UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

GCE Advanced Subsidiary Level

MARK SCHEME for the October/November 2011 question paper

for the guidance of teachers

8009 GENERAL PAPER

8009/01 Paper 1, maximum raw mark 50

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.

Mark schemes must be read in conjunction with the question papers and the report on the
examination.

• Cambridge will not enter into discussions or correspondence in connection with these mark schemes.

Cambridge is publishing the mark schemes for the October/November 2011 question papers for most
IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.
 Page 2 Mark Scheme: Teachers’ version
GCE AS LEVEL – October/November 2011
Band 1
‘excellent’: fully
operational command
Band 2
‘good – very good’:
effective command
Band 3
‘average’: reasonable
command
Band 4
‘flawed but not weak’:
inconsistent command
Band 5
‘weak – very weak’:
little / (no) effective
communication
© University of Cambridge International Examinations 2011
Syllabus Paper
8009 01
USE OF ENGLISH CRITERIA TABLE
Marks
18–20 • Very few slips / errors.
• Highly fluent.
• Very effective use of expressions and idioms.
• Excellent use of vocabulary; (near) faultless grammar.
• Excellent sentence structure and organisation of
paragraphs.
• Excellent spelling / punctuation.
14–17 • Few slips / errors.
• Fluent.
• Effective use of expressions / idioms.
• Good use of vocabulary; sound grammar.
• Good sentence structure / well-organised paragraphs.
• Good spelling / punctuation.
10–13 • Some slips / basic errors but acceptable standard
overall.
• Reasonably fluent / not difficult to read.
• Generally appropriate use of expressions / idioms.
• Fair range and apt use of basic vocabulary; acceptable
grammar.
• Simple / unambitious sentence structure / paragraphing.
• Reasonable spelling / punctuation.
6–9 • Regular and frequent slips / errors.
• Hesitant fluency / not easy to follow at times.
• Some inappropriate expressions / idioms.
• Limited range of vocabulary; faulty grammar.
• Some flawed sentence structure / paragraphing.
• Regular spelling / punctuation errors.
0–5 • Almost every line contains (many) slips / errors of all
kinds.
• Little / (no) fluency / difficult (almost impossible) to
follow.
• (very) poor use of expression / idiom.
• (very) poor range of vocabulary: (very) poor grammar.
• (very) poor sentence structure / paragraphing.
• (very) poor spelling / punctuation.
• Bracketed descriptors denote 0–2 range of marks.
 Page 3 Mark Scheme: Teachers’ version Syllabus Paper
GCE AS LEVEL – October/November 2011 8009 01

CONTENT CRITERIA TABLE

Band 1 26–30 • Comprehensive coverage, totally relevant material,

perceptive, analytical.
‘excellent’: • Thoughtful, enlightening illustration using local,
very good and national and international examples where applicable.
comprehensive • Coherent and engaging discussion, displaying
knowledge / sensitivity, sophistication, awareness and maturity.
understanding of topic • (very) well structured.
Band 2 20–25 • Totally (near totally) relevant, well focused but less
analytical and perceptive than Band 1.
‘good – very good’: • Major points well developed.
good knowledge / • (very) good range of examples / illustration.
understanding • Logical and systematic discussion.
of topic • Effectively structured.
Band 3 UPPER 16–19 • Competent: major points adequately developed.
• Largely relevant and remains focused on the question.
‘average’: • Reasonable range of examples / illustration to support
sound knowledge / key points.
understanding of topic • Reasonably structured.
Band 3 LOWER 13–15 • More obvious points mentioned rather than adequately
developed.
fair knowledge / • Some digression, but generally sticks to the question.
understanding of topic • Does not always support major points with apt
illustration.
• Tendency to assert / generalise rather than argue /
discuss in detail.
• May lack focus.
Band 4 7–12 • Restricted material / scope: rather pedestrian.
• Some relevance but may be implicit / tangential at
‘flawed but not weak’ times.
limited knowledge / • Prone to unsubstantiated, sweeping statements: ideas
understanding of vague and / or lacking sustained development: can be
topic’ digressive and wander off topic.
• Limited illustration and / or factual inaccuracy.
• Insufficient focus; essay offloads everything known
about the particular topic with inadequate reference to
the key words in the question.
Band 5 0–6 • (totally) inadequate content with little / no substance:
(very) vague and confused ideas.
‘weak – very weak’ • Question largely (completely) misinterpreted /
poor / very poor misunderstood.
knowledge / • Very limited (total) irrelevance.
understanding of topic • Very limited / (no) appropriate illustration.
• Bracketed descriptors denote 0–2 range.

