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ENGLISH LANGUAGE
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1123 English Language June 2009
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s er Paper 1123/01
Composition
General comments
The topics in this component of the syllabus presented candidates with the opportunity to respond with personal interest and imagination on subjects that were readily accessible across the ability range and across the different geographical regions. It was obvious that both teachers and candidates had worked hard in preparation for the exam. Examiners were impressed by the confidence and enthusiasm of the responses and commented both on the interest of the content and the slightly improved level of communication achieved.
The questions set achieved the required differentiation across the range, from a number of excellent scripts, with some highly impressive writing, to some relatively much weaker and more uncertain presentations. It was pleasing to see that some candidates could produce high-quality writing within the time span of the examination. Familiarity with the nature of the paper over the years and careful practice, in preparation for the examination, meant that candidates were well trained in what to expect and what was required. Many candidates planned and developed their essays at some length, sustaining a fair level of accurate writing and relevant content, although some seemed to spend too long on plans that sometimes ran to two pages, leaving too little time to develop the fair copy fully or accurately. It was noted that there were fewer very long essays this year; candidates have realised that over-long answers often deteriorate in accuracy and presentation or leave insufficient time for careful and finished responses to Part 2, forfeiting marks that would have been gained with better use of the time available.
In Part 1, the two narrative choices, Questions 3 and 5, were by far the most popular, Question 3 having a particularly wide appeal. Perhaps these questions were
w ap eP
ENGLISH LANGUAGE
m
e tr .X
w
1123 English Language June 2009
om
.c
s er Paper 1123/01
Composition
General comments
The topics in this component of the syllabus presented candidates with the opportunity to respond with personal interest and imagination on subjects that were readily accessible across the ability range and across the different geographical regions. It was obvious that both teachers and candidates had worked hard in preparation for the exam. Examiners were impressed by the confidence and enthusiasm of the responses and commented both on the interest of the content and the slightly improved level of communication achieved.
The questions set achieved the required differentiation across the range, from a number of excellent scripts, with some highly impressive writing, to some relatively much weaker and more uncertain presentations. It was pleasing to see that some candidates could produce high-quality writing within the time span of the examination. Familiarity with the nature of the paper over the years and careful practice, in preparation for the examination, meant that candidates were well trained in what to expect and what was required. Many candidates planned and developed their essays at some length, sustaining a fair level of accurate writing and relevant content, although some seemed to spend too long on plans that sometimes ran to two pages, leaving too little time to develop the fair copy fully or accurately. It was noted that there were fewer very long essays this year; candidates have realised that over-long answers often deteriorate in accuracy and presentation or leave insufficient time for careful and finished responses to Part 2, forfeiting marks that would have been gained with better use of the time available.
In Part 1, the two narrative choices, Questions 3 and 5, were by far the most popular, Question 3 having a particularly wide appeal. Perhaps these questions were