CAMBRIDGE INTERNATIONAL EXAMINATIONS

Cambridge Ordinary Level

MARK SCHEME for the May/June 2015 series

1123 ENGLISH LANGUAGE

1123/22 Paper 2 (Reading), maximum raw mark 50

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 will not enter into discussions about these mark schemes.

Cambridge is publishing the mark schemes for the May/June 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.

® IGCSE is the registered trademark of Cambridge International Examinations.

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1 (a) Identify and write down the advantages and disadvantages of social networking sites,
as outlined in the passage.

Mark Expected Answer Allow Don’t Allow

1 mark Advantages
for each 1 People can get in touch with friends easily
correct [given]
point up
to a max. 2 (People can keep in) regular / daily contact
of 15 (with details of their friends’ lives)

3 Messages able to be posted at any time 3. Messages can

leads to (almost) instantaneous updates be posted at any
(about people’s lives) time (alone) /
Instantaneous
updates (alone)

4 Maintaining relationships with friends/ family / 4. They are

people in faraway places becomes easy cheap / cheaper
/easier // cheaper than long (distance) travel (alone)

5 Useful way / used to utilise down time / time 5. Extra time /

which (otherwise) might be wasted leisure time / a
way to pass the
6 (Provides opportunities to) make new friends time

7 (Provides opportunities to) make / have many 7. Possibility of 7. Lift of ‘why

/ hundreds of friends greatly increasing have…can have
their / your circle hundreds?,
of friends

8 Business / professional people / employees 8…up to date in 8. People (alone)

rely on them to keep up to date with (latest) their field for
developments ‘latest
developments’
9 People wanting (new / better) jobs /
unemployed people can advertise
themselves (on social networking sites)

10 Employers can recruit best employees by 10. Employers

examining / using information about them / can recruit best
their background / their experience/ their employees
qualifications (alone)

Disadvantages
11 Relationships formed are too impersonal to
be described as real friendships [given]

12 Having many / a large number of / a hundred 12. Addition of 12. (Such) a

(cyber) friends devalues true friendship they / people number of
argue that

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Mark Expected Answer Allow Don’t Allow

13 Real / physical / face-to-face meetings with 13. ‘If your

friends are trivialised // you have nothing to friend…talk
talk about when you meet friends about?’

14 Information overload (is a drawback) // 14. Most

readers are given too much / inappropriate/ information
boring information // intimate facts posted is boring

15 Checking for updates can become / is 15. What contacts

obsessive / addictive // users / people / friends are doing
become (almost) addicted to checking for as a synonym for
updates updates

16 (It is insulting that) people are more 16. ‘What could

interested in contacts / people they’re not be more
with / are online with than you / people they insulting…you
are with are?’

17 People can’t relax /enjoy themselves (in the 17. Others / other
company of others) because they’re people / friends
wondering what their (social networking site) (alone) for
contacts / online friends are doing ‘contacts’

18 People can’t enjoy a (social) occasion 18. Wondering

because they’re wondering whether it might what should be
/should be posted / thinking about posting (it) posted, e.g. what
I’m wearing
19 In business / professional world / world of
work / for employees, there is pressure for
instant response

20 Trivial / inappropriate information (about you / 20. ‘Seeing you 20. Specific
people) might not impress your / their boss // having examples of
Trivial / inappropriate information (about you / fun…charming as inappropriate /
people) might have repercussions / effects in you do’ trivial information
the world of / at work / behaviour
(alone) for
example, fun at a
party

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Additional information

Points 1 and 11 are already given.

If any content point is made in the wrong box, do not award the mark.
Accept own words or lifting.

Accept sentences or note form.

If script is entirely verbatim lift give 0.

If more than one content point appears under a single bullet point, award each content point
separately if clearly made.

If content point being made depends on information contained in another bullet point, withhold the
mark unless a clear link is made between the two points.

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(b) Use your notes to write a summary of the advantages and disadvantages of social
networking sites, as outlined in the passage.

Candidates have now fleshed out their notes into a piece of formal, continuous prose.

The mark for Style incorporates TWO categories of writing, namely OWN WORDS and USE
OF ENGLISH. The table which follows on later page provides descriptors of the mark
levels assigned to these TWO categories.

