Cambridge Lower Secondary Sample Test

For use with curriculum published in

September 2020

English Paper 2
Mark Scheme
Stage 9

English_S9_02_MS/5RP
© UCLES 2020
S9/02 English Stage 9 Paper 2 Mark Scheme From 2020

Section A: Reading

Question Answer Marks

1 What phrase tells the reader that Jamie thinks the book he selects could 1
be interesting?

Award 1 mark for:

• promising title

Question Answer Marks

2 Why does the writer use a dash ( – ) in line 5? 1

Award 1 mark for:

• It gives contrasting / alternative examples (of interesting books).

• It contrasts the dull / boring books on the shelves/ in the library with ones
Jamie finds interesting.
• To add information

Question Answer Marks

3 What does the word snapped (line 7) tell the reader? 1

Award 1 mark for:

• It shows that the librarian is annoyed / irritated / impatient / in a hurry to

leave work / close the library.

Question Answer Marks

4 Look at lines 1–10. The writer describes the library as unpleasant. 2

Explain in your own words two ways that show this.

Award up to 2 marks for:

• the unfriendly librarian

• no new books / dull books / no adventure/exciting books
• dim light (where the junior fiction was)
• dirty windows

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Question Answer Marks

5 The red-haired man enters the library dramatically. 2

Give two words that show this.

Award up to 2 marks for:

• (the door) flew (open)

• splashed
• marched

Question Answer Marks

6 Look at lines 13–17. 2

Explain in your own words how the writer contrasts the actions of the
librarian with those of the red-haired man.

Give two quotations from the text to support your answer.

Award 1 mark for one idea and relevant quotation up to a maximum of 2 marks:

• The librarian is very still / calm / unemotional and doesn’t react: ‘She didn’t
even look up’.
• (whereas) the red-haired man is dynamic / angry / active / emotional:
‘snapped (the biro) into two pieces / ‘he flung the pieces (into the metal bin)’

Question Answer Marks

7 Look at lines 19–20. 1

Why does the writer separate the direct speech into two parts?

Award 1 mark for:

• It gives the second part, (‘which rings a bell in the police station.’) a strong
impact. / It makes the second part about the police station stand out / It
delays telling the reader that the button is an alarm / to alert the police.
• It adds emphasis to the second part.

Question Answer Marks

8 Look at lines 21–22. 1

The red-haired man leans over and growls at the librarian. What is he
trying to do?

Award 1 mark for:

• The red-haired man tries to frighten / scare / intimidate the librarian (to gain
access to the room and book).

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Question Answer Marks

9 Look at lines 23–25. 2

What two literary techniques are used? Tick () two boxes.

Award up to 2 marks for:

• simile
• alliteration

Question Answer Marks

10 What is the effect on the reader of the sentence in line 28? 1

Award 1 mark for:

• It creates a scary atmosphere.

• It makes the atmosphere sound / feel cold.
• It’s as if something ghostly has entered the library.

Question Answer Marks

11 Look at lines 29–31. 1

Why does the writer use the verb flick in this sentence: Jamie flicked the
pages of a manual on hang-gliding (line 31)?

Award 1 mark for:

• To emphasise Jamie’s boredom

Question Answer Marks

12 Look at lines 38–41. 1

Why does the writer use questions?

Award 1 mark for:

• To build up suspense / tense / mystery.

• To show that Jamie is puzzled / confused / doesn't understand / is trying to
work out what is going on.

Question Answer Marks

13 Look at line 48. 1

What does the writer’s use of an exclamation mark ( ! ) tell the reader
about Jamie?

Award 1 mark for:

• Jamie has made a decision.

• Jamie is determined to discover where the man has gone.

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Question Answer Marks

14 Look at lines 48–54. The writer uses short sentences. 1

What impact does this have on the reader?

Award 1 mark for:

• To create suspense.

Question Answer Marks

15 Jamie is daring. Give two ways that the reader knows this. 2

Award up to 2 marks for:

• He has the courage to approach the librarian.

• He is going to go through the green door even though he is afraid.
• The librarian says he will need good luck (which suggests there is danger
ahead).

Question Answer Marks

16 What do you think ‘the Name in the Book’ is? Tick () one box. 1

Award 1 mark for:

• a password

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Question Answer Marks

17 How does the writer build a sense of menace in this extract? Complete the 4
table to give two explanations and two quotations.

