Cambridge International Examinations

Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing October 2016

MARK SCHEME
50 minutes

MAXIMUM MARK: 35

This document consists of 3 printed pages.

PV1
© UCLES 2016
 Secondary 1 Checkpoint English as a Second Language
Writing 2FWREHU
Mark Scheme

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

1 play (the)
2 new as
3 not/don't weGRZHQRW
4 was found/discovered/located by
5 first time/day (that)
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.

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.