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Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/11

Paper 1 Reading May/June 2024
MARK SCHEME
Maximum Mark: 80

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2024 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 24 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level
descriptions for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however, the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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English & Media subject specific general marking principles

(To be read in conjunction with the Generic Marking Principles (and requiring further guidance
on how to place marks within levels))

Components using level descriptors:

 We use level descriptors as a guide to broad understanding of the qualities normally expected of, or
typical of, work in a level.
 Level descriptors are a means of general guidance and should not be interpreted as hurdle
statements.
 Where indicative content notes are supplied for a question, these are not a prescription of required
content, and must not be treated as such. Alternative correct points and unexpected answers in
candidates’ scripts must be given marks that fairly reflect the knowledge and skills demonstrated.
 While we may have legitimate expectations as to the ground most answers may occupy, we must
always be prepared to meet candidates on their chosen ground, provided it is relevant ground (e.g.
clearly related to and derived from a relevant passage/text and meeting the mark scheme
requirements for the question).

Components using point-based marking:

Point marking is often used to reward knowledge, understanding and application of skills. We give credit
where the candidate’s answer shows relevant knowledge, understanding and application of skills in
answering the question. We do not give credit where the answer shows confusion.

From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly convey the
same meaning (unless the mark scheme requires a specific term).
b DO credit alternative answers/examples which are not written in the mark scheme if they are
correct.
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for
evidence: that it is understood and used correctly.).
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities.
f DO NOT give further credit for what is effectively repetition of a correct point already credited
unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e.
polluted/not polluted).
g DO NOT require spellings to be correct unless this is part of the test. However spellings of syllabus
terms must allow for clear and unambiguous separation from other syllabus terms with which they
may be confused (e.g. Corrasion/Corrosion).

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ANNOTATION

SYMBOL MEANING Q1(a) – (e) Q1(f) Q2(a) – (c) Q2(d) Q3

^ partially Y Y Y Y Y
effective

credited point, Y (point Y (point Y Y (supporting

detail or choice awarded) awarded) (relevant detail from the

from text choice) text)

DEV development Y

A1 relevant idea Y Y (related to

first bullet)

A2 relevant idea Y (related to

second bullet)

A3 relevant idea Y (related to

third bullet)

EXP explanation/me Y
aning

+ effect Y (good own Y Y

words) (effective use of
own words)

O overview or Y Y
organisation (effective (overview)
organisation
/ overview)

LM lifted material Y Y

Highlighter copied from Y (where Y Y (where Y Y

text own words own words
were were
required) required)

REP repetition Y Y Y

summative Y Y Y
comment Reading Reading Reading
Writing Writing

SEEN viewed – Y Y Y
including blank
and additional
pages

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Note: All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the texts.

Question 1

This question tests reading assessment objectives R1, R2 and R5 (25 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R5 select and use information for specific purposes

and Question 1(f) only tests writing assessment objectives W2 and W3 (5 marks):

W2 organise and structure ideas and opinions for deliberate effect

W3 use a range of vocabulary and sentence structures appropriate to context.

Overview of items for Question 1

Item Assessment objectives tested Marks for assessment objectives

1(a) R5 1

1(b)(i) R1 2

1(b)(ii) R1 and R2 2

1(c) R1 2

1(d)(i) R1, R2 and R5 2

1(d)(ii) R1, R2 and R5 3

1(e) R1 and R2 3

1(f) R1, R2 and R5 10

W2 and W3 5

Total 30

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Question Answer Marks

1(a) Give the three ways to travel that we might find ‘more interesting’ 1
according to the text.

Award 1 mark for any combination of three from:

 bamboo train(s)
 dog sled(s)
 toboggan(s) / Monte Toboggan
 Coco taxi / tricycle(s)
 DUKW / amphibious truck(s)

1(b)(i) Using your own words, explain what the text means by: 2
‘unusual types’ (line 3).

Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.

 strange / curious / different to what is expected / not normal / bizarre /

uncommon / unordinary / unconventional
 forms / kinds / modes / ways / options / varieties / methods / means /
versions (needs a sense of plural)

Credit alternatives explaining the whole phrase.

1(b)(ii) Using your own words, explain what the text means by: 2

‘unforgettable experience’ (lines 3 and 4)

Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.

 memorable / memory / something you would remember / stay with you

 activity / thing to do / adventure / exploit / event (in your life)

Credit alternatives explaining the whole phrase.

1(c) Re-read paragraph 3 (‘Coco Taxi … tourists.’). 2

Give two different reasons why Coco Taxi might appeal to tourists.

