Cambridge International AS Level

ENGLISH GENERAL PAPER 8021/12

Paper 1 Essay May/June 2023
MARK SCHEME
Maximum Mark: 30

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 17 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond
the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

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Generic levels of response descriptions

These level definitions address Assessment Objectives (AOs) 1, 2 and 3, and should be used in conjunction with the indicative content for each
question in the mark scheme. Information about AOs can be found in the Cambridge International AS Level English General Paper syllabus (8021)
for examination in 2019, 2020 and 2021.

Introduction

The level definitions which follow reflect, and should be interpreted within the context of, the following general statement:

(a) Examiners will give their highest marks to candidates who demonstrate a disciplined management of the discussion the question provokes and
use clear and accurate communication. Examiners will be guided more by careful selection and application of information, effective analysis
and evaluation, and supported judgement, than by weight of facts.

(b) Examiners will use these level definitions in combination with the question-specific mark schemes.

(c) Explanation or judgement is strengthened if informed by the use of relevant examples.

(d) The level in which an essay is placed depends on the range of criteria detailed in AO1, AO2 and AO3. As a result, not all essays fall obviously
into one particular level. In such cases a ‘best-fit’ approach will be adopted with any doubt erring on the side of generosity.

In marking an essay, examiners will first place it in a level and then fine-tune the mark in terms of how strongly/weakly the demands of the level
have been demonstrated. The criteria in each level are written to exemplify the middle of that level.

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Levels of response descriptions

AO1
AO2 AO3
Level Selection and application of Marks
Analysis and evaluation Communication using written English
information

 Selects a range of fully relevant  Analyses possible meanings of the  Communicates clearly with
information that effectively question and defines the scope of consistently appropriate use of
exemplifies the main aspects of the the response. register.
response to the question.  Develops, analyses and evaluates a  Uses a wide range of vocabulary
 Applies a range of examples range of arguments to reach a and a variety of language features.
appropriately to support the main supported conclusion.  Uses language with control and
5 ideas and opinions in the response.  Develops a strong argument with accuracy. Errors, if present, are only 25–30
clear use of supportive evidence. related to the use of sophisticated
words and structures.
 Constructs a cohesive response
which links ideas, arguments and
paragraphs convincingly. Text is
well organised.

 Selects relevant information that  Analyses the meaning of the  Communicates clearly with
exemplifies the main aspects of the question to inform the scope of the appropriate use of register.
response to the question. response.  Uses a range of vocabulary and
 Applies examples appropriately to  Develops, analyses and begins to language features.
support the main ideas and opinions evaluate different arguments to  Uses language with control and
in the response. reach a supported conclusion. some accuracy. Errors relate to the
4 19–24
 Develops a well-reasoned argument use of less common words and
with use of supportive evidence. structures.
 Constructs a clear response which
links ideas, arguments and
paragraphs. Text is generally well
organised.

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Levels of response descriptions

AO1
AO2 AO3
Level Selection and application of Marks
Analysis and evaluation Communication using written English
information

 Selects information that exemplifies  Demonstrates understanding of the  Communicates clearly overall but
some of the main aspects of the meaning of the question in the with inconsistent use of appropriate
response to the question. response. register.
 Applies examples to support the  Develops and brings together some  Uses everyday vocabulary and
main ideas and opinions in the arguments to form a conclusion. some varied language features.
response.  Constructs an argument which is  Uses language with some control.
3 logical and usually supported by Errors are noticeable but do not 13–18
evidence. impede communication.
 Constructs a mostly coherent
response which links ideas,
arguments and paragraphs. Text
has some organisation but may not
be sustained.

 Selects limited information that  Demonstrates partial understanding  Communicates clearly in places,
exemplifies aspects of the response of the meaning of the question in with inconsistent use of register.
to the question. the response.  Uses basic vocabulary with limited
 Applies examples that are linked to  Refers to arguments to form a language features.
some of the ideas and opinions in conclusion.  Uses language with limited control.
2 7–12
the response.  Constructs an argument partially Errors are frequent and sometimes
supported by evidence. impede communication.
 Constructs a fragmented response
which links some ideas and/or
arguments.

