Specimen Paper Answers – Paper 1

Cambridge O Level
English Language 1123
For examination from 2024
© Cambridge University Press & Assessment 2024 v1

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Contents
Introduction ....................................................................................................................................... 4
Details of the assessment ................................................................................................................. 5
Text A................................................................................................................................................ 6
Question 1......................................................................................................................................... 8
Question 2....................................................................................................................................... 17
Text B.............................................................................................................................................. 24
Question 3(a) .................................................................................................................................. 25
Question 3(b) .................................................................................................................................. 30
Specimen Paper Answers – Paper 1

Introduction
These specimen answers have been produced by Cambridge International ahead of the examination in 2024
to exemplify standards for those teaching Cambridge O Level English Language. We have selected
questions from Specimen Paper 1, Questions 1, 2, 3(a) and 3(b).
The marks given are for guidance only and are accompanied by a brief commentary explaining the
strengths and weaknesses of the answers. Comments are given to indicate where and why marks were
awarded, and how additional marks could be obtained. There is also a list of common mistakes and
guidance for candidates for each question.
The specimen materials are available to download from the School Support Hub

2024 Specimen Paper 01

2024 Specimen Paper Mark Scheme 01

2024 Specimen Insert 01

Past exam resources and other teaching and learning resources are available on the School Support Hub

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Details of the assessment

The syllabus for Cambridge O Level English Language 1123 is available at www.cambridgeinternational.org

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Text A

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Question 1
Specimen answer (1)
(a) In what way is the structure of redwood trees ‘the opposite of most trees’ (line 2)?

Branches get bigger towards the top.

Mark for 1(a) = 1 out of 1

(b) Using your own words, explain what the text means by ‘ancient giant of the forest’ (line 3).

It’s one of the oldest and tallest trees in the forest. It’s a huge tree that has been there for

hundreds or thousands of years.

Mark for 1(b) = 2 out of 2

(c) Give two features of the enormous trunk of Nameless that would make it difficult to begin to climb
this particular tree (lines 5–9).

• There were no branches on its lower reaches.

• soft and crumbly

Mark for 1(c) = 1 out of 2

(d) Give two details that show the ‘relentless speed’ (line 18) with which a redwood tree can grow,
according to the text.

• can grow from a seed into a tree that’s 16m tall in 20 years

• diameter can exceed 75 cm at chest height in less than 60 years

Mark for 1(d) = 2 out of 2

(e) Explain what Mo is thinking when he ‘looked again at the lowest branch of a smaller tree standing
next to Nameless’ (line 22).

He is wondering about that tree.

Mark for 1(e) = 0 out of 1

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(f) (i) How does Mo feel about trying to climb Nameless (lines 22–34)? (ii) Give two details from the
text to support your answer.

He is excited about the idea.

He just leaps onto the smaller tree and he only takes ten minutes to climb the smaller tree.

Mark for 1(f) = 3 out of 3

(g) (i) During his climb, Mo discovered a problem which he had not seen when he was on the ground.
What was the problem?

From the ground he hadn’t noticed the gap between the branch of the smaller tree and

Nameless.

(ii) What did Mo decide to do to solve the problem?

jumped from the one tree to the other

Mark for 1(g) = 2 out of 2

(h) Explain using your own words Marwood’s different feelings about Mo climbing Nameless.
Give three details from anywhere in the text to support your answer.

At first Marwood can’t believe Mo is going to do it. In line 20 he says ‘You aren’t going to

climb it are you? He is angry and worried Mo’s going to get hurt when he shouts he can’t

watch and ‘I really don’t think that’s very smart’.

