Cambridge International A Level

ENGLISH LANGUAGE 9093/33

Paper 3 Language Analysis May/June 2022
MARK SCHEME
Maximum Mark: 50

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 2022 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 13 printed pages.

© UCLES 2022 [Turn over

9093/33 Cambridge International A Level – Mark Scheme May/June 2022
PUBLISHED
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.

© UCLES 2022 Page 2 of 13

9093/33 Cambridge International A Level – Mark Scheme May/June 2022
PUBLISHED
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.

© UCLES 2022 Page 3 of 13

9093/33 Cambridge International A Level – Mark Scheme May/June 2022
PUBLISHED
English & Media subject specific general marking principles
(To be read in conjunction with the Generic Marking Principles (and requiring further guidance on how to place marks within levels))

Components using level descriptors:

 We use level descriptors as a guide to broad understanding of the qualities normally expected of, or typical of, work in a level.
 Level descriptors are a means of general guidance, and should not be interpreted as hurdle statements.
 Where indicative content notes are supplied for a question, these are not a prescription of required content, and must not be treated as such.
Alternative correct points and unexpected answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills
demonstrated.
 While we may have legitimate expectations as to the ground most answers may occupy, we must at all times be prepared to meet candidates
on their chosen ground, provided it is relevant ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark
scheme requirements for the question).

© UCLES 2022 Page 4 of 13

9093/33 Cambridge International A Level – Mark Scheme May/June 2022
PUBLISHED
English Language specific marking instructions:

AO1 Read and demonstrate understanding of a wide variety of texts. (Understanding)

 Marks should be awarded for the accuracy of the candidate’s understanding of the text and its features, not for any analysis of them which is
recognised under AO3.
 Where comparison is required, marks should be awarded for the candidate’s recognition of similarities and differences between the texts and
their features, not for any consequent analysis.
 When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally.

AO2 Write effectively, creatively, accurately and appropriately, for a range of audiences and purposes. (Writing)
 Marks should be awarded equally on the basis of the level of the candidate’s written expression (range of features used and accuracy) and the
development of their writing (its organisation and relevance to task and audience).
 When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally.

AO4: Demonstrate understanding of linguistic issues, concepts, methods and approaches. (Conceptualisation)
 Marks should be awarded equally on the basis of the level of the candidate’s understanding of the relevant issues, concepts, methods and
approaches represented both in the text(s) and in their wider studies.
 When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally.

AO5: Analyse and synthesise language data from a variety of sources. (Data handling)
 Marks should be awarded equally on the basis of the level of the candidate’s selection, analysis and synthesis of language data.
 When awarding a ‘best-fit’ mark within a Level for each AO, consider each bullet point equally.

Higher marks should be awarded where candidates identify patterns and offer thoughtful and plausible explanations for the features they are
discussing.

Weaker answers may spot features or describe individual cases of language change without reference to broader considerations or examples.

© UCLES 2022 Page 5 of 13

9093/33 Cambridge International A Level – Mark Scheme May/June 2022
PUBLISHED
Section A: Language change

Question Answer Marks

1 Read Texts A, B and C. 25

Analyse how Text A exemplifies the various ways in which the English language has changed over time. In your
answer, you should refer to specific details from Texts A, B and C, as well as to ideas and examples from your
wider study of language change.

Mark according to the levels of response marking criteria in Table A.

Additional guidance:

The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments
that should be credited.

Candidates may organise their response in any appropriate way. They are not required to focus on lexis, grammar and
syntax, orthography and graphology in separate sections.

Responses might feature the following:

Lexis and semantics

 Candidates may discuss the semantic shift in the use of ill, which is here used in the sense of ‘bad’ or ‘wrong’ rather
than the narrower contemporary denotation of being unwell in a medical sense. Text B exemplifies this.
 The personal pronoun one is used frequently and creates a sense of formality.
 The nouns Parlours and Chambers are used where ‘rooms’ may be used in contemporary English. The noun chamber
would have more specific connotations today, often being associated with professional or formal settings.
 The past tense whited sounds archaic because a past tense marker ‘ed’ is added to an adjective, whereas this would
usually be added to a verb. Today ‘whitened’ would be used.
 The use of for in for every Year, for they have, and for indeed, where for seems to be synonymous with ‘because’,
sounds formal today.
 The lexical item valens is less popular today due to changing fashions.
 Looking glaʃʃes sounds old fashioned today as ‘mirrors’ would be more likely to be used.

© UCLES 2022 Page 6 of 13

9093/33 Cambridge International A Level – Mark Scheme May/June 2022
PUBLISHED

Question Answer Marks

1 Grammar
 Sentences are often complex. Relative clauses are frequently used including which are low and which look like Marble.
 Semi colons are frequently used to separate clauses, which gives the text a feeling of density.
 Declaratives are used throughout which is in keeping with the format of a letter.
 There are a number of passive constructions used (including there are hung…) which makes the text seem formal.

