Contamination and Risk Assessment in Environmental Law Essay

Contamination and Risk Assessment in Environmental Law - Essay Example In a nutshell, substance, range and quantity are key in this third level. The last stage involved risk characterization that looks at the data collected and its relevance to the environmental stressor. Transparency, clarity, consistency and reason are the principles that guide this stage. Ecological risk assessment is concerned with the potential risk f substances on a whole range of organisms including birds, mammals, and reptiles in the rivers. Human health risk assessment, on the other hand, is more interested with the lives of individual beings. Both of these concepts employ the same models, however, ecological risk assessment involved foraging range omitted in human health risk assessment. Ecological risk assessment heavily relies on physical impacts of the substance. For example, it considers the physical abnormalities on the animals, changes in color of the plants among others. The national resource damage assessment and restoration (NRDAR) projects aim to rehabilitate the environment mainly land and water sources from large oil spills and effects of mining activities. The program carries assessment on the damages to the environment and push for legal action from the relevant authority. The NRDA has continued to carry out many activities for the deepwater horizon spill. Some of its activities include assessing the damage the level of impacts from the spill. The project is also interested in implementing rehabilitation for the natural resources damaged during the spill. The final plan is restoration program, which will include compensation of individuals involved.

Land Reform and Property Rights in Zimbabwe

Land Reform and Property Rights in Zimbabwe Introduction The purported discrimination against minority groups in terms of land entitlements and other rights is not a new concept in Africa, as well as other countries around the world. With the legacy of apartheid in South Africa still rife in various parts of the African continent, the rights of the minority population have never been more prominent in the media and the like. Zimbabwe has experienced a similar plight during recent times, with President Mugabe implementing radical land reform measures so as to â€Å"equalise† the land ownership demographic in Zimbabwe. Take for example the Abuja Agreement on Zimbabwe Land Reform, dated 6 September 2001 which states (in part): Zimbabwe has agreed†¦to end all illegal occupations of white-owned farmland and return the country to the rule of law, in return for financial assistance. The Agreement goes on to state that, as a result of the historical injustices, the Zimbabwe land situation endangers the stability of both southern Africa, and the whole continent, and that is why a land reform program in Zimbabwe must adhere to human rights, the rule of law, transparency and democratic principles.). The Zimbabwe delegation promised (1) that no more farms will be occupied; (2) to remove farms that do not meet set criteria from the lists and move squatters on those farms to lands acquired legally; (3) to speed up talks with the U.N. Development Programme; (4) to reinstate the rule of law; and (5) to invite the delegation to visit Zimbabwe and see the current situation. The United Kingdom also promised to contribute significantly to fund the land reform program, and encouraged other international organizations t o do the same.[1] It is the purpose of this brief to analyse the various methods with Zimbabwe have sought to implement, both pre- and post-independence, in order to ensure that land is not only distributed fairly among the population, but also in such a way that ensures the overall economic sustainability of Zimbabwean industry. Notwithstanding this, this paper will also explore the current precarious economic position of Zimbabwe as well as the somewhat selfish and unstable political administration, in order to determine whether this has any impact on the land reform policy and the Zimbabwean society at large. Pre independence Land Reform By 1898, Britain required the British South Africa Company (BSA) to create communal areas for the Africans. The Communal Areas were developed and despite the limitations the Communal Areas created there was still adequate land. The BSA realised that agriculture in Rhodesia could be highly profitable and embarked on a route of divesting Africans of lands and giving it to white colonists.[2] In 1925 the Morris-Carter Commission appointed to ensure white land domination determined that the best way to put the economy on a sound footing was landholding patterns.[3] The Land Appointment Act of 1930 broke land up along racial lines. Race groups were not allowed to own land in each other’s designated areas. In terms of this Act, 50.8% of land was reserved for white settlers and the African majority was allocated 30% of the land. The remaining 20% of the land was owned by commercial companies or the colonial government or was reserved as conservation areas.