9093 · June 2024
English Language
The rubric was generally understood, with only a few candidates omitting either a part of a question or a full question. However, there were some brief responses to Question 1(a).
Source: Cambridge International
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Candidates need to ensure that they read a wide range of material from a range of diverse sources such as advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, (auto)biographies, travel writing, diaries, essays, scripted speech, narrative writing, and descriptive writing.
Candidates need to demonstrate knowledge and under Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June 2024 Principal Examiner Report for Teachers ENGLISH LANGUAGE Paper 9093/11 Reading Key messages
Candidates need to demonstrate knowledge and understanding of the linguistic elements and features of texts, such as parts of speech/word classes, vocabulary, figurative language, phonology, morphology, rhetorical devices, voice, aspect, tense, modality, narrative perspective, word ordering and sentence structure, paragraph- and text-level structure, formality/informality of tone, and pragmatics.
Candidates should develop an intimate knowledge and understanding of the conventions and discourses associated with a diverse range of genres, styles and contexts, enabling them to respond reflectively, analytically, discursively and creatively, as is appropriate to the task or context.
For Question 1(a), the accompanying instructions and text provide the context and background information to guide the candidates as they produce their directed response. Candidates should use these to make carefully considered choices of appropriate lexis, register and tone to suit the task set and ensure they achieve the highest possible standards of accuracy and expression in their writing.
For Question 1(b), candidates need to ensure they compare the form, structure and language of the original text and their own, with a clear emphasis on selecting elements from both texts that may be analysed to demonstrate how writers’ stylistic choices relate to audience and shape meaning.
For Question 2, candidates need to comment on the form, structure and language of a text. They are required to identify characteristic features of the text, relate them to the meaning, context and audience of the writing, organise information in their answers, and write using clear and appropriate language.
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Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June…
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June 2024 Principal Examiner Report for Teachers © 2024 ENGLISH LANGUAGE Paper 9093/11 Reading Key messages • Candidates need to ensure that they read a wide range of material from a range of diverse sources such as advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, (auto)biographies, travel writing, diaries, essays, scripted speech, narrative writing, and descriptive writing. • Candidates need to demonstrate knowledge and understanding of the linguistic elements and features of texts, such as parts of speech/word classes, vocabulary, figurative language, phonology, morphology, rhetorical devices, voice, aspect, tense, modality, narrative perspective, word ordering and sentence structure, paragraph- and text-level structure, formality/informality of tone, and pragmatics. • Candidates should develop an intimate knowledge and understanding of the conventions and discourses associated with a diverse range of genres, styles and contexts, enabling them to respond reflectively, analytically, discursively and creatively, as is appropriate to the task or context. • For Question 1(a), the accompanying instructions and text provide the context and background information to guide the candidates as they produce their directed response. Candidates should use these to make carefully considered choices of appropriate lexis, register and tone to suit the task set and ensure they achieve the highest possible standards of accuracy and expression in their writing. • For Question 1(b), candidates need to ensure they compare the form, structure and language of the original text and their own, with a clear emphasis on selecting elements from both texts that may be analysed to demonstrate how writers’ stylistic choices relate to audience and shape meaning. • For Question 2, candidates need to comment on the form, structure and language of a text. They are required to identify characteristic features of the text, relate them to the meaning, context and audience of the writing, organise information in their answers, and write using clear and appropriate language. • A secure degree of technical accuracy – especially in the use of spelling, punctuation and tenses – is required at this level. General comments The rubric was generally understood, with only a few candidates omitting either a part of a question or a full question. However, there were some brief responses to Question 1(a). Candidates are required to write between 150 and 200 words. While there is no direct penalty for failing to adhere to this requirement, this is an aspect of the response’s relevance to purpose. As such, adherence to the word limit is assessed as part of the second bullet point of AO2. Candidates should remember that responses are marked for task focus and relevant content as well as expression and accuracy. Largely speaking, though, the paper was handled with understanding and competence. Only a few responses suffered from a lack of the necessary language skills for text analysis. This session only a few candidates seemed to struggle to manage their time appropriately, consequently leaving the last response incomplete. Specific language features were generally well understood, but candidates must ensure that the features they identify are genuinely present in the passage and that they use specific examples of language use to support the identification of those features and link them to effects created. Most candidates clearly understood the need to make precise connections between language features and their contribution to the full effect of the passage. There was also attention to the effects of punctuation, especially dashes and commas.
