Example Candidate Responses – Paper 4
Cambridge International AS & A Level
English Language 9093
For examination from 2021
© Cambridge University Press & Assessment 2021 v1
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Contents
Introduction........................................................................................................................................................................4
Question 1.........................................................................................................................................................................6
Example Candidate Response – high............................................................................................................................6
Example Candidate Response – middle........................................................................................................................9
Example Candidate Response – low...........................................................................................................................12
Question 2.......................................................................................................................................................................16
Example Candidate Response – high..........................................................................................................................16
Example Candidate Response – middle......................................................................................................................18
Example Candidate Response – low...........................................................................................................................21
Example Candidate Responses – Paper 4
Introduction
The main aim of this booklet is to exemplify standards for those teaching Cambridge AS & A Level English Language
9093, and to show how different levels of candidates’ performance (high, middle and low) relate to the subject’s
curriculum and assessment objectives.
In this booklet candidate responses have been chosen from the June 2021 exam series to exemplify a range of
answers.
For each question, the response is annotated with a clear explanation of where and why marks were awarded or
omitted. This is followed by Examiner comments on how the answer could have been improved. In this way, it is
possible for you to understand what candidates have done to gain their marks and what they could do to improve their
answers. There is also a list of common mistakes candidates made in their answers for each question.
This document provides illustrative examples of candidate work with examiner commentary. These help teachers
to assess the standard required to achieve marks beyond the guidance of the mark scheme. Therefore, in some
circumstances, such as where exact answers are required, there will not be much comment.
The questions, mark schemes and inserts used here are available to download from the School Support Hub. These
files are:
9093 June 2021 Question Paper 41
9093 June 2021 Paper 41 Mark Scheme
Past exam resources and other teacher support materials are available on the School Support Hub:
www.cambridgeinternational.org/support
4
Example Candidate Responses – Paper 4
How to use this booklet
This booklet goes through the paper one question at a time, showing you the high-, middle- and low-level response for
each question. The candidate answers are set in a table. In the left-hand column are the candidate answers, and in
the right-hand column are the Examiner comments.
Answers are by real candidates in exam conditions.
These show you the types of answers for each level.
Discuss and analyse the answers with your learners in
the classroom to improve their skills.
How the candidate could have improved their answer
•
•
Examiner comments are
alongside the answers. These
explain where and why marks
were awarded. This helps you
to interpret the standard of
Cambridge exams so you can
help your learners to refine
their exam technique.
The candidate mislabelled some linguistic features. They could have avoided confusion if they had referred more
specifically to standard British English and briefly outlined some differences between that and standard American
English. However, the preceding comments about the author’s use of language were not relevant because the
candidate did not need to analyse the language of the stimulus material in Paper 4. If they had not included this,
they could have discussed key points for them text at the outset to make better use of their examination time.
The candidate’s expression was clear, but their occasional lapses in register detracted from the overall response.
To improve their answer, the candidate needed to maintain the level of formality which they used in their
introduction.
This section explains how the candidate could
have improved each answer. This helps you to
interpret the standard of Cambridge exams and
helps your learners to refine their exam technique.
Common mistakes candidates made in this question
•
•
A common mistake made in this question was to not use sufficient evidence of their wider study of the topic.
Methods and approaches such as those from Crystal, Diamond, Graddol, Widdowson or Labov, for example,
would have made relevant support. Some candidates mentioned theorists but did not explain why their work was
appropriate to the discussion, which left their discussions undeveloped.
Linguistic concepts such as hybridisation, borrowing, neologism, slang and coinage were implicit in the stimulus
material but many candidates did not make mention of these, which led to a missed opportunity for development.
Some candidates used a lot of paraphrashing which limited the opportunities for the candidates to assert their own
ideas.
Lists the common mistakes candidates made
in answering each question. This will help your
Often candidates were not awarded
learners to avoid these mistakes and give them
marks because they misread or
the best chance of achieving the available marks.
misinterpreted the questions.
5
Example Candidate Responses – Paper 4
Question 1(a)
Example Candidate Response – high
Examiner comments
1
2
1 The candidate provides an
overview of some of the reasons
English has expanded in its use
in the world. This summary is an
effective introduction to the context
of the stimulus material and does
not provide too much detail of the
history of the English language.
2 The candidate applies previous
comments to a brief summary of the
text provided.