[4] The land reserved for the white settlers was situated in the arable central highlands and the land reserved for the Africans along the plateau sloping down into the Zambezi Valley and mountainous escarpment. This land was designated as African Reserve Areas. The colonial government adopted the following legislation that relegated Africans to infertile reserves known as communal lands: The 1913 Natives Land Act The Land Apportionment Act of 1930 The Native Land Husbandry Act of 1951 The Land Tenure Act of 1969 The result of these policies led to a highly skewed land ownership. One percent of the white farmers owned more than half of the available agricultural land and over seventy percent of all fertile lands. At the time of independence, the two racial groups each owned about 40% of the land in Zimbabwe. The population density was however vastly different with far greater number of people living on African land. The population density for white farm land was 1 per square mile and that of African farm land 46 per square mile. The white settlers further had the pick of the land and were also supported by massive state intervention in the development of a farming economy. The state provided extensive communication and marketing infrastructure in commercial farming areas, and made subsidies and loans available to white farmers. The inequality of land allocation and the support to white agriculture were continuous areas of conflict and contention. The first rebellion took place in 1896 but the African people were defeated by the superior military might of the colonial forces. The second rebellion (â€Å"Chimurenga†) began in the 1960s and was led by the Zimbabwe African National Union (ZANU) and the now defunct Zimbabwe African Peoples Union (ZAPU). Both ZANU and ZAPU were committed to radical land reform on coming to power. The dispossession of Africans was still a living memory for many of the elders in Zimbabwe who had lived through the first Chimurenga. Both ZANU and ZAPU elicited a lot of support from the peasants. Most of the supporters lived in rural areas and the war was largely fought in rural areas. It was guerrilla fighters and peasants who fought against a modern army of the white regime. The Lancaster House agreement brought about a ceasefire and new elections. The colony reverted back under British rule. It further provided for a new constitution that implemented majority rule and at the same time protected the rights of the white minority. The parties agreed that the country will be named Zimbabwe. The subsequent elections in 1980 saw Robert Mugabe win and form the first government, post colonialism. Because the land issue was the main driving force for Prime Minister Mugabe’s campaign, he promised that his government would investigate for ways to reverse past discriminatory policies in land distribution, education, employment, and wages.[5] The fundamental aim of Zimbabwe’s land reform program today is to redress the inequalities within the existing tenure system that denies the African majority access to fertile lands.[6] Background to conflict Zimbabwe has approximately 12 million people and the land area is approximately 386669 square kilometres. The land tenure system in place today is the remains of the colonial system. The colonial system created the inequalities and that is what the current Zimbabwean government is trying to overcome with land reforms. The civil war lasted until the late 1970’s when a settlement was negotiated that led to the Lancaster House Agreement and independence for Zimbabwe. At that time the inequalities were very visible with the population density where the African people lived being three times those in the commercial farming area. The land was still divided along racial lines with about 6000 white farmers owning 42% of the country. The land reform experience in Kenya played an influential role in the search for a workable solution for the land crisis in Zimbabwe. The Kenyan problem was similar to that of Zimbabwe, they also had a guerrilla warfare and dispossessed peoples which fuelled the conflict. The British tried to defuse the crisis by buying out white farmers. The amount the British Government made available to buy white farms in Kenya was à ¯Ã‚ ¿Ã‚ ¡500 million. The parties hoped that a similar solution would be available for Zimbabwe and during secret negotiations in the mid seventies the negotiating parties promoted an Anglo- American Development Fund for Zimbabwe. This idea received broad support and was even backed by the then ZANU/ZAPU Patriotic Front (ZANU/ZAPU PF). The British Government agreed to contribute $75 million and there were hints from the United States that it would contribute an extra $200 million. The money was going to be used to buy out the white owned farms. The Lancaster House negotiations started in 1979 with Ian Smith, Abel Muzorewa and the ZANU/ZAPU PF all took part in the negotiations. By the time the negotiations took place, Britain had a new government. During the Lancaster negotiations the so called Development Fund was used as bait to get the liberation movements to reach an agreement with the Rhodesian Government with Abel Muzorewa as the prime minister and Ian Smith representing the white minority. The offer of the fund was withdrawn and the British Government offered a compromise. They