Mark for 1(h) = 3 out of 3

Total mark awarded = 14 out of 16

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Examiner comment
• (a) The response correctly interprets the information in the text in own words – since ‘most trees have
branches that get smaller towards the top’. The opposite is true of Nameless. Use of own words is not a
requirement of this question, so ‘branches do not get smaller towards the top’ would also have been
fine for the mark.
• (b) The response shows precise understanding of the meaning of both words describing the tree
(ancient and giant) in the second part of this answer: ‘there for hundreds or thousands of years’
correctly explains the meaning of ‘ancient’; ‘huge’ correctly explains the meaning of ‘giant’. The
comparatives, ‘one of the oldest and tallest trees’ lack the precision of the ideas ‘very old’ and ‘very tall’
in the mark scheme.
• (c) Whilst the first answer is correct, the second makes no mention of the bark of the tree. The soft,
crumbly bark is a feature of the enormous trunk that would make climbing it particularly difficult.
• (d) The answer offers two creditworthy details from the text to support the claim that redwood trees can
grow with ‘relentless speed’.
• (e) The response does not evidence clear understanding that the smaller tree is being considered as a
potential access route to Nameless.
• (f) A relevant feeling is suggested (excitement) and two distinct details from the text have been offered
in support. ‘He just leaps’ communicates the idea of leaping without any hesitation which is covered in
bullet one of the mark scheme listed details, and the speed of Mo’s first ten minutes of climbing is an
idea covered in bullet two of the mark scheme listed details.
• (g) Both parts (i) and (ii) offer clear evidence of understanding.
• (h) This is a secure, full answer, offering clear evidence that different feelings have been recognised
and understood. The explanation is written in own words and feelings of disbelief, anger and worry are
identified. Three relevant details from the text have been suggested in support. Although the supporting
detail for ‘anger’ would have been more convincing with the addition of ‘furiously’, the response is
secure enough for full marks.

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Specimen answer (2)

(a) In what way is the structure of redwood trees ‘the opposite of most trees’ (line 2)?

The structure of redwood trees is the oposite of most trees because the structure of

redwood trees ‘grew incresingly complicated and more massive higher off the ground’.

Mark for 1(a) = 1 out of 1

(b) Using your own words, explain what the text means by ‘ancient giant of the forest’ (line 3).

Nameless is a huge ancient tree.

Mark for 1(b) = 1 out of 2

(c) Give two features of the enormous trunk of Nameless that would make it difficult to begin to climb
this particular tree (lines 5–9).

• The trunk was enormous

• The trunk was of soft crumbly bark

Mark for 1(c) = 1 out of 2

(d) Give two details that show the ‘relentless speed’ (line 18) with which a redwood tree can grow,
according to the text.

• grows 16m in first 20 years

• adding mass at an accelarting rate

Mark for 1(d) = 1 out of 2

(e) Explain what Mo is thinking when he ‘looked again at the lowest branch of a smaller tree standing
next to Nameless’ (line 22).

She can climb that one to help get up Nameless.

Mark for 1(e) = 1 out of 1

(f) (i) How does Mo feel about trying to climb Nameless (lines 22–34)? (ii) Give two details from the
text to support your answer.

He is positive.

He gets as high as he could.

Mark for 1(f) = 1 out of 3

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(g) (i) During his climb, Mo discovered a problem which he had not seen when he was on the ground.
What was the problem?

Little tree’s branches did not touch the big tree’s branches so he could^not walk across.

(ii) What did Mo decide to do to solve the problem?

To solve the problem Mo decides to let go and of the small redwood tree and make a leap

up into the big tree and grasp a branch with his hands like a circus performer catching the

bar of a swing trapeze*

*gii cont…the bar of a swinging trapeze

Mark for 1(g) = 2 out of 2

(h) Explain using your own words Marwood’s different feelings about Mo climbing Nameless.
Give three details from anywhere in the text to support your answer.

He is very surprised and then angry because he thinks he will get hurt he thinks Mo is

being stupid and just showing off.

Mark for 1(h) = 2 out of 3

Total mark awarded = 10 out of 16

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Examiner comment
(a) The response demonstrates evidence of reading on to the end of the paragraph and selection of an
appropriate explanation to show understanding. Just the quotation itself (‘more massive higher off the
ground’) would have been sufficient to score the mark. To gain the mark with ‘grew incresingly
complicated’, a reference to branches would be required. The spelling errors can be tolerated since the
question does not assess writing skills and the errors do not impede communication of understanding.
(b) The word ‘giant’ has been explained by ‘enormous’ in this response, though ‘ancient’ has simply been
repeated rather than explained.
(c) The second bullet of the answer correctly identifies the soft, crumbly bark as a feature of this particular
tree’s trunk. The first bullet simply repeats information that is in the question.
(d) There is just one detail from the text offered here in support of the speed of growth – growing 16m in the
first 20 years.
(e) The idea that this smaller tree presents a way to gain access to Nameless has been understood here.
The slip with the pronoun ‘she’ does not dilute evidence that the key idea has been understood and so
can be ignored.
(f) A relevant feeling – ‘positive’ – is suggested but the detail offered is not clearly used to support that idea.
(g)(i) This is a long explanation lifted from the text but does offer clear evidence that the problem has been
understood, evidenced by the later addition of the word ‘not’.
g(ii) The second part of the answer is creditworthy though also very long. – The answer has been continued
outside of the designated response area. Since the decision was simply to jump from the one tree to the
other, this could have been explained far more concisely.
(h) The response offers evidence in own words of some understanding in relation to the different feelings
(surprised, angry, worried Mo will get hurt and thinks Mo is being stupid) but does not offer details /
textual reference in support.

