
Characters are developed
and well-portrayed with the
use of a distinctive voice.
Some combinations of
structural, linguistic and
literary features to create a
specific effect.
[4–5]
Vocabulary and language
(Wv)
[3 marks]
Structure of texts (Ws)
[7 marks]
The overall text is wellorganised and uses a good
range of organisational
features to build up the
narrative.
Events are logically
sequenced throughout the
text from an effective
opening to a satisfying
conclusion.
Clear, well-organised
paragraphs are used
successfully to structure the
narrative and control the
pace of the story.
A good range of carefully
chosen sentence openings
and connectives are used
to clarify or emphasise
narrative detail.
[6–7]
Grammar and punctuation
(Wg)
[7 marks]
Grammatical structures are
almost always accurate
throughout the text. For example:
• a wide range of sentences
used accurately, with some
evidence of them being
manipulated effectively for
narrative effect
• detail and shades of meaning
conveyed through the
grammatical structure of
sentences e.g., controlling
the order of clauses in
complex sentences.
• Formal and/or informal
register is used appropriately
and consistently if relevant
e.g., depending on the target
audience.
Punctuation is accurate and used
to enhance meaning, for
example:
• commas, ellipses, colons,
semi-colons, dashes and
hyphens.
[6–7]
Word structure (Ww)
(spelling)
[3 marks]
Stage 8 Paper 2 Writing Mark Scheme for Progression tests
Creation of texts (Wc)
Content is suitable for the
intended audience.
Features of the relevant
genre, if appropriate, are
clearly established.
Narrative viewpoint is
clear with an individual
style and generally
engages the reader’s
interest throughout.
Vocabulary and language
(Wv)
The response is relevant
using vocabulary, accurately,
for the purpose / genre.
Uses language precisely to
clarify and extend meaning.
Some combinations of
structural, linguistic and
literary features to create a
specific effect.
Some characters are
developed and wellportrayed with the use of
a distinctive voice.
The text is well-organised
and uses a range of
organisational features to
build up the narrative.
Events are logically
sequenced though there
may be some
inconsistencies
Clear, well-organised
paragraphs are used
appropriately to structure
the narrative and help the
pace of the story.
A range of sentence
openings and connectives
are used appropriately to
clarify or emphasise
narrative detail.
May begin to add
structural and literary
features in parts of the
text.
[3]
Structure of texts (Ws)
[3]
[4–5]
Grammar and punctuation
(Wg)
Grammatical structures are
generally accurate throughout
the text. For example:
• a range of sentence types are
used to support the text type.
• Some detail and shades of
meaning through the
grammatical structure of
sentences, e.g., controlling
the order of clauses in
complex sentences.
• Formal and/or informal
register is generally used
appropriately if relevant i.e.
depending on the target
audience.
Word structure (Ww)
(spelling)
Spelling is generally correct
throughout.
There may occasional be
phonetically
plausible attempts at
complex words.
Correct spelling of nearly all
polysyllabic words, e.g.,
appear, information,
probably, separate
wondering/wandering,
business, essentially,
accommodation
Punctuation is mostly accurate
and sometimes used to enhance
meaning. For example:
• commas, ellipses, colons,
semi-colons, dashes and
hyphens.
[4–5]
[3]
Creation of texts (Wc)
Content is mostly relevant
using some literary
techniques appropriate to
the genre.
Main features of the
genre, if appropriate, are
evident.
Vocabulary and language
(Wv)
Creates and controls
meaning through precise use
of a range and variety of
language.
Creates effects by using a
range of linguistic and literary
techniques.
Narrative viewpoint is
generally clear and helps
engage the reader’s
interest for the most part.
The text is generally wellorganised and uses some
organisational features to
build up the narrative.
Some attempt to sequence
relevant ideas
logically in relation to the
stimulus.
Paragraphs are used to
structure the narrative
though not always
consistently or
appropriately.
Characters are generally
well-described.
Movement between
paragraphs may be
disjointed with a limited
range of sentence openings
and connectives.
Content may have some
different voices within the
text.
[2]
Structure of texts (Ws)
[2]
[2–3]
Grammar and punctuation
(Wg)
Grammatical structures are
generally accurate throughout
the text. For example, there are:
• some range of sentence
types for narrative effect.
• some complex sentences
attempted to create detail and
convey shades of meaning.
• Formal and/or informal
register is attempted if
relevant e.g., depending on
target audience
Word structure (Ww)
(spelling)
Spelling of common and
some less-common words,
including polysyllabic and
compound words, is correct,
e.g., accurate, present,
evidence, making, possible,
search
Punctuation is generally accurate
and may sometimes be used for
effect. e.g.,
• commas, semi-colons,
dashes and hyphens
• There may be evidence of
comma splicing.
Note: if punctuation is totally
lacking and other descriptors met
then give the lower mark here.
[2–3]
[2]
Stage 8 Paper 2 Writing Mark Scheme for Progression tests
Creation of texts (Wc)
General features of the
genre, if appropriate, may
be present.
Narrative viewpoint is not
always consistent. Some
attempt is made to
engage the reader.
Vocabulary and language
(Wv)
Language is simple, relevant.
and suitable for the text type.
Language and meaning of
words/phrases is mainly
clear, with some errors.
Structure of texts (Ws)
Grammar and punctuation (Wg)
The text is quite well
organised and uses some
organisational features
appropriately.
Basic grammatical structures are
generally correct, e.g.,
• subject and verb generally
agree
• past and present tense verbs
are generally consistent.
• a mix of simple and some
compound sentences used
accurately for narrative effect
• some complex sentences may
be attempted to expand detail
but not always successfully.
• formal and/or informal register
may be attempted if relevant
e.g., depending on target
audience but not consistently.
Paragraphs / sections are
evident with related points
grouped together or linked
by time sequence.
Characters are described
in basic detail.
Movement between
paragraphs or sections,
may be disjointed with a
very limited range of
sentence openings and
connectives.
A maximum of 1 mark can
be awarded if not the
correct genre.
Word structure (Ww)
(spelling)
Spelling of common words
is generally correct, e.g.,
their/there, friend, another,
around, because, anything,
something.
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)
No creditable response
[1]
Grammar and punctuation (Wg)
[0]
No creditable response
[0]
[1]
Word structure (Ww)
(spelling)
No creditable response
[0]