Award up to 4 marks for two appropriate explanations and two relevant

quotations:

Explanation
Use of time The writer mentions time
throughout. This gives the
sense of time running out and
urgency.
Use of The writer contrasts the
sound quietness of the library with
the loudness of (violent /
aggressive) actions.
OR
Quotation
‘We’re closing,’… looking up at
the clock, ‘in exactly three
minutes.’
the clock ticked on towards
half-past four
‘You’re late.’
The door swished shut, silently
ruffling the pages
The librarian hummed
snapped it into two pieces
two loud explosions
disappeared with a slam

The writer describes the

library as very quiet and uses
words with soft sounds /
alliteration / onomatopoeia.
This contrasts with the loud
noises the men make.
Use of The writer personifies the
weather weather to make it sound
menacing.
Jamie’s The writer shows Jamie’s
feelings anxiety by how he reacts.
rain tapped and rattled on the
window
water gurgled down the
drainpipes outside
Jamie held his breath
Then he froze
Jamie had a sudden shiver of
anticipation
Something cold nudged
against his heart.
His heart was thumping.

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Section B: Writing

Question Answer Marks

Notes to markers

• Use the marking grids on the next two pages.

• Marking should always begin from the lowest mark in each column and work upward.
• A ‘best fit’ judgement should be made in judging first in which box to place the response and
then, within that box, which mark is appropriate.
• The lower mark within a box should be given if some the criteria have been met but not all.
• Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
Award 0 marks for 20 words or fewer.
Award a maximum of 7 marks for responses of between 21 and 60 words.
You need not count the words unless you think there will be fewer than 60. In normal-sized
handwriting 60 words will be approximately 8 lines.

18 His heart was thumping. Jamie followed the trail of wet footprints across the floor. When
he reached the door he looked back. The librarian was looking after him with a
particularly unpleasant smile.

‘Good luck,’ she said. ‘You’ll need it.’

Continue the story.

You should consider:

• how you will create suspense

• who Jamie will meet
• what will happen to Jamie next.

18 Content, purpose and audience. 8

Text structure and organization. 7

Sentence structure and punctuation. 7

Spelling 3

[Total 25]

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Content/purpose and audience Text structure and organisation

[8 marks] [7 marks]
The response is wholly relevant to task/purpose,
with an appropriate tone sustained.

The response has content and relevant ideas

developed in detail, and there is clear and
consistent engagement with reader.

The character, point of view and voice are

sustained. The ideas are organised into a planned and
coherent story, including an effective opening
Ambitious and occasionally sophisticated and satisfying closing.
vocabulary is used accurately.
Clear, well-organised paragraphs are linked
[7–8] to structure the narrative and contribute to
The response is mainly relevant to task/purpose, controlling the pace of the story.
with clear and appropriate tone.

Content and relevant ideas are developed with a [6–7]

clear awareness of audience. The ideas are developed into a story from an
appropriate opening but may not reach an
There is some specific, effective vocabulary, effective conclusion.
relevant to purpose.
[5–6] Paragraphs/sections are evident and help to
The response is generally relevant to task/ structure the text.
purpose, with an attempt at chosen tone.

There are ideas with some development, and the [4–5]

awareness of audience. The opening, development and conclusion of
the story are logically related.
A simple range of vocabulary relevant to the
purpose. Paragraphs/sections may be used, but not
consistently, accurately or appropriately.
[3–4]
The response has limited relevance to task/
purpose, and tone is present but inconsistent. [2–3]

There is a limited range of material. Some basic sequencing or outline of the story is
evident.
A simple, repetitive vocabulary is attempted.
[1–2] [1]
No creditable response. No creditable response.
[0] [0]

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Sentence structure Spelling

[7 marks] [3 marks]

A range of appropriate and varied sentence

structures are used to create effect.

The use of sentence features contributes to the

overall development of the text.

Almost entirely accurate grammar (tenses,

agreement and word order) with a range of
devices to enhance and emphasise meaning.

Punctuation is correctly used to make the

meaning clear.
[6–7]
Appropriate use of sentence structures, with
some attempt to create effect.

Some sentence features are used to clarify and

emphasise meaning.

Grammar and punctuation are mostly accurate.

[4–5]
Limited or partially effective use of complex Spelling almost completely accurate, with a
sentence structures. wide range of words correctly attempted.

Mostly simple compound structures based on a
variety of connectives.
Grammar and punctuation are usually correct;
there may be evidence of comma splicing.
Polysyllabic, ambitious and more complex,
lower frequency words are used successfully.
[3]
Spelling is generally accurate over a
reasonable range of words.

Some polysyllabic and more difficult words in

frequent use are spelled correctly.
[2–3] [2]

Simple sentence structures are used Simple words are attempted successfully.
successfully.
There are frequent errors in commonly
Some correct use of grammar and punctuation, occurring words.
e.g. full stops and capitals.
[1]
[1]
No creditable response. No creditable response.
[0] [0]

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