PAST IGCSE 2021 Paper 1 2

2
Read Text A, Antarctica, in the insert and then answer Questions 1(a)–1(e) on this question
paper.
™ Question 1
Cambridge IGCSE
(a) Give two continents that are smaller than Antarctica.
• .........................................................................................................................................
• ......................................................................................................................................... [1]
(b) Using your own words, explain what the text means by:
FIRST LANGUAGE ENGLISH 0500/12
*1236309633*
(i) ‘dominates the region’ (line 3):

Paper 1 Reading May/June 2021
2 hours
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You must answer on the question paper.
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You will need: Insert (enclosed)
(ii) ‘integral part’ (lines 5 and 6):
INSTRUCTIONS
• Answer all questions.
• Use a black or dark blue pen. ................................................................................................................................
• Write your name, centre number and candidate number in the boxes at the top of the page.
• Write your answer to each question in the space provided. ................................................................................................................................ [2]
• Do not use an erasable pen or correction fluid.
• Do not write on any bar codes. (c) Re-read paragraph 3 (‘Ice is warming.’).
• If additional space is needed, you should use the lined pages at the end of this booklet; the question
number or numbers must be clearly shown.
• Dictionaries are not allowed. Give two reasons why loss of ice in Antarctica is significant.
• .........................................................................................................................................
INFORMATION
• The total mark for this paper is 80. • ......................................................................................................................................... [2]
• The number of marks for each question or part question is shown in brackets [ ].
• The insert contains the reading texts. (d) Re-read paragraphs 4 and 5 (‘While Antarctica colonies.’).
(i) Identify two reasons why the region is a popular destination for scientists from lots of
different countries.
• ..............................................................................................................................
• .............................................................................................................................. [2]
(ii) Explain why growing numbers of tourists want to visit Antarctica.
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This document has 16 pages. Any blank pages are indicated.
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06_0500_12_2021_1.12 © UCLES 2021 06_0500_12_2021_1.12

© UCLES 2021 [Turn over
3 4
(e) Re-read paragraphs 6 and 7 (‘Although nearly wherever possible’). Read Text B, Crossing Antarctica, in the insert and then answer Question 1(f) on this question
paper.
Using your own words, explain why the impact of scientists visiting Antarctica may be worse
than the impact of tourists visiting. (f) According to Text B, what challenges does Searle face to achieve her goal?
........................................................................................................................................... You must use continuous writing (not note form) and use your own words as far as possible.
........................................................................................................................................... Your summary should not be more than 120 words.
........................................................................................................................................... [3] Up to 10 marks are available for the content of your answer and up to 5 marks for the
quality of your writing.
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5 6
........................................................................................................................................... Read Text C, Base station, Antarctica, in the insert and then answer Questions 2(a)–2(d) on
this question paper.
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Question 2
...........................................................................................................................................
(a) Identify a word or phrase from the text which suggests the same idea as the words
........................................................................................................................................... underlined:
........................................................................................................................................... (i) There were lots of containers of supplies stored in hangars on the base.
...........................................................................................................................................
................................................................................................................................ [1]
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........................................................................................................................................... (ii) Some scientists regularly went underwater to study animals living beneath the ice.
...........................................................................................................................................
................................................................................................................................ [1]
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........................................................................................................................................... (iii) The scientists’ observations that the climate of the Earth is changing are impossible to
prove wrong.
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........................................................................................................................................... ................................................................................................................................ [1]

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(iv) There were lots of practice drills to ensure safety.
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................................................................................................................................ [1]
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........................................................................................................................................... (b) Using your own words, explain what the writer means by each of the words underlined:
........................................................................................................................................... That evening we encountered more Base people – young, fit figures without that fume of the
outside that still clung to us. They sported the same padded boiler suits and fleece jackets,
........................................................................................................................................... and were keen to talk. ‘I don’t call the real world often, it’s best to just live in the bubble,’
confided marine biologist Ben. I said I planned to stay until the very last boat out. ‘Winter here’s
........................................................................................................................................... long,’ he added.
........................................................................................................................................... (i) encountered .......................................................................................................... [1]
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(ii) sported .................................................................................................................. [1]
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(iii) confided ................................................................................................................. [1]
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[Total: 30]

7 8
(c) Use one example from the text below to explain how the writer suggests the contrast between (d) Re-read paragraphs 1 and 13.
the narrator and the Base people living permanently on the base.
• Paragraph 1 begins ‘Base emitted ’ and is about the narrator’s first impressions of the
Use your own words in your explanation. base station in Antarctica.
• Paragraph 13 begins ‘Around us ’ and is about the arrival of winter in Antarctica.
That evening we encountered more Base people – young, fit figures without that fume of the
outside that still clung to us. They sported the same padded boiler suits and fleece jackets,
Explain how the writer uses language to convey meaning and to create effect in these
and were keen to talk. ‘I don’t call the real world often, it’s best to just live in the bubble,’
paragraphs. Choose three examples of words or phrases from each paragraph to support
confided marine biologist Ben. I said I planned to stay until the very last boat out. ‘Winter here’s
your answer. Your choices should include the use of imagery.
long,’ he added.
Write about 200 to 300 words.
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Up to 15 marks are available for the content of your answer.
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9 10
........................................................................................................................................... Re-read Text C, Base station, Antarctica, in the insert and then answer Question 3 on this
question paper.
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Question 3
...........................................................................................................................................
You are Simon, the Base commander. You are giving a speech for a group of young people to explain
........................................................................................................................................... to them the opportunities and challenges of living and working on the base station.
........................................................................................................................................... In your speech you should:
........................................................................................................................................... • explain the different kinds of jobs available at Base station and what activities each job might involve
• outline what they can expect day-to-day life to be like when they first arrive and once they have
........................................................................................................................................... settled in
• suggest the challenges and rewards of living and working at the Antarctic base station.
...........................................................................................................................................
Write the words of the speech.
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Base your speech on what you have read in Text C, but be careful to use your own words. Address
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each of the three bullets points.
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Up to 15 marks are available for the content of your answer and up to 10 marks for the quality
........................................................................................................................................... of your writing.
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Additional page
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If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
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Additional page Additional page
If you use the following lined page to complete the answer(s) to any question(s), the question number(s) If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown. must be clearly shown.
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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
................................................................................................................................................................. effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
................................................................................................................................................................. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment
International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cambridgeinternational.org after the live examination series.
.................................................................................................................................................................
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2021 06_0500_12_2021_1.12 © UCLES 2021 06_0500_12_2021_1.12

0500/12 Cambridge IGCSE – Mark Scheme May/June 2021
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
Cambridge IGCSE™ for a question. Each question paper and mark scheme will also comply with these marking principles.
FIRST LANGUAGE ENGLISH 0500/12 GENERIC MARKING PRINCIPLE 1:

Paper 1 Reading May/June 2021 Marks must be awarded in line with:
MARK SCHEME
Maximum Mark: 80 • 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:

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

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 Marks must be awarded positively:
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers. • 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,
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
Cambridge International will not enter into discussions about these mark schemes. • marks are not deducted for errors
• marks are not deducted for omissions
Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge • answers should only be judged on the quality of spelling, punctuation and grammar when these
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components. features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.
This document consists of 21 printed pages.