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Specimen answer (3)

(a) In what way is the structure of redwood trees ‘the opposite of most trees’ (line 2)?

world’s tallest living trees

Mark for 1(a) = 0 out of 1

(b) Using your own words, explain what the text means by ‘ancient giant of the forest’ (line 3).

really tall, massif, very old

Mark for 1(b) = 2 out of 2

(c) Give two features of the enormous trunk of Nameless that would make it difficult to begin to climb
this particular tree (lines 5–9).

• 100m tall

• branches get smaller towards the top

Mark for 1(c) = 0 out of 2

(d) Give two details that show the ‘relentless speed’ (line 18) with which a redwood tree can grow,
according to the text.

• it is hit by light

• it grows from a seed to 16 cm tall

Mark for 1(d) = 0 out of 2

(e) Explain what Mo is thinking when he ‘looked again at the lowest branch of a smaller tree standing
next to Nameless’ (line 22).

I really don’t think that’s very smart

Mark for 1(e) = 0 out of 1

(f) (i)How does Mo feel about trying to climb Nameless (lines 22–34)? (ii) Give two details from the
text to support your answer.

confident

It’s do-able

Mark for 1(f) = 1 out of 3

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(g) (i) During his climb, Mo discovered a problem which he had not seen when he was on the ground.
What was the problem?

He was up high.

(ii) What did Mo decide to do to solve the problem?

His body wouldn’t clear the branches and get tangled.

Mark for 1(g) = 0 out of 2

(h) Explain using your own words Marwood’s different feelings about Mo climbing Nameless.
Give three details from anywhere in the text to support your answer.

He is really angry and he’s dreaded hearing a scream.

Mark for 1(h) = 1 out of 3

Total mark awarded = 4 out of 16

Examiner comment
(a) The ‘world’s tallest living trees’ does not relate to the reference in the question from line 2. The response
copies the phrase from the introduction to the text.
(b) The use of a non-English word ‘massif’ can be ignored since the answer does not rely on it. There is
enough explanation in the response to show understanding of both ‘giant’ and ‘ancient’ as they are used in
this text.
(c) Neither of these details relate to the difficulty in beginning to climb this particular tree.
(d) Neither answer is correct – the second is closer but has no sense of speed and also uses the wrong
measurement indicating the idea has not been fully understood.
(e) There is evidence of misreading in this incorrect response. In the text it is Marwood, not Mo, who says ‘ I
don’t think that’s very smart.’
(f) The feeling ‘confident’ is relevant and can be credited; however, ‘It’s do-able’ does not support that. It is a
quotation from the very end of the text and does not relate to Mo’s feelings as he is trying to climb the
section highlighted in the question (lines 22–34).
(g)(i) The height of the tree is not a creditworthy answer since that was evident from the ground.
(g)(ii) The response lifts from the text identifying dangers Mo envisages when he is climbing rather than
focusing on a solution. There is no evidence in the response to parts (i) or (ii)that the question has been read
carefully and/or understood.
(h) The suggestion that Marwood is really angry is appropriate though the detail offered from the text does
not support this suggestion of anger. The explanation overall is partial, showing some awareness of how
Marwood feels.

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Common errors and general guidance for candidates

The responses mostly provide focused answers to part questions. Reading back through responses to
ensure they are complete helps candidates to target full marks.
Whilst copying out the question can help some candidates to focus, in examination conditions it may add
unnecessary time pressure and invite copying errors. Errors that affect meaning and/or add incorrect
additional information may dilute evidence of understanding.
To make efficient use of their time, candidates should focus on offering just the answer to each question,
paying attention to the key words in the question and using the marks and space provided as a guide. Taking
time to read back their answers is easier when explanations are not overlong. If it is necessary to cross out
an answer and/or continue the response on an additional page of the answer booklet, then correct labelling
is essential.
To evidence close reading skills, candidates need to be careful to follow precisely the guidance offered and
refer to the correct section of text. Careful reference to key words and the line numbers in questions would
have helped this response to target higher marks.
For further information about common mistakes made by candidates, please refer to the examiner reports
which are published after the first exam series in 2024 on the School Support Hub

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Question 2
Specimen answer (1)
(a) Read this extract from the text:
‘He felt gravity go to zero. The world stopped. Mo watched the branch of the large redwood
approach in slow motion and saw his fingers extend towards it.’ (lines 45–46)
What does the writer want to suggest to us about the situation at this point in the story?