Award 1 mark for each idea, up to a maximum of 2.

 look(s): yellow / cute / shaped like coconuts
 worked by pedal power / ‘greener’ option
 faster than regular taxis / better in traffic

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Question Answer Marks

1(d)(i) Re-read paragraph 4 (‘Monte Toboggan … to Monte.’). 2

Identify two features of the Monte Toboggan ride that might particularly
appeal to tourists looking for a traditional transport experience.

Award 1 mark for each idea, up to a maximum of 2.

 clothes worn by men operating them / white cotton clothes / straw hats /
(old-fashioned) costume
 been in use since 1850 / still used by locals today
 natural materials / wicker sled / wooden runners / simple / rustic

1(d)(ii) Re-read paragraph 4 (‘Monte Toboggan … to Monte.’). 3

Explain why the Monte Toboggan ride might be of concern to more

cautious tourists.

Award 1 mark for each idea, up to a maximum of 3.

 high speed / extremely fast / speed of 48 km per hour

 only brakes are the men’s boots / no proper brake(s) / basic method for
braking
 down windy streets / narrow streets / nature of streets used
 thousands of other tourists / very busy

1(e) Re-read paragraphs 5 and 6 (‘DUKW … disappointment.’). 3

Using your own words, explain why some tourists might prefer to avoid using
unusual modes of transport such as DUKWs while travelling.

Award 1 mark for each idea, predominantly in own words, up to a maximum of 3.

 military associations (in past)

 might not be safe / may be dangerous
 may not be reliable
 prices can be variable / can be exploited / could be expensive
 might have to wait a long time / may not be able to get a place on one

Answers which are entirely in the words of the text should not be credited.

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Question Answer Marks

1(f) According to Text B, what might supporters of the Hyperloop consider to be its 15
advantages and appeal?

You must use continuous writing (not note form) and use your own words
as far as possible.

Your summary should not be more than 120 words.

Up to 10 marks are available for the content of your answer and up to 5

marks for the quality of your writing.

Use the Marking Criteria for Question 1(f) (Table A, Reading and Table B
Writing).

INDICATIVE READING CONTENT

Candidates may refer to any of the points below:

1 less polluting / powered by magnets / greener

2 fast / high speed
3 futuristic / innovative
4 cost effective (to run) / cheap(er) to run
5 science behind it is sound
6 can climb / go straight over obstacles / more direct route / go underground /
go under water
7 save time on travel between cities
8 elegant (design) / aesthetically pleasing
9 will work reliably and efficiently
10 comfortable way to travel
11 proven tech
12 investment potential / potential to boost trade / potential to facilitate trade
between countries
13 cargo transportation system

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Marking criteria for Question 1(f)

Table A, Reading

Use the following table to give a mark out of 10 for Reading

Level Marks Description

5 9–10  A very effective response that demonstrates a thorough understanding of the

requirements of the task.
 Demonstrates understanding of a wide range of relevant ideas and is consistently
well-focused.
 Points are skilfully selected to demonstrate an overview.

4 7–8  An effective response that demonstrates a competent understanding of the

requirements of the task.
 Demonstrates understanding of a good range of relevant ideas and is mostly
focused.
 Points are carefully selected and there is some evidence of an overview.

3 5–6  A partially effective response that demonstrates a reasonable understanding of

the requirements of the task.
 Demonstrates understanding of ideas with occasional loss of focus.
 Some evidence of selection of relevant ideas but may include excess material.

2 3–4  A basic response that demonstrates some understanding of the requirements of

the task.
 Demonstrates general understanding of some relevant ideas and is sometimes
focused.
 There may be some indiscriminate selection of ideas.

1 1–2  A response that demonstrates a limited understanding of the task.

 The response may be a simple list of unconnected ideas or show limited focus.
 There is limited evidence of selection.

0 0  No creditable content.

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Table B, Writing

Use the following table to give a mark out of 5 for Writing.

Level Marks Description

3 4–5  A relevant response that is expressed clearly, fluently and mostly with concision.
 The response is well organised.
 The response is in the candidate’s own words (where appropriate), using a range
of well-chosen vocabulary which clarifies meaning.

2 3–2  A relevant response that is generally expressed clearly, with some evidence of
concision.
 There may be some lapses in organisation.
 The response is mainly expressed in the candidate’s own words (where
appropriate) but there may be reliance on the words of the text.

1 1  A relevant response that lacks clarity and concision.

 There may be excessively long explanations, or the response may be very brief.
 The response may include lifted sections.