© UCLES 2021 Page 2 of 21
0500/12 Cambridge IGCSE – Mark Scheme May/June 2021 0500/12 Cambridge IGCSE – Mark Scheme May/June 2021
PUBLISHED PUBLISHED
English & Media subject specific general marking principles Note: All examiners are instructed that alternative correct answers and unexpected approaches in
(To be read in conjunction with the Generic Marking Principles (and requiring further guidance candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
on how to place marks within levels)) demonstrated. Nonetheless, the content must be clearly related to and derived from the texts.
Question 1
Components using level descriptors:
• We use level descriptors as a guide to broad understanding of the qualities normally expected of,
This question tests reading assessment objectives R1, R2 and R5 (25 marks):
or typical of, work in a level.
• Level descriptors are a means of general guidance, and should not be interpreted as hurdle R1 demonstrate understanding of explicit meanings
statements. R2 demonstrate understanding of implicit meanings and attitudes
• Where indicative content notes are supplied for a question, these are not a prescription of R5 select and use information for specific purposes
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 and Question 1(f) only tests writing assessment objectives W2, W3 and W5 (5 marks):
demonstrated.
• While we may have legitimate expectations as to the ground most answers may occupy, we W2 organise and structure ideas and opinions for deliberate effect
must at all times be prepared to meet candidates on their chosen ground, provided it is relevant W3 use a range of vocabulary and sentence structures appropriate to context
ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark W5 make accurate use of spelling, punctuation and grammar.
scheme requirements for the question).
Overview of items for Question 1
Components using point-based marking:
Point marking is often used to reward knowledge, understanding and application of skills. We give
credit where the candidate’s answer shows relevant knowledge, understanding and application of Item Assessment objectives Marks for assessment
skills in answering the question. We do not give credit where the answer shows confusion. tested objectives
From this it follows that we: 1(a) R5 1

a DO credit answers which are worded differently from the mark scheme if they clearly convey the
same meaning (unless the mark scheme requires a specific term). 1(b)(i) R1 2
b DO credit alternative answers/examples which are not written in the mark scheme if they are
correct. 1(b)(ii) R1 2
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type 1(c) R1 2
answers. For example, questions that require n reasons (e.g. State two reasons…).
1(d)(i) R1 and R5 2
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for
evidence it is understood and not used wrongly.). 1(d)(ii) R1, R2 and R5 3
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities.
f DO NOT give further credit for what is effectively repetition of a correct point already credited 1(e) R1 and R2 3
unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e.
polluted/not polluted). 1(f) R1, R2 and R5 10
g DO NOT require spellings to be correct unless this is part of the test. However, spellings of W2, W3 and W5 5
syllabus terms must allow for clear and unambiguous separation from other syllabus terms with
which they may be confused (e.g. Corrasion/Corrosion). Total 30
© UCLES 2021 Page 3 of 21 © UCLES 2021 Page 4 of 21

PUBLISHED PUBLISHED
Question Answer Marks Question Answer Marks
1(a) Give two continents that are smaller than Antarctica. 1 1(d)(ii) Re-read paragraphs 4 and 5, (‘While Antarctica…colonies’). 3
Award 1 mark for both responses. Explain why growing numbers of tourists want to visit Antarctica.
• Oceania
• Europe Award 1 mark for each idea, up to a maximum of 3.
1(b)(i) Using your own words, explain what the text means by: 2 • adventure / more adventurous
‘dominates the region’ (line 3) • cruises (increasingly) affordable / travel there has become cheaper
• visit (spectacular) scenery
Award 2 marks for full explanation (both strands). Award 1 mark for partial • threatened wildlife (colonies) / endangered animals
explanation.
1(e) Re-read paragraphs 6 and 7, (‘Although nearly ... wherever possible’). 3
Credit alternatives explaining the whole phrase. Using your own words, explain why the impact of scientists visiting
Antarctica may have been worse than that of tourists visiting.
• overwhelms / most prominent aspect of / covers (most of) / takes over
/occupies a lot of Award 1 mark for each idea, predominantly in own words, up to a
• area / place / land / Antarctica / continent maximum of 3.
1(b)(ii) Using your own words, explain what the text means by: 2 Answers which are entirely in the words of the text should not be
‘integral part’ (lines 5 and 6) credited.
Award 2 marks for full explanation (both strands). Award 1 mark for partial • researchers stay longer in Antarctica / there for longer (than tourists)
explanation. • tourists mainly ship-based / scientists based on the ground
• (scientists) build stations / roads and runways built
Credit alternatives explaining the whole phrase. • different kinds of waste generated (by scientists) / waste has not been
disposed of responsibly in the past / toxic waste
• vital / necessary / essential / crucial / main
• bit / component / aspect / feature (of)
1(c) Re-read paragraph 3, (‘Ice is ... warming.’). 2
Give two reasons why loss of ice in Antarctica is significant.
• (Antarctic) ice reflects large amounts of solar radiation away from Earth /
decreases the ability of the Earth’s surface to reflect solar radiation / more
radiation is absorbed
• (loss of ice) affects heat balance / linked to global warming
1(d)(i) Re-read paragraphs 4 and 5, (‘While Antarctica… colonies’). 2
Identify two reasons why the region is popular for scientific research
from lots of different countries.
• no borders / entire continent open

• cleanest air in world / neutral data / more reliable data

PUBLISHED PUBLISHED
Marking criteria for Question 1(f)

Question Answer Marks
Table A, Reading
1(f) According to Text B, what challenges does Searle face to achieve her 15
Use the following table to give a mark out of 10 for Reading
goal?
You must use continuous writing (not note form) and use your own Level Marks Description
words as far as possible.
5 9–10 • A very effective response that demonstrates a thorough understanding of the
Your summary should not be more than 120 words. requirements of the task.
• Demonstrates understanding of a wide range of relevant ideas and is
Up to 10 marks are available for the content of your answer and up to 5 consistently well-focused.
marks for the quality of your writing. • Points are skilfully selected to demonstrate an overview.
Use the Marking Criteria for Question 1(f) (Table A, Reading and Table B 4 7–8 • An effective response that demonstrates a competent understanding of the
Writing). requirements of the task.
• Demonstrates understanding of a good range of relevant ideas and is mostly
INDICATIVE READING CONTENT focused.
• Points are carefully selected and there is some evidence of an overview.
Candidates may refer to any of the points below:
3 5–6 • A partially effective response that demonstrates a reasonable understanding
1 limited previous experience of the requirements of the task.
2 tough mental challenge • Demonstrates understanding of ideas with occasional loss of focus.
3 long distance involved / great distance • Some evidence of selection of relevant ideas but may include excess
4 restricted time to complete material.
5 cannot have help of any kind
6 has to carry all supplies with her / dragging all her supplies on a sledge 2 3–4 • A basic response that demonstrates some understanding of the requirements
7 loneliness / being alone of the task.
8 (relatively) small physical stature • Demonstrates general understanding of some relevant ideas and is
9 finding time to train / training as well as working full-time sometimes focused.
10 dangerous route / risk of injury
• There may be some indiscriminate selection of ideas.
11 leaving family / children behind
12 raising funds /attracting sponsors 1 1–2 • A response that demonstrates a limited understanding of the task.
13 prejudice / sexist attitudes / lack of support for female explorers
• The response may be a simple list of unconnected ideas or show limited
focus.
• There is limited evidence of selection.
0 0 • No creditable content.

