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English
Stage 9
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2022
Paper 1 Non-fiction
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Cambridge Lower Secondary Progression Test
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Insert
3140_01_INS_RP
© UCLES 2022
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Text A
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Subterranean ghost stations
m
In 1920, construction began on an important new transport system for Cincinnati, in the USA.
Voters had given support to this $6m local venture, and despite concerns about the economy,
the project began. Little did the city officials know that the system they were building would
never carry a single passenger. Five years later, the money had run out, the government
refused to help and construction was halted. Today, there is an entire 10km subway system
abandoned underneath the Cincinnati streets.
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Though Cincinnati is an extreme case of an empty subway network, it’s part of a pattern of
abandoning stations globally. Underground travel has become a familiar routine for millions of
city dwellers throughout the world. However, most commuters are unaware that lurking on the
other side of the walls are the remains of deserted stations, slowly deteriorating. No longer part
of the daily lives of people, nevertheless these stations are a link to their cities’ past. Known as
‘ghost stations’, they are silent but powerful reminders of forgotten history.
10
15
bd
Tom Moran, an expert on abandoned stations, says: ‘They were built to cater for large crowds
of people – unlike sewers and utility tunnels – and thus contain all the features of a public
space, from fire escapes to ornate signage and advertising on the walls. It’s that missing human
element that makes them more eerie.’
5
A
Subways are important ways for citizens to get around, but they’re also important as public
spaces. Indeed, by providing a shared experience, subway systems are often important parts of
the distinctive identities of cities like Paris, London and New York. If you rob the stations of their
healthy blood flow of regular commuters, the stations will eventually haunt the city.
20
ed
Many ghost stations are being used for temporary purposes. In Toronto, Canada, a station has
become a location for parties during the film festival while in New York a station was
transformed into a short-term exhibition space for Brooklyn street artists.
am
However, neglected stations are crying out to be used, not just as pop-up hangouts, but as
permanent features of city life. Maybe that’s why a recent proposal to repurpose deserted
stations in Paris as public pools and auditoriums has gained support.
25
oh
Are these stations better left to urban explorers? Tom Moran explains, ‘Other than filling them
in, you can’t really demolish an underground ghost station … the fact that they generally don’t
go through the normal periodic upgrades makes them like time capsules.’
M
And the best way to ruin a time capsule is to open it.
© UCLES 2022
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Text B
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Round the world in 80 trains
m
Ever wanted to run and take the Trans-Siberian Railway from Moscow to Beijing? Wind through
the Canadian Rockies or cut straight through the heart of Australia – all to the click-clack of train
tracks? Well, the Man in Seat Sixty-One has the website for you!
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Although the name of his website might make him sound mysterious, Mark Smith is in fact the
man behind the massively popular website, Seat61.com. It offers invaluable advice on
worldwide train travel. Now Mark has written a book, which is the essential guide for anyone
who wishes to travel the world by train. It is packed with insider knowledge and top tips on
everything from the quickest routes and the cheapest fares to the best weekends away;
travelling with children and changing trains; timetables and maps; essential items to travel with;
and everything in between.
10
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We need to reduce our carbon footprint, and short-haul flights are stressful, frustrating and often
irresponsible. Therefore, the importance of embracing affordable, efficient and comfortable rail
travel cannot be overemphasised. Through his website and book, Mark Smith says he wants to
inspire people to do something more exciting with their lives and their travel opportunities than
going to an airport, getting on a plane and missing all the world has to offer. ‘There's more to
travel than the destination. It used to be called a journey.’
5
A
If you're looking for a travel experience that doesn't involve flying, want to book a once-in-alifetime trip round the world, or you simply want to seek out a travel adventure via train – this is
the ultimate website.
M
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All aboard!
© UCLES 2022
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BLANK PAGE
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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at
https://lowersecondary.cambridgeinternational.org/.
Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.
© UCLES 2022
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English
Stage 9
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2022
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Paper 1 Non-fiction
1 hour 10 minutes
am
Additional materials: Insert
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INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• You should pay attention to punctuation, spelling and handwriting.
INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].
• Suggestions for how long to spend on each section are given in the booklet.
3140_01_5RP
© UCLES 2022
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Section A: Reading
ac
Spend 30 minutes on this section.
Read Text A, in the insert, and answer questions 1–9.
What type of text is this? Tick () one box.
m
1
biographical text
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discussion text
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advertising text
2
[1]
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persuasive text
Look at the first paragraph (lines 1–6).
A
(a) Give one reason the Cincinnati underground network was never completed.
[1]
ed
(b) Give one word that tells the reader the underground remains unused.
am
Look at the first sentence in the second paragraph (lines 7–12). The word Though links two
ideas.
What is the link?
[1]
oh
3
[1]
M
4
5
Look at the third paragraph (lines 13–16). The writer uses two dashes ( – ).
Give one reason why the writer does this.
[1]
Look at lines 19–20.
Explain why the writer uses the phrase blood flow.