In assessing the overall mark for Style, first of all assign the script to a mark level under the
category of OWN WORDS. Then arrive at the mark level for USE OF ENGLISH.

Under OWN WORDS, key pointers are: sustained, noticeable, recognisable but
limited, wholesale copying and complete transcript. The difference between
wholesale copying and complete transcript is that, whereas in wholesale copying there
is nothing / little that is original, the copying has been selective and directed at the
question, but with a complete transcript the candidate has started copying and
continued writing with little sense of a link to the question. Complete transcripts are
rare.

Under USE OF ENGLISH, take into consideration the accuracy of the writing, and the
ability to use original complex sentence structures.

Write marks for OWN WORDS and USE OF ENGLISH separately in a text box (found in
the marking palette) beneath the question. Add the marks for OWN WORDS and USE
OF ENGLISH together and divide by two. Raise any half marks to the nearest whole
number e.g. OW 3, UE 2, giving 3 to be entered in scoris marks column.

HOW TO ANNOTATE Q1(b)

Use margin (either left or right) to indicate OWN WORDS assessment, and the body of
the script to indicate USE OF ENGLISH assessment. Under OWN WORDS, use either
T (text), O (own words), MR (manipulated or re-worked text) and / or IR
(irrelevant).Where the candidate has more or less written a wholesale copy, but has
substituted an odd word here and there (single word substitution) indicate these single
words with O above them. Otherwise use the margin only for assessment of OW.

Under USE OF ENGLISH, use the body of the script for annotations. For accuracy
assessment, use a cross for errors (over the errors) and for serious omissions. Please
do not use carets for omissions, as scoris records the number of crosses and this helps
to arrive at the correct mark. Indicate only serious errors. If the same error is made
more than once, e.g. omission of definite article, indicate it each time it is made. Below
follows a list of serious errors:

SERIOUS ERRORS

Wrong verb forms.

Serious tense errors.
Serious errors of sentence structure, especially in setting up subordination.
Omission or obvious misuse of prepositions.
Wholesale misunderstanding over the meanings of words used.
Serious errors of agreement.
Using a comma to replace the necessary full stop.

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Mis-spellings of simple, basic words, e.g. were / where // to / too /two // their/ there.
Breakdown of sense.
Serious omissions, or serious intrusions e.g. of definite article. Ignore what are clearly slips.
Please indicate only serious errors. Putting crosses over minor errors can give a false
impression of the script.

For sentence structure merit, use ticks where appropriate, in the body of the script. Tick only
instances where the sentence structure is both complex and original, i.e. belonging to the two
top boxes in the Use of English column on the MS. Ticks, therefore, tend to be over relative
pronouns, present participles and conjunctions. Do not tick vocabulary: this will be taken into
consideration under assessment of OW.

Irrelevance: Put IR in the margin to indicate a stretch / section of irrelevance.

If script is entirely irrelevant, mark for style as normal (i.e. arrive at mark under OW and UE,
then add together and halve) and give 2 max for style. Note that such scripts are extremely
rare.

Wrong or invented material: Put a cross in the margin to indicate a stretch / section of
wrong or invented material.

THE PRACTICE SCRIPTS WILL PROVIDE EXAMPLES OF HOW SCRIPTS SHOULD BE

ANNOTATED.

Short answers

While examiners are not asked to count words, candidates have been asked to write 150
words. There is no penalty for long answers but, if a script is OBVIOUSLY short, please
count the words, mark as normal (i.e. arrive at mark under OW and UE, then add together
and halve) and award marks to the following maxima:

51–65 = 3 marks max for style

36–50 = 2 marks max for style
21–35 = 1 mark max for style
0 – 20 = 0 marks for style. No assessment of OW and UE is necessary.
Such scripts will be rare.