were very concerned about the white farmers and in exchange for a promise by the liberation organisations that they will not take away the land from the white farmers for a period of 10 years unless it was on the basis of a willing seller and willing buyer and to guarantee landholding the British Government will underwrite half of the costs of resettlement with the Zimbabwean Government required to provide the other half. In 1980 the British Go vernment put up an initial amount of à ¯Ã‚ ¿Ã‚ ¡20 million. For the Zimbabwean Government resettlement was the key issue in the transfer of power to an independent Zimbabwean regime. The only way that land could therefore be redistributed was on the basis that white farmers will sell their land willingly. Those who wished to continue farming was free to do so and the government was not allowed to carry out mass expropriation of land from white farmers. Although the Zimbabwean Government retained the right to expropriate land for public resettlement purposes, the compensation it was required to pay had to be paid out in foreign currency. Article Sixteen of Zimbabwes Constitution allowed the Zimbabwean Government to expropriate land that was not being utilised. During the guerrilla ware many farmers abandoned their farms and these were taken by the new Government. The Zimbabwean Government thus was in a position to move forward with redistribution of the land by expropriating land for the public good. Today this is what President Mugabe is saying to justify this controversial land acquisition program. The frontline states in Southern Africa placed tremendous pressure on the liberation organisations to accept the proposed settlement and, in the end, they capitulated and an agreement was reached. The critical capitulation created the breeding ground for future unsatisfied expectations of the war veterans and the landless Africans. The hands of the Zimbabwean Government were tied. They could not carry out their goal of redressing the inequities of the colonialism and the vast majority of the farm land remained in the hands of the few white farmers. Following the war an urgent need for reconstruction existed and measures were required to address the mass displacement of the peasant people in Zimbabwe. Since the ware was mostly fought in the rural areas the peasant agriculture collapsed and because the government could not expropriate white owned land 90 percent of all marketed food in the country was produced by the white farm owners. This fact strengthened the white farmers position both economical and politically. The restrictions imposed through the Lancaster House agreement remained a constant theme in Zimbabwean land reform in the decades following independence.[7] By 1997 a high number of more fertile agricultural lands remained under the control of a few thousand white farmers. It was now 17 years since independence and although the Government changed the constitution in 1990 (after the 10 year period) to make it easier for ti to expropriate land the vast majority of displaced Africans and the war veterans who fought on the land for the land was still landless. The population of a lower class labourer in the so called tribal reserves increased. President Mugabe has on many occasions said that the British Government reneged on the agreement that was reached at the Lancaster House. Yet, Britain that reneged on the Lancaster House agreement to pay compensation to its indigenes in Zimbabwe on their lands to be redistributed, for equity, could brazenly cry foul and deploy its immense media power to demonise Mugabe.[8] Zimbabwe’s Political History Cecil John Rhodes became rich beyond anyone’s wildest dreams through his companies, De Beers Consolidated Mines and Goldfields of South Africa. The first company exploited the diamond fields in the Northern Cape and the second one the goldfields on the Reef. His biggest dream was to establish a continuous strip of British Empire from the Cape to the mouth of the Nile. The terms of incorporation of his mining companies included the right to invest in northern expansion. Rhodes formed the British South Africa Company (BSA) to expand into Africa beyond South Africa without involving the British government. BSA was also looking for gold fields and the first white settlers settled in what is now known as Harare in 1890. Gold was indeed discovered in the Zimbabwe highlands. In 1891 the area is declared a British protectorate and from 1895 the region up to the Zambezi is known as Rhodesia. The gold that was discovered in Zimbabwe was not as concentrated as on the gold reef in South Africa and nearly impossible to extract profitably. The company encouraged white settlement of Zimbabwe for farming purposes as an alternative means of generating an income for it. The direct result of this policy was a greater need to dispossess indigenous peoples of their land and force them into labour on the settler farms. Since the Zimbabwean highlands were not very fertile, the white settler farmers struggled to make a living. The result was that the BSA did not make any profits. Lobengula who was the king of the Ndebele people granted Rhodes the mining rights in part of his territory