[2]
© UCLES 2022
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Look at the fifth and sixth paragraphs (lines 21–23 and 24–26).
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(a) Give one example of how abandoned stations are used as pop-up meeting places.
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Why is the last sentence in a separate paragraph?
bd
9
[1]
[1]
How do you think abandoned stations are like ghosts?
Give two reasons and support each reason with a quotation from the text.
A
8
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.
Reason 1:
am
Quotation 1:
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7
[1]
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(b) Look at lines 24–25. The writer uses the phrase not just as.
What does this tell the reader about the writer’s opinion?
m
[1]
Reason 2:
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Quotation 2:
M
[4]
© UCLES 2022
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Now read Text B, in the insert, and answer questions 10–14.
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10 Where is Text B taken from? Tick () one box.
guide book
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travel magazine
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hotel advertisement
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environmental report
[1]
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11 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.
[1]
A
12 Look at the second paragraph (lines 4–10). The writer uses a subordinate clause to begin the
sentence.
Give one reason for this.
ed
[1]
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13 Look at the last sentence.
Explain why the writer ends the text with this phrase.
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[2]
© UCLES 2022
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14 (a) 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.
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Travelling by train:
• is affordable
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• is efficient
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•
•
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•
•
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(b) 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.
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[2]
© UCLES 2022
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Section B: Writing
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Spend 30 minutes on this section.
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.
What is the building?
Why should it be kept?
How should the building be used?
Who will use the building?
ie
•
•
•
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You should consider:
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Space for your plan:
Write your article on the next page.
© UCLES 2022
[25 marks]
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ac
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at
https://lowersecondary.cambridgeinternational.org/.
Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.
© UCLES 2022
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English
Stage 9
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2022
Paper 1 Non-fiction
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Cambridge Lower Secondary Progression Test
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Mark Scheme
3140_01_MS_5RP
© UCLES 2022
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Section A: Reading
Question
1
Marks
What type of text is this? Tick () one box.
1
Answer
Look at the first paragraph (lines 1–6).
Give one reason the Cincinnati underground network was never
completed.
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2(a)
ie
Question
m
Award 1 mark for:
discussion text.
Marks
1
Award 1 mark for one of the following ideas:
Give one word that tells the reader the underground remains unused.
Award 1 mark for:
•
Answer
Look at the first sentence in the second paragraph (lines 7–12). The word
Though links two ideas.
What is the link?
am
3
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Question
abandoned.
Award 1 mark for:
Cincinnati is an example of a wider pattern/trend around the world.
M
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•
1
A
2(b)
The money had run / ran out.
The government refused to help.
bd
•
•
Page 2 of 14
B
Marks
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English Stage 9 Paper 1 Mark Scheme
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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
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to contrast (between use of stations and sewers and other tunnels)
to provide additional/extra information.
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5
Answer
ie
Do not accept: rhetorical punctuation. This answer is not specific to the use of
dashes in this text.
Question
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:
•
bd
•
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.
A
•
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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
B
Marks
2
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•
•
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Question
Answer
Marks
Give one example of how abandoned stations are used as pop-up meeting
places.
1
Look at lines 24–25. The writer uses the phrase not just as.
What does this tell the reader about the writer’s opinion?
ie
6(b)
a location for parties (during the film festival)
a short-term exhibition space (for Brooklyn street artists).
The writer:
bd
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.
Answer
A
Question
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.
ed
7
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.
am
•
•
•
1
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Award 1 mark for:
•
•
•
•
m
Award 1 mark for one of the following ideas:
•
•
M
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Do not accept: ‘And the best way to ruin a time capsule is to open it’.
Page 4 of 14
B
Marks
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Look at the fifth and sixth paragraphs (lines 21–23 and 24–26).
6(a)
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Question
8
Answer
1
Award 1 mark for:
•
•
m
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
Answer
9
How do you think abandoned stations are like ghosts?
Give two reasons and support each reason with a quotation from the text.
el
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Question
Award 1 mark for a relevant reason. Award 1 mark for an appropriate quotation
that supports the reason. Award up to 4 marks.
Reason
bd
Accept part of a quotation as long as the original meaning is conveyed.
‘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.’
am
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A
Stations are invisible/hidden like ghosts.
OR,
‘Lurking’ suggests the hidden presence
of ghosts.
oh
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Quotation
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Marks
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Why is the last sentence in a separate paragraph?
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10
Answer
1
Award 1 mark for:
travel magazine
m
•
Answer
11
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.
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Question
Award 1 mark for:
•
•
bd
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:
A
12
Marks
1
(The writer has used ellipsis) to create an informal tone.
(The writer uses an informal tone) to sound more friendly.
Question
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ed
(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
B
Marks
1
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Marks
Where is Text B taken from? Tick () one box.
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From 2022
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English Stage 9 Paper 1 Mark Scheme
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w
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ww
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F-
N
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O
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!
hange E
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PD
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or
F-
k e r- s o ft w a
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hange E
Y
N
O
W
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Question
13
Answer
2
Award 1 mark each, up to a maximum of 2 marks:
ie
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.
