Cambridge Lower Secondary Sample Test

For use with curriculum published in

September 2020

English Paper 2
Mark Scheme
Stage 8

English_S8_02_MS/5RP
© UCLES 2020
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Section A: Reading

Question Answer Marks

Look at the first paragraph (lines 1–5).

1(a) What literary technique is used in line 2? 1
Tick () one box.

Award 1 mark for:

• simile
1(b) What are the crowd’s feelings? 1

Award 1 mark for identifying that the crowd was feeling surprise / amazement.
1(c) The narrator describes herself as ‘… scrawnier than a wire fence’ (line 3). 1
How does this help Liza and her brother?

Award 1 mark for:

• it enables them to move through the crowd

1(d) What does we spilled out in front (line 5) tell the reader about the way Liza 1
and her brother emerged from the crowd?

Award 1 mark for:

• in an uncontrolled / haphazard / disorganised way / in a rush / quickly

Page 2 of 11
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Question Answer Marks

Look at lines 6–9.

2(a) Liza has been feeling impatient to see the new object. 1
Give one word that tells the reader this.

Award 1 mark for:

• finally
2(b) The appearance of a telephone in the post office is a remarkable event. 2
How does the writer build up the excitement of this event? Give two ways.

Award 1 mark for each of the following up to a maximum of 2 marks:

• by referring to the telephone as ‘it’ / not giving the telephone a name to

begin with
• by using a short phrase to identify what it is (‘A telephone.’)
• by referring to the telephone as being ‘The first one in town’

Question Answer Marks

Look at lines 10–15.

3(a) Explain how the writer has linked the three paragraphs. 2

Award up to 2 marks for:

• The first paragraph begins with a question. / Noah / a man asks a question,
in paragraph two the postmaster answers the question and in paragraph
three the crowd shows they have understood/ the crowd responds.
• All three paragraphs begin with direct speech.
• Each paragraph begins with the next speaker.
3(b) Liza shares the crowd’s feelings about the telephone. 1
Give one phrase that tells the reader this.

Award 1 mark for:

• ‘I felt my own mouth move along.’

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S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Question Answer Marks

4 Look at lines 16–18. 1

What does the reader learn about Liza’s experience of falling in love?

Award 1 mark for:

• She has no experience of it. / She doesn’t know what it is like to fall in love.

Question Answer Marks

Look at lines 19–21.

5(a) Liza was reluctant to leave the post office. 1
What word tells the reader this?

Award 1 mark for:

• towed
5(b) What question is Frank about to ask Liza? 1
Tick () one box.

Award 1 mark for:

• How are you going to get the money?

Question Answer Marks

The writer uses dashes ( – ) for two different reasons.

6(a) Why does the writer use a dash in line 29? 1

Award 1 mark for:

• to show interruption / to show that (Frank) is being interrupted (by Liza)

6(b) Why does the writer use a dash in line 31? 1

Award 1 mark for:

• to add extra information / to show the character/Liza is adding extra

information

Question Answer Marks

7 What decision have the twins made between the end of the thirteenth 1
paragraph (line 34) and the beginning of the fourteenth paragraph (line
35)?

Award 1 mark for either of the following:

• Frank has agreed to go with Liza to the mine.

• They have decided to go to the mine.

Page 4 of 11
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Question Answer Marks

8 Look at lines 38–40. 1

What does the reader learn about Liza? Tick () one box.

Award 1 mark for:

• She is very imaginative.

Question Answer Marks

9(a) Look at lines 41–43. Explain what Liza thinks is unusual about the mine 2
and why.

Award 1 mark for identifying that Liza finds the smell of horse sweat and wood
smoke strange.

Do not accept the smell of mildew and rotted beams.

Award a further 1 mark for explaining that these are recent / fresh / new smells
in a mine that has been abandoned for some time.
9(b) How does the writer convey dramatic effect? 1

Award 1 mark for:

• The writer uses a one-word sentence.

Question Answer Marks

Look at lines 47–52.

10(a) What is the writer’s use of the word ting (line 47) an example of? Tick () 1
one box.

Award 1 mark for:

• onomatopoeia
10(b) What does it (line 51) refer to? 1

Award 1 mark for:

• a light / lantern / torch

Page 5 of 11
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Question Answer Marks

11 Do you think Liza shows great determination to get what she wants? 2
Tick () one box.

Explain two ways that her actions show this in the text.

