English
Stage 7
Paper 1 Non-fiction
Cambridge Lower Secondary Progression Test
Mark Scheme
3138_01_MS_5RP
© UCLES 2022
2022
S7/01
English Stage 7 Paper 1 Mark Scheme
From 2022
Section A: Reading
Question
1
Answer
Look at the first paragraph (lines 1–5).
What information is given in brackets ( () )? Tick () one box.
Marks
1
Award 1 mark for:
•
the year the film was released.
Question
2
Answer
Look at the second paragraph (lines 6–8). Chaplin chose to make ‘City
Lights’ a silent film.
Give one word that tells the reader that the writer is surprised by this.
Marks
1
Award 1 mark for:
•
actually.
Question
Answer
Marks
Look at the third paragraph.
3(a)
Why does the writer begin the third paragraph with the word Speech (line
9)?
1
Award 1 mark for:
•
•
•
3(b)
to link the third paragraph back to the second paragraph
the first word of the third paragraph (‘speech’) is the same as the last word
of the second.
to emphasise the point more
Look at lines 10–11.
How does the structure of this sentence emphasise the Tramp’s
character?
1
Award 1 mark for:
•
3(c)
tripling / by listing three words/nouns that mean the same thing (which
emphasises the Tramp’s character / his loneliness).
Why does the writer use a colon ( : ) in the third paragraph (lines 9–12)?
Tick () one box.
Award 1 mark for:
•
to introduce a list.
Page 2 of 12
1
S7/01
English Stage 7 Paper 1 Mark Scheme
Question
From 2022
Answer
Marks
Look at the fourth paragraph (lines 13–17).
4(a)
The writer uses a question in the first sentence and answers it later.
Why does the writer do this?
1
Award 1 mark for:
•
•
To show/describe/emphasise the (genuine/strong/positive) relationship
between the flower girl and The Tramp.
to engage interest
Accept any suitable response based on information from the paragraph.
4(b)
Why does the writer use the present tense in the last two sentences (lines
15–17)?
1
Award 1 mark for:
•
he is describing/summarising the plot of the film / what happens in the film.
Question
5
Answer
Look at lines 18–25. Give one way in which these lines are different from
the previous two paragraphs.
Marks
1
Award 1 mark for any of the following:
•
•
They are autobiographical / about the writer’s experience / written in the first
person.
They are a narrative about past events.
Question
6
Answer
Look at the sixth paragraph (lines 21–25).
How does the writer repeat the idea that the last scene of ‘City Lights’ is
one of the most emotional moments in cinema history? Give one
quotation from the text.
Award 1 mark for:
•
(I heard much) snuffling and blowing of noses / there wasn’t a dry eye (in
the square).
Page 3 of 12
Marks
1
S7/01
English Stage 7 Paper 1 Mark Scheme
Question
7
Answer
From 2022
Marks
The writer suggests that Chaplin’s films are no longer popular.
Explain why you think this has happened. Support your answer with one
quotation from Text A.
2
Award 1 mark for an appropriate explanation, and 1 mark for a quotation, e.g.
Explanation
Quotation
People nowadays expect to see
films in colour.
‘black-and-white’
People expect to hear characters
speak.
‘silent (classic)’
OR
‘growing popularity of films with
dialogue’
Chaplin / The Little Tramp is no
longer well-known.
•
‘At one time, The Little Tramp
was said to be the most famous
image on earth.’
OR,
• ‘Chaplin was considered to be
the greatest popular artist of the
20th Century’
Some people nowadays prefer to
hear films in their own language.
Question
8
•
‘Their films were shown
everywhere’
OR,
• ‘language was no barrier.’
Answer
‘City Lights’ is one of the writer’s favourite films.
Give one quotation from the text that shows this.
Award 1 mark for any of the following:
•
•
•
•
If only one of Charlie Chaplin’s films could be preserved
deservedly famous as one of the great emotional moments in cinema
history
one of my most treasured experiences as a movie-goer
I am still under its spell.
Page 4 of 12
Marks
1
S7/01
English Stage 7 Paper 1 Mark Scheme
Question
9
From 2022
Answer
The headline suggests that it took a long time for Linder to be
rediscovered.
How does the writer reinforce this idea in the first paragraph (lines 1–3)?
Marks
1
Award 1 mark for:
•
(The writer mentions that Linder was,) ‘(largely) forgotten for decades’.