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June…
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June 2024 Principal Examiner Report for Teachers © 2024 Question 1(a) is a directed response task. Candidates need to follow the instructions carefully to produce a written response informed by the language, style and structure to fit a specific form, purpose and audience – in this session the original text was a newspaper article about pollution created by new plastic. Their reworking (or recasting) of the original text should incorporate recognisable conventions of the text type identified in the instructions; in this session it was the text for an email to a large company (150–200 words) urging them to take action to reduce their plastic waste. Careful consideration of the target audience is required. Candidates are expected to write clearly and accurately, with relevant content, and effectively for the prescribed purpose and audience. A good working knowledge of linguistics is indispensable in responding to Question 1(b), where candidates are required to compare the text produced for 1(a) with the given text, analysing form, structure and language. Here, candidates are assessed for their ability to demonstrate comparative understanding of texts with clear reference to characteristic features and comparative analysis of form, structure and language and how a writer’s stylistic choices relate to audience to shape meaning. It is very important that candidates employ some form of comparative approach in their response to Question 1(b). A topical approach guarantees continuous comparison in which a conclusion can be used to emphasise the essential similarities and differences between the two texts. Those who adopted a topical approach tended demonstrate the most comprehensive linguistic understanding. Some candidates compared the given text for Question 1 with that given for Question 2, generally writing their comparative commentary after writing their directed response. These candidates did not respond appropriately to the Question 1(b) text analysis task. In Question 2, a sound knowledge of linguistics is again required as candidates are assessed on demonstration of their understanding of a text in terms of meaning, context and audience with reference to characteristic features and their analysis of form, structure and language. In the case of most candidates, there was a clear understanding of the need to make precise connections between language features and their contribution to the full effect of the given text. Less successful responses could often have been improved through more precise use of language to link evidence with explanatory comments; phrases such as ‘the writer is trying to persuade the readers’ and ‘this helps the readers to imagine’ cannot be considered useful text analysis. Comments on specific questions Question 1 (a) Candidates were asked to read a newspaper article about pollution created by new plastic. They were then required to write an email to a large company, urging them to take action to reduce their plastic waste. The characteristic features and conventions of an email were adopted, and most responses showed clear understanding of the text. Most candidates acknowledged the directions of the rubric and were prompted by the content of the text, addressing their emails to a large company: Amazon (for its packaging), Target (for plastic bags), and Danone, Coca-Cola and Nestlé (for plastic bottles) were frequent. They provided a clear sense of purpose, as directed: to urge the company ‘to take action to reduce their plastic waste’. Stronger responses employed some key conventions of the form, including an email address line, a subject line and an appropriate salutation and valediction (To ..., Dear Sir/Madam/Dear John Doe and Yours sincerely/Yours faithfully). These paid careful attention to the audience and the context of the piece, adopting an appropriate, formal register and a respectful but insistent tone. Most often, candidates adopted a combination of first and second person: setting out their personal experiences of plastic waste and the nature of their concerns in first person and their demands for the company to take action in second person and/or first-person plural. They employed third person when citing evidence from the text: dates, statistical data and expert opinion/advice were usual. Several candidates outlined their own credentials as an authoritative figure when asserting their demands. The most effective pieces employed a range of moods: declarative, interrogative and imperative. They made effective use of encouraging, motivational tones of voice – advising the company about the negative effects of plastic pollution though not lecturing in a hectoring manner, presenting possible solutions without making demands about their adoption and managing a balanced approach with both ‘problem’ and ‘solution’ content addressed. Many candidates were deliberate in their use of tenses, employing present tense for a sense of immediacy and appropriate modal verbs to create a sense of the subjunctive mood. Candidates often took their
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June…
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June 2024 Principal Examiner Report for Teachers © 2024 prompt from the source text in structuring their email, providing either an enumerated or a bullet pointed list of changes to be implemented forthwith. The most effective of these understood the need to utilise base or root form verbs when forming the imperative mood. Many emails included concluding comments. These most often took the form of a summary, an expression of gratitude or a request for a speedy response; some provided contact details in the event of follow up. Several concluded on a strong triadic note: ‘reduce, reuse and recycle’. A few responses, notably, employed chiasmus and allusion in their concluding remarks: ‘change is not happening alone, and alone change will never happen’; ‘it’s not what our planet does for us, but what WE can do for our planet’; ‘let’s kill off the plastic before plastic kills us’. Occasionally, candidates suggested further communication or establishment of a working party