Example Candidate Responses – Paper 4

Cambridge International AS & A Level

English Language 9093
For examination from 2024
© Cambridge University Press & Assessment 2024 v1
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Contents
Introduction.......................................................................................................................................................................4
Question 1........................................................................................................................................................................6
Example Candidate Response – high..............................................................................................................................6
Example Candidate Response – middle........................................................................................................................10
Example Candidate Response – low.............................................................................................................................15
Question 2......................................................................................................................................................................19
Example Candidate Response – high............................................................................................................................19
Example Candidate Response – middle........................................................................................................................23
Example Candidate Response – low.............................................................................................................................26
Example Candidate Responses – Paper 4

Introduction
The main aim of this booklet is to exemplify standards for those teaching Cambridge International AS & A Level
English Language 9093, and to show how different levels of candidates’ performance (high, middle and low) relate to
the syllabus requirements. This document helps teachers to assess the standards required to achieve marks beyond
the guidance of the mark scheme.
In this booklet, candidate responses have been chosen from the June 2024 exam series to exemplify a range of
answers.
For each question, the response is annotated with examiner comments about where and why marks were awarded or
omitted. This is followed by comments on how the answer could be improved. There is also a list of common mistakes
and guidance for candidates for each question.
Please refer to the June 2024 Examiner Report for further details and guidance.
The question paper and mark scheme are available on the School Support Hub

9093 June 2024 Question Paper 41

9093 June 2024 Mark Scheme 41

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

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 Example Candidate Responses – Paper 4

How to use this booklet

This booklet goes through the paper one question at a time, showing you the high-, middle- and low level response for
each question. In the left-hand column are the candidate responses, and in the right-hand column are the examiner
comments.

Example Candidate Response – high Examiner comments

1 The candidate gives

a succinct overview of the
content of the stimulus material.
This provides an immediate
demonstration of the candidate’s
1 focus. Register is elevated and
expression is mostly effective
with a few slips which detract
slightly.

2 2 To begin the main body of

the essay, the candidate
Responses are written by real candidates in Examiner comments explain
exam conditions, demonstrating the types of answers where and why marks were
for each level. These could be used to discuss and awarded. These help to interpret
analyse the answers with learners in the classroom to the standard of Cambridge
improve their skills. exams to help learners
refine their exam technique.

How the candidate could improve their answer

• Although the response began in a very focused way with a succinct and clearly written introduction, the essay
could have been improved by selecting a greater number of points from the stimulus material. For example, the
candidate could have discussed national pride, government intervention or how the age of speakers might affect
the reception of language diversity.
• The candidate took the concept of colonialism and scrutinised it in depth, contrasting the Japanese invasion of
Korea with that of the creation of the British Empire. This is creditable although the response could have been
improved with a greater amount of discussion on how American English has influenced the Korean language, the
creation of Konglish, and the two-way transfer of Korean lexis intoThis
the English language.
section explains With
how theless consideration
candidate
Japanese influences and more consideration of the English Koreancould improve each response. It helps more
variety, there would have been eviden
learners to
of focus on the question frame and stimulus material. improve their exam technique.

Common mistakes and guidance

• It is a common mistake for candidates to spend insufficient time reading the stimulus material and noting which of
the points made by the text originator are the most important. Sometimes important points are not raised in the text
until part way through or near to the end, therefore thorough reading of all the available material is advised.
• In general, candidates provide an introduction to their essay which offers a lengthy explanation of some aspects
of their wider study of the language topic. This is a common mistake. Such introductions are not required unless
This section lists common mistakes as well
they summarise some of the points raised in the text provided because they run the risk of containing irrelevant
as helpful guidance from the examiner. This will
material. A good response will begin Q1 with an immediate focus on the stimulus material.
help your learners to avoid these mistakes. You
can use this alongside the relevant Examiner
Report to guide your learners.