M
oh
am
ed
A
bd
el
kr
•
•
m
‘All aboard’ has several meanings:
•
•
Page 7 of 14
B
om
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Marks
Look at the last sentence.
Explain why the writer ends the text with this phrase.
k
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English Stage 9 Paper 1 Mark Scheme
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F-
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Question
el
kr
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.
bd
•
•
•
•
•
•
•
•
•
A
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.
ed
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.
am
•
3
ie
Travelling by train:
14(b)
Marks
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.
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.
M
oh
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
B
2
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14(a)
Answer
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From 2022
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English Stage 9 Paper 1 Mark Scheme
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ww
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F-
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PD
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Y
N
O
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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.
el
kr
ie
m
•
•
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.
A
What is the building?
Why should it be kept?
How should the building be used?
Who will use the building?
ed
•
•
•
•
bd
You should consider:
Marks
Creation of texts (Wc)
am
5
3
Grammar and punctuation (Wp)
7
Structure of texts (Ws)
7
Word structure [spelling] (Ww)
3
M
oh
Vocabulary and language (Wv)
[Total 25]
Page 9 of 14
B
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Section B: Writing
•
•
•
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English Stage 9 Paper 1 Mark Scheme
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bd
Paragraphs are used
successfully to structure the
content. There is effective
cohesion within and
between paragraphs.
A
Structural, linguistic and
literary features are used in
combination to create
specific effects.
oh
am
ed
An effective range of
carefully chosen sentence
openings and connectives
are used are used
appropriately to support
content.
[6–7]
M
[4–5]
Page 10 of 14
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]
U
Y
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.
ie
[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.
Features and conventions of
the relevant text type, when
appropriate, are successfully
manipulated for effect
throughout.
A logical viewpoint is
established and sustained
throughout. If relevant,
multiple viewpoints are
expressed clearly.
Structure of texts (Ws)
el
kr
[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.
Vocabulary and language
(Wv)
[3 marks]
B
Word structure (Ww)
(spelling)
[3 marks]
ac
.c
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k
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.c
Creation of texts (Wc)
.
.
k e r- s o ft w
From 2022
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hange E
N
O
W
t
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.
A
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.
ed
A viewpoint is expressed
clearly and sustained
throughout.
oh
am
.
[3]
[4–5]
M
[3]
Page 11 of 14
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.
[4–5]
U
Y
The overall response is
presented clearly and is
well-organised using a range
of organisational features
successfully.
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.
el
kr
Main features and
conventions of the text type
are occasionally manipulated
for effect.
Conscious language choices
are made, which shape the
intended purpose and effect
on the reader.
Structure of texts (Ws)
bd
The writer’s attitude to the
subject is conveyed in a
generally appropriate and
consistent style, which
mostly sustains the reader’s
interest.
Vocabulary and language
(Wv)
Material is wholly relevant
using a specialised
vocabulary mostly accurately
for the purpose / text type.
ie
B
[3]
ac
.c
tr
om
to
k
lic
C
om
k
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C
.c
Creation of texts (Wc)
.
.
k e r- s o ft w
From 2022
w
w
ac
English Stage 9 Paper 1 Mark Scheme
m
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U
to
B
S9/01
e
ar
ww
ww
tr
di
!
F-
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O
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di
!
hange E
or
PD
XC
or
F-
k e r- s o ft w a
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XC
hange E
N
O
W
t
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.
Paragraphs / sections are
evident, though not always
consistently or appropriately,
with related points grouped
together or linked by time
sequencers.
A
Movement between
paragraphs or sections, may
be disjointed with a limited
range of sentence openings
and connectives.
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]
[2–3]
M
[2]
Some attempt to sequence
relevant ideas logically.
ed
oh
am
May begin to add structural
and literary features in parts
of the text.
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.
Page 12 of 14
[2–3]
U
Y
Viewpoints are wellpresented and consistent
throughout.
The response is generally
well-organised and attempts
the use of some
organisational features.
bd
Content is suitable for the
intended audience.
Structure of texts (Ws)
el
kr
Vocabulary and language
(Wv)
Material is mostly relevant
using a specialised
vocabulary accurately for the
purpose / text type.
ie
B
[2]
ac
.c
tr
om
to
k
lic
C
om
k
lic
C
.c
Creation of texts (Wc)
.
.
k e r- s o ft w
From 2022
w
w
ac
English Stage 9 Paper 1 Mark Scheme
m
Y
U
to
B
S9/01
e
ar
ww
ww
tr
di
!
F-
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PD
t
O
W
di
!
hange E
or
PD
XC
or
F-
k e r- s o ft w a
re
XC
hange E
N
O
W
t
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.
Creates some effect by using
a range of linguistic and
literary techniques.
Paragraphs / sections are
evident with related points
grouped together or linked
by time sequence.
bd
Some elements of the text
type can be seen; a
maximum of 1 mark can
be awarded if not the
correct text type.
oh
am
ed
A
Movement between
paragraphs or sections,
is disjointed with a very
limited range of sentence
openings and connectives.