Question
Answer
10
The message of the subheadline suggests uncertainty.
Give one phrase from the second paragraph (lines 4–9) that supports this.
Marks
1
Award 1 mark for:
•
as far as we can tell (- the first film star anywhere).
Question
11
Answer
Look at the third paragraph (lines 10–12).
Give one phrase which means ‘small and unimportant acting roles’.
Marks
1
Award 1 mark for:
•
bit parts.
Question
12
Answer
Look at the phrase In your eyes lies a fortune in the fourth paragraph
(lines 13–16). What literary technique is this an example of?
Tick () one box.
Award 1 mark for:
•
metaphor.
Page 5 of 12
Marks
1
S7/01
English Stage 7 Paper 1 Mark Scheme
Question
13
Answer
Look at the final paragraph (lines 18–20).
Which two words does Charlie Chaplin use to say that Max Linder taught
him a lot?
From 2022
Marks
2
Award 1 mark for each of the following:
•
•
Professor
disciple.
Do not accept ‘major influence’ as these were not words used by Charlie
Chaplin.
Question
14
Answer
Look at Text A and Text B.
What do you think both the writers have in common? Give one piece of
evidence from Text B to support your answer.
Award 1 mark for identifying an area of common interest, plus 1 mark for an
appropriate piece of supporting evidence from Text B.
Both writers
Evidence
are interested in early/silent films / the
history of the cinema
writes about ‘the very first film star’ /
‘the early silent era’ of film
enjoy watching (romantic) comedies
‘his comedy was more romantic’
admire Charlie Chaplin
‘arguably the biggest film star of all
time’
Page 6 of 12
Marks
2
S7/01
English Stage 7 Paper 1 Mark Scheme
Question
From 2022
Answer
Marks
You are going to write a brief biography of Max Linder.
15(a)
3
Use the table to make some notes:
Award 3 marks for 9–11 correct facts
Award 2 marks for 6–8 correct facts
Award 1 mark for 2–5 correct facts
Award 0 marks for 0–1 correct facts
Date and Place of Birth
•
1883, France
Events in his life
•
•
1901 – started work as an actor
1905 – changed his name to Max
Linder / made his movie debut
1909 – featured in / appeared on the
poster for Le Petit Jeune Homme film
•
15(b)
Type of actor
•
(romantic/slapstick) comedian
Distinctive physical feature
•
(beautiful, soulful) eyes
Where he acted in films
•
•
France/Europe
Hollywood / the USA
Roles in film-making other than
acting
•
•
•
directed
wrote
produced
Using the information in the table, write a summary describing the life of
Max Linder.
Write up to 50 words. Use your own words as much as possible.
Award 2 marks for a summary that combines the main points into a coherent
summary, e.g.:
•
Born in 1883 in France, Max Linder became a stage actor in 1901. In 1905
he started acting in films, starring in Le Petit Jeune Homme in 1909. Known
for his beautiful eyes, Max acted in romantic comedies in France and
Hollywood, and was also a writer, director and producer.
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 synthesised.
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 7 of 12
2
S7/01
English Stage 7 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.
16 Imagine that a famous person recently visited your school.
Write an article about the visit for your school magazine.
You could include:
•
•
•
who the person is and why they are well-known (e.g. arts, politics, science, sports)
the purpose of their visit (e.g. to give a performance, workshop, demonstration or
deliver a speech)
what you admired about the person or learnt from the person’s visit.
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 8 of 12
S7/01
English Stage 7 Paper 1 Mark Scheme
Creation of texts (Wc)
[5 marks]
Content is entirely relevant.
Ideas are developed so that
features of the text type are
clearly established and are
used confidently
throughout.
Viewpoints are wellpresented, i.e., detail
sustains interest with
writer’s style / personal
response which
emphasises particular
points.
Writing is clearly developed
to suit the specified
audience and purpose / text
type.
[4–5]
Vocabulary and language
(Wv)
[3 marks]
Structure of texts (Ws)
[7 marks]
The response is wellorganised using a good
range of organisational
features accurately.
Ideas are developed with
chronological or logical
links throughout the text
from an introduction to
conclusion.
Paragraphs are used
competently to structure the
content. There is good
cohesion within and
between paragraphs.
A good range of carefully
chosen sentence openings
and connectives are used
appropriately to support
content.