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Example Candidate Responses – Paper 4

Question 1

Example Candidate Response – high Examiner comments

1 The candidate gives a succinct

1 overview of the content of the
stimulus material. This provides
an immediate demonstration of
the candidate’s focus. Register is
elevated and expression is mostly
2 effective with a few slips which
detract slightly.

2 To begin the main body of the

essay, the candidate explores the
position of the Korean language
and Konglish variety according
to Kachru’s Circles of English
model. Descriptions are accurate
and precise. There is an effective
comparison drawn using India’s
position on Kachru’s model,
together with the Hinglish variety of
3 English.

3 The candidate develops the

discussion with the introduction
of colonial influences on
native languages. Here, the
candidate demonstrates detailed
understanding of the text provided
by outlining differences between
colonialism in India and that
experienced by Korea.

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 Example Candidate Responses – Paper 4

Example Candidate Response – high, continued Examiner comments

4 4 The candidate makes reference

to the stimulus material in respect
of loanwords and the influence of
American popular culture before
returning to cite Kachru once
more. This is an extremely long
paragraph.

5 5 The candidate introduces

the concepts of English as a
‘killer language’ and ‘language
imperialism’ at the same time.

6 6 The candidate returns to

discussion of ‘soft power’ stating ‘as
discussed previously’. They provide
some repetition where this lengthy
paragraph once again refers to
Korea’s colonial history.

7
Example Candidate Responses – Paper 4

Example Candidate Response – high, continued Examiner comments

7 The candidate plausibly

7
draws a comparison between the
relationship of Gaelic and English
and that of Korean and Japanese.

8 Using loanwords as presented

8
in the stimulus material, the
candidate introduces McArthur’s
Wheel model to illustrate and
develop the above comparison. The
reference is accurate and precise
and the essay is being developed
clearly. There are no examples
of the Japanese loanwords to
evidence claims, however.

9 9 The candidate does not

substantiate the reference to the
way in which the Icelandic language
is ‘kept pure through heavy
regulation’.

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 Example Candidate Responses – Paper 4

Example Candidate Response – high, continued Examiner comments

10 The candidate provides a

concluding paragraph which
summarises the points made in
the main body of the essay. The
10 paragraph is longer than it needs
be although clarity and control
of expression is effective and a
linguistic standpoint is maintained.

Total mark awarded =

19 out of 25

How the candidate could improve their answer

• Although the response began in a very focused way with a succinct and clearly written introduction, the essay
could have been improved by selecting a greater number of points from the stimulus material. For example, the
candidate could have discussed national pride, government intervention or how the age of speakers might affect
the reception of language diversity.
• The candidate took the concept of colonialism and scrutinised it in depth, contrasting the Japanese invasion of
Korea with that of the creation of the British Empire. This is creditable although the response could have been
improved with a greater amount of discussion on how American English has influenced the Korean language, the
creation of Konglish, and the two-way transfer of Korean lexis into the English language. With less consideration of
Japanese influences and more consideration of the English Korean variety, there would have been more evidence
of focus on the question frame and stimulus material.
• The candidate cited two linguistic models: one from Kachru and one from McArthur. These references were
used wisely and accurately. However, the response could have been improved if the candidate had cited more
conceptual examples. For example, the sources for linguistic imperialism (Phillipson) and English as a killer
language (Pakir) were not acknowledged. There were missed opportunities to discuss cultural transmission
according to Hockett or Diamond’s language steamroller, perhaps. The reference to Icelandic being regulated was
partly correct but the unsubstantiated comments seemed rather stand-alone. This was a further missed opportunity
to demonstrate knowledge and understanding of government intervention and could have been developed with
reference to the ways in which the French or Singaporean governments have developed language policies.
• Overall, the candidate provided a sustained response which maintained a linguistic standpoint albeit with some
loss of focus on the question frame. At times, there was some danger of repetition, and some material ran the risk
of becoming irrelevant.
• The candidate used linguistic terminology and low frequency lexis with ease. The register was elevated which
gave an impression of a sophisticated level of expression. However, the response could have been improved if
paragraphs, some of which were very lengthy, had been separated to give a clearer sense of organisation to the
essay as a whole.