[1]
[1]
[0]
Vocabulary and language
(Wv)
No creditable response
[0]
Creation of texts (Wc)
Note: learners should gain marks
for good English with punctuation
errors rather than lose marks for
essentially good English.
Structure of texts (Ws)
No creditable response
[0]
Page 13 of 14
[1]
Grammar and punctuation (Wg)
No creditable response
M
No creditable response
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.
[1]
[0]
U
Y
The writer’s attitude to the
subject inconsistently
conveyed, with some
attempt to engage the
reader.
Structure of texts (Ws)
el
kr
Some material included
that is relevant to the
task.
Vocabulary and language
(Wv)
Some language choices are
made, which shape the
intended purpose and effect
on the reader.
ie
B
[1]
Word structure (Ww)
(spelling)
No creditable response
[0]
ac
.c
tr
om
to
k
lic
C
om
k
lic
C
.c
Creation of texts (Wc)
.
.
k e r- s o ft w
From 2022
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English Stage 9 Paper 1 Mark Scheme
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M
oh
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A
bd
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BLANK PAGE
Page 14 of 14
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English
Stage 9
m
2022
Paper 2 Fiction
ie
Cambridge Lower Secondary Progression Test
M
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A
bd
el
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Insert
3140_02_INS_3RP
© UCLES 2022
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B
Text for Section A, an extract from Holiday Memory by Dylan Thomas
ac
August Bank Holiday. A tune on an ice-cream cornet. A slap of sea and a tickle of sand. A
fanfare of sunshades opening. A wince and whinny of bathers dancing into deceptive water. A
tuck of dresses. A rolling of trousers. A compromise of paddlers. A sunburn of girls and a lark of
boys. A silent hullabaloo of balloons.
m
I remember the sea telling lies in a shell held to my ear for a whole harmonious, hollow minute
by a small, wet girl in an enormous bathing suit.
el
kr
ie
I remember sharing the last of my moist buns with a boy and a lion. Tawny and savage, with
cruel nails and rapacious mouth, the little boy tore and devoured. Wild as seedcake, ferocious
as a hearthrug, the depressed and verminous lion nibbled like a mouse at his half a bun and
hiccupped in the sad dusk of his cage.
5
10
I remember a man with a bag of monkey-nuts in his hand, crying ‘Ride ’em, cowboy!’ time and
again he whirled in his chair-o-plane* giddily above the upturned laughing faces of the town girls
bold as brass and the boys with padded shoulders and shoes sharp as knives; and the monkeynuts flew through the air like salty hail.
15
bd
Children all day capered or squealed by the glazed or bashing sea, and the steam-organ
wheezed its waltzes in the threadbare playground and the waste lot, where the dodgems
dodged, behind the pickle factory.
A
And mothers loudly warned their proud pink daughters or sons to put that jellyfish down; and
fathers spread newspapers over their faces; and sandfleas hopped on the picnic lettuce; and
someone had forgotten the salt.
20
ed
In those always radiant, rainless, lazily rowdy and skyblue summers departed, I remember
August Monday from the rising of the sun over the stained and royal town to the husky hushing
of the roundabout music in the seaside fair: from bubble-and-squeak* to the last of the sandy
sandwiches.
oh
am
There was no need, that holiday morning, for the sluggardly boys to be shouted down to
breakfast; out of their jumbled beds they tumbled, and scrambled into their rumpled clothes;
quickly at the bathroom basin they catlicked their hands and faces, but never forgot to run the
water loud and long as though they washed like colliers*; in front of the cracked looking-glass, in
their treasure-trove bedrooms, they whisked a gaptooth comb through their surly hair; and with
shining cheeks and noses and tidemarked necks, they took the stairs three at a time.
M
But for all their scramble and scamper, clamour on the landing, catlick and toothbrush flick, hairwhisk and stair-jump, their sisters were always there before them. Up with the lady lark, they
had prinked and frizzed and hot-ironed; and smug in their blossoming dresses, ribboned for the
sun, in gymshoes white as the blanco’d snow, neat and silly, with tomatoes they helped in the
higgedly kitchen. They were calm; they were virtuous; they had washed their necks; they did not
romp, or fidget; and only the smallest sister put out her tongue at the boys.
And the woman who lived next door came into the kitchen and said that her mother, an ancient
uncertain body who wore a hat with cherries, was having one of her days and had insisted, that
very holiday morning, in carrying, all the way to the tram stop, a photograph album and the cutglass fruit bowl from the front room.
This was the morning when father, mending one hole in the thermos-flask, made three; when
the sun declared war on the butter, and the butter ran; when dogs, with all the sweet-binned
backyards to wag and sniff and bicker in, chased their tails, worried sandshoes, snapped at
© UCLES 2022
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ac
flies, writhed between legs, scratched among towels, sat smiling.
el
kr
ie
“Uncle Owen says he can’t find the bottle-opener…”
“Has he looked under the hallstand?”
“Willy’s cut his finger …”
“Got your spade?”