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SUMMARY STYLE DESCRIPTORS

Mark Own Words Mark Use of English

5 • Candidates make a sustained 5 • Apart from very occasional slips, the

attempt to re-phrase the text language is accurate.
language. • Any occasional errors are either slips
• Allow phrases from the text which or minor errors. There is a marked
are difficult to substitute. ability to use original complex
syntax outside text structures.
• Punctuation is accurate and helpful
to the reader.
4 • There is a noticeable attempt to 4 • The language is almost always
re-phrase the text. accurate. Serious errors will be
• The summary is free from isolated.
stretches of concentrated lifting. • Sentences show some variation,
including original complex syntax.
• Punctuation is accurate and
generally helpful.
3 • There are recognisable but 3 • The language is largely accurate.
limited attempts to re-phrase the • Simple structures tend to dominate
text detail. Attempt may be limited and serious errors are not
by irrelevance or by oblique or frequent, although they are
mangled relevance. noticeable.
• Groups of text expression are • Where sentences show some variety
interlaced with own words. and complexity, they will generally
• The expression may not always be lifted from the text.
be secure, but the attempt to • Serious errors may occur when more
substitute the text will gain credit. sophisticated structures are
attempted.
• Punctuation is generally accurate.
2 • Wholesale copying of large 2 • Meaning is not in doubt but serious
areas of the text, but not a errors are becoming more
complete transcript. frequent. [8+ errors as a guide, but
• Attempts to substitute own balance against sentence structure
language will be limited to single is also necessary]
word expression. • Some simple structures will be
• Irrelevant sections of the text will accurate, although this accuracy is
be more frequent at this level and not sustained for long.
below. • Simple punctuation will usually be
correct.
1 • Pretty well a complete transcript 1 • Heavy frequency of serious
of the text expression. errors, sometimes impeding
• There will also be random reading.
transcription of irrelevant sections • Fractured syntax is much more
of the text. pronounced at this level.
0 • Complete transcript 0 • Heavy frequency of serious errors
throughout.
• Fractured syntax

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2 Paragraph 2 gives two examples of ‘down time’. From your own knowledge or experience
give two examples of ‘down time.’ Do not use the examples given in the passage.

Mark Expected Answer Allow Don’t Allow

What you might do in down

Be generous with time e.g. read a book
candidate’s responses,
which might include: e.g. when people are bored
(alone) / weekends (alone)
1 Being on the train / in the / leisure time (alone) / free
mark car // waiting for siblings / time (alone), for example
+1 friends to show up / lunch breaks
mark standing in a queue
e.g. when there’s nothing
on TV / when you’re home
alone

waiting (alone)

Additional information

Needs to be time which otherwise would be wasted (see text).

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3 From paragraph 4, select and write down two of the writer’s opinions. You may use the
words of the text or your own words.

Mark Expected answer Allow Don’t Allow

1 mark (i)(Certainly) to describe a The views of critics of Lift of lines 27–29 ‘More
hundred people as your social networking sites are importantly…friendships’
‘best’ friends is (absolute) more important than the
nonsense. Excess denies views of supporters (of
social networking sites)
1 mark (ii)(In fact) most information
(posted) is (utterly) boring.
Excess denies

Additional information

4 From your reading of the whole passage, decide which one of the following statements is
true and tick the box you have chosen. [1 mark]

Allow Don’t Allow

Box two: The writer thinks Any clear indication of More than one box ticked
that the disadvantages of choice even if it is not
social networking sites a tick, e.g. cross, star,
outweigh the advantages. asterisk

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5 (a) What was the ‘obvious’ explanation for Monica’s ‘odd behaviour’?

Mark Expected Answer Allow Don’t Allow

1 mark old age / being (quite) old senility Lift of ‘I could not
decide.....old age or
not’ =0(N)
She was old enough /
had mental illness.
Her plan to get her
own way = 0(N)
She was becoming
old

Additional information

0(N) answers do not negate an otherwise correct answer.

(b) What did the writer suspect was the real reason for Monica’s ‘odd behaviour’?

Mark Expected Answer Allow Don’t Allow

1 mark (It might be caused by a She liked to get her own Lift of ‘might it be
plan) to get her own way way // she liked to get caused.....own way?’
(an old lady’s prerogative) things done / do things her =0(N) Answer must
own way be distilled.
She was stubborn / wilful / an old lady’s
obstinate prerogative = 0(N)

Additional information

0(N) answers do not negate an otherwise correct answer.

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(c) Explain in your own words why ‘it was often hard to cope with’ the strands of Monica’s
conversation.