to ensure the company and the public could work together for mutual societal as well as environmental benefit. Weaker responses often simply listed pieces of information presented in the article without much attempt to shape it to the requirements of the task, especially regarding form, purpose and register. Many of these weaker responses focused extensively on the content concerning the impact of plastic waste on the environment and human health without addressing solutions at all or did so very sparingly. Furthermore, they expressed great concern about the threat to aquatic life with a considerable attempt to make the large company feel guilty in order to influence their behaviour (for example ‘Can you live with yourself knowing your children’s future health and well-being will be tragically compromised by further environment degradation because you failed to implement a few simple procedures?’) without integration of the source text. Candidates would benefit from having a firm ability to employ appropriate devices to argue, persuade and create different effects, for example a sense of danger or urgency. Some candidates, for example, instead of urging the recipients of their communication (as required by the question) to change their ways, used insulting and threatening language. Many weaker responses offered a summary of the extract, drifted from the focus of the question and original text or quoted large amounts from the original text, which was rarely justified. Getting the balance between showing understanding of the text and crafting an effective response is the key to this question and the tendency was perhaps to be a little too safe. It is important for candidates to be aware that understanding is not necessarily demonstrated by rearranging chunks of the text. Often, the most effective writing came at the end of responses when candidates freed themselves from checklisting the text. Most of the candidates abided by the guidelines concerning the length of their responses (150–200 words). Several candidates wrote considerably shorter pieces that did not best suit the form and purpose specified. (b) Candidates were asked to compare their email with the newspaper article, analysing form, structure and language. To do well in this task, candidates need to analyse form, structure and language and to directly compare different approaches and features in the two texts available to them, i.e. the text given and the one that they have just created. An integrated approach is more effective for this type of comparative task than dealing with each text separately. Where textual evidence is selected, candidates should remember to offer clear analysis of how the writer’s choices of form, structure and language relate to audience and shape meaning. Most candidates adopted the framework of the rubric in their responses, comparing and commenting on each aspect in turn. Many responses lacked supporting evidence. It is advised that candidates focus on the difference in formality, tone and register, and collaborate language with form and structure to give a more robust response in terms of analysis. Generally, stronger responses included appropriate and accurate critical terminology to link evidence and explanatory comments on the effects created by the writers of the original passage and directed response. These stronger responses showed a clear distinction between the conventions of an email and those of a newspaper article; these responses regarded the extract and their own writing as of equal status and commented on both extensively. Such responses also offered a considerable amount of detail to illustrate points, showing a strong grasp of each feature and detail selected and how each related to audience and shaped meaning. More successful
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June…
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June 2024 Principal Examiner Report for Teachers © 2024 Question 2 Candidates were asked to read an article from a travel company’s newsletter about a hiking tour of the little- known Marche region of Italy. They were then required to analyse the text, focusing on form, structure and language. Most of the responses began with the overview of purpose and audience and commented on the descriptive and reflective nature of the excerpt. There were many detailed and clear responses about the conventions of the form. Most candidates had a clear sense of the ‘soft sales’ tactic of Sawday’s travel company and commented on conventions including the informative, persuasive and entertaining features of the text, together with the ways in which it appealed to ‘an audience of like-minded hikers’, the ‘outdoorsy type’m ‘travel aficionados’ or even ‘environmentalists’, given that, as one candidate noted, hiking is ‘low on environmental impact’. For many, the primary purpose of this text was to provide a first-hand account of a ‘unique’ and ‘fantastic’ vacation in Italy. Hence, the geographical overview of the location together with place names and culture-specific building names have ‘an exotic appeal’; the ‘striking geological features’ lend Marche its ‘prehistoric’, ‘unchanging’ and ‘magical’ air; the ‘conducive climate’ is ‘perpetually sunny’. The secondary purpose, albeit ‘subliminal’, was to convince the company’s newsletter readers of ‘the joys of travelling with Sawday’s’. Hence, this ‘representative’ hiker encountered only ‘welcoming and helpful hosts and people’; they were only exposed to ‘great sensory experiences’ (visual, auditory and gustatory) and had consequently found ‘a quiet, hidden oasis unbothered by people’ with ‘relatively cheap food’. A few candidates commented on the irony of Sawday’s soft sell: ‘with an influx of tourism’ how long would ‘the unchanged beauty of the Marche still be there?’ In respect of features of structure, most candidates commented on the chronological features of this text and the ways in which the writer’s shift to past tense in the opening paragraph to recount events keeps the reader engaged: ‘the reader feels as though they are there’ was usual. Reference was made to long and short paragraphs and to the variety of sentence structures, with a few candidates accurately identifying and effectively discussing the writer’s use of sentence fragments and ellipses, such as Slowly and simply and The same …. Several candidates commented on the writer’s zoom-in-zoom-out technique, zooming out, in third person, say, to provide factual details about the location of Marche (Marche is squidged between …) and zooming in, in first person, to provide anecdotal evidence (we had lunch…). Some candidates commented on the impactful opening of the first sentence with its ‘implicitly emphatic endorsement’ of this trip (We never regret …) and the ‘whimsical feeling’ of the text’s closure: Marche is ‘not only a region of elegant ease but it exemplifies the Italy of yesteryear’. For some candidates, the text has a kind of ‘circularity’ in being ‘punctuated by the writer’s musings about the present and the past’: How long had this view remained unchanged? and How different was it then compared to now? Regarding language, most candidates commented on the first-person plural, anonymous and ‘bubbly’ voice of this text, with more detailed responses noting the shifts to third. The writer’s language was seen as ‘overwhelmingly positive’ or ‘friendly’ with many candidates noting that, in addition to contraction and colloquial phrases, the writer’s informal register could be located in the first-name terms of Madeline, Tim and Jimmy which ‘intensified the welcoming air’. Candidates commented on the range of sensory imagery, as above, and the writer’s use of alliteration and sibilance – the latter Slowly and simply being employed to ‘enhance peacefulness’ and the ‘unchanged rhythms of life’. For many candidates, this usage together with the writer’s repetition/anaphora of ‘same’ (same handsome farmhouse; same dramatic rolling countryside; same glow; same place) were referenced which not only ‘endorsed Marche as a peaceful getaway’ but virtually ‘guaranteed it for everyone’. Repetition and hyperbole were also noted in the writer’s references to size. Proportions and even portions were seen as ‘larger than life’ – giant prehistoric sea, giant chasms, giant drifts of snow and giant portions of delicious pasta were referenced. Even Tim’s treasure trove of knowledge, variously identified as metaphor, cliché or hyperbole, embodied, for many, not only ‘value but disproportional size’. For many candidates, exaggeration or hyperbole extended to the writer’s descriptions of the views. They are not just simply beautiful, they are breathtaking and the ‘scenery is described in a ‘magical’, ‘enchanting’ or ‘mythical’ way with its references to an aura of ancient wilderness and wolves living high up. The writer’s ‘theme of adventure’ was commented upon. This hiking trip offered ‘something for every adventurous type’: chance encounters, slow exploration and even the discovery of a long-hidden route. As one candidate put it, ‘with all this on offer, why would not you want to go?’ In summary, stronger responses generally showed awareness of the conventions of travel writing especially chronological structure, location-focused and impressionistic descriptions and anecdotal or experiential content with retrospective observations integrated, in addition to the dissemination of facts, for example
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June…
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June 2024 Principal Examiner Report for Teachers © 2024 ENGLISH LANGUAGE Paper 9093/12 Reading Key messages • Candidates need to ensure that they read a wide range of material from a range of diverse sources such as advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, (auto)biographies, travel writing, diaries, essays, scripted speech, narrative writing, and descriptive writing. • Candidates need to demonstrate knowledge and understanding of the linguistic elements and features of texts, such as parts of speech/word classes, vocabulary, figurative language, phonology, morphology, rhetorical devices, voice, aspect, tense, modality, narrative perspective, word ordering and sentence structure, paragraph- and text-level structure, formality/informality of tone, and pragmatics. • Candidates should develop an intimate knowledge and understanding of the conventions and discourses associated with a diverse range of genres, styles and contexts, enabling them to respond reflectively, analytically, discursively and creatively, as is appropriate to the task or context. • For Question 1(a), the accompanying instructions and text provide the context and background information to guide the candidates as they produce their directed response. Candidates should use these to make carefully considered choices of appropriate lexis, register and tone to suit the task set and ensure they achieve the highest possible standards of accuracy and expression in their writing. • For Question 1(b), candidates need to ensure they compare the form, structure and language of the original text and their own, with a clear emphasis on selecting elements from both texts that may be analysed to demonstrate how writers’ stylistic choices relate to audience and shape meaning. • For Question 2, candidates need to comment on the form, structure and language of a text. They are required to identify characteristic features of the text, relate them to the meaning, context and audience of the writing, organise information in their answers, and write using clear and appropriate language. • A secure degree of technical accuracy – especially in the use of spelling, punctuation and tenses – is required at this level. General comments The rubric was generally understood, with only a few candidates omitting either a part of a question or a full question. However, there were some brief responses to Question 1(a). Candidates are required to write between 150 and 200 words. While there is no direct penalty for failing to adhere to this requirement, this is an aspect of the response’s relevance to purpose. As such, adherence to the word limit is assessed as part of the second bullet point of AO2. Candidates should remember that responses are marked for task focus and relevant content as well as expression and accuracy. Largely speaking, though, the paper was handled with understanding and competence. Only a few responses suffered from a lack of the necessary language skills for text analysis. This session there was evidence that some candidates struggled to manage their time appropriately, consequently leaving the last response incomplete. There were some strikingly perceptive and well-written text analyses. However, a few responses were inhibited where they demonstrated a lack of the necessary language skills and knowledge of critical terminologies. Specific language features were generally well understood, but candidates must ensure that the features they identify are genuinely present in the passage and that they use specific examples of language use to support the identification of those features and link them to effects created. Most candidates clearly