0 0  No creditable content.

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Note 1: All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the texts.

Question 2

This question tests reading assessment objectives R1, R2 and R4 (25 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R4 demonstrate understanding of how writers achieve effects and influence readers.

Overview of items for Question 2

Item Reading assessment Marks for reading

objectives tested assessment
objectives

2(a)(i) R1 1

2(a)(ii) R2 1

2(a)(iii) R1 1

2(a)(iv) R2 1

2(b)(i) R1 1

2(b)(ii) R2 1

2(b)(iii) R1 1

2(c) R1, R2 and R4 3

2(d) R1, R2 and R4 15

Total 25

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Question Answer Marks

2(a)(i) Identify a word or phrase from the text which suggests the same idea as the 1
words underlined:

One of Lyn’s dog-team was distracted by what it found to be an

overpoweringly attractive smell.

 (an) irresistible scent (line 5)

Accept cloze responses that repeat all / some of the question stem with the
correct answer.

2(a)(ii) Identify a word or phrase from the text which suggests the same idea as the 1
words underlined:

The lead dog did not listen to Lyn’s commands because its natural urges
were to follow the smell.

 (its) primal instincts (line 6)

Accept cloze responses that repeat all / some of the question stem with the
correct answer.

2(a)(iii) Identify a word or phrase from the text which suggests the same idea as the 1
words underlined:

Using the brake did not help Lyn to control the excited rush forwards of the
dogs pulling her sled.

 (the dogs’) enthusiastic charge (line 9)

Accept cloze responses that repeat all / some of the question stem with the
correct answer.

2(a)(iv) Identify a word or phrase from the text which suggests the same idea as the 1
words underlined:

Lyn’s hosts organised their lives to have the smallest possible impact on
the environment.

 (leaving a) minimal carbon footprint (lines 21–22)

Accept cloze responses that repeat all / some of the question stem with the
correct answer.

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Question Answer Marks

2(b)(i) Using your own words, explain what the writer means by each of the words 1
underlined:

As the sky gradually turned indigo in the fading light, the scraping of ice
and frantic unheeded commands to my sled dog-team broke the stillness.
Thundering down the frozen waterway, I snatched anxious glimpses over
my shoulder. Where was Mike, my guide? Would his tracker still pick up my
signal with the gap between us increasing by the minute?

 gradually: bit by bit, progressively, little by little, increasingly, slowly, over

time

2(b)(ii) Using your own words, explain what the writer means by each of the words 1
underlined:

 unheeded: ignored, disobeyed, neglected, unobserved, taken no notice of, not

listened to, not followed

2(b)(iii) Using your own words, explain what the writer means by each of the words 1
underlined:

 glimpses: glance(s), quick look(s), peek(s), small look(s)

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Question Answer Marks

2(c) Use one example from the text below to explain how the writer suggests 3
her feelings when she first arrived in Eagle.

Use your own words in your explanation.

Still spellbound from gazing at the enormity of the Alaskan wilderness, I’d
stepped down from the mail-plane into the miniature perfection of Eagle, a
fascinating, history-packed hamlet of timber dwellings, home to just 85
residents. I was immediately wrapped in the customary bear hug by Mike’s
wife, Scarlett, and cocooned in layers of Arctic-grade outerwear.

Award 3 marks for an appropriate example with a comprehensive explanation

which shows understanding of how the writer suggests her feelings.

Award 2 marks for an appropriate example and attempt at an explanation which

shows some understanding of how the writer suggests her feelings.

Award 1 mark for an example with an attempt at an explanation which shows

awareness of the writer’s feelings. The explanation may be partial.

The explanation must be predominantly in the candidate’s own words.

Responses might use the following:

 Still spellbound from gazing at the enormity of the Alaskan wilderness:

lingering impact; vast landscape; captivating / awe, mystical / magical
 miniature perfection of Eagle, a fascinating, history-packed hamlet of
timber dwellings: village / collection of a few homes, peaceful; intensely
interested; as if a tiny model or copy; unflawed; sense of mystery / past intrigue
 immediately wrapped in the customary bear hug: usual warm welcome;
made to feel at home; huge cuddle / fully encompassed
 cocooned in layers of Arctic-grade outerwear: comfortable and shielded
from the cold; thick, swathes of protection; reminiscent of a caterpillar /
transformation; good quality garments

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Question Answer Marks

2(d) Re-read paragraphs 8 and 11. 15

 Paragraph 8 begins ‘In theory lessons, ...’ and is about riding on the
snow and ice.
 Paragraph 11 begins ‘The most memorable …’ and is about the writer’s
feelings that night.