“Uncle Owen says why should the bottle-opener be under the hallstand?”
“Never again, never again …”
“I know I put the pepper somewhere…”
“Willy's bleeding …”
“Look, there’s a bootlace in my bucket…”
“Oh come on, come on …”
“Let’s have a look at the bootlace in your bucket.”
“If I lay my hands on that dog …”
“Uncle Owen’s found the bottle-opener …”
“Willy's bleeding over the cheese …”
m
And if you could have listened at some of the open doors of some of the houses in the street
you might have heard:
bd
And the trams that hissed like ganders* took us all to the beautiful beach.
A
There was cricket on the sand, and sand in the spongecake, sandflies in the watercress […]
In the distance a cross man on an orange-box shouted that holidays were wrong.
M
oh
am
ed
*Glossary
bubble-and-squeak: food made from cabbage and potato most often eaten at breakfast time
chair-o-plane: ride at an amusement park
collier: coal miner
gander: male goose
© UCLES 2022
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M
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A
bd
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m
BLANK PAGE
ac
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at
https://lowersecondary.cambridgeinternational.org/.
Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.
© UCLES 2022
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4
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English
Stage 9
m
2022
ed
A
bd
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Paper 2 Fiction
1 hour 10 minutes
am
Additional materials: Insert
M
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INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• You should pay attention to punctuation, spelling and handwriting.
INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].
• Suggestions for how long to spend on each section are given in the booklet.
3140_02_4RP
© UCLES 2022
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Section A: Reading
ac
Spend 30 minutes on this section.
Read the Text, in the insert, and answer questions 1–16.
What is the mood of the writer? Tick () one box.
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1
optimistic
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fearful
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nostalgic
Look at lines 1–4.
What is unusual about the short sentences in this paragraph?
A
3
[1]
[1]
Look at lines 5–6.
What two literary techniques does the writer use? Tick () two boxes.
am
simile
ed
2
bd
suspenseful
hyperbole
oh
alliteration
M
onomatopoeia
personification
© UCLES 2022
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Look at lines 7–10.
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(a) Find one word that means ‘greedy’.
[1]
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[1]
Look at lines 25–30.
What is the effect of this long sentence?
[1]
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[2]
Look at lines 21–24.
Give one phrase that tells us that the narrator stayed up until the end of the event.
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7
[1]
Look at lines 15–20.
What is the difference between the attitudes of the children and the parents?
bd
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Look at lines 5–14.
How has the writer structured the text here?
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5
[1]
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(b) What is unusual about the way the lion eats the bun?
9
Look at lines 31–36.
M
(a) The writer uses But to contrast two ideas.
What are they?
[1]
(b) What literary technique does the writer use with the words scramble and clamour?
[1]
© UCLES 2022
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B
10 Look at lines 37–40.
The neighbour’s mother is doing something which the mother doesn’t agree with.
Which one word tells the reader this?
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11 Look at lines 41–44.
How does the reader know that the weather is hot? Give one quotation.
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[1]
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12 Look at lines 47–60.
(a) Why has the writer used ellipsis (…)?
[1]
[1]
A
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(b) Look at line 56.
Why has the writer used italics ( italics ) and repeated the phrase?
13 Give two features of autobiographical writing as shown in this extract.
[2]
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14 What kind of community do you think the writer is describing?
Give one idea. Explain your answer using evidence from the text.
[2]
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15 The writer shows that the August Bank Holiday is a noisy occasion.
How does the writer show this? Give two phrases.
•
•
© UCLES 2022
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16 Explain how you think the day was less than perfect. Give one piece of evidence to support
your answer.
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Explanation:
[2]
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Evidence:
© UCLES 2022
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B
Section B: Writing
ac
Spend 30 minutes on this section.
17 Write a story about a day out. Your story must begin with one of the following quotes from the
text extract.
m
“Got your spade?”
“Never again, never again …”
“Oh come on, come on …”
You should consider:
the viewpoint – 1st person, 3rd person
the place – the sounds, sights and smells
what your character(s) did, felt, said, wore
any funny, interesting or memorable moments.
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Space for your plan:
Write your story on the next page.
© UCLES 2022
[25 marks]
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© UCLES 2022
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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at
https://lowersecondary.cambridgeinternational.org/.
Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.
© UCLES 2022
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English
Stage 9
2022
ie
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Paper 2 Fiction
Cambridge Lower Secondary Progression Test
M
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A
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Mark Scheme
3140_02_MS_5RP
© UCLES 2022
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Section A: Reading
Question
1
Answer
U
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Marks
What is the mood of the writer? Tick () one box.
1
nostalgic.
Question
Look at lines 1–4.
What is unusual about the short sentences in this paragraph?
Marks
1
el
kr
2
Answer
ie
m
Award 1 mark for:
•
Award 1 mark for any of the following:
•
There are no verbs.
They are incomplete sentences.
Each sentence after the first sentence starts with an ‘A’ / an (indefinite)
article.
They are all / They all contain noun phrases.
bd
•
•
•
Answer
Look at lines 5–6.