Mark Expected Answer Allow Don’t Allow

1 mark MEMORY AND Intelligence or

FORGETFULNESS: knowledge

remembering / retaining / Silliness / stupidity

recalling / calling to mind /
holding on to (facts)

AND

not remembering/ losing Her memory failed /

(your memory) / (facts) worked slowly / was
slipping the mind defective /
disintegrated
1 mark CROSSED AND
RECROSSED:

flashed / moved round / Coincided / clashed /

came and went / alternated converged / linked /
/ fluctuated / changed came together
places / (got) mixed (up) / She was confused
(got) confused / tangled /
entangled / intertwined /
overlapped / intersected
(with) / passed each other /
interchanged // jumped /
skipped about / around

Additional information.

This is an OWN WORDS question. Key words are MEMORY AND FORGETFULNESS and
CROSSED AND RECROSSED

Do not insist on correct grammatical form.

Mark what you see, i.e. ignore wrong answers unless it contradicts a correct one.

Do not insist on synonym for ‘strands of conversation’ but a sensible context must be
established.

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6 (a) In what two ways was Monica’s way of crossing the road ‘eccentric’?

Mark Expected Answer Allow Don’t Allow

1 mark (i) she didn’t look / check Lift of ‘she would cross Entire lift of lines
where she was going / to roads without so much as 7–10 (‘She would
left or right // she didn’t glancing to left or right’ cross…roads in
(even) glance to left or right Excess denies, verbatim or town’, i.e. inclusion of
otherwise reference to ‘drivers
would slam on their
brakes…shuddering
halt’ = 0 for the entire
question

She didn’t glance

much

1 mark (ii) she meandered / Lift of ‘(she) meandered She crossed / walked
zigzagged / wandered from across the busiest roads (in across / went across
side to side // didn’t cross in town)’. Excess denies. the busiest roads (in
a straight line/ by the most town)
direct route
She walked slowly

A general response
e.g. ‘she was
careless’

Additional information

(b) Pick out and write down the single word used later in the paragraph which continues
the idea of ‘eccentric’.

Mark Expected Answer Allow Don’t Allow

1 mark idiosyncrasies The use of the correct word More than one word
in a phrase or sentence
provided that it is
underlined or otherwise
highlighted

Additional information

Ignore mis-spelling if attempted word is clearly recognisable.

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(c) What did the writer think she would ‘never again’ do?

Mark Expected Answer Allow Don’t Allow

1 mark Take Monica to a concert // Think it would be nice to Go to a concert / take

go to a concert with Monica take Monica to a concert her to a concert / take
Monica out / take
Monica to a social
event =0 (N)

Additional information

0(N) answers do not negate an otherwise correct answer

7 (a) Explain fully what Cynthia and the writer learned with ‘the wisdom of hindsight’.

Mark Expected Answer Allow Don’t Allow

1 mark they should have told / They should have Lift of ‘neither Cynthia
warned / remonstrated with remonstrated with Monica nor I remonstrated
Monica not to take her when she said she’d take with her / Monica’ =
knitting // they should have her knitting (to a concert) 0(N)
told /warned / remonstrated Lift of ‘she insisted on
with Monica that you don’t They should have stopped taking her knitting’ =
take knitting to a concert Monica from taking her 0(N)
knitting They didn’t stop
Monica taking her
knitting to a concert
They shouldn’t have
taken Monica to a
concert

Additional information

0(N) answers do not negate an otherwise correct answer.

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(b) Explain in your own words how the writer felt sitting in the front row beside Monica.

Mark Expected Answer Allow Don’t Allow

1 mark CONSPICUOUS: Visible / seen /

noticeable / prominent / nervous / frightened
eye-catching / obvious /
highlighted / marked out / People were looking
exposed / standing out // at her
seen easily / clearly //
everyone was looking at She didn’t want
her / them // in full view / for anyone to see her
all to see

1 mark MORTIFIED: embarrassed Horrified / conscious /

/ ashamed / humiliated / awkward /
disgraced / self-conscious uncomfortable /
sickened / pained /
vexed / unhappy /
frightened / terrible

Additional information

This is an OWN WORDS question. Key words are CONSPICUOUS and MORTIFIED

Do not insist on correct grammatical form.

