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0510 2
Part Three
Short work: if candidate writes less than 70% of the word recommendation, mark the
piece on quality, then drop mark to an equivalent position in the band below.
Part 3 Exercise 1: Playgroup
Credit ideas from the prompts and use of own ideas and suggestions. All prompts must be
addressed for full marks. Note register and tenses.
Refer to the Performance Criteria grid in arriving at a mark.
Max total for exercise:12
Part 3 Exercise 2: Charity Activity
Credit ideas from the prompts and use of own ideas and suggestions. Credit appropriate
register and sense of audience.
Refer to the Performance Criteria grid in arriving at a mark.
Max total for exercise: 12
Part 3 Exercise 2: Food Production
Look for explanations and reasons. Reward use of own ideas and suitable tone, register
and vocabulary. Candidates who do little more than list from the prompts will not score
highly.
Refer to the Performance Criteria grid in arriving at a mark.
Max total for exercise: 16
Max total for Part 3: 40 marks
© University of Cambridge International Examinations 2005
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IGCSE - NOVEMBER 2005 www.dynamicpapers.com
0510 2
PART 3: EXTENDED WRITING EXERCISES
General Criteria Grid
12 mark 16 mark
questions questions DESCRIPTOR
Enjoyable to read, aided by ease of style and fluency. Beginnings
and endings are clear with few mistakes in grammar, punctuation or
16 spelling and there is confidence and accuracy overall in use of
12}
Band a 15 language, idiom and tenses. Sense of audience is well developed
and quality is sustained throughout the piece. Response is relevant
and the interest of the reader is aroused.
Candidates write with some style: look for turn of phrase,
competence in vocabulary. Sentences may show some variety of
structure and length. Punctuation, spelling and grammar are
11 14 generally accurate. There are paragraphs showing some unity
although links may be absent or inappropriate. Competence in
Band b 10 13 writing style may be balanced by a few frustrating grammar errors.
There may be some awkwardness or heaviness in style making
reading less enjoyable but, nevertheless, there is some sense of
audience.
Meaning is clear and work is of a safe, literate standard albeit without
verbal or structural sophistication. However, the candidate generally
9 12 makes appropriate choice of vocabulary and structures are sound, if
simple. Paragraphs may be used but without coherence or unity.
8 11
Band c Spelling weaknesses may be present but not enough to obscure
7 10 meaning. Material is satisfactorily developed at appropriate length
and a genuine attempt has been made to address the topic but there
may be digressions. Fulfils the task.
Meaning is never in doubt but frequent errors may hamper precision
9 and slow down reading. These are pieces with positive qualities
6 though vocabulary and structures are limited. Paragraphs may be
8
Band d 5 absent or inconsistent. Often there is some interest in the subject
7 matter and an attempt to supply some detail and explanation, though
the effect is incomplete and there may be repetition.
Weak, with many errors in grammar and spelling. Little sign of
4 6 paragraphing. Communication is established and there is some
Band e 3 5 engagement with the task. Language simple but often wrong choice
of register and vocabulary and meaning may be obscured or
neutralised by the weight of linguistic error.
Poor. Many errors in style and structure with language often faulty.
4 Sense will be decipherable but the reader may need to re-read owing
Band f 2} to multiple errors. Limited engagement with task or content partly
3 hidden by density of error.
2 Density of error may obscure meaning with whole sections
0, 1} 1 impossible to recognise as pieces of English writing. Very little
Band g
engagement with the task but credit to be given for an occasional
0 patch of relative clarity.
© University of Cambridge International Examinations 2005
