Section A: Directed Writing (Total: /40)
Reading Content (15 marks)
Assessment Criteria
(R1–R5)
Understanding
explicit and implicit
ideas
Evaluation of
attitudes and
opinions
Support from the
text
Evaluation
The response shows reasonable understanding of the two texts. It
references children’s curiosity (Text A), manufacturers' role in
planned obsolescence (Text B), and environmental benefit (Text B).
There is some attempt to evaluate ideas (e.g. suggesting kids
repairing things is better than screen time; adults avoid fixing but
should not). However, the response does not fully explore contrasting
views or offer deeper analysis.
The support is present but occasionally lacks clarity or is paraphrased
inaccurately (e.g. "destroy its purpose" instead of "losing
usefulness"). Some important details like community benefits or
safety concerns are missing.
Mark for Reading: 7–9 (Level 4)
Awarded: 8/15
Writing (25 marks)
Writing
Evaluation
Criteria (W1–
W5)
Style and clarity The tone is informal, warm, and mostly appropriate for a headteacher.
There’s an attempt to vary sentence structure and express ideas clearly.
However, there are some issues with expression and structure.
Structure and
The ideas are generally sequenced, but paragraphing is loose, and ideas
organisation
occasionally lack cohesion. The closing sentence is awkwardly phrased.
Vocabulary and Vocabulary is adequate but lacks precision and formality in places
grammar
("Whoever no one nowadays...", "I could even join too!"). There are
grammar and punctuation issues: subject-verb agreement, misplaced
modifiers, and comma splices.
Register
The register is uneven. It starts with a formal letter tone, but phrases like
"Kids now only bend their necks" and “I could even join too” are informal
and reduce the effectiveness of audience awareness.
Accuracy
Several grammar and syntax issues: "it’s a very important skill and unique
especially because..." is clumsy. "Looking forward to hear" should be
"hearing." "Destroy its purpose" is semantically odd.
Mark for Writing: 14–17 (Level 4)
Awarded: 15/25
Total Score for Q1: 23/40
Mistakes and How to Improve
Content and Reading
•
•
•
Missed evaluation opportunities: No mention of safety concerns, the role of
supervision, or possible disadvantages.
Lack of counter-argument: To show sophisticated evaluation, you could briefly
acknowledge criticisms (e.g., time, cost, skill level).
Greater integration of texts: Explicitly use ideas from both Text A and B, such as the
psychological confidence gained from seeing repairs done, or the impact on local
businesses.
Writing
•
•
•
Improve register: Stay consistently formal. For example, “Kids now only bend their
necks to stare at phones” should be something like “Many children today spend excessive
time on screens…”
Grammar corrections:
o “Whoever no one nowadays…” → “However, nowadays few people are
willing…”
o “Looking forward to hear” → “Looking forward to hearing…”
Structural clarity: Organise into clear paragraphs (Introduction – Support – Personal
Example – Wider Benefit – Conclusion).
Mistakes and How to Improve
1. Reading and Content (15 marks)
Mistake 1: Limited evaluation of ideas
•
•
Example: You mention planned obsolescence and children’s interest in repairing, but
you don’t fully evaluate these points or present contrasting views (e.g. safety risks, skill
limitations).
How to improve:
o Add balanced evaluation:
“While encouraging hands-on repair fosters creativity and environmental
responsibility, there are concerns about safety and supervision when
students handle electronic tools.”
Mistake 2: Missing points from texts
•
•
Example: Text A’s emphasis on adult intimidation and the idea of learned helplessness is
not mentioned. Text B’s focus on global environmental impact (e.g. landfill, waste
shipping to poorer countries) is underdeveloped.
How to improve:
o Integrate more relevant details from both texts:
“As highlighted in the article, many adults lack the confidence to repair
due to lifelong reliance on replacements. A repair café could break this
cycle early by training students.”
2. Writing (25 marks)
Mistake 3: Grammar and syntax issues
•
•
Example:
o “...which I assume it’s a very important skill...” (incorrect structure)
o “Whoever no one nowadays...” (confusing expression)
o “Looking forward to hear...” (wrong verb form)
How to improve:
o Correct the sentences:
▪ “...which I assume is a very important and unique skill.”