3 The embedded quote is very
long. In using such a long quote,
the candidate spends a long time
copying the material from the
question paper, time which they
could spend developing the key
point under discussion.
3
4
4 After an explanation of a key
point from the text, the candidate
offers a developed discussion of
how technology can create new
sociolects.
6
Example Candidate Responses – Paper 4
Example Candidate Response – high (continued)
Examiner comments
5 Although the embedded quote
is long, the candidate discusses a
new key point, but they do not name
the concept of borrowing.
5
6
7
6 The candidate demonstrates
their knowledge and understanding
gained from wider reading, however
they inaccurately apply terminology.
7 The candidate discusses a
linguistic model to some extent.
However, it would be more
appropriate for the candidate to
contrast Singapore’s position with
that of the US, which would tie the
discussion to the content of the
stimulus material.
8
8 The candidate selects a long
extract to introduce the concept of
language and power.
7
Example Candidate Responses – Paper 4
Example Candidate Response – high (continued)
Examiner comments
9 The candidate discusses native
speakers to develop the concept of
language and power. They develop
this point further when they discuss
the power held by those whose
sociolect includes newly coined lexis
and phrases.
9
10
10 Overall, the candidate shows
a detailed understanding of the
stimulus material with clearly
embedded evidence to support
ideas. Some of the selected quotes
are very long and frequent but
shorter quotes would be more
effective. They make a variety of
theoretical considerations: although
these are relevant, the discussion is
not always fully developed.
Total mark awarded =
18 out of 25
How the candidate could have improved their answer
•
•
•
•
Some of the candidate’s embedded quotes from the text were very long. The candidate could have improved
their response if their selected examples were briefer, therefore not spending so much of the examination time on
copying material from the stimulus.
The linguistic concept of borrowing was implicit in the text provided and although the candidate discussed the
adoption of Japanese lexis, the linguistic terminology is not used. The candidate could have improved their
response by taking a more focused linguistic standpoint with a wider and accurate use of technical terminology.
The candidate discussed (but did not name) hybridisation clearly, and developed this with a reference to a linguistic
model. To add to this, they could have contrasted the position of Singapore and that of the United States in
Kachru’s concentric circles model. Using only Singapore as an example weakened the response.
The candidate gave a conceptual discussion on language and power. To improve their response, the candidate
needed to reference a theoretical model such as that from Fairclough, or discuss the effects of overt or covert
prestige gained by the changing use of English in the world.
8
Example Candidate Responses – Paper 4
Example Candidate Response – middle
Examiner comments
1 The candidate begins with
a succinct introduction which
summarises the context of the
stimulus material.
1
2 This question does not require
2
3
the candidate to analyse the
language of the text provided, so
this comment is not relevant.
3 This comment is inaccurate as
non-standard English is in frequent
use in the United Kingdom.
4 The candidate discusses one of
the key points raised in the article
and develops it with comments on
orthographical change. However,
they could refer to the concept of
technological influence to develop
the response further.
4
5 The candidate provides
5
plausible examples but they do not
give a developed commentary on
the differences each of the named
varieties might include.
6 The candidate makes a clear
reference to the stimulus material.
Instead of taking each of the
‘hot spots’ in turn, the candidate
compares two which gives more
impact to the discussion.
6
9
Example Candidate Responses – Paper 4
Example Candidate Response – middle (continued)
Examiner comments
7
7 The response becomes more
informal, which detracts from the
earlier clearer expression they had
demonstrated.
8 The candidate makes an
effective reference to an established
theoretical view with some detailed
discussion on the influence of
technological development of
English in the world.
8
9
9 The candidate effectively ties
the theoretical considerations to
some relevant examples from the
text.
10
10
10 The candidate uses appropriate
examples from the text to provide
a clear explanation of how English
might spread geographically.
Example Candidate Responses – Paper 4
Example Candidate Response – middle (continued)
Examiner comments
11 The candidate could discuss the
concept of slang more fully.
11
12 The candidate discusses the
linguistic relationship between
two separate linguistic ‘hubs’ to
demonstrate further understanding
of the text.
12
13
13 The candidate is less clear
here. However, they focus on the
ways in which a global language
might emerge according to Crystal.
14 Overall, the candidate makes
a sustained attempt to discuss
key points raised in the stimulus
material. Their expression is clear
with some minor lapses in register.
Although the candidate refers to
only one linguistic theorist, they
still apply different theoretical
considerations in their response.