What two literary techniques does the writer use? Tick () two boxes.
Marks
2
ed
3
A
Question
Award 1 mark for each of the following up to a maximum of 2 marks:
alliteration
personification.
am
•
•
Question
Answer
Marks
Look at lines 7–10.
Find one word that means ‘greedy’.
M
oh
4(a)
1
Award 1 mark for:
•
4(b)
rapacious.
What is unusual about the way the lion eats the bun?
Award 1 mark for any of the following:
•
It nibbled like a mouse (whereas you’d expect a lion to eat in a savage way
not the boy).
Page 2 of 12
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Question
5
Answer
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Marks
Look at lines 5–14.
How has the writer structured the text here?
1
Award 1 mark for any of the following:
•
The writer begins the paragraph each time with ‘I remember’/ repeats the
phrase ‘I remember’.
The writer uses a new/different paragraph to describe three different
events/memories.
6
Answer
el
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Question
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•
Look at lines 15–20.
What is the difference between the attitudes of the children and the
parents?
Marks
2
bd
Award 1 mark for each of the following. Award up to a maximum of 2 marks for
answers which convey similar attitudes of both the children and mothers/fathers:
The children are care-free / excited / lively / having fun.
whereas the mothers are watchful/anxious. OR, The fathers are
indifferent/relaxed.
A
•
•
ed
Do not accept, ‘capered or squealed’; ‘loudly warned’ or ‘spread newspapers
over their faces’.
Question
Look at lines 21–24.
Give one phrase that tells us that the narrator stayed up until the end of
the event.
Marks
1
am
7
Answer
Award 1 mark for either of the following:
oh
•
•
from the rising of the sun […] to (the husky) hushing of the (roundabout)
music’
(from bubble-and-squeak) to the last of (the sandy sandwiches).
M
Question
8
Answer
Marks
Look at lines 25–30.
What is the effect of this long sentence?
1
Award 1 mark for:
•
•
to emphasise the boys’ hurried actions / how excited the boys are / the
number of things they are doing to get ready quickly
it speeds up the (pace of the) text.
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Question
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Answer
Marks
The writer uses But to contrast two ideas.
What are they?
1
Look at lines 31–36.
9(a)
Even though the boys rushed to get ready, their sisters were quicker / were
ready first. / The boys got up late whereas the girls got up early. / The boys
were rushed whereas the girls were calm.
What literary technique does the writer use with the words scramble and
clamour?
el
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9(b)
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Award 1 mark for an answer that recognises that boys’ actions are in vain as
the girls were ready first:
•
Award 1 mark for:
•
assonance.
Look at lines 37–40.
The neighbour’s mother is doing something which the mother doesn’t
agree with.
Which one word tells the reader this?
•
11
Answer
Look at lines 41–44.
How does the reader know that the weather is hot? Give one quotation.
oh
Award 1 mark for:
when the sun declared war on the butter, (and the butter ran).
M
•
Marks
1
insisted
am
Question
ed
Award 1 mark for:
1
A
10
Answer
bd
Question
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Question
Answer
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Marks
Look at lines 47–60.
12(a)
Why has the writer used ellipsis (…)?
1
Award 1 mark for:
12(b)
The conversations are interrupted / not finished.
It shows parts of conversations (by different people).
ie
m
•
•
Look at line 56.
Why has the writer used italics ( italics ) and repeated the phrase?
•
el
kr
Award 1 mark for:
Answer
Give two features of autobiographical writing as shown in this extract.
bd
13
1
to emphasise the urgency of the command / to show the speaker was
impatient to leave.
Question
Marks
2
Award 1 mark for each of the following up to a maximum of 2 marks:
A
Answer
am
Question
written in the first person
written in the past tense
refers to named people
refers to the writer’s memories
describes an event / a specific time/place in the writer’s life.
ed
•
•
•
•
•
14
What kind of community do you think the writer is describing?
Give one idea. Explain your answer using evidence from the text.
Award up to 2 marks for one of the following ideas with supporting evidence:
M
oh
•
•
•
•
Friendly: ‘I remember sharing the last of my moist buns with a boy’
Close / Small / Everyone knows each other: ‘And if you could have listened
at’ / ‘And the woman who lived next door’
Safe: ‘the open doors’
Happy: ‘Children all day capered or squealed’.
Accept any suitable response based on information from the text.
Award 1 mark for a reason or evidence alone.
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Question
15
Answer
Award 1 mark for any of the following ideas, up to a maximum of 2 marks:
A
bd
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a tune on an ice-cream cornet
a slap of sea
a fanfare of sunshades opening
whinny of bathers (dancing into deceptive water)
a lark of boys
a man crying (‘Ride ’em, cowboy!’) (time and again)
children squealed
the steam-organ wheezed (its waltzes)
mothers loudly warned
in those rowdy summers
boys to be shouted down
to run the water loud and long
for all their (scramble and scamper,) clamour
dogs bicker
(dogs) snapped at flies
trams hissed like ganders
a cross man (on an orange-box) shouted.