▪
▪
“However, nowadays no one seems willing to pick up a screwdriver.”
“I look forward to hearing that the school has started this project.”
Mistake 4: Inconsistent register and tone
•
•
Example: Informal expressions weaken the formality expected in a letter to a
headteacher.
o “Kids now only bend their necks to stare at phones…”
o “I could even join too!”
How to improve:
o Maintain formal and respectful tone:
“Nowadays, many students spend excessive time on screens. Engaging in
hands-on tasks may help balance this.”
Mistake 5: Unclear or awkward phrasing
•
•
Examples:
o “...break and destroy its purpose” – unclear meaning
o “Now, almost everything is fixable and could be repaired easily, even TV
programs show that.” – run-on sentence
How to improve:
o Revise for clarity:
“...break, making them unusable.”
“Nowadays, even television programmes demonstrate how everyday items
can be repaired, reinforcing the accessibility of fixing rather than
discarding.”
Mistake 6: Loose structure
•
•
Example: The ideas are somewhat jumbled without clear paragraphing or transitions.
How to improve:
o Use structured paragraphs:
▪ Intro: Purpose of the letter
▪ Paragraph 1: Personal example + link to student benefit
▪ Paragraph 2: Environmental impact + community benefit
▪ Paragraph 3: Balanced evaluation
▪ Conclusion: Final support and anticipation
Summary of Improvements
Area
Reading
What to Fix
Missed evaluation, missing ideas
from texts
Grammar Sentence structure, verb forms
Register
Informal language in formal letter
Cohesion Paragraphing and flow
Precision
Vague or unclear expressions
How
Add pros & cons, include global waste and
adult intimidation
Proofread and revise incorrect structures
Replace casual tone with respectful phrasing
Organise with clear transitions and topic
sentences
Use direct, formal vocabulary
Model Answer
Dear Mrs Yasmeen,
I hope this letter finds you and all the staff in good health.
I am writing to express my full support for the proposed idea of a repair café run by
volunteers in the school. My son, Ali, has shared his excitement about the initiative, and as a
parent, I see great value in such a project—not only for the students, but for the wider school
community as well.
From a young age, Ali has shown a keen interest in understanding how things work—
unscrewing gadgets and reassembling them with remarkable focus. It is clear to me that
repairing is a practical and empowering skill that far too few children are encouraged to develop.
Text A highlights that children are natural tinkerers, full of curiosity, and often far more
confident than adults when exploring unfamiliar mechanisms. Nurturing this instinct could
instil creativity, patience, and problem-solving abilities in our students—skills that extend
far beyond the classroom.
Beyond personal development, there are significant environmental and social benefits to this
initiative. As Text B explains, repair cafés around the world are helping combat our throwaway
culture. Repairing objects not only reduces waste and landfill, but also teaches children the
value of sustainability. In one repair café, over 24kg of waste was diverted from landfill in a
single afternoon. If our school can take part in that kind of positive environmental action, it
would be a powerful lesson for students and parents alike.
I am also encouraged by the message of empowerment these cafés promote. Many
manufacturers discourage people from fixing their own products, but projects like this show
that anyone—with guidance—can learn to repair. Watching skilled volunteers fix things in
front of students could inspire confidence and independence.
Of course, it is important that any activities involving tools and electronics are supervised by
qualified adults, and that safety protocols are in place. But with proper organisation, I believe
this café could become a valuable part of our school’s community spirit and educational
mission.
Thank you for considering this excellent initiative. I truly hope to hear that the school will move
forward with it. I would even be happy to volunteer my time to support the project.
Yours sincerely,
Habiba
(Ali’s mother)
Section B: Narrative Writing – "The Prize"
Total Marks: 40
•
•
Content & Structure (16 marks) – Table A
Style & Accuracy (24 marks) – Table B
Table A – Content & Structure (W1 & W2) [16 Marks]
Level
5 (11–
13)
•
•
•
•
Descriptor
Content is developed and engaging. Structure
is well managed with some deliberate effect.
Evidence in Your Answer
- The story has a clear beginning,
conflict, climax, and resolution.
Characterisation is mostly clear (Layla as determined; Ali as overconfident).