It’s a critical moment in the story as the reader doesn’t know if Mo will reach the branch

or not.

Mark for 2(a) = 1 out of 1

(b) Explain why the writer uses the word ‘stronger’ rather than ‘strong’ in the expression
‘a stronger branch’ (line 49).

It is still not strong only stronger than the other one so could break.

Mark for 2(b) = 1 out of 1

(c) What two impressions does the writer want to convey to the reader in the sentence:
‘There was foliage everywhere – above, below, and on all sides – layer upon layer of leaves,
like tents within tents.’ (lines 51–52)?

The leaves completely surround him and there’s no way out, it is completely green.

Mark for 2(c) = 1 out of 2

(d) Read this sentence from the text:

‘Climbing upwards slowly and steadily through the labyrinth, Mo lost sight of the ground.’
(lines 53–54)
What effect does the writer suggest about the tree by using the word ‘labyrinth’ to describe it?

It is confusing, its like a maze up there so Mo doesn’t know which way to go.

Mark for 2(d) = 2 out of 2

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(e) Identify one example from the text below of how the writer uses language effectively to convey
Mo’s feelings after Mo has lost sight of the ground:
‘It felt as if he was passing through a membrane and entering another world. His senses
were overwhelmed by an impression of life all around. Flaky, grey-green, and brownish
plants, in all manner of shapes, hung from branches – drippy, frizzy, stringy, and hairy. He
began picking pieces off, tucking them into his pocket. As he neared the upper surface of
the redwood canopy, the lacework of branches glowed with varied shades of green and
he broke out into the sunlight.’ (lines 54–59)
Explain the impression the writer creates in the example you have identified.

Lacework of branches glowed.

This gives the impression of delicate fragile twigs and branches at the top letting the

bright sunlight through the gaps, the branches make beautiful patterns.

Mark for 2(e) = 3 out of 3

Total mark awarded = 8 out of 9

Examiner comment
2(a) The response makes two observations which individually are creditworthy, and it clearly recognises that
this is a ‘critical moment’ in the story. That anything could happen is evident in the second half of the
response: ‘the reader doesn’t know’ if Mo will be successful.
2(b) The response evidences understanding of the implications of the branch being described as stronger
rather than strong. The explanation covers the same idea as bullet three of the mark scheme.
2(c) This answer shows understanding of being totally surrounded by greenery/leaves (bullet one of the
mark scheme) but ‘no way out’ needs more careful explanation to evidence understanding of the
description of ‘layer upon layer’ or the image of ‘tents within tents’.
2(d) There is clear understanding of both the meaning and implication of the word ‘labyrinth’ as it is used in
this context. Note that ‘It is confusing’ on its own would have scored just one mark. ‘Confusing’ appears
in two separate bullets of the mark scheme for this question to allow for the different ways it may be
combined with other ideas from this text. Here, two marks are scored for the idea of a confusing maze
(bullet two of the mark scheme) and not knowing where to go (bullet four of the mark scheme).
2(e) The example offered overlaps two-mark scheme choices – just one is required; however, the focus in
the explanation is clearly on the delicacy and beauty of the lacework of branches, offering a full
explanation of that choice.

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Specimen answer (2)

(a) Read this extract from the text:
‘He felt gravity go to zero. The world stopped. Mo watched the branch of the large redwood
approach in slow motion and saw his fingers extend towards it.’ (lines 45–46)
What does the writer want to suggest to us about the situation at this point in the story?

Its like in an action movie when it goes slow because its dramatic.

Mark for 2(a) = 1 out of 1

(b) Explain why the writer uses the word ‘stronger’ rather than ‘strong’ in the expression ‘a stronger
branch’ (line 49).

It shows it is very strong.

Mark for 2(b) = 0 out of 1

(c) What two impressions does the writer want to convey to the reader in the sentence:
‘There was foliage everywhere – above, below, and on all sides – layer upon layer of leaves,
like tents within tents.’ (lines 51–52)?