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June…
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June 2024 Principal Examiner Report for Teachers © 2024 understood the need to make precise connections between language features and their contribution to the full effect of the passage. Question 1(a) is a directed response task. Candidates need to follow the instructions carefully to produce a written response informed by the language, style and structure to fit a specific form, purpose and audience – in this session the original text was an article from an online newspaper. Their reworking (or recasting) of the original text should incorporate recognisable conventions of the text type identified in the instructions; in this session it was an advertisement (150 – 200 words) in response to the article. Careful consideration of the target audience is required. Candidates are expected to write clearly, accurately with relevant content and effectively for the prescribed purpose and audience. A good working knowledge of linguistics is indispensable in responding to Question 1(b), where candidates are required to compare the text produced for 1(a) with the given text, analysing form, structure and language. Here, candidates are assessed for their ability to demonstrate comparative understanding of texts with clear reference to characteristic features and comparative analysis of form, structure and language and how a writer’s stylistic choices relate to audience to shape meaning. It is very important that candidates employ some form of comparative approach in their response to Question 1(b). A topical approach guarantees continuous comparison in which a conclusion can be used to emphasise the essential similarities and differences between the two texts. Those who adopted a topical approach tended demonstrate the most comprehensive linguistic understanding. Some candidates compared the given text for Question 1 with that given for Question 2, generally writing their comparative commentary after writing their directed response. These candidates did not respond appropriately to the Question 1(b) text analysis task. In Question 2, a sound knowledge of linguistics is again required as candidates are assessed on demonstration of their understanding of a text in terms of meaning, context and audience with reference to characteristic features and their analysis of form, structure and language. In the case of most candidates, there was a clear understanding of the need to make precise connections between language features and their contribution to the full effect of the given text. Less successful responses could often have been improved through more precise use of language to link evidence with explanatory comments; phrases such as ‘the writer is trying to persuade the readers’ and ‘this helps the readers to imagine’ cannot be considered useful text analysis. Comments on specific questions Question 1 (a) Candidates were asked to read an article from an online newspaper about an innovative art exhibition in Madrid, Spain. They were required to write an advertisement to be published in a brochure publicising the exhibition. Candidates understood the conventions of writing an advertisement to publicise the Brueghel exhibition. Most identified the product/service/experience and outlined what the experience consisted of; they used persuasive language to appeal to the audience, they included information or facts to support the articulation and take up of the experience and many ended with a call to action. These features formed a point of structural comparison in Question 1(b). Most candidates paid attention to their audience, with many adopting a broad stance whilst others targeted a niche market: ‘Art lovers, how many times have you looked at a piece of art … if you can relate, I have just the exhibit for you’. A range of strategies were adopted to engage. Some adopted an effective title: ‘The Scents of Art’, ‘Palette of Odours’, ‘Time Travel through the Sense of Smell’. Others began their pieces in direct address – for example, ‘Have you ever been enchanted by a painting’ or first person, ‘Here at the Prado, we …’ and some in third, ‘They say that it is relaxing to get lost in a good book every once in a while, perhaps, a similar notion could be applied to paintings.’ More successful responses focused on the purpose to inform, adapting details from the source text to include information about the location, information about the specific exhibit itself, with the focus on The Sense of Smell and pithy information about the curators and researchers involved in creating the scents together with dates and times of the event. These responses provided persuasive and entertaining elements, employing number and person (as above) together with a range of rhetorical devices and varied register, tone and mood. Some pieces were also advisory,
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Paper comparison
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Practise what examiners flagged
Target weak topics from this report inside the Revui app
Self-diagnostic checklist
Key actions before you sit this paper — copy and tick off as you revise
- 1Message
Candidates need to ensure that they read a wide range of material from a range of diverse sources such as advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, (auto)biographies, travel writing, diaries, essays, scripted speech, narrative writing, and descriptive writing.