Good pacing: training, race tension, Ali's failure, Layla's struggle, final emotional
moment.
The twist (they’re siblings) is effective and adds interest.
However, there are underdeveloped areas, such as emotional depth and environment. |
Awarded: 12/16
Table B – Style & Accuracy (W3, W4, W5) [24 Marks]
Level
4 (13–
16)
•
•
•
•
Descriptor
Some precise vocabulary and a range of sentence structures
sometimes used for effect. Mostly appropriate register. Some
errors present.
Evidence in
Your Answer
- Strengths:
Good storytelling voice and tone for a narrative.
Use of figurative imagery: “sky wore a blue dress…”, “rented free in her head”.
Dialogue adds realism.
Weaknesses:
o Grammar and syntax errors:
▪ “creating irregular lines” is repetitive.
▪ “he’ll win” (should be “he would win”).
▪ “depends” (should be “depended”), “so she started walking instead
especially…” (needs punctuation).
o Punctuation often missing or misused.
o Some informal phrasing detracts from effect: “laughed and said…” (could be
made more expressive); “knew that Ali was full of himself” (a bit flat). |
Awarded: 14/24
Total Mark: 12 (content) + 14 (style) = 26/40
Strengths
•
•
•
•
Clear narrative arc with an emotional resolution.
Use of dialogue and inner thoughts enhances characters.
Moral message is well delivered: hard work pays off, pride comes before the fall.
The final sibling reveal is unexpected and touching.
Mistakes and How to Improve
Issue
Repetition
Verb tense
shift
Colloquial
phrasing
Example
“...creating irregular
lines…”
“Layla felt as if her life
depends…”
“rented free in her head”
Dialogue
punctuation
“Ali laughed and said...”
Grammar
errors
“so she started walking
instead especially
because...”
Correction & Advice
Avoid repeating “irregular lines” – maybe:
“...streaked with vibrant purple and orange.”
Should be: “depended” to stay consistent with
past tense.
While creative, it feels out of tone. Try: “The
image of her holding the prize never left her
mind.”
Try embedding more emotion or action: Ali
laughed, but his eyes showed regret. “I knew
you’d say that,” he murmured.
Needs restructuring: “so she began to walk
instead, particularly as the rest of the team was
still far behind.”
Band 5 Model Answer – "The Prize"
As the sky stretched into soft hues of purple and orange, streaks of colour danced above the
horizon like brushstrokes on a canvas. The sun began its ascent, casting golden light across the
stadium, where rows of young athletes stood poised at the starting line. Excitement buzzed in the
air like static, but between them, two names stirred the most anticipation: Layla and Ali. Both
had earned medals before—but today, only one would claim the ultimate prize.
Nervous energy radiated from the competitors. Some bounced on the balls of their feet, others
closed their eyes in silent concentration. But Layla and Ali? Their gazes locked, fierce and
focused. Ali was brimming with confidence, certain that victory was his. “Warming up is for
amateurs,” he muttered to himself, ignoring the others as they stretched. Layla, on the other
hand, had trained relentlessly for a year. For her, this race was more than a medal—it was the
culmination of countless sacrifices and sleepless nights. The image of her holding the prize had
never left her mind.
“Three… Two… One… Go!”
The whistle blew, and the runners surged forward—except for Ali.
“Ali? Why didn’t you run?” the coach asked, baffled.
Ali smirked. “Relax, Coach. I can run this track ten times while they finish it once.”
But arrogance can be a heavy weight. While Ali lounged beneath a nearby tree, Layla raced
ahead. Her lungs burned—asthma tightening its grip—but she refused to stop. Meanwhile, Ali
drifted into a light nap, convinced he still had time.
Twenty minutes later, Layla’s pace had slowed to a walk, her chest heaving, but she pressed
on, one shaky step at a time. Then, Ali awoke, stretched, and began to run—only to freeze in
pain. His legs locked. A cramp seized him. Panic crept in. Sweat poured. He sat down,
defeated.
Moments later, the crowd erupted.
“Wooohooo!”
Layla had crossed the finish line, her face wet with tears—part exhaustion, part joy.
As she stepped onto the podium, clutching the gleaming trophy she had dreamed of, applause
thundered. But instead of basking in the spotlight, Layla walked toward Ali, who sat alone on
the sidelines.