Orthography
 The past tense of verbs trimm’d, bury’d, scrap’d and poliʃh’d are formed with an apostrophe of elision rather than an
‘ed’ ending as would be expected in contemporary English.
 The spelling of story would today be ‘storey’, whilst the archaic plaister would be ‘plaster’. Text A pre-dates the
publication of Samuel Johnson’s dictionary in 1755 and so spelling was yet to be standardised. Text C exemplifies this,
as well as the standardised spelling of ‘ceiling’.

Graphology
 A long ‘ʃ’ is used instead of ‘s’ in medial positions in all words and to start words which are not begun with capitals. It is
not used at the start of common nouns where instead a capital S is used, or at the end of words. This reflects a
change in fashion brought about with the development of printing typefaces.
 Capital letters are not yet standardised and here they are used for most nouns.

© UCLES 2022 Page 7 of 13

9093/33 Cambridge International A Level – Mark Scheme May/June 2022
PUBLISHED
Marking criteria for Section A Question 1

Table A

Level AO2: Write effectively, creatively, AO4: Demonstrate understanding AO5: Analyse and synthesise language data
accurately and appropriately, for a range of linguistic issues, concepts, from a variety of sources.
of audiences and purposes. methods and approaches.
5 marks 5 marks 15 marks

5  Sophisticated expression, with a high  Sophisticated understanding of,  Insightful and fully appropriate selection of
level of accuracy and insightful reference to, language data from all three sources
 Content is fully relevant; ideas are linguistic issues, concepts,  Sophisticated and insightful analysis of language
developed throughout in a sophisticated methods and approaches data
manner  Sophisticated synthesis of evidence from all
three sources of language data
5 marks 5 marks 13–15 marks

4  Effective expression, with a few minor  Detailed understanding of, and  Effective and appropriate selection of language
errors which do not impede effective reference to, linguistic data from all three sources
communication issues, concepts, methods and  Detailed and effective analysis of language data
 Content is relevant; ideas are developed approaches  Effective synthesis of evidence from all three
in an effective manner sources of language data
4 marks 4 marks 10–12 marks

3  Clear expression, with occasional errors  Clear understanding of, and  Clear and appropriate selection of language data
which do not impede communication appropriate reference to, from at least two sources
 Content is relevant; ideas are developed linguistic issues, concepts,  Clear analysis of language data
clearly methods and approaches  Clear synthesis of evidence from at least two
sources of language data
3 marks 3 marks 7–9 marks

2  Expression is clear but may not flow  Limited understanding of, but  Limited and generally appropriate selection of
easily, with frequent errors which generally appropriate reference language data; may be uneven coverage
generally do not impede communication to, linguistic issues, concepts,  Limited analysis of language data
 Content is mostly relevant; ideas are methods and/or approaches  Some attempt to synthesise evidence from
developed in a limited manner sources of language data
2 marks 2 marks 4–6 marks

© UCLES 2022 Page 8 of 13

9093/33 Cambridge International A Level – Mark Scheme May/June 2022
PUBLISHED

Level AO2: Write effectively, creatively, AO4: Demonstrate understanding AO5: Analyse and synthesise language data
accurately and appropriately, for a range of linguistic issues, concepts, from a variety of sources.
of audiences and purposes. methods and approaches.
5 marks 5 marks 15 marks

1  Basic expression, with frequent errors  Basic understanding of, and  Basic and minimal selection of language data
which impede communication minimal reference to, linguistic  Basic analysis of language data
 Content may lack relevance in parts; issues, concepts, methods  Minimal attempt to synthesise evidence from
minimal development of ideas and/or approaches sources of language data
1 mark 1 mark 1–3 marks

0  No creditable response  No creditable response  No creditable response

0 marks 0 marks 0 marks

© UCLES 2022 Page 9 of 13

9093/33 Cambridge International A Level – Mark Scheme May/June 2022
PUBLISHED
Section B: Child language acquisition

Question Answer Marks

2 Read the following text, which is a transcription of a conversation between Mia (age 4 years) and her uncle. They 25
are talking about the baby that Mia’s mother is expecting.

Analyse ways in which Mia and her uncle are using language in this conversation. In your answer, you should refer
to specific details from the transcription, as well as to ideas and examples from your wider study of child language
acquisition.

Mark according to the levels of response marking criteria in Table B.

Additional guidance:

The comments below are illustrative and are not intended to be exhaustive. Candidates may make other valid comments
that should be credited.

Candidates may organise their response in any appropriate way. They are not required to focus on child-directed speech
and children’s language features in separate sections.