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Example Candidate Responses – Paper 4

Example Candidate Response – middle Examiner comments

1 1 The candidate gives a

reasonably clear account of the
spread and status of the English
language. Despite inaccuracies
of spelling, this introduction is
appropriately succinct.

2
2 The second paragraph
introduces the English language
being viewed as a ‘threat’; there is
no direct reference to the stimulus
material, however, until the third
paragraph.

3 3 The candidate appears to have

constructed neolects, which can be
understood, despite its inaccuracy.

4 The candidate makes

4
selections from the stimulus
material to illustrate points. These
are not always shown as direct
quotes. Although the candidate
states, ‘This raises major internal,
cultural issues’ these issues are not
described.

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 Example Candidate Responses – Paper 4

Example Candidate Response – middle, continued Examiner comments

5 5 This paragraph, outlining

Korea’s ‘pride’ in its linguistic
heritage is clear and developed well
with evidence from the text.

6 The candidate demonstrates

6
clear understanding of the text
provided and discusses the way in
which the Korean language adopted
English terms due to American
influence.

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Example Candidate Responses – Paper 4

Example Candidate Response – middle, continued Examiner comments

7 The candidate describes

7 the way that English acts as ‘a
dictator’. The candidate provides no
examples to support their claims,
therefore, the meaning of the
commentary is unclear.

8 8 There appears to be confusion

here, not only in the term
‘creolanguages’ but also in the way
the candidate joins the concepts of
creole and language death.

9 9 The discussion returns to the

notion of English as ‘a threat’ but
is developed with support from the
text. The candidate mainly presents
ideas as paraphrase or with close
reference to the stimulus material.

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 Example Candidate Responses – Paper 4

Example Candidate Response – middle, continued Examiner comments

10 10 The candidate gives further

development of English’s
imposition, with particular reference
to the influence of popular culture,
and the ‘transfer’ of language. This
paragraph mainly uses generalised
terms but there is reference to the
text towards the end.

11 11 Although what the candidate

describes is cultural transmission,
there is a missed opportunity to
introduce a conceptual reference by
citing Hartl, Clark et al.

12 12 The candidate’s conclusion

mixes a number of issues and
therefore does not fully retain a firm
standpoint.

Total mark awarded =

13 out of 25

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Example Candidate Responses – Paper 4

How the candidate could improve their answer

• Although the discussion was sustained and expression was generally clear, the candidate could have improved
their answer by using more linguistic terminology to elevate the register. Some technical terms were invented and
there were some inaccuracies.
• A number of points were selected from the stimulus material as required by the question. However, there was
some disorganisation in their presentation. The candidate could have improved their answer by reorganising the
response into a series of individual ideas, maintaining focus on one whole point rather than making more than one
reference to a specific idea during the course of the essay.
• AO4 offers marks for conceptual reference to linguistic issues, concepts, methods and approaches. This candidate
referred to some linguistic issues and concepts which were relevant to ideas presented in the stimulus material.
However, the candidate did not always introduce linguistic theories explicitly. The response could have been
improved with reference to, for example, Phillipson’s notion of linguistic imperialism, Pakir’s description of English
as a ‘killer language’, Kachru’s Circles of English model, or cultural transmission as identified by Hartl and Clark or
Hockett, although this was not a prescriptive list.
• The candidate could have improved their answer by describing the method used by the Singaporean government
in their Speak Good English campaign which may have enhanced the pertinent discussion of ‘Hangul Day’.

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 Example Candidate Responses – Paper 4

Example Candidate Response – low Examiner comments

1 1 The candidate provides an

introduction comprising an overview
of the content of the stimulus
material and includes some
conceptual influences. Expression
is generally reasonably clear.