There were leaves all around him.

Mark for 2(c) = 1 out of 2

(d) Read this sentence from the text:

‘Climbing upwards slowly and steadily through the labyrinth, Mo lost sight of the ground.’
(lines 53–54)
What effect does the writer suggest about the tree by using the word ‘labyrinth’ to describe it?

Its like a maze and easily to get lost it could be dangerous.

Mark for 2(d) = 2 out of 2

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(e) Identify one example from the text below of how the writer uses language effectively to convey
Mo’s feelings after Mo has lost sight of the ground:
‘It felt as if he was passing through a membrane and entering another world. His senses
were overwhelmed by an impression of life all around. Flaky, grey-green, and brownish
plants, in all manner of shapes, hung from branches – drippy, frizzy, stringy, and hairy. He
began picking pieces off, tucking them into his pocket. As he neared the upper surface of
the redwood canopy, the lacework of branches glowed with varied shades of green and
he broke out into the sunlight.’ (lines 54–59)
Explain the impression the writer creates in the example you have identified.

The writer uses lots of adjectives (flaky, gray-green,drippy,frizzy ,hairy).

The writer makes it seem like you are really there I can imagine what its like to be there

with all the hariy discgusting plants drippings on you.

Mark for 2(e) = 1 out of 3

Total mark awarded = 5 out of 9

Examiner comment
2(a) The response compares the situation to ‘an action move when it goes slow’. The essential addition of
‘because its dramatic’ shows full understanding for a mark.
2(b) There is insufficient evidence of understanding to credit in this response. There is no attempt to explain
how or why the word is being used by this writer in this text.
2(c) Only one idea has been offered: ‘there were leaves all around him’ is bullet one of the mark scheme.
The question asked for two impressions. The opportunity to target both of the available marks has been
missed in this response.
2(d) The response offers a clear explanation of the effect in context. Three of the mark scheme bullets are
referred to: ‘like a maze’ is bullet two; ‘eas[y] to get lost’ is bullet four; and ‘dangerous’ is bullet three.
Two effects would be sufficient for maximum marks.
2(e) The ‘example’ offered needs to be more focused, though the listed adjectives do include relevant
choices and the attempt at an explanation does just about bring into focus ‘hairy’ and ‘dripp[y]’ which are
used as part of a list in the text. However, the explanation is too generic to be creditworthy. ‘The writer
makes it seem like you are really there’ is a general comment at best that could be potentially relevant
to almost any descriptive piece. Without explanation of exactly how the writer is using language, there is
insufficient evidence of understanding. The suggestion that these plants are disgusting is not in line with
Mo’s feelings since he picks pieces of them off and puts them into his pockets.

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Specimen answer (3)

(a) Read this extract from the text:
‘He felt gravity go to zero. The world stopped. Mo watched the branch of the large redwood
approach in slow motion and saw his fingers extend towards it.’ (lines 45–46)
What does the writer want to suggest to us about the situation at this point in the story?

He’s in space or something.

Mark for 2(a) = 0 out of 1

(b) Explain why the writer uses the word ‘stronger’ rather than ‘strong’ in the expression
‘a stronger branch’ (line 49).

He could still fall.

Mark for 2(b) = 1 out of 1

(c) What two impressions does the writer want to convey to the reader in the sentence:
‘There was foliage everywhere – above, below, and on all sides – layer upon layer of leaves,
like tents within tents.’ (lines 51–52)?

Like being in a tent.

Mark for 2(c) = 0 out of 2

(d) Read this sentence from the text:

‘Climbing upwards slowly and steadily through the labyrinth, Mo lost sight of the ground.’
(lines 53–54)
What effect does the writer suggest about the tree by using the word ‘labyrinth’ to describe it?

A labyrinth is like a game where you have to find your way out of the monster’s lair.

Mark for 2(d) = 1 out of 2

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(e) Identify one example from the text below of how the writer uses language effectively to convey
Mo’s feelings after Mo has lost sight of the ground:
‘It felt as if he was passing through a membrane and entering another world. His senses
were overwhelmed by an impression of life all around. Flaky, grey-green, and brownish
plants, in all manner of shapes, hung from branches – drippy, frizzy, stringy, and hairy. He
began picking pieces off, tucking them into his pocket. As he neared the upper surface of
the redwood canopy, the lacework of branches glowed with varied shades of green and
he broke out into the sunlight.’ (lines 54–59)
Explain the impression the writer creates in the example you have identified.