© University of Cambridge International Examinations 2011

 Page 4 Mark Scheme: Teachers’ version Syllabus Paper
GCE AS LEVEL – October/November 2011 8009 01

1 How well has Mauritius coped with the recent economic crises and what lessons, if any,
have been learnt?

Key words are ‘How well …?’ and ‘Mauritius coped’ and ‘recent economic crises’ and ‘lessons …
if any … learnt’.

• candidates must evaluate how successfully or not their country has managed to deal with
difficulties post-2008 and how any lessons learnt will stand them in good stead to face similar
problems in the future
• Mauritius had to contend with a falling stock market, particularly hotel shares, a sharp decline
in the number of tourist arrivals, a drop in the demand for textiles, surging oil and food prices
and double digit inflation
• these problems have been largely overcome thanks to promotional advertising and special
offers. The situation is heading back to pre-crisis levels now
• lessons learnt: to respond immediately to threats by being flexible and being prepared to
lower profit margins. Mauritius has been in negotiations with a large Indian company about
building an oil refinery on the island to limit costs and dependency on suppliers from
overseas. Similarly, Mauritius is looking at ways to be more self-sufficient in food so as to
reduce imports.

2 Which newspaper do you prefer? Give reasons for your choice.

Key words are ‘Which newspaper… ?’ and ‘you prefer‘ and ‘Give reasons’.

• candidates may choose any local, national or international newspaper

• the reasons for the choice made must be clear and convincing.

3 How far would you agree that excellence in sport is ‘ten per cent inspiration and ninety per
cent perspiration’?

Key words are ‘How far …?’ and ‘excellence in sport’ and ‘10% inspiration/90% perspiration’.

• candidates will have to consider the balance between natural talent and hard work/practice
• top achievers in any sport will help make the case, e.g. the comment by the golfer Gary
Player, ‘the more I practise, the luckier I get!’
• excellence here should be taken to mean performing at the highest levels
• candidates may alter the percentages if they make the case.

© University of Cambridge International Examinations 2011

 Page 5 Mark Scheme: Teachers’ version Syllabus Paper
GCE AS LEVEL – October/November 2011 8009 01

4 ‘Experimenting on animals is a necessary evil.’ Discuss.

Key words are ‘Discuss’ and ‘experimenting’ and ‘necessary evil’.

• candidates are free to agree/disagree with the question as set but will require a well
reasoned and well illustrated answer to score in the top two bands
• candidates should contrast the benefits with the drawbacks and come to a reasoned
conclusion
• the case for animal experiments is that they can produce such significant and even essential
benefits for humanity that it is morally acceptable to harm a few animals
• animal experiments are widely used to develop new medicines and to test the safety of other
products, if pain is caused to the animals involved is this practice morally defensible?
• the case against is that the levels of suffering and the number of animals involved are both
so high that the benefits to humanity do not provide moral justification
• can experimenting on animals be acceptable if pain/suffering is minimised
• can experimenting on animals be acceptable if benefits to humans are gained which would
otherwise not be obtainable?
• should experimenting on animals be unacceptable if it causes pain/suffering to animals and
the benefits to humans are not proven
• should experimenting on animals be unacceptable if benefits to humans via animal testing
could be achieved in other ways.