M
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Do not accept, ‘silent hullabaloo of balloons’ or ‘husky hushing of roundabout
music in the seaside fair’.
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Marks
The writer shows that the August Bank Holiday is a noisy occasion.
How does the writer show this? Give two phrases.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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Question
16
Answer
Explain how you think the day was less than perfect. Give one piece of
evidence to support your answer.
ie
m
Explanation
Evidence
•
•
•
•
sandfleas hopped on the picnic lettuce
(to the last of the) sandy sandwiches.
someone had forgotten the salt.
‘sand in the spongecake, sandflies in the
watercress’
The weather was too hot.
•
•
A sunburn of girls
‘the sun declared war on the butter / the
butter ran’
The family members are
not getting on with each
other.
•
the girls beat the boys at getting ready:
‘their sisters were always there before
them
the smallest sister put out her tongue at
the boys
‘the woman who lived next door … said
that her mother was having one of her
days’ / ‘had insisted… in carrying, all the
way to the tram stop’ all the different
things
bd
el
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There were problems with
eating on the beach.
•
ed
A
•
am
Things go wrong when
you’re trying to all get
ready at the same time.
The lion was leading a sad
life.
•
•
‘father, mending one hole in the thermosflask, made three’
Accept any direct speech quotes which
suggest negativity, for example, ‘“Uncle
Owen says he can't find the bottleopener…-” ; “Willy's cut his finger …”;
the depressed and verminous lion (… in
the sad dusk of his cage)
The dogs were being
annoying.
•
‘dogs… bicker in, chased their tails,
worried sandshoes, snapped at flies,
writhed between legs, scratched among
towels’
One man disagreed with
holidays.
•
‘a cross man on an orange-box shouted
that holidays were wrong’
oh
•
Page 7 of 12
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Marks
Award 1 mark for one of the following ideas. Award 1 mark for an appropriate
quotation that supports the reason. Award up to 2 marks.
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Section B: Writing
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.
el
kr
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•
•
17 Write a story about a day out. Your story must begin with one of the following quotes
from the text extract.
“Got your spade?”
“Never again, never again …”
“Oh come on, come on …”
bd
•
•
•
You should consider:
ed
A
the viewpoint – 1st person, 3rd person
the place – the sounds, sights and smells
what your character(s) did, felt, said, wore
any funny, interesting or memorable moments.
Marks
am
•
•
•
•
5
Vocabulary and language (Wv)
3
M
oh
Creation of texts (Wc)
Grammar and punctuation (Wp)
7
Structure of texts (Ws)
7
Word structure [spelling] (Ww)
3
[Total 25]
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Notes to markers
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[7 marks]
The response is wellorganised and uses a wide
range of organisational
features to achieve an
effective narrative.
Events are logically
sequenced throughout the
text from an effective
opening to a satisfying
conclusion.
Narrative viewpoint is wellestablished with a
consistent style and
effectively engages the
reader’s interest
throughout.
Clear, well-organised
paragraphs are used
effectively to structure the
narrative and control the
pace of the story.
A
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An effective range of
carefully chosen sentence
openings and connectives
are used to clarify or
emphasise narrative detail.
[6–7]
M
oh
a
[4–5]
bd
Features and conventions
of the relevant genre, if
appropriate, are
successfully manipulated
for effect throughout.
Characters are developed
and effectively portrayed
with the use of a distinctive
voice sustained throughout.
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.
Page 9 of 12
Punctuation is accurate:
Use of a wide range of
punctuation for effect
[6–7]
Y
N
Structure of texts (Ws)
el
kr
[5 marks]
Content is wholly relevant
and conveyed in a
consistent style throughout
which effectively sustains
the reader’s interest..
Vocabulary and language
(Wv)
[3 marks]
U
B
Word structure (Ww)
(spelling)
[3 marks]
ac
.c
om
to
k
lic
C
om
k
lic
C
.c
Creation of texts (Wc)
tr
.
.
k e r- s o ft w
From 2022
w
w
ac
English Stage 9 Paper 2 Mark Scheme
ie
m
Y
to
B
U
S9/02
e
ar
ww
ww
tr
di
!
F-
N
PD
t
O
W
di
!
hange E
or
PD
XC
or
F-
k e r- s o ft w a
re
XC
hange E
O
W
t
el
kr
bd
Clear, well-organised
paragraphs are used
successfully 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.
[3]
[4–5]
M
oh
a
[3]
Makes conscious use of
linguistic and literary
techniques to shape meaning
and effect.
Word structure (Ww)
(spelling)
Spelling is nearly always
correct throughout.
(There may occasional be
phonetically
plausible attempts at
complex words.)
Correct spelling of complex
polysyllabic words, e.g.,
intelligent, initiative,
fundamentally, inferiority,
paediatrician,
accommodation
Punctuation is mostly accurate:
• Use a range of punctuation for
effect.
.
Page 10 of 12
[4–5]
Y
N
Characters are developed
and well-portrayed with
the use of a distinctive
voice.