2 2 The second paragraph takes

up the idea from the text provided
that popular media might have a
damaging effect on the Korean
language. The candidate’s clarity
of expression has deteriorated
somewhat and a number of
inaccuracies are detected.

3 3 The candidate selects evidence

from the text to illustrate how older
people in South Korea find Konglish
‘incomprehensible’. Aside from the
brief quote, however, the candidate
mostly paraphrases what has been
stated in the text.

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Example Candidate Responses – Paper 4

Example Candidate Response – low, continued Examiner comments

4 4 The candidate attempts to

define ‘creole’ but the definition is
not wholly accurate. The candidate
mentions ‘other creoles’; no
examples are provided, however.

5 5 It may be inferred that the

candidate intends to introduce
Kachru’s Circles of English but
commentary is not accurate or
specific.

6 6 The candidate gives an

imprecise reference to Crystal.
Although expression does not flow
easily in this part of the script, the
candidate makes an attempt on
page 4 of the script to tie Crystal’s
notion of the unpredictability of
English to evidence from the
stimulus material.

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 Example Candidate Responses – Paper 4

Example Candidate Response – low, continued Examiner comments

7 7 The candidate seems to take

the point of view that the English
language could become a dead
language ‘in a few years’ which
is rather naive, although the main
difficulty in this section of the
script is that clarity and control of
expression are rather muddled.
The effect gives the impression that
the candidate may not have fully
understood the content of the text
provided or the concept of language
death.

8 8 The conclusion refers briefly

to some of the points made in the
essay but the expression remains
generalised with some inaccuracies.

9 9 Overall, the essay gives the

impression of being sustained but
conceptual references are usually
incomplete and comments are
provided in general terms on a
limited number of points from the
stimulus material.

Total mark awarded =

8 out of 25

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Example Candidate Responses – Paper 4

How the candidate could improve their answer

• Although it was obvious that there was some understanding of the stimulus material, this seemed limited because
of the way in which ideas were expressed. Sentences sometimes ran on at length and would have been better split
so that just one idea was provided at a time.
• The candidate selected a limited number of points made in the text provided. The response could have been
improved by using the stimulus material more thoroughly, discussing the most important points raised and
supporting these with relevant reference to the candidate’s wider study. The response would then have been
organised into a clear series of paragraphs, each one containing a separate idea.
• Although the content of the essay was mostly relevant and there was a limited attempt to develop ideas, marks
for AO2 could have been improved with a greater level of accuracy in spelling, and with more attention to detail in
punctuation and grammar: for example, a capital E is expected on ‘English’.
• The concept of creolisation could have been defined more accurately. The candidate could have improved their
answer by providing examples of ‘other creoles’ as described to demonstrate deeper reference to wider study of
the growth of the English language in the world.
• More accurate and precise reference to linguistic concepts, models and approaches would have enabled the
candidate to improve their answer. The candidate referred to ‘the outer circle/language theory’ but there was a
missed opportunity to provide an explanation of Kachru’s Circles of English and to assess where the Korean
language might be positioned in relation to the use of English in other countries.
• The response could have been improved by reference to Pakir’s notion of English as a ‘killer language’ or perhaps
to the UNESCO model of the stages of language death.