Award up to 2 marks for any two of the following:

• She forces her way to the front of the crowd in the post office.
• She grabs Frank’s hand and pulls him through the crowd.
• She says ‘I have to use that telephone’.
• She makes a plan to get money for the telephone / she plans to find some
rocks to sell to get the money.
• She persuades Frank to go along with her plan.
• She walks a long way to get to the mine.
• She misleads / fools/ lies to her mother about going to the mine.

Question Answer Marks

12 The story is set in the historical past. One piece of evidence is that people 1
are familiar with how the telegraph works. Give one other piece of
evidence from the text that shows this.

Award 1 mark for any of the following:

• The telephone is a new invention. / People don’t understand how the

telephone works.
• The post office is at the centre of the community.
• There are posters for ‘wanted’ criminals in the post office.
• Frank wears suspenders.

Page 6 of 11
S8/02 English Stage 8 Paper 2 Mark Scheme From 2020

Section B: Writing

Question Answer Marks

13 The extract ends: 25

‘Just then, voices sounded in the next cavern over: “Zed, hold it
higher.” Two men stepped through a gap in the far wall.’

Continue the story.

Consider the following:

• the character viewpoint

• who the two men are
• what happens next.

Notes to markers

• Use the marking grids on the following 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.

Marks

Creation of texts (Wc) 5

Vocabulary and language (Wv) 3

Grammar and punctuation (Wg) 7

Structure of texts (Ws) 7

Word structure [spelling] (Ww) 3

[Total 25]