Mark what you see, i.e. ignore wrong answers unless it contradicts a correct one.

Do not insist on synonym for ‘from the outset’ but a sensible context must be established.

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8 Explain fully why the pianist was ‘offended and embarrassed’ by Monica’s comment.

Mark Expected Answer Allow Don’t Allow

1 mark (i)she said she made her She compared her dress Lift of ‘I think ...curtains’ =
dress out of (old) curtains // with (old) curtains // said 0(N) but addition of ‘said
Monica had made a rude / her dress looked like (old) Monica’ = 1
unkind / derogatory / nasty curtains
/ bad / negative comment / Monica’s comment / it She made a rude remark
remark about her dress / meant her dress was ugly / about the pianist (alone) =
clothes hideous etc. 0 (N)

She made an offensive

remark about her dress =
0

Her dress was ugly /

hideous = 0(N)

1 mark (ii) (she spoke loudly so Lift of ‘her stage The comment was made
that) everyone / all / the whisper....corner of the hall’ in front of everyone / in
audience could hear Excess denies. public
Lift of ‘her stage whisper
had reached every corner Including ‘fidgeted / trying
of the hall’ to get comfortable’ = 0(W)
Her comment ‘it echoed / in either limb in which it
resounded / reverberated occurs
throughout / in the hall’

Additional information

0(W) answers negate an otherwise correct answer.

0(N) answers do not negate an otherwise correct answer.

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9 (a) Which one feature of ‘the atmosphere in the room’ made the occasion different from
other occasions when Monica did her knitting?

Mark Expected Answer Allow Don’t Allow

1 mark Silence / silent / no noise Quite for quiet She dropped her
/quietness needles = 0(N)
There was a wooden
floor =0(N)
Lift of ‘each time
....floor’ = 0(N)

Additional information

0(N) answers do not negate an otherwise correct answer

Question asks for one feature. If more than one feature is clearly given, award 0 even if one
of them is correct.

(b) What effect does the word ‘hissed’ have which would not be achieved by, for example,
the word ‘said’?

Mark Expected Answer Allow Don’t Allow

1 mark (Monica was) angry / Disapproval / it was spoken (Trying to be) quiet /
impatient / annoyed/ harshly / sharply silent / discreet / low
perturbed / exasperated / voice / quickly /
irritated / fed up whispering / contempt
= 0(N)

Any suggestion that

the pianist hissed = 0
(W)

Additional information

0(N) answers do not negate an otherwise correct answer.

0(W) answers negate an otherwise correct answer

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(c) Why do you think the pianist hit ‘a wrong note’?

Mark Expected Answer Allow Don’t Allow

1 mark she was distracted / put off She had a shock / surprise Monica was talking
/ disturbed / deterred by when Monica spoke / (alone) = 0(N)
Monica (talking / hissing) hissed
She lost concentration Monica distracted her / Monica hissed / she
because of Monica (talking) diverted her attention heard Monica = 0(N)
Monica confused her
She opened her eyes
= 0(N) // her eyes
were closed = 0(N)

She was distracted by

the commotion /
mayhem etc. = 0(W)

She was distracted by

Monica’s actions / the
noise of the knitting
needles = 0(W)

The part she was

playing was difficult =
0(W)

Additional information

0(N) answers do not negate an otherwise correct answer.

0(W) answers negate an otherwise correct answer.

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10 (a) Why do you think the writer tells us that Monica wasn’t deaf?

Mark Expected Answer Allow Don’t Allow

1 mark (To tell us / to suggest / She was acting / it was an (to tell us) she could
imply) she was pretending act hear (alone) =0(N)
(to be deaf) // wanted to
cause disruption // her She spoke intentionally She seemed to be
behaviour was a loudly deaf / she heard the
performance // she was attendant
showing off // she was She used an unnecessarily
attention-seeking loud voice She wanted to get her
own way

If she were deaf, she

wouldn’t be at a
concert

She behaved as if
she was deaf

Additional information

0(N) answers do not negate an otherwise correct answer.

Do not reward acting if it simply means ‘behaving’ e.g. ‘the way she was acting’ = 0, but ‘she
was acting’ = 1.

(b) Why did the audience applaud so loudly?