Similie it felt as if he was passing through a membrane and entering another world.

He felt like he was just passing through and going to another world . he was impressed by

the life life all around. He picked pieces of.

Mark for 2(e) = 1 out of 3

Total mark awarded = 3 out of 9

Examiner comment
2(a) The reference to zero gravity has been taken out of context and has not been interpreted in relation to
the situation at this point in the story.
2(b) There is just enough evidence of understanding to credit here – the suggestion that use of ‘stronger’
means that Mo is still not safe, which is suggested in bullet one of the mark scheme, has been
understood.
2(c) The image has not been interpreted or explained in this answer to show any understanding of the
impression it might create.
2(d) This explanation of the word ‘labyrinth’ touches on some relevant ideas in relation to the effect it creates
in the description of the tree’s canopy. There is one clear idea to credit – that of it being similar to the
challenge of a quest – which is bullet 3 in the mark scheme.
2(e) A whole sentence has been offered as an example rather than separating out the individual images.
Copying out as whole sentence from a text in this way may dilute evidence of understanding in a
selection. Arguably though in this case the two aspects could be treated as one image, so for this
particular choice benefit of the doubt would be given and this would be accepted as one example. The
explanation, however, does little more than copy out from the text with minimal changes and suggests
some possible misreading. This answer would score no more than 1 mark.

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Common errors and general guidance for candidates

Careful and precise explanation of meanings of individual words in context would have been helpful in this
response in order to explain images and target full marks.
Not paying attention to the guidance offered in questions – for example by offering more than one example in
2(e) and offering just one ‘impression’ in 2(c) where two were invited – is likely to limit the evidence of
understanding in an answer. Generic comments that fill the answer space without adding evidence of
understanding in relation to a particular choice in the text should be avoided.
Repeating the language of the text, rather than explaining why the writer has used specific words, does not
offer evidence of understanding. Where a candidate is unsure of the effect and/or the intended impression,
beginning with an explanation of precise meaning in context can help to target higher marks.
For further information about common mistakes made by candidates, please refer to the examiner reports
which are published after the first exam series in 2024 on the School Support Hub

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Text B

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Question 3(a)
(a) Summarise what would appeal most to guests about a stay at the Treehotel, according to Text
B.
You must use continuous writing (not note form).
Use your own words as far as possible.
Avoid copying long sections of the text.
Your summary should be no more than 150 words.
Up to 10 marks are available for the content of your answer and up to 10 marks for
the quality of your writing.

Specimen answer (1)

The main appeal of the Treehotel is that it takes guests back to nature – taking them to

another world where they can fulfil childhood fantasies of forests and treehouses.

Guests can select one of the five unique and innovatively designed treehouses located in the

heart of the forest where they can relax in privacy and switch off from their busy lives.

Furthermore, these treehouses can accomodate guests all year round since underfloor heating

provides warmth in winter.

Moreover, guests will appreciate the reflective cladding, together with the ceiling window,

allowing for an uninterrupted 360-degree view of forest and sky. These views can also be

enjoyed from the treehouses viewing platforms.

Finally, environmentally-concious guests concerned about sustainability will be attracted not

only by the fact that the Treehotel is built on land which was going to be used for logging, but

also by the environmentally-friendly toilets.

Mark for Reading = 10 out of 10 (Level 5)

Mark for Writing = 10 out of 10 (Level 5)

Total mark awarded = 20 out of 20

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Examiner comment
Reading
The response skilfully selects and reorganises a wide range of relevant ideas from the text demonstrating a
very good understanding of the passage and the purpose of the summary. The summary includes almost all
of the content points which are relevant to the task.
Writing
The response is clear and well-organised throughout. It follows the guidance to write no more than 150
words and has been clearly planned, reorganising and combining points to achieve fluent expression.
Selective use of adverbs, such as ‘Moreover’ and ‘Finally’, helps the reader move through the relevant
content.
The summary is predominantly in own words; where individual words or phrases are lifted, such as ‘360-
degree view’, and ‘environmentally-friendly toilet[s]’, these are fluently embedded within original structures.
Vocabulary choices are wide-ranging and clarify meaning, such as ‘five unique… treehouses’.
The response uses a wide variety of complex and original sentence structures accurately, including the use
of participles (‘allowing for an uninterrupted…view’); relative pronouns (‘where they can relax’); and
conjunctions (‘since underfloor heating’), which all contribute to fluency and concision.
Although this response goes beyond what is needed for full marks, full coverage of all relevant ideas could
have been targeted with more concise examples of aspects of the accommodation which allow for extensive
views. Time remaining could then be spent considering the appeal of the activities the Treehotel provides.