PUBLISHED PUBLISHED
Table B, Writing Note 1: All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
Use the following table to give a mark out of 5 for Writing. demonstrated. Nonetheless, the content must be clearly related to and derived from the texts.
Question 2
Level Marks Description
3 4–5 This question tests reading assessment objectives R1, R2 and R4 (25 marks):
• A relevant response that is expressed clearly, fluently and mostly with
concision.
R1 demonstrate understanding of explicit meanings
• The response is well organised.
R2 demonstrate understanding of implicit meanings and attitudes
• The response is in the candidate’s own words (where appropriate), using a R4 demonstrate understanding of how writers achieve effects and influence readers.
range of well-chosen vocabulary which clarifies meaning.
• Spelling, punctuation and grammar are mostly accurate. Overview of items for Question 2
2 3–2 • A relevant response that is generally expressed clearly, with some evidence
of concision. Item Reading assessment Marks for reading
• There may be some lapses in organisation. objectives tested assessment
• The response is mainly expressed in the candidate’s own words (where objectives
appropriate) but there may be reliance on the words of the text.
• Errors in spelling, punctuation and grammar which do not impede 2(a)(i) R2 1
communication.
2(a)(ii) R1 1
1 1 • A relevant response that lacks clarity and concision.
2(a)(iii) R1 1
• There may be excessively long explanations or the response may be very
brief. 2(a)(iv) R1 1
• The response may include lifted sections.
• Frequent errors of spelling, punctuation and grammar, which occasionally 2(b)(i) R1 1
impede communication.
2(b)(ii) R2 1
2(b)(iii) R2 1
2(c) R2 and R4 3
2(d) R1, R2 and R4 15
Total 25

PUBLISHED PUBLISHED
2(a)(i) Identify a word or phrase from the text which suggests the same idea as 1 2(c) Use one example from the text below to explain how the writer 3
the words underlined: suggests the contrast between the narrator and the Base people living
permanently on the base.
There were lots of containers of supplies stored in hangars on the base.
Use your own words in your explanation.
truckloads of (tinned food) boxes (in huge hangars) (line 7)
That evening we encountered more Base people – young, fit figures
2(a)(ii) Identify a word or phrase from the text which suggests the same idea as 1 without that fume of the outside that still clung to us. They sported the
the words underlined: same padded boiler suits and fleece jackets, and were keen to talk. ‘I
don’t call the real world often, it’s best to just live in the bubble,’
Some scientists regularly went underwater to study animals living confided marine biologist, Ben. I said I planned to stay until the very last
beneath the ice. boat out. ‘Winter here’s long,’ he added.
(who) routinely dived (beneath the ice) (line 27) Award 3 marks for an appropriate example with a comprehensive
explanation which shows understanding of how the writer contrasts Base
2(a)(iii) Identify a word or phrase from the text which suggests the same idea as 1 people and the narrator.
the words underlined:
Award 2 marks for an appropriate example and attempt at an explanation
The scientists’ observations that the climate of the Earth is changing are which shows some understanding of how the writer suggests differences
impossible to prove wrong. between Base people and the narrator.
irrefutable (steady upward trend) (line 35) Award 1 mark for an example with an attempt at an explanation which shows
awareness of either the narrator or Base people. The explanation may be
2(a)(iv) Identify a word or phrase from the text which suggests the same idea as 1 partial.
the words underlined:
The explanation must be predominantly in the candidate’s own words.
There were lots of practice drills to ensure safety. Responses might use the following:
endless rehearsals (drilled into us) (line 42) • base people – young, fit figures: suggests a different kind of people,
specific type, separate to others, alien life form; feels inadequate, older
2(b)(i) Using your own words, explain what the writer means by each of the 1 and less fit, looking at their characteristics as a group rather than as
words underlined: individuals
• (without that) fume of the outside still clung to us: tainted by the
That evening we encountered more Base people – young, fit figures scent of the outside; suggests the base is clean, pure as if newcomers
without that fume of the outside that still clung to us. They sported the are polluting their world / will be cleansed by being on the base
same padded boiler suits and fleece jackets, and were keen to talk. ‘I • sported the same padded boiler suits and fleeces and were keen to
don’t call the real world often, it’s best to just live in the bubble,’ talk: suggests confidence and unity – as if wearing a uniform, all share
confided marine biologist Ben. I said I planned to stay until the very last the same dress code / look the part; interested in newcomers,
boat out. ‘Winter here’s long,’ he added. enthusiastic
• real world … bubble: suggests feel separate from outside society and
encountered: ran into, met, came upon, came across
usual concerns, as if existing in a dream world or parallel universe, living
in a protected environment, concerned with only prescribed edges of the
2(b)(ii) Using your own words, explain what the writer means by each of the 1
base and its concerns, though sense of fragility and ease with which it
words underlined:
could be destroyed
sported: wore, were wearing, were kitted out in
2(b)(iii) Using your own words, explain what the writer means by each of the 1
words underlined:
confided: told as if a secret, revealed, divulged, confessed, shared

PUBLISHED PUBLISHED
2(d) Re-read paragraphs 1 and 13. 15 2(d) Responses might use the following:
• Paragraph 1 begins ‘Base emitted …’ and is about the narrator’s Paragraph 1 begins ‘Base emitted …’ and is about the narrator’s first
first impressions of the base station in Antarctica. impressions of the base station in Antarctica.
• Paragraph 13 begins ‘Around us …’ and is about the arrival of winter Overview: pure vast emptiness of the epic landscape; awe-inspiring and
in Antarctica. intimidating
Explain how the writer uses language to convey meaning and to create • emitted a hushed grandeur: quiet, still, gives out a signal, broadcasts a
effect in these paragraphs. Choose three examples of words or phrases powerful sense of silence and stillness, awe and reverence for the place,
from each paragraph to support your answer. Your choices should secretive
include the use of imagery. • as if a vault door had been closed, all noise guarded fiercely behind
it: sound of the world seems to have been muffled, disorientating effect of
Write about 200 to 300 words. being both locked in and locked out, threat from the noise outside
• a gunshot-like crack echoed through the air: unexpected loud sound,
Up to 15 marks are available for the content of your answer. shock of the sudden noise, violence of the noise
• roar like a distant waterfall: huge noise of a flow of water, powerful,
Use the Marking Criteria for Question 2(d) though a long way off can be heard, unstoppable and inevitable threat of
(Table A, Reading) disaster
• (another) chunk of the ice shelf collapsed into the bay: huge piece of
Notes on task ice has broken off, final and brutal, part of an ongoing pattern, the place is
literally breaking up and disintegrating
This question is marked for the ability to select powerful or unusual words and • rough squawks of skuas were magnified through the telescope of
for an understanding of ways in which the language is effective. Expect empty dry air: calls of birds seem louder as there is little else there,
responses to provide words / phrases (listed in the mark scheme on pages 14 notice them more, realise their importance when there is nothing to
and 15) that carry connotations additional to general meaning. detract
• no smells of soil, trees, nor grass: completely empty landscape,
Mark holistically for the overall quality of the response, not for the number of there’s nowhere to hide, nothing growing, barren, reminiscent of the
words chosen, bearing in mind that for the higher bands there should be a moon or another planet
range of choices to demonstrate an understanding of how language works, • scent of Antarctica: as if an animal, a creature being hunted
and that this should include the ability to explain images. It is the quality of the • like two stones rubbed together. Flint: the spark to start the fire, sense
analysis that attracts marks. Do not deduct marks for inaccurate statements; of imminent destruction; effect of human actions on the planet
simply ignore them.
Only credit comments on stylistic effect where these are explicitly linked to
The following notes are a guide to what good responses might say about the choices.
selections.
Candidates can make any sensible comment, but only credit those that are
relevant to the correct meanings of the words in the context and that have
some validity. Alternative acceptable explanations should be credited. Credit
comments on effects created by non-vocabulary choices such as grammar /
syntax and punctuation devices. These must be additional to comments on
vocabulary.

PUBLISHED PUBLISHED
Marking Criteria for Question 2(d)

2(d) Responses might use the following: Table A, Reading: Analysing how writers achieve effects
Use the following table to give a mark out of 15 for Reading.