Mark Expected Answer Allow Don’t Allow

1 mark Monica had entertained / The musicians had

amused them // they were amused them = 0(W)
applauding Monica’s nerve
/ confidence / cheek They were
applauding Monica =
0(N)

Monica was leaving =

0(N)

To give Monica an
ovation

Additional information

0(N) answers do not negate an otherwise correct answer. 0(W) answers negate an
otherwise correct answer.

Need idea of admiration of Monica

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(c) Explain in your own words what the writer decided about Monica’s ‘apparent senility’.

Mark Expected Answer Allow Don’t Allow

1 mark RUSE: Deliberate / planned action Attitude / drama /

trick / pretence / strategy / / behaviour excuse / disguise /
plan / pretext / deceit / show / display /
deception / act / ploy / plot / technique / front /
tactic / con / device cover / doing what
suited her / action /
behaviour /
camouflage / tool /
method

1 mark DELIGHT: comfort / to get her

own way
enjoyment / fun / happiness
/ merriment / pleasure /
happiness / satisfaction /
joy / entertainment /
amusement

Additional information

This is an OWN WORDS question. Key words are RUSE and DELIGHT.

Do not insist on correct grammatical form.

Mark what you see, i.e. ignore wrong answers unless it contradicts a correct one.

Answers linked specifically to leaving the concert e.g. ‘a plan to get pleasure from
leaving concert’ = 2

Do not reward acting if it simply means behaving. e.g. ‘the way she was acting’ = 0

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11 Choose five of the following words. For each of them give one word or short phrase (of
not more than seven words) which has the same meaning that the word has in the
passage.

Mark Words Expected Answer Don’t Allow

1 mark 1. prerogative(L3) privilege / entitlement / right / due Ability /

responsibility /
For each power
correct
meaning 2. accentuated (L11) pronounced / exaggerated / marked / Increased /
prominent / emphasised / noticeable / developed /
(max 5) highlighted / defined / obvious / sharpened / acute /
pointed / distinctive / standing out / enhanced / frequent
heightened / stressed / underlined / visible / strong /
intensified /
magnified / frequent

3. sailed (L17) glided // moved / walked easily / Went / walked fast /

gracefully / smoothly / stately / with a swiftly / slowly etc./
superior air / majestically like a queen glamorously
// swept / floated / wafted

4. paraphernalia equipment / stuff / trappings / Furniture /

(L22) apparatus / bits and pieces/ belongings /
furnishings / things / contents / surroundings
accessories / items / clutter /
accoutrements

5. glared (L24) Looked / stared unhappily / hard / icily Looked (alone) /

/ intensely / intently / hostilely / angrily shone / glanced /
/ coldly / harshly / negatively // stared (alone) /
glowered / looked daggers // looked frowned / looked
like thunder // scowled // gave a black spitefully / saw (with
look anger etc.) / gazed

6. mayhem (L32) chaos / bedlam / disorder / anarchy / Untidiness / mess /

discord / unruliness / confusion / disturbance (alone) /
shambles/ pandemonium / havoc / a lot of noise /
commotion / ruckus / noisy disaster / trouble
disturbance / uproar

7.inadvertently (L40) unintentionally /without meaning to / Unknowingly /

accidentally / involuntarily / unconsciously /
unthinkingly / without planning (to) / without realising /
mistakenly / by mistake / not on unwillingly /
purpose indirectly /
negligently

8 tumultuous (L45) noisy / enthusiastic / uproarious / Loud (alone) / great

riotous / rapturous / thunderous / wild / / extravagant / over
boisterous / raucous / frenzied / very the top / rampant /
loud / deafening / a storm of / sudden
tempestuous

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Additional information

Mark only the first FIVE words attempted.

For each word attempted, mark the first answer only when more than one answer is offered.
A comma or the word 'or' indicates a second attempt.

For two answers joined by ‘and’, allow one correct answer if the other answer is not wholly
wrong but neutral, e.g. ‘chaos and untidiness’ for ‘mayhem’.

For a short phrase answer, mark the first seven words only (RUBRIC). Credit a correct
element within this limit.

Ignore mis-spelling if the word is phonetically recognisable.

Ignore errors of tense and grammatical form but only if the meaning is correct.

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