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Specimen answer (2)

There are sevral things which would appeal to guests staying at the Treehotel. Firstly it’s a

place where guests can switch off, relax and get back to nature, they stay in the middle of a

forest surrounded by trees and guests can take a small overnight bag to the treehouse.

Furthermore the treehouse in the forest are planned by architects and they are very well-

hidden and private. They are all different, the Mirrorcube is the most striking and you could

also choose the Cabin, Blue Cone or Bird’s Nest. As well as a treehouse called the UFO is

opening in October.

Another appeal is guests can sleep outside on the viewing platform as they will not be bitten

by mosquitoes because they can’t fly 10 metres up in the air. Facilties are basic but there is a

toilet. Also guests can walk 10 minutes away for a shower and meals.

Mark for Reading = 5 out of 10 (Level 3)

Mark for Writing = 6 out of 10 (Level 3)

Total mark awarded = 11 out of 20

Examiner comment
Reading
A range of relevant ideas have been understood and selected from the text. References to both ‘guests’ and
‘appeal’ within the summary show understanding of the task.
There is some unnecessary repetition about the forest location.
There is some excess material including the reference to ‘overnight bag’, the list of the individual treehouse
names and the mention of ‘basic’ facilities.
Writing
The response is generally expressed clearly and the guidance to write no more than 150 words has been
followed.
There is some evidence of organisation starting with the overall ‘appeal’ of the Treehotel, and also in the
middle paragraph which contains points which focus on details about the accommodation. Adverbs such as
‘Firstly’ and ‘Furthermore’ aid clarity. However, accurate use of adverbial conjunctions is inconsistent.
There is a relative pronoun in the second sentence (‘where guests can switch off’). There is also use of the
conjunctions ‘because’ and ‘as’. Elsewhere, the structures are generally straightforward, with sentences
more often simple or compound. There is a reliance on ‘also’ and ‘and’ to link content.
The summary mainly uses own words and structures, but on some occasions, there is over-reliance on
phrases from the text.

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Specimen answer (3)

In Text B the writer has just returned from a visit to the treehotel in northern Sweden,

furthermore owners Britta and Kent Lindvall were inspred to create this back to nature

retreat in an area of forest were guest can switch and breathe more deeply and holiday in a

treehouse. Various arcitect friends planned the designs of the treehotel.

Guests can’t take luggage and this gives the feeling there leaving one world behind and the

couple share their passion for the beautiful nature, in addition the Mirrorcube a glass box is

one of the treehouses and it almost disapears into the forest. There is also Cabin and Blue

Cone treehouses.

Not only the treehouse facilties are fairly basic they are enviromentally and cosy in winter. No

one can see inside but you can see outside. In the celing there is a window and the treehouse

also has big platform with no mosquitos because they can’t fly 10 metres. Also guests can go

on a walk for a snack and snowmobiles safaris are definitely out.

Mark for Reading = 2 out of 10 (Level 1)
Mark for Writing = 2 out of 10 (Level 1

Total mark awarded = 4 out of 20

Examiner comment
Reading
The response demonstrates some understanding of the passage although there is limited understanding of
the task resulting in indiscriminate selection of content.
The response touches on some potentially relevant ideas, though these are offered chronologically and
show limited evidence of having been selected for a specific purpose or to illustrate a specific appeal. On
several occasions, points are incomplete and not fully understood.
The opening sentence of the first paragraph suggests a lack of focus and understanding of the task.
In the second paragraph, comment on the owners’ passion for the environment is excess material. The
reference to the Mirrorcube, the Cabin and the Blue Cone is also excess because there is no understanding
that the treehouses are different.
Writing
The response is overlong and the guidance to write no more than 150 words has not been followed. The
response is not clearly focused on the task and lacks clarity in several places.
Organisation is limited since the response tracks through the text and ideas are selected and referred to
chronologically and often indiscriminately. Where adverbial connectives are used, such as ‘furthermore’ or ‘in
addition’, they are used indiscriminately and do not help communicating or shaping the content. The
correlative conjunction, ‘not only… but also’, is not accurately used and so does not clarify meaning.
Elsewhere, ‘and’ and ‘also’ are used to link content but not always successfully.
There is a reliance on words and phrases in the passage which are occasionally embedded within own
structures. These tend to be simple or compound sentences. Spellings are not being assessed. However,
there are errors with grammar, including subject-verb agreement and missing articles, and punctuation,
where commas are used for full stops, which impede clarity in places.