in return for 1000 rifles, an armed steamship for use on the Zambezi and a monthly rent of  £100. He tried to maintain good relations with the British but many of his tribe were eager to expel the white people. Leander Jameson who was administering the region for Rhodes started waging war against Lobengula and easily defeated Lobengula who had his headquarters at Bulawayo. There was a strong tribal uprising against the British in 1896 but thereafter Rhodess company brought the entire region up to the Zambezi under full control. Because BSA was not making any profits it wanted to get out of the territory and the white settlers were asked to vote on three choices. On 12 September 1923 Rhodesia becomes a self-governing c rown colony. The colony is prosperous and successful with the white population growing to 222,000 thirty years after the referendum. By 1953 Rhodesia has been a self governing colony for thirty years and the African people remained disenfranchised. In 1957 a tiny B roll is established providing for a small number of African voters. Between 1953 and 1963, Rhodesia was part of a colonial federation with two other colonies namely Nyasaland and Northern Rhodesia. During the early 1960’s African politicians in Northern Rhodesia and Nyasaland won more power in the legislative councils and pressure grows on the British government to break up the federation. All three colonies were also demanding independence and the federation is formally dissolved on 31 December 1963. During the years of federation the parties are formed which will subsequently fight the bitter struggle for the future of an independent Rhodesia. Joshua Nkomo, the first African leader in the new era, is elected as president of the local branch of the African National Congress (ANC) in 1957. The ANC is banned and he is the founder member of the National Democratic Party in 1960 which in turn is banned. In 1961he replaces it with ZAPU (the Zimbabwe African Peoples Union). Robert Mugabe and the reverend Ndabaningi Sithole are both members of this ZAPU. In 1963 Mugabe and Sithole split from ZAPU and form the rival ZANU (Zimbabwe African National Union). The United Nations supported the African majority in their quest for political suffrage and this support combined with the political pressure from the African majority forces the federal government to introduce a new constitution in 1961 allowing for African representation in parliament. A direct result of this move is the establishment of a new political party by Ian Smith known as the Rhodesian Front. The Rhodesian Front was committed to white supremacist policies and offered an independent Rhodesia governed by the white minority. The new party is the surprise winner in the elections in 1962. The party in power at the time was the more moderate United Federal Party. The new prime minister is Winston Field and the founder of the party, Ian Smith becomes his deputy. Ian Smith replaced Field as prime minister in April 1964and becomes prime minister of Rhodesia. At this stage Rhodesia is once again separate self-governing colony. Ian Smith ordered the arrest of Joshua Nkomo and Robert Mugabe as his first act in office. They remained in detention until 1974. Reverend Sithole joined them in November 1965. Pursuant to Smith’s promise of independence he now tries to persuade the British government to grant independence on the basis of white minority rule. The British government refused the request and Smith decides to take matters into his own hands and on 11 November 1965 he publishes a Unilateral Declaration of Independence (UDI). Harold Wilson embarked on quiet diplomacy and there followed meetings between Smith and Wilson. Two of the meetings took place on warships (the Fearless and the Tiger) off Gibraltar in 1966 and 1968. Smith is unmoved by the quiet diplomacy of the British government. In 1968 the United Nations imposes economic sanctions against Rhodesia with the approval of the British government. The sanctions do not work immediately and takes a long time to become effective. Guerrilla warfare by ZAPU and ZANU is more effective. They attack Rhodesia from across its borders. Robert Mugabe and Joshua Nkomo also buried the hatchet and in 1976 they formed a united front namely the Patriotic Front (PF). By 1978 Smith realises that the white minority will have to grant concessions to the African majority and he comes to an agreement with a moderate African leader bishop Abel Muzorewa, leader of the UANC (United African National Council). Multi racial elections are held in 1979 but the Patriotic Front is banned from the elections. Bishop Muzorewa emerges as the prime minister. The agreement between Smith and Bishop Muzorewa entails guarantees securing white political and economic interests Smith underestimated the tenacity of the Patriotic Front and it continues its guerrilla campaign against Rhodesia. The fact that the PF was banned meant that there were no real democratic elections and the UANC was shackled to the agreement it reached with Smith in exchange for the right to participate in the elections. In December 1979 all three African leaders attend a meeting in London. UDI is overturned and Rhodesia reverts briefly to