She knelt beside him and extended her hand. “Come on. We can share this.”
Ali smiled through his shame. “I knew you’d say that. We’re siblings, after all.”
Then he added, softer, “Mum will be proud of you.”
What This Model Does Well
Feature
Clear structure
Character
development
Language and
imagery
Dialogue
Grammar &
punctuation
Theme
Explanation
Beginning (setup), middle (conflict), climax (Ali cramps), resolution
(Layla wins and forgives).
Ali's pride and downfall are clearly portrayed; Layla’s perseverance
builds empathy.
Figurative language (e.g., “sky stretched… like brushstrokes”) adds
descriptive quality.
Effective use of speech to show character and advance the plot.
Consistently accurate with varied sentence structures.
The moral is clear: hard work and humility lead to real victory.
Narrative Writing Checklist for IGCSE 0500 – Paper 2,
Section B
Planning Before You Write
Have you chosen a story idea that:
•
•
•
Includes a clear beginning, conflict, climax, and resolution?
Focuses on a specific event or theme (e.g., failure, redemption, bravery)?
Allows you to develop two or more characters?
Have you decided:
•
•
•
Who the main character is and what their goal or struggle will be?
What the turning point or twist in your story will be?
How the story will end with satisfying closure or reflection?
During Writing – Content & Structure (16 Marks)
Checkpoint
❒ Clear setting and time
❒ Well-structured plot
❒ Character
development
❒ Focused storyline
❒ Theme or message
Example/Reminder
“The sky wore a blue dress with purple and orange…”
Use the structure: Introduction → Conflict → Climax →
Resolution
Show change in character: pride → humility; fear → courage
Avoid too many events. Stick to one main conflict
What does the story say about hard work, family, resilience, etc.?
Style & Accuracy (24 Marks)
Checkpoint
❒ Vary sentence structures
❒ Use figurative language
❒ Write realistic dialogue
❒ Use powerful verbs & precise
adjectives
Example/Reminder
Mix short sentences for tension and longer ones for
reflection
Simile, metaphor, personification: “Fear danced in
her chest”
Helps show personality and move the story forward
e.g. “gasped”, “lurched”, “shuffled”, “gleaming
trophy”
❒ Maintain tense & narrative voice
❒ Accurate spelling, punctuation &
grammar
Usually past tense, 3rd person (or consistent 1st
person)
Proofread: look out for run-ons, commas, verb tense
shifts
After Writing – Self-Assessment
Before you submit:
•
•
•
•
•
❒ Did I edit for grammar and punctuation?
❒ Did I cut unnecessary repetition or vague phrasing?
❒ Did I create emotional impact at the ending?
❒ Would a reader care about what happens to my characters?
❒ Would I feel proud if this were printed in an anthology?
Optional Framework: Narrative Arc Template
Section
Introduction
Build-up
Climax
Falling Action
Resolution
What to Include
Introduce setting, characters, mood
Hint at tension or challenge ahead
The turning point or problem
What happens after the peak?
What the character learns or achieves
Your Paper Overview
Section
Section
A
Section
B
Question
Q1 (Letter on Repair
Café)
Q4 ("The Prize"
narrative)
Task Type
Mark
Awarded
Max
Mark
Directed Writing
23
40
Composition
(Narrative)
26
40
Total: 49
80
Grade 6
Marking Grid (Table A – Reading – 15 marks)
Level
Level 4
Marks
Descriptor
10–12 Explanations of meanings and
effects are mostly secure and
show understanding. Imagery is
recognised and mostly
explained clearly.
Mark
Awarded
11/15
Well-developed response with
relevant choices and thoughtful
effects explained. To reach
Level 5, the candidate needs
deeper insight into the
writer’s purpose, more
precision when interpreting
imagery, and wider range of
examples from each paragraph.
Final Score for Q2(d): 11/15
Evaluation
The candidate explains a number
of relevant language choices with
good awareness of meaning and
effect. Words/phrases like “gliding
lizards fly effortlessly” and “brightly
coloured confectionary” are well
unpacked. There’s strong awareness
of how the writer uses figurative
language to express admiration and
wonder.