Common mistakes and guidance

• It is a common mistake for candidates to spend insufficient time reading the stimulus material and noting which of
the points made by the text originator are the most important. Sometimes important points are not raised in the text
until part way through or near to the end, therefore thorough reading of all the available material is advised.
• In general, candidates provide an introduction to their essay which offers a lengthy explanation of some aspects
of their wider study of the language topic. This is a common mistake. Such introductions are not required unless
they summarise some of the points raised in the text provided because they run the risk of containing irrelevant
material. A good response will begin Q1 with an immediate focus on the stimulus material.
• Candidates often cite well-known linguists such as Crystal with a brief quote from their wider study but without
making a clear link to the discussion. Candidates are reminded that all conceptual references need to be relevant
to the point being made in the stimulus material which is being discussed in the essay. It is a common mistake to
make conceptual reference without relevance and this approach can only lead to irrelevant content or demonstrate
loss of focus.
• It is a common mistake when responding to Q1 to discuss only points raised in the stimulus material without
reference to any wider study. It is also a common mistake to discuss only linguistic issues, concepts, methods
and approaches without reference to the stimulus material. Candidates are reminded that AO1, offering marks for
demonstration of understanding of the text provided, and AO4, offering marks for demonstration of understanding
of wider study, have equal weight (10 marks each). Therefore, the best approach to answering Q1 is to make a
careful selection of a number of points and to discuss each one in turn, evidence the points with brief quotes from
the text, and then to refer to relevant theoretical examples as support to the argument.

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 Example Candidate Responses – Paper 4

Question 2

Example Candidate Response – high Examiner comments

1 The candidate presents a

lengthy introduction using low-
1 frequency lexis and an elevated
register. Expression could be
described as effective but only
where comments are fully relevant
to the task.
2
2 The candidate identifies
the source of publication of the
stimulus material and uses this as a
springboard for a discussion taking
a psycholinguistics standpoint which
is mostly relevant to the task.
3
3 Continuing to take a
psycholinguistic approach, the
candidate introduces Maslow.
Although an unexpected conceptual
reference, the candidate makes
it mostly relevant to the stimulus
material.

4 4 The candidate explores ‘power

and social status’ as presented in
the text. Discussion is developed
and supported relevantly with
reference to Tajfel.

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Example Candidate Responses – Paper 4

Example Candidate Response – high, continued Examiner comments

5 5 Development continues with

the term ‘political correctness’
although there is no conceptual
reference to support comments.

6 6 Reference to Giles and the

Communication Accommodation
Theory is full and the candidate
correctly applies this to ideas
from the text originator in terms
of synthetic personality and direct
address.

7 7 The candidate fully and

correctly applies reference to
Kramarae and the Muted Group
Theory to the idea of pronouns and
social inclusion.

8 8 The candidate takes up the

idea from the stimulus material
regarding gendered pronouns.
Instead of citing a genderlect theory
as support, discussion moves to
Pinker’s notion of euphemism
followed by a comparative reference
to de Saussure.

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 Example Candidate Responses – Paper 4

Example Candidate Response – high, continued Examiner comments

9 9 Although the final paragraph

appears at first to be a conclusion,
new material is added with
‘linguistic relativity/determinism’,
Orwell, and Grice being introduced
in quick succession with only brief
commentary on each.

10 Expression is effective overall

10
with mostly effective development
of ideas although there are lapses
in crafting towards the end of the
response.

Total mark awarded =

19 out of 25

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Example Candidate Responses – Paper 4

How the candidate could improve their answer

• From the beginning, it was clear that the candidate’s level was effective, and sophisticated at times. The opening
to the response could have been improved, however, if the stimulus material were to be introduced as the primary
focus rather than take second place to the over-arching commentary on language.
• The candidate adopted a psycholinguistic approach applying the unexpected but creditable reference to Maslow.
The discussion in this part of the response was quite long and ran the risk of providing irrelevant material. The
response could have been improved with more succinct writing in this section and then moving towards more
detailed discussion of the contents of the text provided.
• References to Tajfel, Giles and Kramarae were full and appropriately placed to support discussion on specific
points raised in the stimulus material. An improvement could have been made if Pinker’s theories, for example, had
been introduced earlier in the response where the commentary describes political correctness with that concept
being given over to fuller discussion.
• The response lost some tone where the concept of gendered pronouns, as stated in the text provided, was
discussed briefly. Here, if the candidate had applied theoretical support, the response would have retained its
strength. Moreover, the comparison between Pinker’s writings on euphemism and the notions of de Saussure could
have formed a new, separate paragraph which could improve the response.
• Although the level of expression and detailing in the development of ideas was sometimes insightful, the final
paragraph of the response read as an attempt to include as much information as possible in a short space of
time rather than sit as a firm conclusion. The response could have been improved by the removal of the brief
comments on ‘linguistic relativity/determinism’ and the reference to Grice. The discussion of Orwell could then form
a plausible, clear penultimate paragraph. The actual conclusion to the response could then be created from the
candidate’s final four lines with a paragraph break above them.