14
Total mark awarded =
15 out of 25
How the candidate could have improved their answer
•
•
•
The candidate mislabelled some linguistic features. They could have avoided confusion if they had referred more
specifically to standard British English and briefly outlined some differences between that and standard American
English. However, the preceding comments about the author’s use of language were not relevant because the
candidate did not need to analyse the language of the stimulus material in Paper 4. If they had not included this,
they could have discussed key points from the text at the outset to make better use of their examination time.
The candidate’s expression was clear, but their occasional lapses in register detracted from the overall response.
To improve their answer, the candidate needed to maintain the level of formality which they used in their
introduction.
The candidate only referenced one linguistic theorist, but they could have referenced different theoretical
approaches for each of the points raised. They could have shown their knowledge and understanding in a
developed discussion of slang and how colloquialisms move in and out of fashion. Slang was only briefly
mentioned in the response, yet the stimulus material implied that it was the basis of the changing use of English in
the US.
11
Example Candidate Responses – Paper 4
Example Candidate Response – low
Examiner comments
1
2
1 The candidate chooses to
introduce a linguistic model to
begin their response. However the
reference is not complete because
they do not ascribe it to any
authorship (Kachru).
2 In general, the candidate's
control of expression is clear but
‘English’ should be capitalised
which gives an impression of
carelessness.
3
3 This statement needs one or
more examples to make it clear and
credible.
4
4 The candidate uses examples
from the text to support the
discussion on the use of English in
the West Coast area of the United
States.
12
Example Candidate Responses – Paper 4
Example Candidate Response – low (continued)
Examiner comments
5 The candidate continues to
explore the text provided in the
question. The candidate shows an
understanding of the text, but much
of the response is paraphrased.
5
6
6 The candidate’s assertion here
is plausible but they do not offer
an example from their wider study,
which would have been useful
support.
7 The candidate interprets the
text but they do not support it with
reference to their wider study.
7
13
Example Candidate Responses – Paper 4
Example Candidate Response – low (continued)
Examiner comments
8 The candidate needs to
describe the label ‘traditional
English’ more accurately and fully
because the meaning is unclear.
8
9
9 The candidate needs to dicuss
the linguistic concept of slang more
fully in relation to the text.
10 The candidate develops their
response more here, however
they could discuss the issue of the
influence of the US music culture on
the use of English in the world.
11 The candidate briefly mentions
the linguistic concept of coinage
early in the response, the name
being taken from the text provided.
However, they could explore this
more fully in their response.
10
11
12
12 Overall, the candidate sustains
their response, to an extent. The
candidate clearly understands the
text provided but does not add any
of their own ideas to develop the
discussion. They briefly mention
supporting linguistic concepts,
methods and approaches in an
incomplete way.
Total mark awarded =
10 out of 25
How the candidate could have improved their answer
•
•
•
•
The candidate demonstrated a clear understanding of the text provided and incorporated relevant examples to
support the discussion. However, they presented much of their discussion as paraphrased text, and to improve
their answer the candidate needed to include their own ideas.
In places, the candidate made assertions such as ‘culture affects different forms of the English language’, but they
needed to evidence these with examples from their wider study.
The candidate could have demonstrated their conceptual knowledge and understanding more clearly. To improve
their answer, the candidate needed to detail how and why Kachru’s concentric circle was an appropriate supporting
reference to the discussion, and they needed to include the authorship of the model. The text gave the candidate
many opportunities to make reference to a selection of linguistic concepts, models and approaches.
To improve their answer, the needed to separate their ideas into logically sequenced paragraphs.
Common mistakes candidates made in this question
•
•
A common mistake made in this question was to not use sufficient evidence of their wider study of the topic.
Methods and approaches such as those from Crystal, Diamond, Graddol, Widdowson or Labov, for example,
would have made relevant support. Some candidates mentioned theorists but did not explain why their work was
appropriate to the discussion, which left their discussions undeveloped.
Linguistic concepts such as hybridisation, borrowing, neologism, slang and coinage were implicit in the stimulus
material but many candidates did not make mention of these, which led to a missed opportunity for development.
14
Example Candidate Responses – Paper 4
•
•
•
Some candidates used a lot of paraphrashing which limited the opportunities for the candidates to assert their own
ideas.
Some candidates tried to analyse the language of the text. However, this question required the analysis and
discussion of their ideas, not the analysis of language. Some candidates mistakenly tried to identify bias in the
writing, and so they included irrelevant material in their answers.