Paragraph 13 begins ‘Around us … ’ and is about the arrival of winter in
Antarctica
Overview: inevitable, unstoppable force of winter approaching
5 13–15 • Wide-ranging discussion of judiciously selected language with some high
• (around us) the world was hardening: water freezing and solidifying, quality comments that add meaning and associations to words/phrases in
becoming more hostile both parts of the text, and demonstrate the writer’s reasons for using them.
• started as ice flowers, tiny crystal formations: delicate, fragile • Tackles imagery with some precision and imagination.
patterns in frozen water, beautiful • There is clear evidence that the candidate understands how language works.
• creeping carpet of flowers knitted together: gradually being covered
by ice; individual crystals float to the surface, accumulate and bond 4 10–12 • Explanations are given of carefully selected words and phrases.
together, sense of magical or living force • Explanations of meanings within the context of the text are secure and effects
• soaked by seawater: contrasts with the beauty of initial images, are identified in both parts of the text.
suggests heavy and cold, deadening effect on emotions • Images are recognised as such and the response goes some way to
• grey gruel, thickening into porridge: unappetising, gloopy substance, explaining them.
reminiscent of prison • There is some evidence that the candidate understands how language works.
• temperatures plummeted: became suddenly very cold, breathtaking
drop in temperature 3 7–9 • A satisfactory attempt is made to select appropriate words and phrases.
• (porridge-ice) welded itself together like steel grinding: change of • The response mostly gives meanings of words and any attempt to suggest
state from liquid to solid is complete, ice is hard and powerful, metallic and explain effects is basic or very general.
sound, industrial • One half of the text may be better addressed than the other.
• gathering darkness: long difficult winter ahead, brooding menace
• continent was closing in on itself, locking itself in: imprisoned by 2 4–6 • The response provides a mixture of appropriate choices and words that
winter, natural process, shutting the rest of the world out communicate less well.
• The response may correctly identify linguistic devices but not explain why
Only credit comments on stylistic effect where these are explicitly linked to they are used.
choices. • Explanations may be few, general, slight or only partially effective.
• They may repeat the language of the original or do not refer to specific words.
1 1–3 • The choice of words is sparse or rarely relevant.

• Any comments are inappropriate and the response is very thin.
0 0 • The response does not relate to the question.

• Inappropriate words and phrases are chosen or none are selected.

PUBLISHED PUBLISHED
Note: All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the texts. 3 You are Simon, Base commander. You are giving a speech for a group 25
of young people to explain to them the opportunities and challenges of
Question 3
living and working on the base station.
This question tests reading assessment objectives R1, R2 and R3 (15 marks):
In your speech you should:
• explain the different kinds of jobs available at Base station and what
R2 demonstrate understanding of implicit meanings and attitudes
activities each job might involve
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
• outline what they can expect day-to-day life to be like when they first
arrive and once they have settled in
and writing assessment objectives W1, W2, W3, W4 and W5 (10 marks):
• suggest the challenges and rewards of living and working at the
W1 articulate experience and express what is thought, felt and imagined Antarctic base station.
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context Write the words of the speech.
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar. Base your speech on what you have read in Text C, but be careful to use
your own words. Address each of the three bullet points.
Up to 15 marks are available for the content of your answer and up to 10

marks for the quality of your writing.
Use the Marking Criteria for Question 3 (Table A, Reading and Table B,
Writing)
Notes on task
Candidates should select ideas from the text (see below) and develop them
relevantly, supporting what they write with details from the text. Look for an
appropriate register for the genre, and a clear and balanced response which
covers the three areas of the question, is well sequenced and is in the
candidate’s own words.
Annotate A1 for references to the different kinds of jobs available at Base

station and what activities each job might involve.
Annotate A2 for references to what day-to-day life would be like when they
first arrive and once they have settled in.
Annotate A3 for references to the challenges and rewards of living and

working at the Antarctic base station.

PUBLISHED PUBLISHED
Marking Criteria for Question 3

Table A, Reading
3 A1: the different kinds of jobs available at Base station and what activities
Use the following table to give a mark out of 15 for Reading.
each job might involve
• scientists (det. involved in ice-coring team, Xavier, field work, laboratory
work) [dev. ground-breaking research, important lessons to be learned] Level Marks Description
• marine biologists (det. diving with seals and orcas, Ben) [dev.
adventurous, brave] 5 13–15 • The response reveals a thorough evaluation and analysis of the text.
• mechanics / engineers (det. planes, ski equipment, sewage treatment • Developed ideas are sustained and well related to the text.
plant, generators) [dev. keeping the place running] • A wide range of ideas is applied.
• pilots / air traffic control (det. transporting scientists to and from field • There is supporting detail throughout, which is well integrated into the
camps) [dev. incredible views from air, challenge of landing planes safely] response, contributing to a strong sense of purpose and approach.
• cooks (det. tinned food) [dev. difficult to get fresh supplies, lots of people • All three bullets are well covered.
to feed] • A consistent and convincing voice is used.
A2: what day to day life will be like when they first arrive at Base and once 4 10–12 • The response demonstrates a competent reading of the text with some
they have settled in evidence of basic evaluation or analysis.
• field training (det. learning to: abseil into a crevasse, get out and rescue • A good range of ideas is evident.
someone, break our fall with an ice-axe, erect pyramid tents, cook on • Some ideas are developed but the ability to sustain them may not be
camp-stoves, and load a sledge) [dev. out of comfort zone] consistent.
• learning (det. lectures) [dev. inspirational, new perspectives, expert • There is frequent, helpful supporting detail, contributing to a clear sense of
opinion] purpose.
• briefings (det. drills, mishaps) [dev. more dangerous in winter, could be • All three bullets are covered.
fatal] • An appropriate voice is used.
• expeditions / group trips (det. collecting water samples) [dev.
contributing to research] 3 7–9 • The text has been read reasonably well.
• keeping fit / exercise / (det. walks) [dev. freedom to go off and explore • A range of straightforward ideas is offered.
(until Winter approaches)] • Opportunities for development are rarely taken.
• social life (det. cards, no Wi-Fi) [dev. need to adjust, have to make own • Supporting detail is present but there may be some mechanical use of the
entertainment] text.
• There is uneven focus on the bullets.
A3: Challenges / rewards of Antarctica • The voice is plain.
• separation from the outside world (det. long way from civilisation,
bubble) [dev. peaceful, break from modern life (pressures)] 2 4–6 • There is some evidence of general understanding of the main ideas,
• cold / exposure (det. long winter) [dev danger of being stranded if last although the response may be thin or in places lack focus on the text or the
boat does not get through] question.
• (dangerous) animals (det. leopard seals, orcas) [dev. being in their • Some brief, straightforward reference to the text is made.
world] • There may be some reliance on lifting from the text.
• depression / loneliness (det. no animals, no children) [dev. few changes • One of the bullets may not be addressed.
of personnel / limited social group / can build close friendships, can lead • The voice might be inappropriate.
to sense of family/group]
• landscape / ravines [dev. experience of living in Antarctica changes you 1 1–3 • The response is either very general, with little reference to the text, or a
as a person, inspirational] reproduction of sections of the original.
• awareness of the health of the planet (det. carpet of ice is fragile; • Content is either insubstantial or unselective.
chunks fall off glaciers) [dev. understand the implications of global • There is little realisation of the need to modify material from the text.
warming, safety concerns]
0 0 • There is very little or no relevance to the question or to the text.

PUBLISHED
Table B, Writing: Structure and order, style of language
Use the following table to give a mark out of 10 for Writing.
5 9–10 • Effective register for audience and purpose.

• The language of the response sounds convincing and consistently
appropriate.
• Ideas are firmly expressed in a wide range of effective and/or interesting
language.
• Structure and sequence are sound throughout.
• Spelling, punctuation and grammar almost always accurate.
4 7–8 • Some awareness of an appropriate register for audience and purpose.

• Language is mostly fluent and there is clarity of expression.
• There is a sufficient range of vocabulary to express ideas with subtlety and
precision.
• The response is mainly well structured and well sequenced.
• Spelling, punctuation and grammar generally accurate.
3 5–6 • Language is clear but comparatively plain and/or factual, expressing little
opinion.
• Ideas are rarely extended, but explanations are adequate.
• Some sections are quite well sequenced but there may be flaws in structure.
• Minor, but more frequent, errors of spelling, punctuation and grammar
2 3–4 • There may be some awkwardness of expression and some inconsistency of

style.
• Language is too limited to express shades of meaning.
• There is structural weakness and there may be some copying from the text.
• Frequent errors of spelling, punctuation and grammar.
1 1–2 • Expression and structure lack clarity.