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Levels of response descriptions

AO1
AO2 AO3
Level Selection and application of Marks
Analysis and evaluation Communication using written English
information

 Selects limited information that is  Makes a limited response to the  Communicates with lack of clarity
relevant to the question. question. and/or register is inappropriate.
 Makes examples which may not link  Makes some form of basic  Uses basic vocabulary.
to the ideas and opinions in the conclusion.  Uses language with control rarely.
1 response.  Constructs a weak argument. Errors are frequent and 1–6
communication is often lost.
 Constructs a response but the
response is not organised and ideas
are not linked.

0  A mark of zero should be awarded for no creditable content. 0

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Question Answer Marks

1 Assess whether your country’s traditions are holding back its development. 30

Answers will be focused on one country with which the candidate identifies or to which they direct their answer.

Answers are likely to:

 discuss what the traditions of the chosen country are
 review the extent to which they impede development
 make a judgement, based on the consideration of the evidence and argument put forward.

Answers might include discussions and examples such as:

 the persistence of traditional family values and practices inhibiting ‘modernisation’
 the lack of social mobility, meaning that talented individuals are not promoted
 the remoteness of some communities limiting the interaction across the country
 the power of traditional belief systems slowing the introduction of possible improvements
 modern technology enabling even remote communities being aware of recent developments
 education being more widespread and overcoming ignorance
 improving economic conditions often challenge traditional values, which are based on a static view of the world
 factors other than tradition which promote or hold back a country’s development.

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Question Answer Marks

2 Assess whether countries still need armed forces in order to remain powerful in today’s world. 30

Answers are likely to:

 consider the need for countries to maintain a military deterrent
 explore alternative ways that countries might feel secure
 make a judgment based on the consideration of the evidence and argument put forward.

Answers might include discussion and examples such as:

 the destructive power of weapons causing fear amongst people
 the military might promote the image of a superior and prominent world power
 the military being used to control civil unrest when other agencies fail
 the likelihood that a strong military will ensure that other nations honour agreements and commitments
 military commanders becoming more powerful than elected politicians
 the role of technology in supporting or replacing armed forces
 that without military expenditure more money would be available for other needs
 the economic, political, and humanitarian consequences of aggression.

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Question Answer Marks

3 Examine the impact of international aid on ending world poverty. 30

Answers are likely to:

 consider the positive contributions of international aid
 consider the negative factors of international aid
 make a judgement, based on the consideration of the evidence and argument put forward.

Answers might include discussions and examples such as:

 the recognition of obligation of richer nations to help poorer
 to counteract the worst effects of natural disasters and economic crises
 to provide money for necessities such as provision of water and infrastructure
 to provide agricultural machinery and training, educational and scientific projects but funds may be siphoned off by
corrupt officials
 aid may come with conditions that do more to benefit the donor country than the recipient
 the persistence of tradition might undermine the attempts to make changes
 political/economic ideology can prevent sufficient funds being transferred
 stressing that over-reliance on aid can inhibit the development of self-help that is necessary for nation building.

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Question Answer Marks

4 To discover and learn it is necessary to travel. Evaluate this statement. 30

Answers are likely to:

 discuss what travel, learning and discovery are
 consider the extent to which travel is necessary for discovery and learning
 make a judgement, based on the consideration of the evidence and argument put forward.

Answers might include discussions and examples such as:

 travel aiding our understanding of other cultures and belief systems
 the understanding gained from discovering different perspectives on life through traveling to different places/
environments
 the importance of understanding history and how visiting places of historical importance can help with this
 the impact of visiting other countries on learning new languages
 discovering and learning about other countries through the internet and social media
 not all learning disciplines are dependent on travel and first-hand experience
 some travel being for leisure purposes so the primary objective is not learning
 the role of media such as television, films, books which all contribute to learning.

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Question Answer Marks

5 It is every parent’s responsibility to ensure that their children have a healthy lifestyle. Discuss. 30

Answers are likely to:

 explore the meaning of a healthy lifestyle
 examine the role parents should play while considering the part of other stakeholders
 make a judgement based on the consideration of the evidence and argument put forward.

Answers might include discussion and examples such as:

 parents can provide sound foundations that can be built on in schools
 ensuring that they arrange for their children to have regular health checks or proper treatments for illnesses
 there being a link between good health from a young age and success in education and in employment
 parents may not feel confident enough to provide reliable advice about mental health problems
 the belief that it is the responsibility of the state to educate all young people about everything
 parents’ own lifestyles preventing them from being trusted mentors
 the socio-economic status of parents may limit the provision of a healthy lifestyle
 eating a balanced diet, having regular exercise, avoiding intoxicants and stimulants, getting plenty of rest.