Some candidates gave an extended introduction which detailed the history of the growth of the English language
and how its history had led to its use in the contemporary world. Candidates lost examination time which they could
have used to discuss the required selection of key points raised in the stimulus material.
15
Example Candidate Responses – Paper 4
Question 2
Example Candidate Response – high
Examiner comments
1 The candidate shows an
effective control of expression as
they introduce the topic with a
reference to the stimulus material.
1
2 The candidate accurately
2
applies the linguistic terminology.
3
4
5
3 The embedded quote is long
and it is not clear how it relates to
the point being made.
4 The candidate discusses the
concept of linguistic prestige in
relation to the language used in the
medical and scientific fields, but
they do not name any theoretical
approaches.
5 Although the candidate does
not refer to any specific theorists,
their discussion of linguistic
prescriptivism and descriptivism is
generally effective.
6 The candidate’s discussion
now becomes very effective as it is
tied to examples from the stimulus
material.
6
7 Rather than embedding such a
lot of material from the text provided,
the candidate could explain the
point made by the article and then
evidence it with only the most
relevant part of the quote.
7
16
Example Candidate Responses – Paper 4
Example Candidate Response – high (continued)
Examiner comments
8
8 CAT may be relevant to the
points raised in the article, but the
candidate omits the authorship
reference (Giles). The candidate’s
comment on why the theory is
relevant to the text is unclear.
9 The candidate’s conclusion
includes the idea of new medical
terms being created as a departure
from those being used at the time
the stimulus material was being
written. However, this is a key point
raised in the text and could be
discussed more effectively earlier in
the response.
9
10
10 Overall, the candidate
provides an effective discussion of
some key ideas contained in the
stimulus material. Their expression
is effective with some detailed
development. They demonstrate
knowledge and understanding of
linguistic concepts, methods and
approaches but do not always
include enough details when
referencing.
Total mark awarded =
18 out of 25
How the candidate could have improved their answer
•
•
•
The candidate selected some very long quotes as evidence for the points they made. To improve their answer, the
candidate could have selected shorter quotes that were completely relevant to the points being made.
The candidate introduced in the conclusion an idea that new and more appropriate medical terms should be
created, but they needed to explore this key point much earlier in the response. To improve their answer, the
candidate needed to use more quotes from the text to evidence their own ideas, for example the use of metaphor
and euphemism, and this particular point could have been incorporated more effectively.
The candidate needed to refer to the relevant theorists when they discussed the linguistic concepts in their
response. To improve their answer, they needed to explore concepts, methods and approaches more fully. For
example, the candidate could have incorporated Aitchison into their discussion on descriptivism and prescriptivism.
17
Example Candidate Responses – Paper 4
Example Candidate Response – middle
Examiner comments
1
2
1 The candidate opens
the response with a succinct
introduction. Their expression is
generally clear and they use an
accurately punctuated embedded
quote from the stimulus material.
2 The candidate uses an
appropriate reference to an
established linguistic approach
and ties to an embedded quote.
The candidate provides a detailed
explanation of the theory.
3
3 The explanation of CAT is
sound but the candidate’s register
becomes chatty and informal and
would benefit from a more succinct
writing style.
4
5
4 The paragraph is welldeveloped as the candidate applies
convergence and divergence to
demonstrate a clear understanding
of the text provided.
5 The candidate introduces a
further linguistic approach to support
a key point raised in the text.
18
Example Candidate Responses – Paper 4
Example Candidate Response – middle (continued)
Examiner comments
6 The candidate selects a quote
from the stimulus material to present
their idea of how the patient’s point
of view is represented in the text.
They use a relevant theoretical
example to support key point.
6
7 Here, the response weakens
a little as the candidate applies
evidence from the text which is not
entirely relevant to their argument.
7
8
8 The limitation of creativity in the
medical profession is a key point in
the text but the candidate does not
fully explore this.
9
9 With such little discussion of
the linguistic concept of political
correctness, the candidate misses
the opportunity to develop the ideas
contained in the quote selected.
10
11
10 The candidate could include
their own ideas about how ‘change
may need to occur’ to develop the
discussion.
11 Overall, the candidate's
expression is clear and they
demonstrate a clear understanding
of the text. They include some
details about the linguistic concepts
and approaches but further
discussion of key points raised in
the stimulus material would develop
the response further.
