Cambridge International Examinations

Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing April 2018

MARK SCHEME
50 minutes

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 Markers were instructed to award marks. It does not indicate
the details of the discussions that took place at a Markers’ 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 End of Series Report.

Cambridge will not enter into discussions about these mark schemes.

MAXIMUM MARK: 35

This document consists of 2 printed pages.

PV1
© UCLES 2018
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Secondary 1 Checkpoint English as a Second Language
Writing April 2018
Mark Scheme

PART 1 - Questions 1 - 5
WRITING
one mark for each correct answer

1 enough
2 do not / don’t (ever) / never
nothing / nothing at all // practically / almost
3 / absolutely nothing // hardly / barely
anything
4 long as
was windy (weather) // was so / too / very
5
windy // was really windy
Brackets ( ) indicate optional words

PART 2 - Question 6

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

All three parts of the message are clearly The reader is clearly informed in an appropriate way.
covered.
5
Language is sufficiently accurate for the message to
be conveyed clearly.

All three parts of the message are covered,

4 Performance shares features of Bands 3 and 5.
but there may be some lack of clarity.

All three parts of the message are attempted.
OR Two parts are clearly covered and one
3 part is unattempted.
The reader is informed in a generally appropriate way.
Language errors may sometimes impede
communication of the message.

Only two parts of the message are

2 Performance shares features of Bands 1 and 3.
attempted.

Only one part of the message is attempted. The reader is informed in a basic way, which requires
considerable interpretation to understand the intended
message.
1

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

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PART 3 - Question 7

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT
All content is relevant to Uses the conventions of Text is generally well- Uses a range of
the task. the communicative task organised and everyday vocabulary
to hold the target coherent, using a appropriately, with
reader’s attention and variety of linking words occasional
Target reader is fully communicate and cohesive devices. inappropriate use of
informed. straightforward ideas. less common lexis.

5 Uses a range of simple

and some complex
grammatical forms with
a good degree of
control.

Errors do not impede

communication.
4 Performance shares features of Bands 3 and 5.
Minor irrelevances Uses the conventions of Text is connected and Uses everyday
and/or omissions may the communicative task coherent, using basic vocabulary generally
be present. in generally appropriate linking words and a appropriately, while
ways to communicate limited number of occasionally overusing
straightforward ideas. cohesive devices. certain lexis.
Target reader is on the
whole informed.
Uses simple
3
grammatical forms with
a good degree of
control.

While errors are

noticeable, meaning
can still be determined.
2 Performance shares features of Bands 1 and 3.
Irrelevances and Produces text that Text is connected using Uses basic vocabulary
misinterpretation of task communicates simple basic, high-frequency reasonably
may be present. ideas in simple ways. linking words. appropriately.

Target reader is Uses simple

1
minimally informed. grammatical forms with
some degree of control.

Errors may impede

meaning at times.
Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.
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