• Language is weak and undeveloped.
• There is very little attempt to explain ideas.
• There may be frequent copying from the original.
• Persistent errors of spelling, punctuation and grammar impede
communication.
0 0 • The response cannot be understood.

2
Read Text A, and then answer Questions 1(a)–1(e) on the question paper.
Text A: Antarctica
™
Cambridge IGCSE This text gives information about Antarctica.
Antarctica is the fifth largest continent in terms of total area, larger than the continents
FIRST LANGUAGE ENGLISH 0500/12 of both Oceania and Europe. The Antarctic Ice Sheet, the largest single piece of ice on
Paper 1 Reading May/June 2021 Earth, dominates the region. This ice sheet even extends beyond the continent when
snow and ice are at their most extreme in winter months.
INSERT 2 hours
The Antarctic region has an important role in global climate processes. It is an integral 5
INFORMATION part of the Earth’s heat balance (the relationship between the amount of solar heat
• This insert contains the reading texts.
*1236309633-I*
absorbed by Earth’s atmosphere and the amount of heat reflected back into space).
• You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
insert.
Ice is more reflective than land or water surfaces. The massive Antarctic Ice Sheet
reflects a large amount of solar radiation away from Earth’s surface. As global ice cover
(ice sheets and glaciers) decreases, the reflectivity of Earth’s surface also decreases. 10
This allows more incoming solar radiation to be absorbed by the Earth’s surface, causing
an unequal heat balance linked to global warming.
While Antarctica does not have permanent residents, the region is busy with research
scientists from dozens of different countries. Antarctica has no national borders, so the
entire continent is open for research. It has the cleanest air in the world, so atmospheric 15
monitoring done there provides more reliable data.
Most visitors to Antarctica are either increasingly adventurous tourists, on increasingly

affordable cruises, or researchers involved in national scientific programmes. In many
aspects the type of activities undertaken and the potential environmental impacts are
common to all visitors. Whatever their reason for being in Antarctica, these people will 20
want to visit the same spectacular scenery and witness threatened wildlife colonies.
Although nearly three times as many tourists visit Antarctica than researchers, the
number of person-days on the ground in Antarctica for national scientific programmes
far exceeds the number for tourism, which is nearly all ship based.
National programmes have involved the establishment of permanent or semi-permanent 25

stations, served by new roads and runways, and staffed by long-term (wintering) and
short-term (summer only) personnel. Only in recent years have environmental audits
carried out around scientific stations ensured that waste of all kinds is returned to the
country of origin wherever possible.
06_0500_12_2021_1.12 © UCLES 2021 06_0500_12_2021_1.12

3 4
Read Text B, and then answer Question 1(f) on the question paper. Read Text C, and then answer Questions 2(a)–2(d) and Question 3 on the question paper.
Text B: Crossing Antarctica Text C: Base station, Antarctica
This text is an article about Wendy Searle who plans to break the women’s world speed record for This text is taken from a longer narrative. The narrator is a journalist who has been invited to spend
skiing solo to the South Pole, unassisted and unaided – a huge challenge! time at a national scientific programme base station on Antarctica. She has travelled by ship with
a new group of staff arriving at the base at the start of summer and is planning to stay long enough
Five years ago, Wendy Searle hadn’t considered crossing Antarctica. Then she to experience the beginning of winter.
organised the media campaign of an expedition to the South Pole by a team of military
personnel. It made her wonder if she could have a go herself. Base emitted a hushed grandeur, as if a vault door had been closed – all noise guarded
fiercely behind it. A gunshot-like crack echoed through the air – an iceberg rotating –
Despite the fact that she had no previous polar training and had never skied before, then a roar like a distant waterfall as another chunk of the ice shelf collapsed into the
she successfully skied 560 kilometres across the Greenland ice sheet last year: ‘One 5 bay. Rough squawks of skuas were magnified through the telescope of empty dry air.
thing I learned is that my polar expedition will be incredibly tough, mentally.’ There were no smells of soil, trees, nor grass. Only the scent of Antarctica – like two 5
stones rubbed together. Flint.
Searle will need to ski 1130 kilometres across the frozen continent of Antarctica in less
than 38 days, 23 hours and 5 minutes. ‘I can’t have any outside assistance and I have We passed truckloads of tinned-food boxes in huge hangars. In summer, Base could
to take everything with me in a special sledge called a pulk: all my food, my fuel, my accommodate a hundred people: scientists returning from tented field-camps or being
supplies, everything. I can’t have any food re-supplies or medical help. I cannot even 10 deployed to them, pilots flying them in and out, cooks, mechanics, even the occasional
accept a cup of tea,’ she said. ‘I’ll be completely alone and, in all likelihood, I won’t see VIP. 10
anybody else.’
We were shown the laboratory, air-traffic control tower, stores where ski equipment
Searle is 1.53 metres tall and weighs just over 60 kilograms; the pulk will weigh over was repaired, generator hut and sewage treatment plant. It felt both exciting and daunting
80 kilograms. Training for the expedition, she needs to spend more than 10 hours a to call this home for the next few months. There were no museums, cafés or restaurants.
week lifting weights and running up and down hills pulling a tyre, while also holding 15 No animals, Wi-Fi or children. No real strangers.
down a full-time job. Knowing how difficult and dangerous the route is going to be forces
Searle to prioritise training: ‘That one day you don’t train might be the difference between That evening we encountered more Base people – young, fit figures without that fume 15
success and failure.’ of the outside that still clung to us. They sported the same padded boiler suits and
fleece jackets, and were keen to talk. ‘I don’t call the real world often, it’s best to just
Her family – her husband is a soldier and they have three teenage daughters and a live in the bubble,’ confided marine biologist Ben. I said I planned to stay until the very
son – are doing all they can to support her. ‘My children are super-independent. They 20 last boat out. ‘Winter here’s long,’ he added.
even organise me. They’ll say, “Don’t forget parents’ evening and these are the
appointments I’ve got you.” They’re amazing.’ She’s determined to inspire them. ‘I want Field training took days; we learned how to abseil into a crevasse, get ourselves out 20
my children to see that it’s OK to pursue something with a white-hot passion in a and rescue someone who has fallen in. We hurled ourselves down the sheer face of a
single-minded way and focus on a goal.’ glacier – to learn to break our fall with an ice-axe. We erected and dismantled pyramid
tents, cooked on camp-stoves, and learned how to load a sledge.
Searle is still raising money to fund the expedition. She feels it’s more difficult to attract 25
sponsorship as a female polar explorer: ‘People need to get behind female adventurers. There wasn’t much time to think, let alone write, in the early weeks occupied by briefings,
I asked a well-known TV agent why there aren’t more programmes about us and she obligatory group activities and trips into the bay to collect water samples. 25
said, “Honestly, there just isn’t the audience.”’
Summer was term time. Each evening scientists gave informal lectures: scientists who
Searle hopes her story will change perceptions. routinely dived beneath the ice among carnivorous leopard seals and orcas; scientists
in the ice-coring team who worked in an underground cavern, surfacing only to cook
and sleep in pyramid tents on the blasted plain of Berkner Island. I was learning more
in weeks than I had in entire years. 30
For the first time I began to think of the planet as an organism whose well-being I could
affect. Here I felt closer to it. I could hear its pulse. ‘In ice, depth equals time,’ explained
Xavier, a scientist working with the ice-coring team. ‘The further down you go, the further
back in time you go. The ice core shows that major changes have taken place within
Earth’s climate. There’s an irrefutable steady upward trend, directly linked to carbon 35
dioxide, and humans.’ I shivered involuntarily.