[6–7]
Page 9 of 12
From 2022
Grammar and punctuation
(Wg)
[7 marks]
Grammatical structures are
almost always accurate
throughout the text. For example,
there is:
• a wide range of sentence types
to support the text type
• a range of complex sentences
accurately to provide clarity
and emphasis e.g., by
positioning of clauses varying
word order or expansion of
verb phrases
• consistent use of formal and/or
informal register according to
context, purpose and
audience.
There is a good range of
punctuation. For example:
• commas, ellipses, colons,
semi-colons, dashes and
hyphens used accurately to
clarify meaning.
• conventions of layout are
always applied consistently
e.g., bullet points.
[6–7]
Word structure (Ww)
(spelling)
[3 marks]
S7/01
English Stage 7 Paper 1 Mark Scheme
Creation of texts (Wc)
Vocabulary and language
(Wv)
Material is relevant using
vocabulary accurately for the
purpose / text type.
Content is relevant and
ideas are developed so
that features of the text
type are clear.
Viewpoints are clear and
maintained throughout.
Uses well-developed
language to clarify and
extend ideas.
Writing is developed to
suit the specified
audience and purpose.
Creates an effect by using
key linguistic and literary
techniques.
Structure of texts (Ws)
The response is is
generally well-organised
using a range of
organisational features
accurately.
Ideas are developed with
chronological or logical
links throughout the text
though there may be some
inconsistencies.
Paragraphs are used to
help structure the text
where the main idea is
usually supported by
following sentences.
Content may have some
different voices within the
text.
A range of sentence
openings and connectives
are used appropriately to
support content.
[3]
[3]
[4–5]
Page 10 of 12
From 2022
Grammar and punctuation
(Wg)
Grammatical structures are
mostly accurate throughout the
text. For example, there is:
• a range of sentence types to
support the text type.
• some complex sentences to
provide clarity and emphasis
e.g., by positioning of clauses
varying word order or
expansion of verb phrases
• 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
occasionally 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.
A range of punctuation:
• e.g., commas, ellipses, colons,
semi-colons, dashes and
hyphens are used mostly
accurately to clarify meaning
• conventions of layout are
applied consistently e.g., bullet
points.
[4–5]
[3]
S7/01
English Stage 7 Paper 1 Mark Scheme
Creation of texts (Wc)
Content is mostly relevant
to the task, though there
may not be many welldeveloped ideas.
Vocabulary and language
(Wv)
Vocabulary is relevant and
suitable for the purpose / text
type.
Structure of texts (Ws)
The response is generally
organised and attempts
some organisational
features.
Writing shows purpose.
Language and meaning of
words/phrases is clear.
Some attempt to sequence
relevant ideas logically.
There is a straightforward
viewpoint and awareness
of the audience.
Clear evidence of
appropriate linguistic and
literary techniques.
Paragraphs / sections are
evident, though not always
consistently or
appropriately.
Movement between
paragraphs or sections,
may be disjointed with a
limited range of sentence
openings and connectives.
From 2022
Grammar and punctuation
(Wg)
Grammatical structures are
generally accurate throughout
the text.
For example, there is:
• some range of sentence types
to support the text type
• complex sentences may be
attempted to create effect and
convey shades of meaning
• 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:
• e.g., commas, semi-colons,
dashes and hyphens are
generally accurate and may
sometimes be used for effect.
• 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 11 of 12
[2–3]
[2]
S7/01
English Stage 7 Paper 1 Mark Scheme
Creation of texts (Wc)
Some material is included
that elaborates on basic
information.
Some elements of the text
type can be seen; a
maximum of 1 mark can
be awarded if not the
given text type.
Vocabulary and language
(Wv)
Language is simple and
relevant. For example,
vocabulary conveys meaning
which is suitable for the
purpose / text type.
Language and meaning of
words/phrases is mainly
clear, with some errors.
Structure of texts (Ws)
Grammar and punctuation (Wg)
Some attempt to organise
the response.
Basic grammatical structures are
generally correct, for example:
• subject and verb generally
agree
• past and present tense of verbs
generally consistent.
• There is 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.
There is some evidence of
some appropriate linguistic
and literary techniques.
From 2022
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
what is 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 12 of 12
[1]
[0]
[1]
Word structure (Ww)
(spelling)
No creditable response
[0]