Mistakes / Weaknesses
Mistake /
Weakness
2. Explanations
are sometimes
general
3. No mention of
specific language
features
4. No writer’s
intention or
reader impact
**5. Not fully
addressing
Paragraph 4’s
overview
Explanation
How to Improve
Phrases like “making it sound
magical” or “full of wonder”
are vague and lack specific
connotations or precise
analysis.
Use more precise terminology: e.g.
"This metaphor suggests a mystical
tone and evokes childlike awe" or "The
imagery highlights the writer's
transformation from fear to
fascination."
Identify literary devices: e.g.,
"‘pleasantly deafening’ is an oxymoron
that conveys the paradox of chaotic but
enjoyable sounds, reflecting the
writer’s sensory overload."
The response refers to
“imagery” and “adjectives” but
doesn’t label or analyse
metaphors, similes, or
oxymorons, which the mark
scheme encourages.
The answer mostly explains
what the words mean or
describe, but not why the writer
chose them or how they affect
the reader.
The first half of the answer
misses a clear overview of the
paragraph’s mood or tone (e.g.
wonder, awe, sensory
richness).
Add phrases like: "The writer uses this
to convey awe to the reader", "This
invites the reader to re-evaluate their
perception of nature", or "to portray
the rainforest as a magical escape from
modern life."
Begin the paragraph with an overview
like: "Paragraph 4 captures the
writer’s awe and sensory immersion in
the rainforest after the trek, using vivid
imagery and energetic descriptions."
Paragraph-by-Paragraph Breakdown
1. “Bubbles of amazement and wonder…”
Mistake:
•
The explanation (“rising up like bubbles in a fizzy drink”) captures the literal imagery,
but misses the metaphorical depth. It doesn’t explain how the image relates to the
writer’s growing sense of wonder and emotional transformation.
How to improve:
Explore the metaphor more deeply: “The phrase ‘bubbles of amazement’ suggests the
writer’s joy is gradually and uncontrollably rising, like an emotional overflow. It conveys
childlike excitement and awe, building inside him after the rainforest encounter.”
2. “Gliding lizards fly effortlessly…”
Mistake:
•
The explanation focuses only on surface-level movement (“smoothly and freely”) but
does not discuss the connotation of grace or surreal beauty, which contributes to the
magical atmosphere.
How to improve:
Comment on tone and effect: “This phrase suggests the animals are moving with magical
elegance, as if defying gravity, which contributes to the rainforest’s dream-like quality and the
writer’s amazement.”
3. “Orchestrated”
Mistake:
•
While the explanation (“like a musical performance”) is valid, it’s too brief and doesn’t
link back to the rainforest as a living, harmonious ecosystem.
How to improve:
Expand the effect: “‘Orchestrated’ suggests that the forest sounds are not chaotic but
purposefully arranged, like instruments in a symphony. This evokes the sense that nature itself
is intelligent and harmonious, reinforcing the writer’s admiration.”
4. “Blooming with fungi”
Mistake:
•
Accurate, but a bit general. Doesn't highlight the transformation of the forest or the idea
of renewal after rain.
How to improve:
Add imagery depth: “The word ‘blooming’ is usually applied to flowers, so using it for fungi
makes the forest seem unusually vibrant and alive, as though nature is reborn after the rain.”
5. “Brightly coloured confectionery”
Mistake:
•
Correctly interpreted as comparing fungi to sweets, but the emotional effect is
underdeveloped.
How to improve:
Add emotional nuance: “This metaphor shows that the fungi are so beautiful and enticing
they seem edible, like sweets in a shop window. It reflects the writer’s childlike wonder and
temptation to interact with nature.”
6. “Frilled coral cups” and “delicate saucers”
Mistake:
•
Some good description here, but lacks exploration of sensory appeal or fragility.
How to improve:
Deepen analysis: “These phrases use visual imagery to liken the fungi to delicate, crafted
items. Words like ‘frilled’ and ‘delicate’ evoke their fragility and beauty, almost as if they
belong in a fairy tale, not a forest.”
General Writing & Content Improvements
Area
Mistake
Suggested Improvement
Always explain what image is used (e.g.