the status of a British colony. The parties reached an agreement which is now commonly known as the Lancaster House Agreement. When Kenya became independent the British government promised  £500 million to assist Kenya with its land reforms. The PF negotiated with the British government for a similar concession. At the time of the Lancaster House Agreement the British government agreed to provide funds to the Zimbabwean government to assist it in redistributing the land on the basis of ‘willing seller, willing buyer’. Post-Colonial Land Reforms Following the independence of Zimbabwe in 1980 the government and administration has sought to implement various measures in an attempt to reform the land conflict and address the fact that the most viable and valuable land in Zimbabwe is owned by white farmers, which forms a very significant minority of the Zimbabwean population. As one author puts it: The land division in Zimbabwe now is horribly inequitable. Of the countrys 11.4 million people, the white minority, comprising one percent of the total population, owns over one-third of the farmland. The British fully realized the need for some measure of land reform when they granted Zimbabwe its independence. But, during the first two decades of autonomy, the Zimbabwean government has moved slowly to address the land scarcity issue. The situation is aggravated now because a minuscule white minority owns most all of the large commercial farms that support Zimbabwes agriculture-dependent economy.[9] Furthermore: The unfortunate irony is that the very land the Zimbabwean government wants to expropriate belongs to white farmers whose land provides employment for many Africans, whose products are vital to the countrys financial health, and whose crops feed not only Zimbabwe, but also its neighbors. Nevertheless, Mugabe has marked around 4,900 white-owned, commercial farms (about ninety-five percent of the total number of white-owned farms) for appropriation as part of his â€Å"fast track,† land redistribution plan.[10] The above passages demonstrate the difficulties which post-colonial land reforms face in the Zimbabwean context, particularly in an economic sense. The white-owned farms which are being marked for appropriation under the new â€Å"fast track† land reforms implemented by Mugabe contributes significantly to the economic sustainability of Zimbabwe, given the fact that it provides employment for many of the black Africans, as well as providing an export market for Zimbabwe to other countries. The theory, according to Nading, is that if this land is taken away from the white farmers, it places Zimbabwe in an even more precarious economic position than what it is currently experiencing. Contrary to this argument, is important to note the current economic situation in Zimbabwe is not good. Zimbabwes inflation is astronomical, and the government is quite clearly broke. The government also continues to fund what is described as an â€Å"ill-informed troop deployment in the Democratic Republic of Congo†.[11] In October 2001 the Zimbabwean government sought US$360 million in international aid from the United Nations Development Program.[12] These factors tend to demonstrate that Zimbabwean government has a history of not being particularly responsible with its funds, often directing funds to places where they should ordinarily not be directed. Therefore questions need to be asked in relation to the proposed fast track land reforms and whether they actually make sound economic sense in the Zimbabwean context. While, in a social sense, the proposed scheme is to succeed in theory in equalising land ownership in Zimbabwe and negating the concentration of land ownership among the minority white population, the statistics show that the land owned by white farmers under the previous schemes (and, in turn, in current times) comprises much of the economic integrity of Zimbabwe. However, conversely, Zimbabwean government does not have a history of sound political inte grity and raises questions over this policy in an economic sense. It is a well-known fact that much of Zimbabwean Pres Mugabes support comes from the black Zimbabwean population. In this regard, it is clear that one of the political justifications of the Fast Track reforms is to look after Mugabes own political self interests, and not necessarily to advance the social welfare status of Mugabe supporters. However it would also appear that the Fast Track reforms are veiled in such a way so as to create the impression that Mugabe is looking after the black population of Zimbabwe, however the facts indicate that this is not the case. As one author puts it: Mugabe began his fast track campaign in earnest against the minority, white farm-owners and the opposition group, the MDC, following voters rejection of Mugabes proposal for a new constitution on February 15, 2000. Through this constitutional referendum, Mugabe sought to extend his office of the presidency for another six years.