Explain how the writer uses language to convey meaning and to create
effect in these paragraphs. Choose three examples of words or phrases
from each paragraph to support your answer. Your choices should include the
use of imagery.

Write about 200 to 300 words.

Up to 15 marks are available for the content of your answer.

Use the Marking Criteria for Question 2(d)

(Table A, Reading)
Notes on the task

This question is marked for the ability to select powerful or unusual words and for
an understanding of ways in which the language is effective. Expect responses to
provide words / phrases that carry connotations additional to general meaning.
Mark holistically for the overall quality of the response, not for the number of
words chosen, bearing in mind that for the higher bands there should be a range
of choices to demonstrate an understanding of how language works, and that this
should include the ability to explain images. It is the quality of the analysis that
attracts marks. Do not deduct marks for inaccurate statements; simply ignore
them.

The following notes are a guide to what good responses might say about the
selections.

Candidates can make any sensible comment, but only credit those that are
relevant to the correct meanings of the words in the context and that have some
validity. Alternative acceptable explanations should be credited. Credit comments
on effects created by non-vocabulary choices such as grammar / syntax and
punctuation devices. These must be additional to comments on vocabulary.

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Question Answer Marks

2(d) Paragraph 8 begins ‘In theory lessons, ...’ and is about riding on the snow
and ice.

Overview might include: intricate beauty of the trail; continuously changing

conditions convey a sense of the unpredictability of nature

 “ice highway”: route across the ice; frozen ‘road’, wide channel; suggests a
main commuter route / fast moving traffic; impressive
 (from) porcelain smooth: (areas where there are) no bumps, (expensive) type
of material / pottery / china; perfect finish; as if crafted/shaped; glossy;
delicate/strong
 (to) oversized ice-cubes: big regular-shaped blocks; out of proportion;
unexpected / out of place / extreme; as if positioned there deliberately
 slam: smash, bump into; dangerous / risk of serious injury; violent, extreme
force
 winding through spruce forests: twisting, turning; following a trail between
trees; meandering; enjoying the ride
 tracing soft, snow-covered lines: gentle movement, delicate; little impact
on snow, shallow mark only where they have been; as if following / leaving a
slight path / suggestion only; soothing/affectionate
 precious delight: extremely enjoyable, special experience; something to
savour / not take for granted; a memory to guard / protect
 criss-crossing a small lake's glassy surface: zigzagging (along);
frictionless; transparent, reflective, shiny surface; lattice effect, whimsical
 exquisite designs: delicate, beautiful patterns; complex, intricate, finely
detailed; skilfully crafted
 crystal bubbles of all shapes and sizes suspended in time: frozen
spheres of air, variety of dimensions, perfectly clear; potentially fragile; captured
mid movement; magical power, fairytale/sci fi transformation
 cascading into the dark depths: as though descending, appearing to be
falling away though not moving; intrigue, mystery of the waters below that
can never be reached

Only credit comments on stylistic effect where these are explicitly linked to
choices.

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Question Answer Marks

2(d) Paragraph 11 begins ‘The most memorable …’ and is about the writer’s feelings
that night.

Overview might include: contrast between human achievements and nature’s

craft.

 using only nature’s materials, we shovelled and hacked: resources

provided by nature; heavy digging; indiscriminate cutting; rough,
unsophisticated actions of humans
 a reflective wall of logs threw the pit-fire’s heat under our makeshift
roof: the warmth from the flames bounces back; temporary, basic shelter;
cosy / elemental
 passion about life out here, the joy of relative freedom: strong beliefs,
conviction about approach to living; unrestricted deep emotion
 nature’s artwork: picture / painting / canvas; deliberately designed for
effect; masterpiece; immense beauty
 a ceiling of stars on dark nights: so many stars they form a roof; homely,
protective
 flooded with rippling, emerald, green curtains: full of bright, vibrant
colour; beautiful jewel, valuable; rolling, flowing motion; covering / spectacle /
framed
 (as I) burrowed down (for the night): huddled safely; cosy, comfortable;
animal digging a shelter
 fire crackling in the stillness: sounds from the sparks as the wood burns;
breaking the silence; calming, peaceful
 the howling of wolves drifted to us: noises of wild animals in the distance
carried gently on the air; unthreatening, calming
 (it was a) moment of complete and utter contentment: brief point in her
life, total satisfaction, peace, tranquillity; unspoilt

Only credit comments on stylistic effect where these are explicitly linked to
choices.