Imagery
Some phrases are named but
metaphor, simile), what it compares, and what
analysis
not deeply explored
emotion or impression it creates
More focus on Paragraph 4 than Make sure to treat both parts equally, with three
Coverage
6
solid examples each
Language
Explains what is described, but Ask: What effect does this have on the reader?
effects
not always why
or Why did the writer choose this word?
Some word choices in analysis
Use more precise vocabulary: enthralled,
Vocabulary are vague (e.g. “impressed,”
enchanted, awe-struck, hypnotic, etc.
“beautiful”)
Final Thought
To reach Band 5 (13–15), the student must:
•
•
•
•
Go beyond surface description
Interpret imagery with precision
Explore the emotional and atmospheric effects of language
Use more ambitious analytical vocabulary
Assessment and Marking
Reading: 7/10 – Level 4
✓ Positives:
•
•
•
Covers a good range of relevant points from Text B:
o Lack of education / misunderstanding
o Influence of myths/media
o Negative government actions
o Ecological importance (predator/prey)
o Disease control (Lyme disease)
o Snake care/social behaviour
Some own wording is attempted (e.g. “Media mainly focuses…”), showing partial
summarising ability.
Writing stays mostly focused on the question.
✗ Areas to improve:
•
•
•
A few phrases are lifted or too close to the text (e.g. “play an essential role,” “maintain
balance,” “prey and predator”).
Slight repetition and lack of concision in parts.
More overview and synthesis of ideas would push this into Level 5.
Writing: 3/5 – Level 2
✓ Positives:
•
•
•
Sentence structures are generally clear and logical.
Spelling and punctuation are mostly accurate.
Own words are attempted.
✗ Areas to improve:
•
•
•
Some awkward phrasing (e.g. “planned held,” “in the most friendly way”).
Some informal or vague expressions (e.g. “popular diseases,” “just like humans”).
More precise, formal vocabulary would elevate the tone.
Total Marks: 10/15
•
•
Reading: 7/10
Writing: 3/5
Suggestions to Improve to Full Marks
1. Avoid vague generalisations: “popular diseases” → specify: “Lyme disease, which is
carried by rodents.”
2. Replace informal language: “just like humans” → “similar to social behaviours
observed in mammals.”
3. Clarify unclear phrases: “planned held” should be revised to “planned a conservation
project but rejected it due to public fear.”
4. Condense ideas: Merge related points (e.g. media + myths = misinformation).
Band 5 Model Answer (with bold improvements)
Many people have negative opinions about snakes due to a lack of education and limited
exposure. Since snakes tend to remain hidden, they are difficult to study, which leads to
widespread misconceptions. People often rely on myths and media, which portray snakes as
deadly and aggressive, reinforcing fear. The media’s focus on their danger rather than their role
in nature distorts public perception.
Governments may also reflect these fears; for instance, a scientifically supported plan to
protect timber rattlesnakes in the US was rejected due to public opposition, while a similar
plan involving eagles was supported. This shows an unfair bias against snakes.
In reality, snakes are essential to ecosystems. They help control rodent populations, reducing
the spread of diseases like Lyme disease. They act as both predator and prey, keeping
ecological balance. Snakes also demonstrate social behaviours, such as caring for their young
and for each other, which challenges the common belief that they are cold and unfeeling.
Explanation of Marking
Criteria
Reading
(10/10)
Writing
(5/5)
Justification
Covers a wide range of points from the text, well-selected, well-explained,
and written in the student’s own words.
Response is fluent, precise, concise, and uses formal academic style.
Spelling, grammar, and punctuation are accurate.
Assessment of Student’s Response
Table A – Reading (15 marks)
BULLET 1: What the area has to offer
Covered: beauty, rainforest, weather, “fairy-tale landscape”, visitors from all over
✘ Could add: biodiversity (e.g. animals like lizards, frogs, snakes)
BULLET 2: What facilities KCRE provides + safety
Covered: solar power, meals, tents, clean bathrooms, visitor rules, washing dishes, no loud
music
✘ Could improve clarity and structure; some ideas are scattered or repeated.