[13] This essentially demonstrates Mugabes selfish political nature, with Mugabe firstly seeking to extend his office of the presidency by another six years and, after this was rejected by the people in a referendum, he then sought to implement a land reform scheme which purported to favour the black majority so he could, in theory, propose his constitutional amendment again and have it passed at a second referendum. It also demonstrates the flaws in the Zimbabwean political system, in the sense that it does not operate to promote true democracy and representation of all Zimbabwean citizens, but rather to preserve the political self-interest of the ruling class and taking the vote of the less educated, but majority, black Zimbabwean voters for granted. It will be difficult to submit to there is an ultimate social welfare aim behind these proposed land reform measures, as the facts indicate that Mugabe has a history of being self-centered and power hungry in his political ideologies and vi ews. Therefore the overall integrity on both an economic and social front, as well as the political motivation of same, is questionable at best. In summary the post-Colonial approach to land reform in Zimbabwe does not present substantial merit in its aims and objectives so as to justify disenfranchising white landowners in favour of the disadvantaged black Zimbabwean population on a number of fronts. As one author puts it: Moreover, these [land reforms] reinforce a state-centric view of rural Zimbabwe that leads to a naive faith in the governments current ability or future possibility to (re)order rural life for the betterment of all. Given the checkered history of state policies toward land in colonial and post-colonial Zimbabwe, such faith inspires more concern than relief.[14] The above passage perhaps summarises this chapter perfectly, in the sense that this policy inspires false hope in the Zimbabwean government to deliver a policy which is beneficial for all Zimbabweans. The facts appear to indicate that this policy only serves to benefit the ruling class, and not the majority black population as it purports to. Are the Land Reform Provisions Justifiable? There is little ability to dispute the fact that the land reform provisions which have been put in place since the independence of Zimbabwe provide for a significantly increased rate of land reform and the measures that were previously put in place. However the real question that this paper must answer is whether or not the most recent provisions are a positive step for the people of Zimbabwe, particularly the black minority population, or whether they serve as more of a burden upon the Zimbabwean population as a whole. This paper has analysed both the pre-and post-independence land reform provisions in the context of the social, political and economic merits thereof. The fact of the matter is that post-independence land reform provisions in Zimbabwe have not appropriately addressed the challenges which Zimbabwe faces in these areas. As one author puts it: Zimbabwe has found the redistribution of land to peasant farmers particularly difficult to achieve: in ten years the government has been able to relocate fewer than 60,000 farmers, in spite of earlier promises to resettle 162,000 by 1985. Following passage of the Land Acquisition Act in March 1992, the countrys commercial farmers face compulsory acquisition of their land by the government, including those farms located in lucrative tobacco growing areas. Although the government will pay compensation, farmers will be unable to appeal established compensation levels.[15] In other words, the currently land reform provisions severely prejudice those who already own land in such a way that grants an unfair advantage to those who do not, such as the majority black population. More importantly, compensation which white farmers will receive as a result of the Zimbabwean governments compulsory land acquisition is inadequate and is not subject to any formal review. This means that farmers do not have any ability to challenge him out of compensation they receive, leaving them significantly out of pocket as a result of the governments land reform proposals and with a limited ability to make income from the skills which are probably all they have in terms of plying their trade. Zimbabwe is a very spotted political history, particularly in relation to looking after the best interests of its people. President Mugabe also has a proven track record of looking after his own self interests before looking after the interests of his electors. In this regard one must question the political motivation of the Zimbabwean land reform policies and whether in fact it sets out to achieve what it purports to be its aims and objectives. It cannot be disputed that the policy does seek to empower black Zimbabwean population; however this paper suggests that it does not have adequate regard the economic consequences of disenfranchising white farmers, who own most of the profitable land in Zimbabwe. It is this factor that cast doubt over the policy as a whole, however regard need to be had for the current economic situation in any case. Inflation is through the roof, and one needs to consider whether hurting the already crippled Zimbabwean financial sector is a sensible approach in the long run. Conclusion In summary, and in consideration of the above points, it is clear that the land reform policy Zimbabwe