N P S International School

MARK SCHEME
Preliminary Examination 1 Revision Package

Grade: 10 IGCSE Subject: First Language

English P2

Duration: 2 hours Marks: 80

Directed Writing
Question 1

Imagine you are an art historian addressing a young audience.

Write a speech to present the debate of whether historical artifacts
should be returned to the countries of origin.

In your speech you should:

• evaluate the ideas and opinions in both texts.

• give your own views based on what you have read.

Base your speech on what you have read in both texts but be
careful to use your own words. Address both bullet points.

Write about 250 to 350 words.

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

and up to 25 marks for the quality of your writing.

Notes on task:
Responses might use the following explicit ideas:
Text A
 Some nations are demanding for ancient artifacts to be returned
 Governments may use ancient artifacts to promote their
legitimacy
 Demands for return of artifacts ignore evolving nature of culture
 Returning artifacts would diminish the significance of museums
 Museums are vital in promoting cosmopolitan worldview
 Antiquities could be used to further narrow sectarian agenda
 Cultural property should be seen as a legacy of humankind
Text B

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  Cultural artifacts should not be cut up and removed from original
context
 British museum claims that they acquired the sculptures
legitimately
 British museum claims that they have kept such artifacts safe
 Museums are improving in Asia and Africa
 Some Western countries have already returned some artifacts
 3D printing allows duplicates to be made
 Returning stolen artifacts would address historical injustice

Possible evaluation of implicit ideas:

 Artifacts should be outside of petty motives of governments
 Encyclopedic museums are concentrated in Western countries
 People from the countries which originally had the artifacts may
never see them
 Antiquities have an economic value which is deprived from
already impoverished nations
 Keeping artifacts safe in museums is no excuse to continue
holding them in perpetuity
 Countries giving up their stolen treasures is acknowledgment of
wrongdoing
 Technology should make returning artifacts easier
 Restoring artifacts would help strengthen local cultural identity
and pride
 It is only fair that artifacts of national significance are returned

Marking criteria for Section A Question 1

Table A, Writing
Use the following table to give a mark out of 25 for writing.

2
Leve Mark Description
l s

6 22-25 • Highly effective style capable of conveying subtle

meaning. (W1)
• Carefully structured for benefit of the reader. (W2)
• Wide range of sophisticated vocabulary, precisely
used. (W3)
• Highly effective register for audience and purpose.
(W4)
• Spelling, punctuation and grammar almost always
accurate. (W5)

5 18-21 • Effective style. (W1)

• Secure overall structure, organised to help the
reader. (W2)
• Wide range of vocabulary, used with some precision.
(W3)
• Effective register for audience and purpose. (W4)
• Spelling, punctuation and grammar mostly accurate,
with occasional minor errors. (W5)

4 14-17 • Sometimes effective style. (W1)

• Ideas generally well sequenced. (W2)
• Range of vocabulary is adequate and sometimes
effective. (W3)
• Sometimes effective register for audience and
purpose. (W4)
• Spelling, punctuation and grammar generally
accurate though with some errors. (W5)

3 10-13 • Inconsistent style, expression sometimes awkward

but meaning clear. (W1)
• Relies on the sequence of the original text. (W2)
• Vocabulary is simple, limited in range or reliant on
the original text. (W3)
• Some awareness of an appropriate register for
audience and purpose. (W4)
• Frequent errors of spelling, punctuation and
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 grammar, sometimes serious. (W5)

2 6-9 • Limited style. (W1)

• Response is not well sequenced. (W2)
• Limited vocabulary or words/phrases copied from the
original text. (W3)
• Limited awareness of appropriate register for
audience and purpose. (W4)
• Persistent errors of spelling, punctuation and
grammar. (W5)

1 1-5 • Expression unclear. (W1)

• Poor sequencing of ideas. (W2)
• Very limited vocabulary or copying from the original
text. (W3)
• Very limited awareness of appropriate register for
audience and purpose. (W4)
• Persistent errors in spelling, punctuation and
grammar impede communication. (W5)

0 0 No creditable content.

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Table B, Reading
Use the following table to give a mark out of 15 for writing.
Leve Mark Description
l s

6 13-15 • Successfully evaluates ideas and opinions, both

explicit and implicit. (R1, R2, R3)
• Assimilates ideas from the text to give a developed,
sophisticated response. (R3, R5)

5 10-12 • Some successful evaluation of ideas and opinions,

both explicit and implicit. (R1, R2, R3)
• A thorough response, supported by a detailed
selection of relevant ideas from the text. (R3, R5)

4 7-9 • Begins to evaluate mainly explicit ideas and

opinions. (R1, R2, R3)
• An appropriate response that includes relevant ideas
from the text. (R3, R5)

3 5-6 • Selects and comments on explicit ideas and opinions.