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Question Answer Marks

6 Trees have little importance in our increasingly developed world. Discuss. 30

Answers are likely to:

 consider how the developed world is moving away from its reliance on wood for fuel and building materials
 consider how trees are a fundamental part of human life for ecological, spiritual and recreational reasons
 make a judgement, based on the consideration of the evidence and argument put forward.

Answers might include discussions and examples such as:

 trees have traditionally been used for: habitat, food and shelter, building materials for homes and ships
 forests have declined significantly as the trees have been used up and there is a multiplicity of building materials to
replace wood on land and sea (and air)
 wood is still needed for buildings and ships - internally, if not externally. Many societies still rely on wood
 forests are vital for the climate, as an influence on CO2 levels in the atmosphere
 sustainable forestry may be acceptable as the wood has beneficial industrial uses
 forests play a crucial role in the maintenance of bio-diversity
 forests provide an inspiration for musicians, painters, artists and writers
 humans have traditionally revered woods and forests; arguably there is still a need for this spiritual quality to be
maintained.

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Question Answer Marks

7 Mobile devices designed to connect people actually increase social isolation. Discuss. 30

Answers are likely to:

 assess the extent to which mobile devices increase connectivity for individuals in positive ways
 show an understanding of the ways in which a mobile device’s use can be isolating and reductive
 make a judgement, based on consideration of the evidence and argument put forward.

Answers might include discussions and examples such as:

 mobile devices, with access to the internet, media, interactive gaming and social media, offer endless opportunities to
connect with others
 geographical limitations on connections are almost completely removed with mobile devices’ prevalence
 mobile devices with their apps reducing the cost of keeping in touch with others
 the ability to unite people, in support of causes and movements, is immense and powerful
 making easy connections with those of similar views can exclude others
 reduced time for higher quality face-to-face interaction with other people
 communication skills for in-person interaction being essential for jobs and relationships
 the real number of direct personal contacts received being frequently far lower than the virtual, emphasising our
increasing physical isolation.

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Question Answer Marks

8 The main purpose of architecture is to add beauty to the environment. To what extent do you agree? 30

Answers are likely to:

 explore examples of architecture both contemporary and historical
 consider whether beauty should be an architectural priority
 make a judgement, based on the consideration of the evidence and argument put forward.

Answers might include discussions and examples such as:

 structures that are acclaimed for their grace, proportion and style
 landscape architecture and how its intentions are realised in different cultures
 what we are learning about ancient civilisations from their legacies in design and architecture
 how architecture can make creative use of the technology and create sustainable structures
 how what is pleasing to look at may vary according to taste
 instances where utility is more important than any aesthetic considerations
 those places that are architecturally designed proving to be ugly to view
 the financial, social and cultural implications of bad design for individuals and society.

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Question Answer Marks

9 The best way to watch a movie is at home. Discuss. 30

Answers are likely to:

 consider the benefits of staying at home to watch a movie/film
 discuss why it might be preferable to see a movie/film elsewhere
 make a judgement, based on the consideration of the evidence and argument put forward.

Answers might include discussions and examples such as:

 watching a movie/film together at home being a bonding experience with friends and/or family
 costs such as ticket sales and snacks being saved or reduced if watching at home
 digital advancements meaning many people have a wide choice of films to watch at home
 it being safer to watch at home as there may be health risks involved in going out
 going to the cinema to support a variety of people who work in the industry
 a greater variety of new releases being available from other sources
 perhaps a more exciting night out and more of a treat going to watch a movie/film away from home
 better seeing certain genres of film on the big screen rather than a smaller TV at home.

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Question Answer Marks

10 To what extent do visual arts play a vital role in today’s world? 30

Answers are likely to:

 identify with some illustration what constitutes the visual arts
 explore the significance of visual arts to society
 make a judgement, based on the consideration of the evidence and argument put forward.

Answers might include discussions and examples such as:

 how the visual arts provide individual pleasure and creative inspiration
 the use of some visual arts to treat mental and physical illness
 how the visual arts can play a significant part in acts of celebration and commemoration
 the use of the visual arts to break through language barriers
 how visual art is used to promote social change and stir the individual conscience
 how the visual arts are a form of luxury that are not available to everyone
 their use for propaganda purposes by individuals and organisations
 their use as symbols that identify concerns of various people or groups.

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