Responses might feature the following:

Child-directed speech
 The uncle frequently asks questions as a way of directing the speech.
 Positive reinforcement is given (thats a pretty good name), which could be linked to Skinner’s theory of behaviourism.
 Similarly, negative reinforcement provided by the Uncle in wait wait wait.
 Rising intonation is added to declaratives to form questions e.g. girls are pretty↗.
 Verbs in questions are stressed, e.g. what do you want it to be; what do you want to name her↘.
 Recasting is used to correct Mia’s speech e.g. dolly↗.

© UCLES 2022 Page 10 of 13

9093/33 Cambridge International A Level – Mark Scheme May/June 2022
PUBLISHED

Question Answer Marks

2 Children’s language features

 Mia generally uses turn taking competently. The exchanges are mostly fulfilled adjacency pairs initiated by the uncle.
 Mia occasionally adds to the topic e.g. its a girl name.
 Mia is able to use the simple present tense consistently.
 Mia recasts her uncle: little snakes or or big snakes.
 Mia uses a range of lexical features. She understands when to use the singular and plural form.
 Mia uses a complex sentence with a conditional clause: only if theyre nice snakes.
 Mia correctly uses negation with a contraction in i dont.
 Mia uses stress for emphasis e.g. it does.
 Child phonological competence, e.g. using substitution and transposition.

References to relevant theories and research should be integrated into the response and may include:
 Halliday’s functions of language. E.g. Representational (boys are not pretty); heuristic (Uncle: so whats your favourite
animal); personal (im not scared).
 Skinner (Behaviourism), e.g. positive reinforcement (see above).
 Bruner (Language Acquisition Support System), e.g. seen in the utterances of the uncle.
 Piaget – Mia is at the preoperational stage, as demonstrated by her egocentric talk e.g. repeated use of the subject
pronoun I.
 Mia is in the post-telegraphic stage of language acquisition.

© UCLES 2022 Page 11 of 13

 9093/33 Cambridge International A Level – Mark Scheme May/June 2022
PUBLISHED
Marking criteria for Section B Question 2

Table B

Level AO1: Read and demonstrate AO4: Demonstrate understanding of linguistic issues, concepts, AO5: Analyse and
understanding of a wide variety methods and approaches. synthesise language data
of texts. from a variety of sources.
5 marks 15 marks 5 marks

5  Sophisticated understanding of  Sophisticated understanding of linguistic issues, concepts, methods  Sophisticated selection,
text and approaches analysis and synthesis of
(meaning/context/audience)  Insightful reference to wider study of linguistic issues and concepts language data
 Insightful reference to  Insightful reference to linguistic methods and approaches taken by fully
characteristic features appropriate theorists
5 marks 13–15 marks 5 marks

4  Detailed understanding of text  Detailed understanding of linguistic issues, concepts, methods and  Detailed selection,
(meaning/context/audience) approaches analysis and synthesis of
 Effective reference to  Effective reference to wider study of linguistic issues and concepts language data
characteristic features  Effective reference to linguistic methods and approaches taken by
4 marks appropriate theorists
10–12 marks 4 marks

3  Clear understanding of text  Clear understanding of linguistic issues, concepts, methods and  Clear selection, analysis
(meaning/context/audience) approaches and synthesis of
 Clear reference to  Clear reference to wider study of linguistic issues and concepts language data
characteristic features  Clear reference to linguistic methods and approaches taken by
appropriate theorists
3 marks 7–9 marks 3 marks

2  Limited understanding of text  Limited understanding of linguistic issues, concepts, methods and/or  Limited selection,
(meaning/context/audience) approaches analysis and/or synthesis
 Limited reference to  Some limited reference to wider study of linguistic issues and/or of language data
characteristic features concepts
 Some limited reference to linguistic methods and/or approaches taken
by generally appropriate theorists
2 marks 4–6 marks 2 marks

© UCLES 2022 Page 12 of 13

 9093/33 Cambridge International A Level – Mark Scheme May/June 2022
PUBLISHED

Level AO1: Read and demonstrate AO4: Demonstrate understanding of linguistic issues, concepts, AO5: Analyse and
understanding of a wide variety methods and approaches. synthesise language data
of texts. from a variety of sources.
5 marks 15 marks 5 marks

1  Basic understanding of text  Basic understanding of linguistic issues, concepts, methods and/or  Basic selection, analysis
(meaning/context/audience) approaches and/or synthesis of
 Minimal reference to  Minimal reference to wider study of linguistic issues and/or concepts language data
characteristic features  Minimal reference to linguistic methods and/or approaches taken by
theorists
1 mark 1–3 marks 1 mark

0  No creditable response  No creditable response  No creditable response

0 marks 0 marks 0 marks

© UCLES 2022 Page 13 of 13