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Marking Criteria for Question 2(d)

Table A, Reading: Analysing how writers achieve effects

Use the following table to give a mark out of 15 for Reading.

Level Marks Description

5 13–15  Wide-ranging discussion of judiciously selected language with some high-quality

comments that add meaning and associations to words/phrases in both parts of
the text and demonstrate the writer’s reasons for using them.
 Tackles imagery with some precision and imagination.
 There is clear evidence that the candidate understands how language works.

4 10–12  Explanations are given of carefully selected words and phrases.

 Explanations of meanings within the context of the text are secure and effects are
identified in both parts of the text.
 Images are recognised as such and the response goes some way to explaining
them.
 There is some evidence that the candidate understands how language works.

3 7–9  A satisfactory attempt is made to select appropriate words and phrases.

 The response mostly gives meanings of words and any attempt to suggest and
explain effects is basic or very general.
 One half of the text may be better addressed than the other.

2 4–6  The response provides a mixture of appropriate choices and words that
communicate less well.
 The response may correctly identify linguistic devices but not explain why they are
used.
 Explanations may be few, general, slight or only partially effective.
 They may repeat the language of the original or do not refer to specific words.

1 1–3  The choice of words is sparse or rarely relevant.

 Any comments are inappropriate, and the response is very thin.

0 0  The response does not relate to the question.

 Inappropriate words and phrases are chosen, or none are selected.

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Note: All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the texts.

Question 3

This question tests reading assessment objectives R1, R2 and R3 (15 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse evaluate and develop facts, ideas and opinions, using appropriate support from the text

and writing assessment objectives W1, W2, W3 and W4 (10 marks):

W1 articulate experience and express what is thought, felt and imagined

W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context.

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Question Answer Marks

3 You are Mike. The Ultimate Experience Travel Company which advertises 25
your expeditions has seen Lyn Marshall’s article reviewing her holiday in
Alaska and has some concerns about the expedition and about using dogs
to pull sleds. The company has asked you for a formal report.

In your report you should:

 explain exactly what happened during the evening exploration and the
measures you take to ensure the safety and comfort of tourists
 remind the company of the different things tourists enjoy about the
holiday you offer and why
 reassure the company that its various concerns about using dogs to pull
sleds are unfounded and explain why you think that this form of
transport is important to protect.

Write the words of the report

Write about 250–350 words.

Up to 15 marks are available for the content of your answer and up to 10

marks for the quality of your writing.

Use the Marking Criteria for Question 3 (Table A, Reading and Table B Writing)

Notes on the task

Candidates should select ideas from the text (see below) and develop them
relevantly, supporting what they write with details from the text. Look for an
appropriate register for the genre, and a clear and balanced response which
covers the three areas of the question, is well sequenced, and is in the candidate’s
own words.

Annotate A1 for references to what happened during the evening exploration and
the measures you take to ensure
the safety and comfort of tourists

Annotate A2 for references to the different things tourists enjoy about the holiday
you offer and why.

Annotate A3 for references to why the concerns are unfounded and why you think
that this form of transport is important to protect

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Question Answer Marks

3 A1: explain exactly what happened during the evening exploration and the
measures you take to ensure the safety and comfort of tourists

 lead dog distracted from job (det. irresistible scent, primal instinct) [dev.
enjoy the chase / suggestion of the odour]
 pack suddenly went off the wrong way (det. full speed) [dev. Lyn didn't have
the experience to hold their attention / lost control]
 team slowed (det. once they were tired they stopped, Mike caught up with
her) [dev. knew they would stop so wasn't overly concerned]
 friendly support / supervision (det. always accompany tourists on drives,
evening chats to talk through essentials, taken out as a passenger) [dev. build
up experience / (make) potential dangers (clear to them)]
 provide special clothing (det. arctic grade gear, padded trousers) [dev. protect
against the extreme cold and falls]
 carry supplies (det. spare clothes, matches / flints to start fire) [dev.
controlling weight in sleds is difficult so Mike carries the extra weight himself /
Lyn should have been carrying supplies too / keeping wolves away]
 technology / equipment (det. tracker / emergency messaging device) [dev.
used to locate anyone in trouble / can’t really get lost]

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Question Answer Marks

3 A2: remind the company of the different things tourists enjoy about the
holiday you offer and why

 staying in Eagle (det. hamlet, history-packed, only 85 residents) [dev.