- 2Message
Candidates need to demonstrate knowledge and under Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June 2024 Principal Examiner Report for Teachers ENGLISH LANGUAGE Paper 9093/11 Reading Key messages
- 3Message
Candidates need to demonstrate knowledge and understanding of the linguistic elements and features of texts, such as parts of speech/word classes, vocabulary, figurative language, phonology, morphology, rhetorical devices, voice, aspect, tense, modality, narrative perspective, word ordering and sentence structure, paragraph- and text-level structure, formality/informality of tone, and pragmatics.
- 4Message
Candidates should develop an intimate knowledge and understanding of the conventions and discourses associated with a diverse range of genres, styles and contexts, enabling them to respond reflectively, analytically, discursively and creatively, as is appropriate to the task or context.
- 5Message
For Question 1(a), the accompanying instructions and text provide the context and background information to guide the candidates as they produce their directed response. Candidates should use these to make carefully considered choices of appropriate lexis, register and tone to suit the task set and ensure they achieve the highest possible standards of accuracy and expression in their writing.
- 6Message
For Question 1(b), candidates need to ensure they compare the form, structure and language of the original text and their own, with a clear emphasis on selecting elements from both texts that may be analysed to demonstrate how writers’ stylistic choices relate to audience and shape meaning.
- 7Message
For Question 2, candidates need to comment on the form, structure and language of a text. They are required to identify characteristic features of the text, relate them to the meaning, context and audience of the writing, organise information in their answers, and write using clear and appropriate language.
- 8Strength
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June…: Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June 2024 Princ
- 9Strength
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June…: Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June 2024 Princ
- 10Strength
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June…: Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June 2024 Princ
Teacher briefing pack
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June 2024 2024
English Language
Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June 2024 Principal Examiner Report for Teachers © 2024 ENGLISH LANGUAGE Paper 9093/11 Reading Key messages • Candidates need to ensure that they read a wide range of material from a range of div
Candidates need to ensure that they read a wide range of material from a range of diverse sources such as advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, (auto)biographies, travel writing, diaries, essays, scripted speech, narrative writing, and descriptive writing.
Candidates need to demonstrate knowledge and under Cambridge International Advanced Subsidiary and Advanced Level 9093 English Language June 2024 Principal Examiner Report for Teachers ENGLISH LANGUAGE Paper 9093/11 Reading Key messages
Candidates need to demonstrate knowledge and understanding of the linguistic elements and features of texts, such as parts of speech/word classes, vocabulary, figurative language, phonology, morphology, rhetorical devices, voice, aspect, tense, modality, narrative perspective, word ordering and sentence structure, paragraph- and text-level structure, formality/informality of tone, and pragmatics.
Examiner insights
General comments
- •The rubric was generally understood, with only a few candidates omitting either a part of a question or a full question.
- •However, there were some brief responses to Question 1(a).
- •Candidates are required to write between 150 and 200 words.
- •While there is no direct penalty for failing to adhere to this requirement, this is an aspect of the response’s relevance to purpose.
- •As such, adherence to the word limit is assessed as part of the second bullet point of AO2.