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 Example Candidate Responses – Paper 4

Example Candidate Response – middle Examiner comments

1 1 The candidate cites linguistic

theory before introducing the
stimulus material. Relevance of
the reference to Descartes is
unclear although the later inclusion
of the term ‘politically correct’ is
appropriate to the brief mention of
the text provided.

2 2 Fairclough is more relevantly

cited in terms of status to begin
discussion on plural and singular
pronouns. The paragraph also
includes discussion on parenting
which would have been better
placed as a separate point for the
next paragraph to develop.

3 3 A further paragraph is headed

with reference to a theoretical
example with selections from the
stimulus material made to exemplify
Skinner’s notion of behaviourism.

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Example Candidate Responses – Paper 4

Example Candidate Response – middle, continued Examiner comments

4 The paragraph includes citation

4
of Milroy which is underdeveloped.
The candidate then uses the term
‘converge’ and proceeds to discuss
‘the Muted Group Theory’. As such,
there are three separate linguistic
concepts being discussed although
what is said is tied to the stimulus
material.

5 The candidate makes an

5 imprecise reference with only brief
explanation.

6 6 The reference to Goffman is

more complete. The candidate
provides a reasonable explanation
for its inclusion but no evidence
from the text is provided.

7 7 The candidate crafts the

response more appropriately.
They make a selection from the
text, supported by a conceptual
reference which is explained and
which is mostly relevant.

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 Example Candidate Responses – Paper 4

Example Candidate Response – middle, continued Examiner comments

8 8 There is some loss of register

as the candidate makes direct
address to the audience. The
conclusion is otherwise strong,
however, despite errors seen in the
final line.

Total mark awarded =

12 out of 25

How the candidate could improve their answer

• The candidate took an approach which, though not unusual, did not indicate careful crafting of writing, even though
the general level of expression was clear. The response could have been improved if the candidate had addressed
what they decided were the most important points in the stimulus material, evidence ideas with carefully selected
quotes from the text, and then use support gained from their wider study of the language topic.
• A logical sequence of paragraphs could have been formed to create a more controlled organisation of the work.
• The candidate referred to the concept of political correctness at the beginning of the response. An improvement
could have been made if the candidate had applied the term to a relevant selection from the text provided,
explaining the concept more fully.
• The candidate mixed together three underdeveloped conceptual references. The first of these was to Milroy’s
Social Network theory which is relevant but not fully explored. The second reference was to convergence, part of
Giles’ Communication Accommodation theory. The third was to the Muted Group theory. The candidate could have
improved their response by separating the ideas in this paragraph and supporting them with a much more detailed
explanation of how and why these three different linguistic approaches were relevant.
• The opening comments on Descartes would have been better removed as it was imprecise and inaccurate. The
response would have been improved by making an immediate introduction of the stimulus material presented as a
brief summary of points to be made. Furthermore, the inaccurate reference made to ‘Grimes Maxims’ would have
been better removed as it indicated incomplete understanding of a concept which is not wholly relevant or fully
explored.

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Example Candidate Responses – Paper 4

Example Candidate Response – low Examiner comments

1 1 The response begins with a

succinct introduction. Expression
is clear and there is an immediate
signpost to the stimulus material.

2 2 Two brief quotes are selected

from the text which the candidate
has explained fully.

3 3 The candidate introduces a

theoretical example. Whilst the
theorist, Giles, is not acknowledged,
the reference is relevant.