5 Assess the arguments for and against the banning of smoking in public places.

Key words are ‘Assess’ and ‘arguments for/against’ and ‘banning’ and ‘public places’.

• candidates are free to state their personal opinion, but must use relevant examples and not
rely on sweeping assertions
• candidates should contrast the benefits with the drawbacks and come to a reasoned
conclusion
• arguments for a ban include – heightened risk of coronary disease, cataracts, asthma
emphysema, lung cancer and dangers of second hand (passive) smoking. Health services
would save millions if these risks are minimised, smokers would be encouraged to quit, non
smokers would be deterred from taking up smoking and fires from cigarette ends would be
less frequent
• arguments against a ban include – evidence presented by the anti-smoking lobby on passive
smoking is claimed to be inconclusive, any problem could be overcome by providing smoking
and non-smoking areas, damage to businesses as trade is reduced, smokers are being
demonised and marginalized and the freedom of adults should be respected and afforded a
sense of measured tolerance.

6 ‘More is achieved through rebellion than conformity.’ How far would you agree?

Key words are ‘More’ and ‘achieved’ and ‘rebellion than conformity’ and ‘How far …?’

• candidates are free to state their personal opinion, but must use relevant examples and not
rely on sweeping assertions
• candidates should contrast the pros with the cons and come to a reasoned conclusion
• basic definition of conformity and rebellion required
• this question can be tackled at different levels. It can deal at an individual level with
challenging established societal norms and/or at a national level with challenging perceived
misuse/abuse of governmental power

© University of Cambridge International Examinations 2011

 Page 6 Mark Scheme: Teachers’ version Syllabus Paper
GCE AS LEVEL – October/November 2011 8009 01

• conformity – the act of matching beliefs, attitudes and kinds of behaviour to what individuals
see as ’normal’ within their society or social group
• what does conformity achieve? Does conformity imply little/no change?
• rebellion – is a refusal of obedience or order sometimes attracting such labels as revolution,
insurgency, civil disobedience or a refusal to accept the social ‘demands‘ of traditional
society. It includes a range of behaviours often aimed at destroying/replacing or modifying
established authority. In many cases, it brings about change by force or violence
• examples can be drawn from history and/or the present day to show what rebellion can
achieve at personal and/or national levels.

7 How important is it to know about one’s family history?

Key words are ‘How important …?’ and ‘know’ and ‘one’s family history’.

• family history has become popular in recent years and more accessible through the presence
of family history websites and magazines
• this activity recognises the importance of family at all social levels
• it fulfils the need of individuals to belong; this feeling is enhanced through heritage
• it also recognises relationships between family and the changing external world
• any medical history recorded may alert the family members to possible problems
• it may not be important to everybody, but it is an interesting and informative activity enjoyed
by many.

8 Consider what it means to be a ‘good’ citizen.

Key words are ‘Consider’ and ‘means’ and ‘good citizen’.

• participation is a key aspect to this question and includes

• people should play a part in making their community and the world a ‘better’ place
• people should take responsibility and exercise their civil rights
• they should participate in community service and activities
• they should help to protect the environment
• be a caring friend and a good neighbour
• treat other people with respect and dignity
• obey the rules of the family and of society
• candidates might discuss JFK’s famous statement ‘ask not what your country can do for you,
ask what you can do for your country.’

© University of Cambridge International Examinations 2011

 Page 7 Mark Scheme: Teachers’ version Syllabus Paper
GCE AS LEVEL – October/November 2011 8009 01

9 To what extent has the idea of a ‘green’ sustainable lifestyle established itself in Mauritian
society?

Key words are ‘To what extent…?’ and ‘”green” sustainable lifestyle’ and ‘established itself’ and
‘Mauritian society’.

• candidates need to consider how far Mauritius has or is making progress in such areas as
• various types of pollution
• efficient collection of waste and recycling
• protection of flora and fauna
• protection and cleanliness of the environment
• restriction of toxic emissions
• uses of wind/tide and solar sources of energy
• improving citizens’ knowledge and raising awareness of these issues.

