Cambridge International AS & A Level

GERMAN LANGUAGE 8027/32

Paper 3 Writing May/June 2025
MARK SCHEME
Maximum Mark: 40

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 2025 series for most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.

This document consists of 13 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.

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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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Annotations guidance for centres

Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the
standardisation process on how and when to use annotations. The purpose of annotations is to inform the standardisation and monitoring
processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and
how they are used is specific to each component and is understood by all examiners who mark the component.

We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may
not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an
indication of the quality of the response.

The annotations listed below were available to examiners marking this component in this series.

Annotations

Annotation Meaning

Credit for good language or good content point

Credit for content on functional task – bullet point one

Credit for content on functional task – bullet point two

Credit for content on functional task – bullet point three

Credit for content on functional task – bullet point four

Benefit of the doubt given

Omission

Grammatical or lexical error

Irrelevant

Repetition (of language or content)

Used to show that blank pages have been seen

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Candidates respond to two questions. All candidates answer Question 1 and choose to answer either Question 2 or Question 3. Candidates will
be awarded marks in three categories for each piece they respond to:

Question 1
• Task completion (maximum of 8 marks): see Table A
• Linguistic range and organisation (maximum of 4 marks): see Table B
• Language accuracy (maximum of 4 marks): see Table C.

Question 2 and Question 3

• Task completion (maximum of 10 marks): see Table D
• Linguistic range and organisation (maximum of 7 marks): see Table E
• Language accuracy (maximum of 7 marks): see Table F. The Writing assessment objectives are:
• W1: Communicate information, ideas, opinions and arguments clearly and effectively, with support/justification.
• W2: Organise ideas by paragraphing and by using a range of appropriate linking devices.
• W3: Use text conventions and register appropriate to the given purpose and audience.
• W4: Use a wide range of vocabulary and grammar.
• W5: Use vocabulary and grammar accurately.

Additional guidance on word count

A word count range is provided for candidates in the rubric at the start of each section. This is not a rigid range but a recommendation i.e.
candidates are not to be penalised for going over the upper limit or going below the lower limit. However, they may self-penalise after the mark
scheme has been applied to the agreed standard because, for example, they may not have fully responded to the task or they may have been too
repetitive. There is no need for examiners to count the number of words a candidate has written and they should not stop reading/marking after a
certain number of words: they should include everything the candidate has written in their overall judgement.

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Generic guidance on using levels-based mark schemes

(a) Marking of work should be positive, rewarding achievement where possible, but clearly differentiating across the whole range of marks, where
appropriate.

The examiner should look at the work and then make a judgement about which level statement is the best fit. In practice, work does not always
match one level statement precisely so a judgement may need to be made between two or more level statements.
Once a ‘best-fit’ level statement has been identified, examiners should use the following guidance to decide on a specific mark:
• Where the candidate’s work convincingly meets the level statement, award the highest mark.
• Where the candidate’s work just meets the level statement, award the lowest mark.

(b) Examiners are reminded that this is a language qualification aimed at assessing language proficiency at level B1 and B2 of the Common
European Framework of Reference for Languages (CEFR). The descriptions in this mark scheme should be understood and applied with
reference to CEFR B1 and B2 level.

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TABLE A – Question 1 Task completion

W1: Communicate information, ideas, opinions and arguments clearly and effectively, with support/justification.
W3: Use text conventions and register appropriate to the given purpose and audience.

Level Description Marks

4 • Communicates detailed information that is always relevant with clear and supported opinions. 7–8
• Maintains a sense of purpose and audience throughout by using conventions and register appropriate to the task.
• Completes all parts of the task fully.

3 • Communicates detailed information that is sometimes relevant, with opinions that are sometimes supported. 5–6
• Shows some sense of purpose and audience, although the conventions and register used may be inappropriate in places.
• Completes most parts of the task with some development.

2 • Communicates limited information that can sometimes be irrelevant, and attempts to give opinions that are occasionally 3–4
supported.
• Generally insufficient sense of purpose and audience, with generally inappropriate use of conventions and register.
• Attempts some parts of the task with some detail.

1 • Communicates very basic information that is frequently irrelevant. There is an attempt to give opinions. 1–2
• Lacks a sense of purpose and audience, with inappropriate use of conventions.
• Attempts task(s) with little or no detail.