5 6
As winter approached, activities on Base diminished. For entertainment, our dwindling

group played cards or leafed through old magazines. BLANK PAGE
We were given new instructions by Base Commander Simon. We weren’t to walk off
Base without telling him first. The sea ice was hardening at the shore; fresh snowfalls 40
made it difficult to see where land stopped and sea began. We risked falling through.
Safety was taken seriously – endless rehearsals drilled into us how Antarctic tragedies
had more than one cause; mishaps or misjudgements which sealed people’s fate.
Temperatures dropped further. Snowstorms blanketed the runway. The last ship out
depended on the weather. People had overwintered unexpectedly here before. 45
Around us the world was hardening. In the bay it started as ice flowers, tiny crystal
formations. The creeping carpet of flowers knitted together, until soaked by seawater
it transformed into grey gruel, thickening into porridge. As temperatures plummeted,
porridge-ice welded itself together, and sounded like steel grinding. In gathering darkness
sea ice formed. The continent was closing in on itself, locking itself in. Winter was 50
beginning.
© UCLES 2021 06_0500_12_2021_1.12 © UCLES 2021 06_0500_12_2021_1.12

7 8
BLANK PAGE BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment
International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cambridgeinternational.org after the live examination series.
© UCLES 2021 06_0500_12_2021_1.12 © UCLES 2021 06_0500_12_2021_1.12

2
Read Text A and Text B in the insert and then answer Section A, Question 1 on this question paper.
Section A: Directed Writing

Cambridge IGCSE™ Question 1
Write a magazine article for young people about modern friendship.
In your article you should:

• evaluate the ideas about friendship given in both texts
• explain, based on what you read, to what extent you think social media affects friendship.
Base your article on what you have read in both texts, but be careful to use your own words.
* 7 9 2 1 2 6 9 0 1 5 *
FIRST LANGUAGE ENGLISH 0500/22 Address both of the bullet points.
Paper 2 Directed Writing and Composition May/June 2021 Write about 250 to 350 words.
2 hours
Up to 15 marks are available for the content of your answer, and up to 25 marks for the
You must answer on the question paper. quality of your writing.
You will need: Insert (enclosed) ..........................................................................................................................................................
INSTRUCTIONS ..........................................................................................................................................................
● Answer two questions in total:
Section A: answer Question 1. ..........................................................................................................................................................
Section B: answer one question.
● Use a black or dark blue pen. ..........................................................................................................................................................
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided. ..........................................................................................................................................................
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes. ..........................................................................................................................................................
● If additional space is needed, you should use the lined pages at the end of this booklet; the question
number or numbers must be clearly shown. ..........................................................................................................................................................
● Dictionaries are not allowed.
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INFORMATION ..........................................................................................................................................................
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ]. ..........................................................................................................................................................
● The insert contains the reading texts.
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Section B: Composition
Answer one question from Section B.
Write about 350 to 450 words on one of the following questions. Answer on this question paper.
Up to 16 marks are available for the content and structure of your answer, and up to 24 marks
for the style and accuracy of your writing.
EITHER
Descriptive Writing
2 Describe trying to sleep before an important day.
OR
Descriptive Writing
3 Write a description with the title, ‘The view from the other side’.
OR
Narrative Writing
4 Write a story with the title, ‘The invitation’.
[Turn to page 6 for Section B] OR
Narrative Writing
5 Write a story which includes the words, ‘… nothing seemed to go right …’.

7 8
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.................................................................................................................................................................. Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
..................................................................................................................................................................
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
.................................................................................................................................................................. at www.cambridgeinternational.org after the live examination series.
.................................................................................................................................................................. Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2021 0500/22/M/J/21 © UCLES 2021 0500/22/M/J/21

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
Cambridge IGCSE™ for a question. Each question paper and mark scheme will also comply with these marking principles.
FIRST LANGUAGE ENGLISH 0500/22 GENERIC MARKING PRINCIPLE 1:

Paper 2 Directed Writing and Composition May/June 2021 Marks must be awarded in line with:
MARK SCHEME
Maximum Mark: 80 • 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.

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

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 Marks must be awarded positively:
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers. • 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,
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
Cambridge International will not enter into discussions about these mark schemes. • marks are not deducted for errors
• marks are not deducted for omissions
Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge • answers should only be judged on the quality of spelling, punctuation and grammar when these
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components. features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.
This document consists of 12 printed pages.

PUBLISHED PUBLISHED
English & Media subject specific general marking principles Note: All Examiners are instructed that alternative correct answers and unexpected approaches in
(To be read in conjunction with the Generic Marking Principles (and requiring further guidance candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
on how to place marks within levels)) demonstrated. Nonetheless, the content must be clearly related to and derived from the passage.
Section A: Directed Writing

Components using level descriptors:
• We use level descriptors as a guide to broad understanding of the qualities normally expected of,
Question 1
or typical of, work in a level.
• Level descriptors are a means of general guidance, and should not be interpreted as hurdle This question tests the following writing assessment objectives (25 marks)
statements.
• Where indicative content notes are supplied for a question, these are not a prescription of W1 articulate experience and express what is thought, felt and imagined
required content, and must not be treated as such. Alternative correct points and unexpected W2 organise and structure ideas and opinions for deliberate effect
answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills W3 use a range of vocabulary and sentence structures appropriate to context
demonstrated. W4 use register appropriate to context
• While we may have legitimate expectations as to the ground most answers may occupy, we W5 make accurate use of spelling, punctuation and grammar
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 and reading assessment objectives (15 marks)
scheme requirements for the question).
Components using point-based marking: R2 demonstrate understanding of implicit meanings and attitudes
Point marking is often used to reward knowledge, understanding and application of skills. We give R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
credit where the candidate’s answer shows relevant knowledge, understanding and application of R5 select and use information for specific purposes.
skills in answering the question. We do not give credit where the answer shows confusion.
From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly convey the
same meaning (unless the mark scheme requires a specific term).
b DO credit alternative answers/examples which are not written in the mark scheme if they are
correct.
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons…).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for
evidence it is understood and not used wrongly.).
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities.
f DO NOT give further credit for what is effectively repetition of a correct point already credited
unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e.
polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms with
which they may be confused (e.g. Corrasion/Corrosion).

PUBLISHED PUBLISHED
1 Write a magazine article for young people about modern friendship. 40 1 Possible evaluation of implicit ideas:
In your article you should • prejudice against online friendships unjustified / adults have not
• evaluate the ideas about friendship given in both texts experienced it like young people
• explain, based on what you have read, to what extent you think • pandemic/lockdown has shown how much we need online friendship
social media affects friendship. • false distinction between on and offline friendship – technology means you
can be face-to-face
Base your article on what you have read in both texts, but be careful to • personal safety when making friends is easier online
use your own words. Address both of the bullet points. • people can create false identities online
• online friendships are more socially equal / not based on appearance,
Write about 250 to 350 words. accents etc.
• you can choose online friends based on same interests, not just proximity
Up to 15 marks are available for the content of your answer, and up to • online friendships promote more diversity of cultures and social class /
25 marks for the quality of your writing. widens cultural perspectives / more inclusive
• online friendships are less dependent on small talk/can help shy people
Responses might use the following explicit ideas: develop social skills
• online friendships less likely to create conflict
Text A
• online friendships can offer instant support and help
• the internet is blamed for everything without reason
• wrong to assume people want close friendships online / some will be
• loneliness and social media are linked but not known in what way
close, some not, as in real life
• the internet can make people less lonely, not more
• the number of friends you have is not important / popularity is measured
• social media can help people find friends by how many online ‘friends’ and ‘likes’ you get
• you can be yourself on the internet as well as in person • online friendship suits the age / inevitable
• online friendships can be made across vast distances • online friendship may be more genuine without our usual social masks
• talking online is just as rich as in real life
• befriending apps are available
• some people will find it easier to make friends online
Text B
• research shows how important real friendship is to people / genetically
wired to make a small number of friends
• everyone has different categories of friends
• we don’t have more friends even with the internet
• shared experience in the real life is essential for friends
• deeper connections take more effort than being online

PUBLISHED PUBLISHED
Marking criteria for Section A Question 1 Table B, Reading
Table A, Writing Use the following table to give a mark out of 15 for reading.
Use the following table to give a mark out of 25 for writing.