BULLET 3: Aims of KCRE and its founder
Covered: education, breaking myths, inspiring younger generations, teaching responsibility
Attempt to motivate students to join — fits the genre
Overall for Reading:
The student shows a reasonable to good understanding of the material, covering all three
bullets. Some ideas are well-selected, but development is occasionally imprecise or informal.
Band: Level 4 – 10/15
Table B – Writing (10 marks)
Criteria
Structure
Language
Vocabulary
Grammar &
Spelling
Comments
There is a clear beginning, body, and conclusion. However, the organisation
within paragraphs is a bit loose.
Tone is enthusiastic and partially persuasive, which is suitable for a talk.
There are some awkward or unclear phrases (e.g. “the skill of
responsibility”, “although... umm…”), but the message is mostly clear.
Some repetition and informal phrasing, e.g. “most beautiful ever”, “umm”,
“we don’t talk about that”, “fun experience that will stick to their [camel?]
forever” → unclear meaning.
Generally correct, with occasional errors that don’t obstruct meaning.
Spelling of some words is inconsistent but understandable.
Band: Level 3 – 6/10
Final Score for Question 3: 16/25
•
•
Reading: 10/15
Writing: 6/10
Suggestions to Improve to Full Marks
For Reading:
•
•
Mention specific examples of wildlife (e.g. “gliding lizards,” “golden frogs,” “pit
vipers”).
Present each bullet more clearly and distinctly, possibly using paragraphing to match
bullet structure.
For Writing:
•
•
•
Remove vague or casual expressions (e.g. “umm...”, “we don’t talk about that!”).
Replace informal words with stronger, persuasive alternatives (e.g. “unique biodiversity,”
“eco-conscious responsibility,” “lifelong learning experience”).
Clarify ambiguous phrasing (“stick to their camel” is likely a slip; maybe meant “stick
with them for life”).
Band 5 Model Answer for Question 3
Good morning, students and teachers.
Have you ever imagined stepping into a rainforest so magical it feels like a scene from a fairy
tale? Let me introduce you to the Kalinga Centre for Rainforest Ecology, or KCRE, located
near Agumbe in India’s Western Ghats. It’s more than just a destination—it’s a place that
connects people with the wonders of the natural world.
KCRE is situated in one of the most biodiverse and breathtaking rainforests in the world.
Visitors from across the globe travel here to witness rare creatures like gliding lizards,
vibrantly coloured frogs, and even elusive snakes in their natural habitat. After the rain, the forest
transforms into a living orchestra of rhythm and colour. If you're a nature lover or an adventurer,
this place is unforgettable.
But KCRE offers more than just beauty. Visitors are provided with solar-powered tents, access
to hot-water bathrooms, and nutritious local meals. Although phone signal is limited, this
allows guests to fully disconnect and immerse themselves in nature. To ensure safety, all
visitors receive clear instructions, and activities like loud music or touching wildlife are
strictly prohibited to protect sensitive species. Everyone is expected to clean up after
themselves, separate organic waste, and respect the forest—teaching personal responsibility
and sustainability.
Most importantly, KCRE is dedicated to education and conservation. Through workshops and
guided treks, it teaches people how snakes and other creatures are vital to ecosystems. By
challenging myths and fears, especially among young people, KCRE hopes to inspire a new
generation of wildlife advocates who will help protect our planet’s fragile balance.
So, I invite all of you to join us. Experience a life-changing adventure, learn about nature up
close, and be part of something meaningful.
Thank you for listening.
Total Marks for Q1 (a–e): 15/15
Total Marks for Q2(a–c): 9/10
•
•
•
2(a): 4/4
2(b): 3/3
2(c): 2/3
Suggestions to Improve:
•
For 2(c), make sure to:
o Explain what the phrase literally and figuratively means.
o Describe the writer’s emotions clearly.
o Focus less on general effects (e.g. “makes it memorable”) and more on how the
reader is meant to feel.
Section-by-Section Breakdown
Question
1(a–e)
1(f)
2(a–c)
2(d)
3
Max Marks
Marks Awarded
15
15/15
15 (10 Reading + 5 Writing)
10/15
10 (4 + 3 + 3)
9/10
15
11/15
25 (15 Reading + 10 Writing)
16/25
Total = 61 / 80
Grade 9
Paper 1 + Paper 2
49+61= 110
Overall Grade 8