picturesque, everyone knows each other / welcomes visitors (bear hugs) /
tranquil / travelling back in time]
 beautiful scenery / beautiful landscape by day (det. Alaskan wilderness,
spruce forests, glassy lake) [dev. awe-inspiring / immersive experience]
 experiencing sustainable / eco lifestyle (det. fishing, hunting, gathering,
nature’s materials) [dev. contrast with their home / sharing their passion /
authenticity]
 evenings / nights on the trail (det. stopped in different locations, miner’s
cabin, pit-fire, Aurora Borealis) [dev. comfortable / life affirming]
 adventure (det. adrenalin of downhill rides, spills and thrills) [dev. appeals as
a contrast to modern, comfortable working lives / stories to share later about
exploits]
 learning the skills of dog sledding (det. harder than it looks to dog sled,
theory lessons, corrective manoeuvres, anticipating) [dev. challenge / takes
time to master / well prepared]

A3: reassure the company that their various concerns about using dogs to
pull sleds are unfounded and explain to them why you think that this form of
transport is important to protect.

 traditional form of transport (det. used for years by locals, ice highway) [dev.
attracts tourists / iconic / culturally valuable]
 may be needed in emergencies (det. limited other transport options, roads
closed, rivers frozen, escape route) [dev. only practical way to get about over
distances]
 environmentally friendly mode of travel (det. leave little impact on the snow)
[dev. not desirable or possible to rely on the mail plane / no need for fossil fuel]
 dogs are trained / enjoy it (det. happy, yappy; primal instinct (to run)) [dev.
can't force a dog pack to do what it doesn't want to]
 dogs are well cared for (det. health and wellbeing paramount, secured each
night) [dev. their needs get seen to before those of the human riders]
 dogs are in their natural environment / suited to the task (det. wolves in
the area) [dev. dogs similar to wolves that exist there in the wild / wildlife are
not disturbed by dog sleds]

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Marking Criteria for Question 3

Table A, Reading

Use the following table to give a mark out of 15 for Reading.

Level Marks Description

5 13–15  The response reveals a thorough evaluation and analysis of the text.
 Developed ideas are sustained and well related to the text.
 A wide range of ideas is applied.
 There is supporting detail throughout, which is well integrated into the
response, contributing to a strong sense of purpose and approach.
 All three bullets are well covered.
 A consistent and convincing voice is used.

4 10–12  The response demonstrates a competent reading of the text with some
evidence of basic evaluation or analysis.
 A good range of ideas is evident.
 Some ideas are developed but the ability to sustain them may not be
consistent.
 There is frequent, helpful supporting detail, contributing to a clear sense of
purpose.
 All three bullets are covered.
 An appropriate voice is used.

3 7–9  The text has been read reasonably well.

 A range of straightforward ideas is offered.
 Opportunities for development are rarely taken.
 Supporting detail is present but there may be some mechanical use of the text.
 There is uneven focus on the bullets.
 The voice is plain.

2 4–6  There is some evidence of general understanding of the main ideas, although
the response may be thin or in places lack focus on the text or the question.
 Some brief, straightforward reference to the text is made.
 There may be some reliance on lifting from the text.
 One of the bullets may not be addressed.
 The voice might be inappropriate.

1 1–3  The response is either very general, with little reference to the text, or a
reproduction of sections of the original.
 Content is either insubstantial or unselective.
 There is little realisation of the need to modify material from the text.

0 0  There is very little or no relevance to the question or to the text.

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Table B, Writing: Structure and order, style of language

Use the following table to give a mark out of 10 for Writing.

Level Marks Description

5 9–10  Effective register for audience and purpose.

 The language of the response sounds convincing and consistently appropriate.
 Ideas are firmly expressed in a wide range of effective and/or interesting
language.
 Structure and sequence are sound throughout.

4 7–8  Some awareness of an appropriate register for audience and purpose.

 Language is mostly fluent and there is clarity of expression.
 There is a sufficient range of vocabulary to express ideas with subtlety and
precision.
 The response is mainly well structured and well sequenced.

3 5–6  Language is clear but comparatively plain and/or factual, expressing little
opinion.
 Ideas are rarely extended, but explanations are adequate.
 Some sections are quite well sequenced but there may be flaws in structure.

2 3–4  There may be some awkwardness of expression and some inconsistency of

style.
 Language is too limited to express shades of meaning.
 There is structural weakness and there may be some copying from the text.

1 1–2  Expression and structure lack clarity.

 Language is weak and undeveloped.
 There is very little attempt to explain ideas.
 There may be frequent copying from the original.

0 0  The response cannot be understood.

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