10 Assess the advantages to be gained by graduating from one of the world’s top
universities.

Key words are ‘Assess’ and ‘advantages’ and ‘world’s top’.

• candidates should contrast the benefits with the drawbacks and come to a reasoned
conclusion
• these institutions probably offer an excellent learning experience in most subjects
• their degrees may give graduates an advantage as regards jobs
• their degrees are recognised and welcomed globally
• contacts made there can be useful both personally and professionally
• are the advantages worth the considerable expense?
• ‘lesser’ universities may be ‘better’ in some subject areas.

11 ‘Surveillance cameras are a threat to the privacy of citizens.’ To what extent would you
agree?

Key words are ‘To what extent …?’ and ‘surveillance’ and ‘threat to [individual] privacy’.

• candidates are free to state their personal opinion, but must use relevant examples and not
rely on sweeping assertions.
• candidates should contrast the benefits with the drawbacks and come to a reasoned
conclusion
• lawsuits have been filed against operators of surveillance cameras for locating them secretly
in such places as hotel bedrooms and changing rooms which is clearly a misuse.
• are cameras unnecessarily omnipresent?
• most people find them useful for the recording/detection of crime
• footage is frequently shown to the public in order to identify criminals
• many householders install them as a deterrent against robbery and burglary
• police are often able to track victims of crime by reconstructing their movements via cameras
in a town which can also help to solve the crime
• cameras are also useful to regulate traffic flows at peak times
• they also detect those breaking the speed limit
• they help protect shops against shoplifting
• they are used anywhere where cash is found to deter robberies

© University of Cambridge International Examinations 2011

 Page 8 Mark Scheme: Teachers’ version Syllabus Paper
GCE AS LEVEL – October/November 2011 8009 01

12 ‘Let the buyer beware!’ To what extent should consumers have rights?

Key words are ‘To what extent …?’ and ‘should’ and ‘consumers have rights’.

• candidates should contrast the benefits with the drawbacks and come to a reasoned
conclusion.
• provisions and legislation will not be identical all over the world
• in recent times caveat emptor’ has shifted ‘towards caveat venditor
• the original basic consumer rights were:
• being able to select products/services of appropriate quality at competitive prices
• have the right to be protected/warned against hazardous/dangerous goods
• the right to be given adequate information about products
• consumers have the right to complain and be listened to
• through Consumers International, four more rights were added in the 1960s
• the right to redress or remedy (satisfactory settlement of complaints)
• the right to environmental health (protection from all types of pollution)
• the right to service (convenience, respect, appropriate responses and good quality
design/workmanship)
• the right to consumer education (skills needed for informed purchasing decisions).

13 Explain why you are attracted to live performing arts such as ballet, opera, or the theatre.

Key words are ‘Explain why you …’ and ‘attracted’ and ‘live performing arts’.

• the nature of the personal ‘attraction’ needs to be analysed

• the candidate will have to present a strong case to support the choice made
• reasons will vary widely as this will be a personal choice
• candidates may base answers on any number of the live performing arts.

14 Which is the best film you have ever seen? Give reasons for your choice.

Key words are ‘Which …?’ and ‘best … ever?’ and ‘Give reasons’.

• the candidate will have to present a strong case to support the choice made
• reasons will vary widely as this will be a personal choice.

15 Evaluate the work of a significant Mauritian writer.

Key words are ‘Evaluate’ and ‘work’ and ‘significant Mauritian writer’.

• elements considered in the evaluation might include:

• what makes the writer significant in and/or beyond Mauritius?
• how interesting is the content – the ideas, techniques and methods?
• how well is language used to express the themes/ideas?
• it may be possible to make comparisons with similar writers
• if the work is factual, perhaps scientific, has it added to knowledge?
• has it been well received in/by the peer scientific community
• the status that the writer enjoys in and/or beyond Mauritius.

© University of Cambridge International Examinations 2011