0 No creditable response. 0

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TABLES B and C – Question 1 Quality of Written Communication
Responses that do not address the task and were awarded 0 marks for Task Completion (Table A) cannot be awarded a mark above Level 2 for
Linguistic range and organisation, e.g. a composition of pre-learnt material that does not follow the instructions.

W2: Organise ideas by paragraphing and by using a range of appropriate linking devices.
W4: Use a wide range of vocabulary and grammar.
W5: Use vocabulary and grammar accurately.

Table B Linguistic range and organisation

Level Description Marks

4 • Ideas are consistently well-organised and structured coherently in paragraphs. 4

• Uses a wide range of simple and complex structures to express their ideas.
• Uses a wide range of linking words and cohesive devices to create a well-linked connected sequence of points, relevant
to the task.
• Uses a wide range of vocabulary appropriate to the task(s). Regular use of less common but appropriate vocabulary.

3 • The text is generally well-organised in paragraphs. 3

• Uses a range of structures, including some complex structures, to express their ideas.
• Uses a range of linking words and some cohesive devices to create a mostly well-linked connected sequence of points,
relevant to the task.
• Uses a range of vocabulary appropriate to the task(s). Occasional use of less common but appropriate vocabulary.

2 • The text is generally organised in paragraphs. 2

• Uses mostly simple structures and some complex structures to express their ideas.
• Uses linking words and some cohesive devices to create a connected sequence of points sometimes relevant to the task,
occasionally difficult to follow.
• Uses vocabulary appropriate to the task(s), frequently overusing some vocabulary.

1 • There are some attempts at paragraphing. 1

• Uses simple structures to express their ideas.
• Uses basic linking words to create a sequence of points, which is often irrelevant to the task and difficult to follow.
• Relies on repeated use of a small range of vocabulary, not always appropriate to the task.

0 No creditable response. 0

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Table C Language accuracy

Level Description Marks

4 • Consistently accurate use of simple grammar. 4

• Shows a good degree of control of some complex grammar.
• Good use of spelling and punctuation with some minor slips.
• Errors do not impede communication.

3 • Accurate use of simple grammar, with some minor slips. 3

• Uses some more complex grammar, with some slips.
• Good use of spelling and punctuation with occasional slips.
• Errors very rarely impede communication.

2 • Good use of simple grammar, with some errors. 2

• Uses some more complex grammar, with frequent errors.
• Some errors in spelling and punctuation.
• Errors sometimes impede communication.

1 • Uses simple grammar, with frequent errors. 1

• Attempts to use more complex grammar, with limited success.
• Frequent errors in spelling and punctuation.
• Errors frequently impede communication.

0 No creditable response. 0

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TABLE D – Questions 2 and 3 Task completion

Responses that do not address all aspects of the question cannot be awarded a mark above Level 4 for Task completion, i.e. a response that
addresses part of the task in Question 2 or 3 and so the content is still ‘relevant’ to the question but fails to address any additional aspect of the
task e.g. a second question within the overall task.

W1: Communicate information, ideas, opinions and arguments clearly and effectively, with support/justification.
W3: Use text conventions and register appropriate to the given purpose and audience.

Level Description Marks

5 • Communicates detailed information that is always relevant. 9–10

• The argument is logical, clear and fully supported, and justified with a variety of facts, ideas and opinions.
• Maintains a sense of purpose and audience throughout by using conventions and register appropriate to the task.

4 • Communicates information that is often detailed and relevant. 7–8

• The argument is clear and mostly supported, and justified with a variety of facts, ideas and opinions.
• Generally maintains a sense of purpose and audience throughout by using conventions and register appropriate to the
task.

3 • Communicates information that is sometimes detailed and relevant. 5–6

• The argument is somewhat weak and sometimes supported and justified with facts, ideas and opinions.
• Shows some sense of purpose and audience, although the used conventions and register may be inappropriate in
places.

2 • Communicates limited information that can sometimes be irrelevant. 3–4

• The argument is weak and rarely supported with straightforward facts, ideas and opinions.
• Generally insufficient sense of purpose and audience, with generally inappropriate use of conventions and register.

1 • Communicates very basic information that is frequently irrelevant. 1–2

• There is an attempt to give ideas and opinions – not organised into an argument.
• Lacks a sense of purpose and audience, with inappropriate use of conventions.