Level Marks Description 6 13–15 • Successfully evaluates ideas and opinions, both explicit and implicit. (R1, R2,
R3)
6 22–25 • Highly effective style capable of conveying subtle meaning. (W1) • Assimilates ideas from the text to give a developed, sophisticated response.
• Carefully structured for benefit of the reader. (W2) (R3, R5)
• Wide range of sophisticated vocabulary, precisely used. (W3)
• Highly effective register for audience and purpose. (W4) 5 10–12 • Some successful evaluation of ideas and opinions, both explicit and implicit.
• Spelling, punctuation and grammar almost always accurate. (W5) (R1, R2, R3)
• A thorough response, supported by a detailed selection of relevant ideas from
5 18–21 • Effective style. (W1) the text. (R3, R5)
• Secure overall structure, organised to help the reader. (W2)
• Wide range of vocabulary, used with some precision. (W3) 4 7–9 • Begins to evaluate mainly explicit ideas and opinions. (R1, R2, R3)
• Effective register for audience and purpose. (W4) • An appropriate response that includes relevant ideas from the text. (R3, R5)
• Spelling, punctuation and grammar mostly accurate, with occasional minor
errors. (W5) 3 5–6 • Selects and comments on explicit ideas and opinions. (R1, R2, R3)
• Makes a general response including a few relevant ideas from the text. (R3,
4 14–17 • Sometimes effective style. (W1) R5)
• Ideas generally well sequenced. (W2)
• Range of vocabulary is adequate and sometimes effective. (W3) Sometimes 2 3–4 • Identifies explicit ideas and opinions. (R1, R2, R3)
effective register for audience and purpose. (W4) • Makes a limited response with little evidence from the text. (R3, R5)
• Spelling, punctuation and grammar generally accurate though with some
1 1–2 • Very limited response with minimal relation to the text. (R1, R2, R3, R5)
errors. (W5)
3 10–13 0 0 • No creditable content.

• Inconsistent style, expression sometimes awkward but meaning clear. (W1)
• Relies on the sequence of the original text. (W2)
• Vocabulary is simple, limited in range or reliant on the original text. (W3)
• Some awareness of an appropriate register for audience and purpose. (W4)
• Frequent errors of spelling, punctuation and grammar, sometimes serious.
(W5)
2 6–9 • Limited style. (W1)

• Response is not well sequenced. (W2)
• Limited vocabulary or words/phrases copied from the original text. (W3)
• Limited awareness of appropriate register for audience and purpose. (W4)
• Persistent errors of spelling, punctuation and grammar. (W5)
1 1–5 • Expression unclear. (W1)

• Poor sequencing of ideas. (W2)
• Very limited vocabulary or copying from the original text. (W3)
• Very limited awareness of appropriate register for audience and purpose.
(W4)
• Persistent errors in spelling, punctuation and grammar impede
communication. (W5)

PUBLISHED PUBLISHED
Section B: Composition Marking criteria for Section B
Questions 2, 3, 4, 5 Table A, Composition: Content and structure
The question tests the following writing objectives (40 marks)

Level Marks General and specific marking criteria
W1 articulate experience and express what is thought, felt and imagined 6 14–16 General
W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
• Content is complex, engaging and effective. (W1)
W4 use register appropriate to context
• Structure is secure, well balanced and carefully managed for deliberate effect.
W5 make accurate use of spelling, punctuation and grammar.
(W2)
Question Answer Marks Specific – descriptive Specific – narrative
2 EITHER 40 Many well-defined and developed ideas The plot is well-defined and strongly
and images create a convincing overall developed with features of fiction writing
Describe trying to sleep before an important day. picture with varieties of focus. such as description, characterisation
and effective climax, and convincing
Use Table A to give a mark out of 16 for content and structure, and Table B to details.
give a mark out of 24 for style and accuracy.
5 11–13 General
Question Answer Marks • Content is developed, engaging and effective. (W1)

• Structure is well managed, with some choices made for deliberate effect. (W2)
3 OR 40
Specific – descriptive Specific – narrative
Write a description with the title, ‘The view from the other side’.
Frequent, well-chosen images and The plot is defined and developed with
Use Table A to give a mark out of 16 for content and structure, and Table B to details give a mostly convincing picture. features of fiction writing such as
give a mark out of 24 for style and accuracy. description, characterisation, climax and
details.
Question Answer Marks 4 8–10 General
4 OR 40
• Content is relevant with some development. (W1)
• Structure is competently managed. (W2)
Write a narrative with the title, ‘The invitation’.
Specific – descriptive Specific – narrative
Use Table A to give a mark out of 16 for content and structure, and Table B to
A selection of relevant ideas, images The plot is relevant and cohesive, with
and details, even where there is a some features such as characterisation
Question Answer Marks tendency to write in a narrative style. and setting of scene.
5 OR 40 3 5–7 General
Write a narrative which includes the words, ‘… nothing seemed to go • Content is straightforward and briefly developed. (W1)
right …’. • Structure is mostly organised but may not always be effective. (W2)
Use Table A to give a mark out of 16 for content and structure, and Table B to Specific – descriptive Specific – narrative
The task is addressed with a series of The plot is straightforward, with limited
relevant but straightforward details, use of the features of narrative writing.
which may be more typical of a
narrative.

PUBLISHED PUBLISHED
Table B, Composition: Style and accuracy

Level Marks General and specific marking criteria
2 3–4 General Level Marks Description
• Content is simple, and ideas and events may be limited. (W1) 6 21–24 • Precise, well-chosen vocabulary and varied sentence structures, chosen for
• Structure is partially organised but limited in its effect. (W2) effect. (W3)
• Consistent well-chosen register suitable for the context. (W4)
Specific – descriptive Specific – narrative • Spelling, punctuation and grammar almost always accurate. (W5)
The recording of some relevant events The plot is a simple narrative that may 5 17–20 • Mostly precise vocabulary and a range of sentence structures mostly used for
with limited detail. consist of events that are only partially effect. (W3)
linked and/or which are presented with • Mostly consistent appropriate register suitable for the context. (W4)
partial clarity. • Spelling, punctuation and grammar mostly accurate, with occasional minor
errors. (W5)
1 1–2 General
4 13–16 • Some precise vocabulary and a range of sentence structures sometimes used
• Content is occasionally relevant or clear. (W1) for effect. (W3)
• Structure is limited and ineffective. (W2) • Some appropriate register for the context. (W4)
• Spelling, punctuation and grammar generally accurate, but with some errors.
Specific – descriptive Specific – narrative (W5)
The description is unclear and lacks The plot and/or narrative lacks 3 9–12 • Simple vocabulary and a range of straightforward sentence structures. (W3)
detail. coherence. • Simple register with a general awareness of the context. (W4)
• Frequent errors of spelling, punctuation and grammar, occasionally serious.
0 0 No creditable content.
(W5)
2 5–8 • Limited and/or imprecise vocabulary and sentence structures. (W3)

• Limited and/or imprecise register for the context. (W4)
• Persistent errors of spelling, punctuation and grammar. (W5)
1 1–4 • Frequently imprecise vocabulary and sentence structures. (W3)

• Register demonstrates little or no sense of the context. (W4)
• Persistent errors of spelling, punctuation and grammar impair communication.
(W5)

2
Read both texts, and then answer Question 1 on the question paper.
Cambridge IGCSE™ Text A: My best friendships happen online but that doesn’t make them any less valid
The following text is about online friendships.
FIRST LANGUAGE ENGLISH 0500/22 We blame the internet for all human sins. It has grown popular to berate the internet for its role in
our ever-growing loneliness epidemic.
Paper 2 Directed Writing and Composition May/June 2021
INSERT 2 hours Scientists regularly release studies that suggest a correlation between social media use and
loneliness, low self-esteem and social isolation. But even they have to admit we do not know
INFORMATION
what came first: the loneliness or the social media. 5
*7921269015-I*
● This insert contains the reading texts.