4
4 The main paragraph is long.
The candidate reinforces the
ideas of accommodation and
convergence by more selections
from the text.

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 Example Candidate Responses – Paper 4

Example Candidate Response – low, continued Examiner comments

5 5 The candidate considers the

concept of divergence as part of
Communication Accommodation by
selecting further relevant material
from the text.

6 The candidate quotes ‘power

6
and social status’ from the stimulus
material and attempts to use the
Sapir-Whorf hypothesis as support
for ideas. The citation is briefly
described, inaccurately labelled and
is only partly relevant to subsequent
comments.

7 7 The candidate briefly discusses

gendered pronouns in relation to a
minor point raised in the text. They
use the term ‘politically correct’
but there is no further conceptual
reference and the discussion
returns to emphasise the text’s
theme of politics and leadership.

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Example Candidate Responses – Paper 4

Example Candidate Response – low, continued Examiner comments

8 8 The candidate uses the term

‘face threatening acts’ but there is
no explanation of Goffman’s theory.

9 9 The candidate provides

a conclusion which repeats
information already provided in the
main body of the response.

Total mark awarded =

10 out of 25

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 Example Candidate Responses – Paper 4

How the candidate could improve their answer

• The response began well with an appropriate introduction and a clear understanding of a limited number of the
points raised in the stimulus material was demonstrated. However, the response could have been improved with a
broader range of points being selected and discussed in more detail in separate paragraphs.
• The reference to the Communication Accommodation Theory demonstrated a clear understanding of the model.
This section of the response was lengthy: not only did the candidate overdevelop the discussion on convergence
but the next paragraph outlined divergence which is part of the same theory. Overall, the inclusion of CAT could
have been made more succinct which would have left space in the response for consideration of other points from
the text and therefore support from other linguistic concepts.
• The candidate could have improved the response with more precise labelling of the Sapir-Whorf hypothesis and
more discussion of how linguistic relativity was seen in the selection made from the text. More appropriate to a
discussion of language and power might have been a reference to the theories of Fairclough, Brown, Levinson or
Coulthard and Sinclair, for example.
• There were further examples in the response in which improvements could have been made with more in-depth
conceptual referencing. These included the candidate’s discussion of political correctness where citation of Pinker
or Orwell may have been useful, and the brief mention of face threatening acts. Here, Goffman’s theory is not
described therefore it is not clear which point in the stimulus material it might support.

Common mistakes and guidance

• Candidates usually provide introductions to their essays in Q2 which are appropriate in discursive work. However,
it is a common mistake to provide over-arching discussion on the broader aspects of language itself or to name a
linguistic theory or theorist as seen in the higher and middle examples above, prior to introducing any ideas from
the stimulus material. The approach taken by the candidate in the ‘lower’ example shows more careful crafting of
an introduction, although the main body of the essay in that example is weaker.
• Labelling of concepts is often imprecise giving the impression of a lack of full understanding of the linguistic issue,
concept, method or approach.
• It is more relevant for candidates to cite linguistic theories in which they are fully confident of their relevance to the
discussion and not merely use names of theorists or theories without justification to the point being raised.
• It is a common mistake to use what is presented in the stimulus material to support a demonstration of knowledge
and understanding of theoretical examples. Candidates are reminded that this is the wrong way round: linguistic
issues, concepts, methods and approaches should be referenced relevantly to support ideas gained from the text
provided.
• Conclusions are generally provided at the end of responses which should reinforce the standpoint made in the
main body of the work. However, these are not always carefully crafted. It is a common mistake to introduce new
ideas into a conclusion because they will diminish the strength of the writing. A further common mistake in writing
a conclusion is merely to repeat what has gone before. A strong conclusion will draw ideas together, relate them to
each other and finish with a decisive sentence. Fundamentally, it should be brief and meaningful and take only a
very short time to write.

29
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