0 No creditable response. 0

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Table E Linguistic range and organisation

Level Description Marks

4 • Ideas are consistently well-organised and structured coherently in paragraphs. 6–7

• Uses a wide range of simple and complex structures to express their ideas.
• Uses a wide range of linking words and cohesive devices to create a well-linked connected sequence of points,
relevant to the task.
• Uses a wide range of vocabulary appropriate to the task(s). Regular use of less common but appropriate vocabulary.

3 • The text is generally well-organised in paragraphs. 4–5

• Uses a range of structures, including some complex structures, to express their ideas.
• Uses a range of linking words and some cohesive devices to create a mostly well-linked connected sequence of
points, relevant to the task.
• Uses a range of vocabulary appropriate to the task(s). Occasional use of less common but appropriate vocabulary.

2 • The text is generally organised in paragraphs. 2–3

• Uses mostly simple structures and some complex structures to express their ideas.
• Uses linking words and some cohesive devices to create a connected sequence of points sometimes relevant to
the task, occasionally difficult to follow.
• Uses vocabulary appropriate to the task(s), frequently overusing some vocabulary.

1 • There are some attempts at paragraphing. 1

• Uses simple structures to express their ideas.
• Uses basic linking words to create a sequence of points, which is often irrelevant to the task and difficult to follow.
• Relies on repeated use of a small range of vocabulary, not always appropriate to the task.

0 No creditable response. 0

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Table F Language accuracy

Level Description Marks

4 • Consistently accurate use of simple grammar. 6–7

• Shows a good degree of control of some complex grammar.
• Good use of spelling and punctuation with some minor slips.
• Errors do not impede communication.

3 • Accurate use of simple grammar, with some minor slips. 4–5

• Uses some more complex grammar, with some slips.
• Good use of spelling and punctuation with occasional slips.
• Errors very rarely impede communication.

2 • Good use of simple grammar, with some errors. 2–3

• Uses some more complex grammar, with frequent errors.
• Some errors in spelling and punctuation.
• Errors sometimes impede communication.

1 • Uses simple grammar, with frequent errors. 1

• Attempts to use more complex grammar, with limited success.
• Frequent errors in spelling and punctuation.
• Errors frequently impede communication.

0 No creditable response. 0

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Glossary of terms used in the Writing levels-based mark schemes TABLES A and D – Task completion
• Relevant: related or relatable to required content points and/or task requirements.
• Conventions: include such things as genre, format, register and function. For example, a personal letter should not be written as a formal
report, should be laid out accordingly and should use the right tone for the communicative purpose.

TABLES B and E – Linguistic range and organisation

• Range: the variety of words and grammatical forms a candidate uses. At higher levels, candidates will make increasing use of a greater variety
of words, fixed phrases, collocations and grammatical forms.
• Linking words: are cohesive devices, but are separated here to refer to higher-frequency vocabulary which provides explicit linkage. They can
range from basic high frequency items (such as ‘and’, ‘but’) to basic and phrasal items (such as ‘because’, ‘first of all’, ‘finally’).
• Cohesive devices: refers to more sophisticated linking words and phrases (e.g. ‘moreover’, ‘it may appear’, ‘as a result’), as well as
grammatical devices such as the use of reference pronouns, substitution (e.g. There are two women in the picture. The one on the right ...),
ellipsis (e.g. The first car he owned was a small car, the second a family car.).
• Simple structures: a simple structure is, for example, a sentence that has just one independent clause (i.e. it stands alone and expresses one
complete thought) and uses a basic tense.
• Complex structures: a complex structure is, for example, a sentence that has an independent clause (i.e. it stands alone and expresses one
complete thought) and a dependent clause (i.e. one that cannot stand alone as a complete sentence because it does not express a complete
thought).
• Less common vocabulary: appears less often or may be used to express ideas more succinctly and precisely.

TABLES C and F – Language accuracy

• Errors and slips: Errors are systematic mistakes. Slips are mistakes that are non-systematic, i.e. the candidate has learned the vocabulary
item or grammatical structure, but just happened to make a mistake in this instance. In a candidate’s response, where most other examples of
a lexical/ grammatical point are accurate, a mistake on that point would most likely be a slip.
• Impede communication: gets in the way of meaning.
• Simple grammar: words, phrases, basic tenses and simple clauses.
• Complex grammar: longer and more complex items, e.g. noun clauses, relative and adverb clauses, subordination, passive forms, infinitives,
verb patterns, modal forms and tense contrasts.

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