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1 © UCLES 2011 English Stage 8 V1

2 © UCLES 2011 Stage 8 Paper 1 Mark Scheme Section A: Reading Question 1 Part Mark Answer Further Information 1 where the journey began Total 1 Question 2 Part Mark Answer Further Information 1 He is one of the greatest adventurers of our time. / The basket / gondola was far from luxurious. / It would have been extremely cramped (living in such a confined space). Total 1 Question 3 Part Mark Answer Further Information 1 The route 3 Background 1 Challenges 4 Technical details 2 all correct = 1 mark Total 1 Question 4 Part Mark Answer Further Information 1 The text is clearer. / It’s easier to find information. / You can scan the text. / They tell you what the topic of each paragraph is about. Accept other suitable answers. Total 1

3 © UCLES 2011 Question 5 Part Mark Answer Further Information 1 1 many / lots of / a quantity of / a number of steady / sustained / regular / fixed / stable / without changing Word or phrase must fit meaning of passage. Total 2 Question 6 Part Mark Answer Further Information (a) 1 round the world / in the 20 thcentury (b) 1 hot air balloon Total 2 Question 7 Part Mark Answer Further Information 1 Reluctantly, at the end of the trip, Steve Fossett walked away from the balloon. / Reluctantly, Steve Fossett walked away from the balloon at the end of the trip. Comma must be present. Total 1 Question 8 Part Mark Answer Further Information 1 to explain what a/the basket is / to give additional information / instead of using commas Accept other suitable answers. Total 1

4 © UCLES 2011 Question 9 Part Mark Answer Further Information 2 Steve Fossett , who was the first person to travel round the world in a hot air balloon , gave a talk today. The things he talked about included : preparation for the trip; getting sponsorship and how he felt afterwards. 2 marks = all four of the missing punctuation marks are in the correct place. 1 mark = two or three of the missing punctuation marks are in the correct place. 0 marks = only 1 of the missing punctuation marks is in the correct place. Total 2 Question 10 Part Mark Answer Further Information 3 • entered an essentially male- dominated profession / She was a woman. • completed a solo flight (in an open-cockpit biplane) • travelled over a distance of 11 000 miles in nineteen days • not a natural-born pilot • quite inexperienced • traversing deserts, jungles and shark-infested seas without the help of radio or sophisticated navigational aids • courage • determination 3 marks for 5 reasons 2 marks for 3/4 reasons 1 mark for 2 reasons 0 marks for 1 reason Total 3 Question 11 Part Mark Answer Further Information 2 (a) travel-stained (b) bumped down (c) traversing (d) epitomised 2 marks for all 4 correct 1 mark for 2/3 correct 0 marks for 1 correct Total 2

5 © UCLES 2011 Question 12 Part Mark Answer Further Information 3 Steve Fossett • hot air balloon flight • well-known through many achievements in the field of aviation • used an onboard auto pilot/computer • took place in 2002 Amy Johnson • flight in an open-cockpit biplane • not a natural-born pilot and quite inexperienced • had no sophisticated navigational aids • took place in 1930 3 marks = any 3 differences (1 mark for each difference given) Do not accept any differences that are not stated in the text or do not relate specifically to the journey. Total 3

6 © UCLES 2011 Section B: Writing (Non-fiction) 13 PURPOSE AND AUDIENCE TEXT STRUCTURE SENTENCE STRUCTURE PUNCTUATION SPELLING Conventions of text type are secure and consistent and appropriate for purpose and audience. Viewpoint is controlled, with content purposefully developed. 6/7 Paragraphs are sequenced effectively, contributing to the overall shape of the text. Links between paragraphs are clear and purposeful. A variety of cohesive devices are used to make links between sentences for the reader. 6/7 Sentence structures are generally shaped and positioned for particular effect. 6/7 Accurate use of a range of punctuation. Punctuation beginning to be used for effect. 5 Spelling is virtually correct over a range of vocabulary used, including more complex and difficult words. 4 Conventions of text type are evident and appropriate for purpose and audience. Viewpoint is sustained, with relevant content developed in detail. 4/5 Paragraphs are used to organise the text, with some shaping evident. Links between paragraphs are clear. A range of cohesive devices are used to link sentences, generally effectively. 4/5 Beginning to use a variety of sentence structures, lengths and types for effect. 4/5 Generally accurate use of a range of punctuation to make meaning clear. 4 A few spelling errors, mostly of more difficult words. 3 Some conventions of text type are evident and generally appropriate for purpose and audience. Viewpoint is generally sustained, with content developed in some detail. 2/3 Paragraphs are used to organise the text. Links between paragraphs are usually clear. Some cohesive devices are used to link sentences . 2/3 Different sentence structures are used, including complex. Some variety of sentence subjects. A variety of connectives are used to clarify ideas. 2/3 A range of punctuation used; errors do not impede meaning. 2/3 A number of errors OR simple vocabulary spelt correctly. 2 Some awareness of text type and audience may be shown, though not always sustained. There is evidence of a viewpoint but content lacks detail. 1 Writing is not consistently organised into paragraphs . Links between paragraphs are not always helpful or clear. Pronouns and/or repeated words are largely used to link sentences. 1 Sentence structures are limited or repetitive, with little/partial use of complex structures. Frequent use of simple connectives. 1 Some punctuation evident, but a number of errors/omissions. 1 Many errors, including a range of simple words. 1 Award 0 where performance fails to meet the lowest criteria.