Total mark awarded =
12 out of 25
19
Example Candidate Responses – Paper 4
How the candidate could have improved their answer
•
•
•
•
The candidate’s expression was clear, and they used relevant examples in their response. The response began
with a succinct introduction, however the register became informal as it developed. To improve their answer, the
candidate needed to use a more formal approach and continue to write succinctly. This would have given them
more time to discuss more of the key points raised in the text.
The candidate made a limited selection of key points from the stimulus material. The reference to the limitation of
creativity in the medical profession was incorporated into the developed discussion of the patient’s point of view.
To improve their answer, the candidate needed to select that issue as a separate key point and develop it with
reference to a different linguistic approach for support.
The candidate’s conclusion indicated that ‘changes may need to occur’, but to improve their answer they needed
to discuss such changes and how they could be brought about. They missed an opportunity to introduce their own
ideas and develop the discussion.
The candidate made clear references to linguistic methods and approaches. To improve their answer, the
candidate needed to provide a fuller discussion on the linguistic concepts presented in the stimulus material, for
example, in their discussion of political correctness.
20
Example Candidate Responses – Paper 4
Example Candidate Response – low
Examiner comments
1
1 The candidate uses a simple
paraphrase of part of the text
provided, with some examples, to
begin their response.
2
3
2 The candidate continues to
paraphrase the text. Although
this approach demonstrates the
candidate’s understanding of the
text to an extent, it would be more
appropriate to the question for them
to select individual ideas, evidence
them with examples and support
them with reference to wider study.
3 The candidate discusses the
idea of language reflecting ‘how we
function’ by Sapir and Whorf. The
candidate needed to refer to their
hypothesis would be better develop
their discussion.
4
4 The candidate tries to develop
their response, however, their
control of expression is weak which
lowers the register of the response.
5
5 The candidate paraphrases the
text.
21
Example Candidate Responses – Paper 4
Example Candidate Response – low (continued)
Examiner comments
6 The candidate tries to find an
appropriate example to develop the
point made in the text, but they need
to be clearer about how it is relevant
to the response.
6
7 The candidate paraphrases the
text in this section of the response,
but they continue to demonstrate
their understanding of the main
points raised.
7
8 The candidate introduces their
own idea here which helps them to
make a limited attempt to support
the point raised in the text.
8
9
9 Overall, the candidate shows
a clear understanding of the text,
though this is mainly through
paraphrasing. They offer some
examples, but these are limited.
The candidate makes no reference
to linguistic concepts, methods or
approaches so cannot be awarded
any marks for AO4.
Total mark awarded =
8 out of 25
How the candidate could have improved their answer
•
•
•
The candidate mainly paraphrased the text provided and added limited ideas of their own. To improve their answer,
they needed to closely read the text and select key points for discussion. They could have included relevant
examples for a fuller exploration and added to this with references to their wider study of the topic.
The candidate did not include any references to linguistic concepts, methods or approaches, yet they provided a
brief comment on how language reflects our thought process. To improve their answer, the candidate needed to
refer to the Sapir-Whorf hypothesis as a discussion tool and to the Boas-Jakobson principle. Discussion of either or
both of these linguistic approaches would have improved the candidate’s response in terms of AO4.
The candidate’s writing register was quite relaxed. To improve their answer, the candidate needed to write more
carefully in terms of their expression and use accurate punctuation for their examples selected from the text.
Common mistakes candidates made in this question
•
The most common mistake made by candidates was to make no reference to linguistic concepts, methods and
approaches and some candidates were not awarded marks for AO4. In this question, candidates were asked
to use examples from their wider study of the topic; those who did not were not fully answering the question.
22
Example Candidate Responses – Paper 4
•
•
•
Appropriate theories for discussion in this question might have included Aitchison, Phillipson or Fodor, for example.
Many candidates chose to chronologically paraphrase the text provided, but did not develop the discussion. This
approach could, to an extent, demonstrate some understanding of the stimulus material. However, candidates
needed to carefully select some of the key points raised and then develop those as fully as possible.
This question required a discursive response which discussed the ideas raised in the text. It did not require an
analysis of the form, language and/or structure of the text. Many candidates attempted a linguistic analysis of the
writer’s language, and even in some cases used it to try to interpret the writer’s gender which was not relevant to
the question.
Many candidates used very long quotes from the text to illustrate the points made. The clearer responses were
those which used short, salient and more frequent quotes, rather than long quotes which took more time for the
candidates to write out.
23
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