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Common errors and general guidance for candidates

Linking devices need to be used accurately to ensure clear meaning, and reliance on ‘and’ and ‘also’ should
be avoided. Candidates should try to include a wider range of original complex structures, including relative
pronouns, participles and conjunctions.
An opening which repeats the question is unnecessary.
Before selecting content points from the text, candidates need to ensure that they fully understand the
purpose of the task. In this response there is no mention of the key word ‘appeal’ which suggests a lack of
focus.
Only the details in the text relevant to the task should be selected.
Instead of working through the text chronologically, candidates should spend time selecting and reorganising
points in a way which would effectively fulfil the task. This may involve identifying content which would serve
as an effective opening, combining points for conciseness or regrouping points which share a specific focus.
In other words, they need to plan their route through the task.
Relying less on lifted phrases and structures in the text would help candidates write more concisely.
Candidates should ensure that they follow the guidance to write no more than 150 words. Writing in excess
of this results in lack of concision.
For further information about common mistakes made by candidates, please refer to the examiner reports
which are published after the first exam series in 2024 on the School Support Hub

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Specimen Paper Answers – Paper 1

Question 3(b)
(b) Imagine you are Kent Lindvall, one of the owners of the hotel.
You are interviewed by a local news programme about the effect that hotels are having on
the forest environment.
Give your answer to the interviewer’s question, using information from the text.
Interviewer’s question: Some local people think that your Treehotel might have a negative
effect on our forest environment.
What is your opinion and why?

Specimen answer (1)

Negative? Definitly not. Without the Treehotel the trees would have all been cut down for

logging so we’re actually maintaining the forest ecosystem for future generations. We’ve made

big efforts to protect the wildlife. Look at the film I use to prevent birds from flying into the

Mirrorcube. Moreover, our treehouses are designed to blend into the forest as if there part of

nature.

Mark awarded = 5 out of 5 (Level 3)

Examiner comment
The response offers a consistent and relevant perspective. Lindvall’s opinion that the Treehotel has a
positive effect on the environment is developed and supported with detail from the text.
His first reason is that he has saved the forest from logging since it would have been cut down. This is
developed when he explains that the ‘ecosystem’ is being protected for future generations.
This idea of protecting the wildlife is clearly stated and supported with the evidence that he has ensured no
damage to the wildlife by preventing birds flying into the Mirrorcube.
His positive perspective is maintained when he describes how carefully the treehouses were designed and
he develops this point when he says they were built to blend into the forest and become part of nature.

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 Specimen Paper Answers – Paper 1

Specimen answer (2)

The Treehotel dosen’t have a negative effect, the forest was going to be sold for logging so I

saved the trees from being cut down and also protected the wildlife. Our activties are not

noisy and don’t damage the forest so there are walking tours and guests enjoy nature.

Archtects planned the treehouses and they have underfloor heating.

Mark awarded = 3 out of 5 (Level 2)

Examiner comment
The response offers a generally relevant perspective. There is some attempt to support or develop Lindvall’s
opinion that the Treehotel does not have a negative effect on the environment.
He says that the forest has been saved from logging and develops this when he says that the wildlife is also
protected.
Lindvall’s opinion that the activities are not environmentally damaging is supported by reference to activities
being ‘not noisy’ and the ‘walking tours’ offered.
There is some loss of focus on the task in the final section of the response. Information from the text is given
(architect planning and underfloor heating), but this content is not used to support his perspective.

Specimen answer (3)

Kent Lindvall thinks the Treehotel will not have a negative effect because it’s a back to nature

retreat. There are five treehouses bult in the forest to choose from. Activites like snowmobiles

are out. Inside the treehouses faculties are basic and they can sleep under the open sky.

Mark awarded = 1 out of 5 (Level 1)

Examiner comment
The response shows some awareness of Lindvall’s opinion (‘will not have a negative effect’), but the textual
details are indiscriminate rather than used to support his opinion.

Common errors and general guidance for candidates

Details from the text need to support or develop Lindvall’s opinion.
For further information about common mistakes made by candidates, please refer to the examiner reports
which are published after the first exam series in 2024 on the School Support Hub

31
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