7 © UCLES 2011 Stage 8 Paper 2 Mark Scheme Section A: Reading Question 1 Part Mark Answer Further Information 1 in her grandad’s house Total 1 Question 2 Part Mark Answer Further Information 1 1 • She does not want to be there. / She wants to be in the sunshine. / She feels the house is dirty. • ‘wondering how soon she could leave without seeming rude’ / ‘she wanted to be out of this sad house’ / There were bits all over the rug and dust lay thickly…’ Accept other suitable answers. Accept other relevant quotations. Total 2 Question 3 Part Mark Answer Further Information 1 to make the conversation sound more − natural/real/authentic / People shorten words / when they speak. Accept other suitable answers. Total 1 Question 4 Part Mark Answer Further Information 1 1 • ‘(While Grandad) rattled and clinked (in the kitchen)’ • You can imagine the sounds. Accept other suitable answers. Total 2

8 © UCLES 2011 Question 5 Part Mark Answer Further Information 1 cushions weren’t plumped / bits all over the rug / coffee beaker on her sideboard / dust on the sideboard / house had a smell Accept other suitable answers. Total 1 Question 6 Part Mark Answer Further Information 1 to show the tension/awkwardness / Grandad isn’t very interested / Neither of them really want to talk. Total 1 Question 7 Part Mark Answer Further Information (a) 1 flying / Jenna wanting to become a pilot. (b) 1 ‘His head came up.’ Accept: ‘He lifted his cup and drank, studying her over the rim’. / paraphrase: His head came up. (c) 1 On page 2 he is just being polite; on page 3 he is much more interested and the questions are more specific. Accept other suitable answers. Total 3

9 © UCLES 2011 Question 8 Part Mark Answer Further Information 1 1 She will eventually grow out of the idea. She would be more interested in her appearance than the job. Total 2 Question 9 Part Mark Answer Further Information 1 to suggest it’s obvious what Ned would think / to show she’s upset by Ned’s attitude Total 1 Question 10 Part Mark Answer Further Information 1 The old man set down his cup hard (enough to slop tea in his saucer). Accept learner’s own words or a quote from the text. Total 1 Question 11 Part Mark Answer Further Information 1 Jenna realises that Grandad is keen to talk. Total 1

10 © UCLES 2011 Question 12 Part Mark Answer Further Information (a) 1 struts (b) 1 flimsy Total 2 Question 13 Part Mark Answer Further Information 1 (but) it wasn’t like last time / It seemed daft to her. Total 1 Question 14 Part Mark Answer Further Information 1 Girls are not expected to be airline pilots Nerja 1 Cicada Grandad remembers Amy Johnson. 3 2 4 Total 1

11 © UCLES 2011 Section B: Writing (Fiction) 15 CONTENT AND AUDIENCE TEXT STRUCTURE SENTENCE STRUCTURE PUNCTUATION VOCABULARY SPELLING Narrative features (character, plot and setting) managed effectively to engage the reader. Viewpoint is controlled. Literary or linguistic devices are used purposefully. 6/7 Paragraphs are sequenced effectively, contributing to the overall shape of the text. Links between paragraphs are clear and purposeful. A variety of cohesive devices are used to make links between sentences clear for the reader. 5 Sentence structures are generally shaped and positioned for particular effect. 5 Accurate use of a range of punctuation. Punctuation is beginning to be used for effect. 5 Vocabulary used precisely and imaginatively to clarify and extend meaning. 4 Spelling is virtually correct over a range of vocabulary used, including more complex and difficult words. 4 Narrative features (character, plot and setting) developed convincingly to be of interest to the reader. Viewpoint is sustained. Literary or linguistic devices are generally effective. 4/5 Paragraphs are used to organise the text, with some shaping evident. Links between paragraphs are clear. A range of cohesive devices are used to link sentences, generally effectively. 4 Beginning to use a variety of sentence structures, lengths and types for effect. 4 Generally accurate use of a range of punctuation to make meaning clear. 4 Vocabulary chosen carefully and for effect. 3 A few spelling errors, mostly of more difficult words. 3 Narrative features (character, plot and setting) are in evidence and of some interest to the reader. Viewpoint is generally sustained. Literary or linguistic devices are sometimes used effectively. 2/3 Paragraphs are used to organise the text. Links between paragraphs are usually clear. Some cohesive devices are used to link sentences. 2/3 Different sentence structures used, including complex. Some variety of sentence subjects. A variety of connectives are used to clarify ideas. 2/3 A range of punctuation is used; errors do not impede meaning. 2/3 Some evidence of vocabulary chosen for effect. 2 A number of errors OR simple vocabulary spelt correctly. 2 Sufficient information is given for a reader to understand the characters, plot and setting described. Viewpoint is established, but lacks appropriate detail and/or credibility. Literary or linguistic devices are used, but not always successfully. 1 Writing is not consistently organised into paragraphs. Links between paragraphs are not always helpful or clear. 1 Sentence structures are limited or repetitive, with little/partial use of complex structures. Frequent use of simple connectives. 1 Some punctuation evident, but a number of errors/omissions. 1 Simple, generally appropriate vocabulary used – limited in range but relevant. 1 Many errors, including a range of simple words. 1 Award 0 where performance fails to meet the lowest criteria.