Page 7 of 11
Creation of texts (Wc)
[5 marks]
Content is entirely relevant.
Features of the relevant
genre, if appropriate, are
used confidently and
consistently throughout.
Narrative viewpoint is well-
established with a
consistent style that
engages the reader’s
interest throughout.
Characters are developed
and well-portrayed with the
use of a distinctive voice.
Some combinations of
structural, linguistic and
literary features to create a
specific effect.
[4–5]
Vocabulary and language Structure of texts (Ws)
(Wv)
[3 marks] [7 marks]
The overall text is well-
organised and uses a good
range of organisational
features to build up the
narrative.
Events are logically
sequenced throughout the
text from an effective
opening to a satisfying
conclusion.
Clear, well-organised
paragraphs are used
successfully to structure the
narrative and control the
pace of the story.
A good range of carefully
chosen sentence openings
and connectives are used
to clarify or emphasise
narrative detail.
[6–7]
Grammar and punctuation Word structure (Ww)
(Wg) (spelling)
[7 marks] [3 marks]
Grammatical structures are
almost always accurate
throughout the text. For example:
• a wide range of sentences
used accurately, with some
evidence of them being
manipulated effectively for
narrative effect
• detail and shades of meaning
conveyed through the
grammatical structure of
sentences e.g., controlling
the order of clauses in
complex sentences.
• Formal and/or informal
register is used appropriately
and consistently if relevant
e.g., depending on the target
audience.
Punctuation is accurate and used
to enhance meaning, for
example:
• commas, ellipses, colons,
semi-colons, dashes and
hyphens.
[6–7]
Stage 8 Paper 2 Writing Mark Scheme for Progression tests
Creation of texts (Wc)
Content is suitable for the
intended audience.
Features of the relevant
genre, if appropriate, are
clearly established.
Narrative viewpoint is
clear with an individual
style and generally
engages the reader’s
interest throughout.
Some characters are
developed and well-
portrayed with the use of
a distinctive voice.
May begin to add
structural and literary
features in parts of the
text.
[3]
Vocabulary and language
(Wv)
The response is relevant
using vocabulary, accurately,
for the purpose / genre.
Uses language precisely to
clarify and extend meaning.
Some combinations of
structural, linguistic and
literary features to create a
specific effect.
[3]
Structure of texts (Ws)
The text is well-organised
and uses a range of
organisational features to
build up the narrative.
Events are logically
sequenced though there
may be some
inconsistencies
Clear, well-organised
paragraphs are used
appropriately to structure
the narrative and help the
pace of the story.
A range of sentence
openings and connectives
are used appropriately to
clarify or emphasise
narrative detail.
[4–5]
Grammar and punctuation
(Wg)
Grammatical structures are
generally accurate throughout
the text. For example:
• a range of sentence types are
used to support the text type.
• Some detail and shades of
meaning through the
grammatical structure of
sentences, e.g., controlling
the order of clauses in
complex sentences.
• Formal and/or informal
register is generally used
appropriately if relevant i.e.
depending on the target
audience.
Punctuation is mostly accurate
and sometimes used to enhance
meaning. For example:
• commas, ellipses, colons,
semi-colons, dashes and
hyphens.
[4–5]
Word structure (Ww)
(spelling)
Spelling is generally correct
throughout.
There may occasional be
phonetically
plausible attempts at
complex words.
Correct spelling of nearly all
polysyllabic words, e.g.,
appear, information,
probably, separate
wondering/wandering,
business, essentially,
accommodation
[3]
Creation of texts (Wc)
Content is mostly relevant
using some literary
techniques appropriate to
the genre.
Main features of the
genre, if appropriate, are
evident.
Narrative viewpoint is
generally clear and helps
engage the reader’s
interest for the most part.
Characters are generally
well-described.
Content may have some
different voices within the
text.
[2]
Vocabulary and language
(Wv)
Creates and controls
meaning through precise use
of a range and variety of
language.
Creates effects by using a
range of linguistic and literary
techniques.
[2]
Structure of texts (Ws)
The text is generally well-
organised and uses some
organisational features to
build up the narrative.
Some attempt to sequence
relevant ideas
logically in relation to the
stimulus.
Paragraphs are used to
structure the narrative
though not always
consistently or
appropriately.
Movement between
paragraphs may be
disjointed with a limited
range of sentence openings
and connectives.
[2–3]
Grammar and punctuation Word structure (Ww)
(Wg) (spelling)
Grammatical structures are Spelling of common and
generally accurate throughout some less-common words,
the text. For example, there are: including polysyllabic and
• some range of sentence compound words, is correct,
types for narrative effect. e.g., accurate, present,
• some complex sentences evidence, making, possible,
attempted to create detail and search
convey shades of meaning.
• Formal and/or informal
register is attempted if
relevant e.g., depending on
target audience
Punctuation is generally accurate
and may sometimes be used for
effect. e.g.,
• commas, semi-colons,
dashes and hyphens
• There may be evidence of
comma splicing.
Note: if punctuation is totally
lacking and other descriptors met
then give the lower mark here.
[2–3] [2]
Stage 8 Paper 2 Writing Mark Scheme for Progression tests
Creation of texts (Wc)
General features of the
genre, if appropriate, may
be present.
Narrative viewpoint is not
always consistent. Some
attempt is made to
engage the reader.
Characters are described
in basic detail.
A maximum of 1 mark can
be awarded if not the
correct genre.
[1]
Creation of texts (Wc)
No creditable response
[0]
Vocabulary and language
(Wv)
Language is simple, relevant.
and suitable for the text type.
Language and meaning of
words/phrases is mainly
clear, with some errors.
[1]
Vocabulary and language
(Wv)
No creditable response
[0]
Structure of texts (Ws)
The text is quite well
organised and uses some
organisational features
appropriately.
Paragraphs / sections are
evident with related points
grouped together or linked
by time sequence.
Movement between
paragraphs or sections,
may be disjointed with a
very limited range of
sentence openings and
connectives.
[1]
Structure of texts (Ws)
No creditable response
[0]
Grammar and punctuation (Wg) Word structure (Ww)
(spelling)
Basic grammatical structures are Spelling of common words
generally correct, e.g., is generally correct, e.g.,
• subject and verb generally their/there, friend, another,
agree around, because, anything,
• past and present tense verbs something.
are generally consistent.
• a mix of simple and some
compound sentences used
accurately for narrative effect
• some complex sentences may
be attempted to expand detail
but not always successfully.
• formal and/or informal register
may be attempted if relevant
e.g., depending on target
audience but not consistently.
Punctuation:
• Demarcation of
straightforward sentences is
usually correct.
• Commas are used in lists and
occasionally to mark clauses.
Note: learners should gain marks
for good English with punctuation
errors rather than lose marks for
essentially good English.
[1] [1]
Grammar and punctuation (Wg) Word structure (Ww)
(spelling)
No creditable response No creditable response
[0] [0]