● You may annotate this insert and use the blank spaces for planning. Do not write your answers on the
I’d like to defend the internet. I’ve just spent a year researching friendship for my book, which is
insert.
about precisely this: the intersection between loneliness and friendship.
I’ve spoken to countless people, both my own friends and strangers from the internet, who would
simply not have access to the same social life without social media. I know a woman who met all
three of her bridesmaids – the women she cherishes most in the world – online. She says she 10
feels like her most authentic self when she’s online.
This is perhaps exactly the point: we can no longer quite so easily distinguish between our online
selves and our ‘real’ selves. We are becoming confident enough to merge our online and offline
selves as we realise that social media is an important platform for friendship.
My best friends in the world live in Melbourne, New York, Los Angeles and New Orleans. I am, at 15
any time, a minimum of 5 000 kilometres away from them. Catch-ups over lunch are not possible
for us. Our group chat has become a glorious mishmash of the trivial and the meaningful – home
to career advice, dog pictures, memes and moral support. I am indignant and distressed by
anyone who would suggest our largely online friendship is in any way less valid than people who
have the luxury of sharing oxygen in the same physical place. 20
Besides, befriending apps are popping up all over. Some alleviate the loneliness for new mums
or help you find new friends when you move to a new city. The clever thing about so many of
these apps is they use the very thing we blame for our disconnection from others – technology –
to bring us back together. They take away the difficulty of usual social interaction and reduce the
chance of rejection. Think how many people this technology might particularly help: introverts, 25
people with disabilities that make it difficult to leave the house or even speak, deaf people, people
with mental health problems, people who just find social interaction terrifying.
The internet could be just the thing to help us revive friendship.
DC (MB) 201718/1
© UCLES 2021 0500/22/INSERT/M/J/21
3 4
Text B: The limits of friendship BLANK PAGE
The following text is about the changing nature of friendship.
Robin Dunbar, an anthropologist working with primates some years ago, was researching why
primates spend so much time in groups. He moved from there to humans and claimed that
the average person could have up to 150 people in their social group. Anything beyond that
is unmanageable. Since then, Dunbar has been exploring whether our ever-expanding social
networks have done anything to change it. 5
Within the group of 150 only 5 will be your closest support group. Dunbar found that while the
group sizes are stable, their composition is fluid. Your five today may not be your five next week.
As constant use of social media has become normal, people have challenged the relevance of
Dunbar’s number. Isn’t it easier to have more friends when we have social media to help us to
cultivate and maintain them? Our real-world friends tend to know each other but online we can 10
expand our networks. Yet, 150 has remained constant, despite the ease of online connections
compared with face-to-face ones.
However, social media is changing the nature of human interaction. It allows you to keep track of
people who would otherwise disappear. What keeps face-to-face friendships strong is the nature
of shared experience. The social media equivalent – sharing, liking, knowing that your friends 15
have looked at the same cat video – lacks the synchronicity of shared experience. We’ve seen
the same movie, but we cannot bond over it in the same way.
With social media, we can easily keep up with the lives of far more people. But without investing
the face-to-face time, we lack deeper connections with them, and the time we invest in superficial
relationships comes at the expense of more profound ones. We may widen our network to 400 20
people that we see as friends, but keeping up an actual friendship requires time. Putting in the
effort to ‘like’, comment and interact with an ever-widening network means we have less time
and capacity left for our closer friends – the ones that really matter.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
© UCLES 2021 0500/22/INSERT/M/J/21 © UCLES 2021 0500/22/INSERT/M/J/21

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2

(i) ‘dominates the region’ (line 3):

(ii) Explain why growing numbers of tourists want to visit Antarctica.

06_0500_12_2021_1.12 © UCLES 2021 06_0500_12_2021_1.12

........................................................................................................................................... Your summary should not be more than 120 words.

© UCLES 2021 06_0500_12_2021_1.12 [Turn over © UCLES 2021 06_0500_12_2021_1.12

........................................................................................................................................... ................................................................................................................................ [1]

........................................................................................................................................... (i) encountered .......................................................................................................... [1]

© UCLES 2021 06_0500_12_2021_1.12 [Turn over © UCLES 2021 06_0500_12_2021_1.12

© UCLES 2021 06_0500_12_2021_1.12 [Turn over © UCLES 2021 06_0500_12_2021_1.12

........................................................................................................................................... In your speech you should:

© UCLES 2021 06_0500_12_2021_1.12 [Turn over © UCLES 2021 06_0500_12_2021_1.12

[Total: 25] .................................................................................................................................................................

© UCLES 2021 06_0500_12_2021_1.12 [Turn over © UCLES 2021 06_0500_12_2021_1.12

Additional page Additional page

© UCLES 2021 06_0500_12_2021_1.12 [Turn over © UCLES 2021 06_0500_12_2021_1.12

© UCLES 2021 06_0500_12_2021_1.12 © UCLES 2021 06_0500_12_2021_1.12

Generic Marking Principles

FIRST LANGUAGE ENGLISH 0500/12 GENERIC MARKING PRINCIPLE 1:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

This document consists of 21 printed pages.

© UCLES 2021 [Turn over

From this it follows that we: 1(a) R5 1

© UCLES 2021 Page 3 of 21 © UCLES 2021 Page 4 of 21

Question Answer Marks Question Answer Marks

1(c) Re-read paragraph 3, (‘Ice is ... warming.’). 2

Give two reasons why loss of ice in Antarctica is significant.

1(d)(i) Re-read paragraphs 4 and 5, (‘While Antarctica… colonies’). 2

• no borders / entire continent open

© UCLES 2021 Page 5 of 21 © UCLES 2021 Page 6 of 21

Marking criteria for Question 1(f)

© UCLES 2021 Page 7 of 21 © UCLES 2021 Page 8 of 21

2(d) R1, R2 and R4 15

© UCLES 2021 Page 9 of 21 © UCLES 2021 Page 10 of 21

Question Answer Marks Question Answer Marks

confided: told as if a secret, revealed, divulged, confessed, shared

© UCLES 2021 Page 11 of 21 © UCLES 2021 Page 12 of 21

Question Answer Marks Question Answer Marks

© UCLES 2021 Page 13 of 21 © UCLES 2021 Page 14 of 21

Marking Criteria for Question 2(d)

Use the following table to give a mark out of 15 for Reading.

1 1–3 • The choice of words is sparse or rarely relevant.

0 0 • The response does not relate to the question.

© UCLES 2021 Page 15 of 21 © UCLES 2021 Page 16 of 21

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer and up to 10

Annotate A1 for references to the different kinds of jobs available at Base

Annotate A3 for references to the challenges and rewards of living and

© UCLES 2021 Page 17 of 21 © UCLES 2021 Page 18 of 21

Marking Criteria for Question 3

© UCLES 2021 Page 19 of 21 © UCLES 2021 Page 20 of 21

Table B, Writing: Structure and order, style of language

Use the following table to give a mark out of 10 for Writing.

Level Marks Description

5 9–10 • Effective register for audience and purpose.

4 7–8 • Some awareness of an appropriate register for audience and purpose.

2 3–4 • There may be some awkwardness of expression and some inconsistency of

1 1–2 • Expression and structure lack clarity.

0 0 • The response cannot be understood.