Events are logically
sequenced throughout the
text with a successful
opening and closing.
A
Narrative viewpoint is
generally well-established
with a consistent style
and engages the reader’s
interest throughout.
The overall response is
well-organised and uses a
good range of
organisational features
successfully.
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.
ed
Main features and
conventions of the
relevant genre, if
appropriate, are
occasionally manipulated
for effect.
Structure of texts (Ws)
Conscious language choices
are made, which shape the
intended purpose and effect
on the reader.
m
Content is relevant with
imaginative detail and in a
generally appropriate and
consistent style, which
mostly sustains the
reader’s interest.
Vocabulary and language
(Wv)
Material is wholly relevant
using a specialised
vocabulary mostly accurately
for the genre.
U
B
[3]
ac
.c
tr
om
to
k
lic
C
om
k
lic
C
.c
Creation of texts (Wc)
.
.
k e r- s o ft w
From 2022
w
w
ac
English Stage 9 Paper 2 Mark Scheme
ie
m
Y
to
B
U
S9/02
e
ar
ww
ww
tr
di
!
F-
N
PD
t
O
W
di
!
hange E
or
PD
XC
or
F-
k e r- s o ft w a
re
XC
hange E
O
W
t
Mostly conscious language
choices are made, which
shape the intended purpose
and effect on the reader.
Events are logically
sequenced though there
may be some
inconsistencies
Makes some use of linguistic
and literary techniques to
shape meaning and effect
A
Some characters are
developed and portrayed
with the use of a
distinctive voice.
Paragraphs are used to
structure the narrative
though not always
consistently or
appropriately.
[2]
Word structure (Ww)
(spelling)
Spelling of common and
less common words,
including polysyllabic and
compound words, is correct,
e.g., accurate, present,
evidence, making, possible,
search
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.
[2–3]
M
oh
a
[2]
m
ed
A range of connectives are
used appropriately to link
narrative detail.
Page 11 of 12
[2–3]
Y
N
Narrative viewpoint is
clear with evidence of a
personal style which
helps engage the reader’s
interest.
The text is generally wellorganised and attempts to
use a range of
organisational features to
build up the narrative.
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.
el
kr
Main features of the
genre, if appropriate, are
evident.
Structure of texts (Ws)
bd
Content is mostly relevant
using literary techniques
appropriate to the genre.
Vocabulary and language
(Wv)
Material is mostly relevant
using a specialised
vocabulary accurately for the
purpose / genre.
U
B
[2]
ac
.c
tr
om
to
k
lic
C
om
k
lic
C
.c
Creation of texts (Wc)
.
.
k e r- s o ft w
From 2022
w
w
ac
English Stage 9 Paper 2 Mark Scheme
ie
m
Y
to
B
U
S9/02
e
ar
ww
ww
tr
di
!
F-
N
PD
t
O
W
di
!
hange E
or
PD
XC
or
F-
k e r- s o ft w a
re
XC
hange E
O
W
t
Grammar and punctuation (Wg)
Some attempt to organise
the overall text
Some attempt to sequence
relevant ideas
logically in relation to the
stimulus.
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.
Creates some effect by using
a range of linguistic and
literary techniques.
Paragraphs / sections are
evident with related points
grouped together or linked
by time sequence.
bd
Some elements of the
genre can be seen; a
maximum of 1 mark can
be awarded if not the
correct genre.
oh
a
[1]
m
ed
A
Movement between
paragraphs or sections,
may be disjointed with a
limited range of sentence
openings and connective.
Creation of texts (Wc)
[0]
Punctuation:
• Demarcation of straightforward
sentences is usually correct.
• Commas are used in lists and
occasionally to mark clauses.
[1]
Structure of texts (Ws)
No creditable response
M
No creditable response
Vocabulary and language
(Wv)
No creditable response
[0]
Word structure (Ww)
(spelling)
Spelling of common words
is correct, e.g., their/there,
friend, another, around,
because, anything,
something.
Note: learners should gain marks
for good English with punctuation
errors rather than lose marks for
essentially good English.
[1]
Page 12 of 12
[1]
Grammar and punctuation (Wg)
[0]
No creditable response
[0]
Y
N
Narrative viewpoint is not
always consistent. Some
attempt is made to
engage the reader.
Structure of texts (Ws)
el
kr
General features of the
genre, if appropriate, may
be present.
Vocabulary and language
(Wv)
Some language choices are
made, which shape the
intended purpose and effect
on the reader.
U
B
[1]
Word structure (Ww)
(spelling)
No creditable response
[0]
ac
.c
tr
om
to
k
lic
C
om
k
lic
C
.c
Creation of texts (Wc)
.
.
k e r- s o ft w
From 2022
w
w
ac
English Stage 9 Paper 2 Mark Scheme
ie
m
Y
to
B
U
S9/02
e
ar
ww
ww
tr
di
!
F-
N
PD
t
O
W
di
!
hange E
or
PD
XC
or
F-
k e r- s o ft w a
re