(R1, R2, R3)
• Makes a general response including a few relevant
ideas from the text. (R3, R5)

2 3-4 • Identifies explicit ideas and opinions. (R1, R2, R3)

• Makes a limited response with little evidence from
the text. (R3, R5)

1 1-2 • Very limited response with minimal relation to the

text. (R1, R2, R3, R5)

0 0 No creditable content.

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Composition: Narrative and Descriptive Writing

Question 2, 3, 4 OR 5
Table A, Content & Structure

Use the following table to give a mark out of 16 for Content &
Structure.
Leve
Marks Descriptors
l

6 16 General
 Content is complex, engaging and effective. (W1)
 Structure is secure, well balanced and carefully
managed for deliberate effect. (W2)
Specific (Descriptive) Specific (Narrative)

Many well-defined and The plot is well-defined

developed ideas and and strongly developed
images create a with features of fiction
convincing overall picture writing such as
with varieties of focus. description,
characterisation and
effective climax, and
convincing details.

5 12 – General
15  Content is complex, engaging and effective. (W1)
 Structure is well managed, with some choices
made for deliberate effect. (W2)
Specific (Descriptive) Specific (Narrative)

Frequent, well-chosen The plot is defined and

images and details give a developed with features
mostly convincing picture. of fiction writing such as
description,
characterisation, climax
and details.

4 7 - 11 General

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  Content is relevant with some development. (W1)
 Structure is competently managed. (W2)
Specific (Descriptive) Specific (Narrative)

A selection of relevant The plot is relevant and

ideas, images and details, cohesive, with some
even where there is a features such as
tendency to write in a characterisation and
narrative style. setting of scene.

3 6 General
 Content is straightforward and briefly developed.
(W1)
 Structure is mostly organised but may not always
be effective. (W2)
Specific (Descriptive) Specific (Narrative)

The task is addressed The plot is

with a series of relevant straightforward, with
but straightforward limited use of the features
details, which may be of narrative writing.
more typical of a
narrative.

2 4 General
 Content is simple, and ideas and events may be
limited. (W1)
 Structure is partially organised but limited in its
effect. (W2)
Specific (Descriptive) Specific (Narrative)

The recording of some The plot is a simple

relevant events with narrative that may consist
limited detail. of events that are only
partially linked and/or
which are presented with
partial clarity.
1 2 General

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  Content is occasionally relevant or clear. (W1)
 Structure is limited and ineffective. (W2)
Specific (Descriptive) Specific (Narrative)

The description is unclear The plot and/or narrative

and lacks detail. lacks coherence.

0 0  No creditable content.

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Table B, Style & Accuracy
Use the following table to give a mark out of 24 for Style & Accuracy.

Leve
Marks Descriptors
l

6 21 –  Precise, well-chosen vocabulary and varied

24 sentence structures, chosen for effect. (W3)
 Consistent well-chosen register suitable for the
context. (W4)
 Spelling, punctuation and grammar almost
always accurate. (W5)

5 17 –  Mostly precise vocabulary and a range of

20 sentence structures mostly used for effect. (W3)
 Mostly consistent appropriate register suitable
for the context. (W4)
 Spelling, punctuation and grammar mostly
accurate, with occasional minor errors. (W5)

4 13 –  Some precise vocabulary and a range of sentence

16 structures sometimes used for effect. (W3)
 Some appropriate register for the context. (W4)
 Spelling, punctuation and grammar generally
accurate, but with some errors. (W5)

3 9 – 12  Simple vocabulary and a range of

straightforward sentence structures. (W3)
 Simple register with a general awareness of the
context. (W4)
 Frequent errors of spelling, punctuation and
grammar, occasionally serious. (W5)

2 5–8  Limited and/or imprecise vocabulary and

sentence structures. (W3)
 Limited and/or imprecise register for the context.
(W4)
 Persistent errors of spelling, punctuation and
grammar. (W5)

1 1–4  Frequently imprecise vocabulary and sentence

structures. (W3)
 Register demonstrates little or no sense of the

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 context. (W4)
 Persistent errors of spelling, punctuation and
grammar impair communication. (W5)

0 0  No creditable content.

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