post-independence is not one which the government should be proud of. This paper has presented evidence which suggests that British colonisation of Zimbabwe had a view of equal land distribution, but also a view of economic prosperity, in the sense that the most prosperous land was distributed to those who have the skills and knowledge to appropriately deal with and generate profit from that land. Even when Zimbabwe became independent in 1979-1980, the British government continued to allocate funds to Zimbabwe in an attempt to redistribute land, however this distribution occurred on a willing seller, willing buyer basis. This demonstrates the fact that, when the British government had a role in policy forming in Zimbabwe, it always had Zimbabwe’s interests at heart. Since Zimbabwe gained independence, the administration of its affairs has been tainted by greed, fraud and dece ption and the people of Zimbabwe are the ones who have suffered in this regard. To sum up the current land reform policy in Zimbabwe: Since 1890 up to today, the land question has singularly had the most significant impact on Zimbabwes political and economic history. Most recently, the Land Resettlement Program, developed after Zimbabwes independence in 1980, has had mixed reviews. One position is that the program has resulted in one of Africas most successful examples of land redistribution. The other position is that the land reform program in Zimbabwe has been disastrous to the country and its economy. According to some sources, a total of over 3.5 million hectares of land have been resettled. But, [t]here is considerable controversy on the number of people who have [actually] been allocated land.[16]

Business Culture: China vs. the United States Essay -- International T

Business Culture: China vs. the United States   Ã‚  Ã‚  Ã‚  Ã‚  Cultures are varying among different parts of the globe. People with different cultures have different characteristics and viewpoints on the subjects due to diverse understanding and method of learning. During the past few decades, the international trade grows in a very rapid rate due to the advantages that it provides; â€Å"increased sales, operational efficiencies, exposure to new technologies and broader consumer choices† (Heslin). Therefore, when considering the culture aspect to current business world, it is crucial for business to understand the culture aspect because of the tremendous growth of international business as well as utilize the international market to its maximum utility.   Ã‚  Ã‚  Ã‚  Ã‚  Today’s world’s leading markets are the United States of America and People Republic of China. The United States market growth is not a â€Å"jump† growth, instead it grows in steady manner. On the other hand, China’s market is not a very significance market until several decades ago where all suddenly, the market leaps from an insignificance market to highly imperative market and it seems unstoppable. Although both of the markets and its potential for growth is considerably dominant but the ways of managing its business are very distinct; both societal and institutional differences and values differences.      Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  American workers are more individualize. American workers focus on their individuals and lives in the world of dist...

Literature Marking Scheme

SYLLABUS Cambridge IGCSE ® Literature (English) 0486 For examination in June and November 2014 Cambridge International Certificate Literature (English)* 0476 For examination in June and November 2014 *This syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. University of Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use.However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre.  ® IGCSE is the registered trademark of University of Cambridge International Examinations  © University of Cambridge International Examinations 2011 Contents 1. Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 1. 1 1. 2 1. 3 1. 4 1. 5 1. 6 Why choose Cambridge? Why choose Cambridge IGCSE? Why choose Cambridge IGCSE Literature (English)? Cambridge International Certificate of Education (ICE)Schools in England, Wales and Northern Ireland How can I find out more? 2. Assessment at a glance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Cambridge IGCSE Literature (English) Syllabus code 0486 Cambridge International Level 1/Level 2 Certificate Literature (English) Syllabus code 0476 3. Syllabus aims and objectives †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 3. 1 Aims 3. 2 Assessment objectives 4. Description of papers (syllabus 0486) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 4. 1 4. 2 4. 3 4. 4 . 5 Paper 1: Set Texts – Open books Paper 2: Coursework portfolio (syllabus 0486 only) Paper 3: Unseen Paper 4: Set texts – Closed books A (syllabus 0486 only) Paper 5: Set texts – Closed books B (syllabus 0486 only) 5. Description of papers (syllabus 0476) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 5. 1 Paper 1: Set Texts – Open books 5. 2 Paper 2: Unseen 6. Set texts (syllabus 0486)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 7. Set texts (syllabus 0476) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 0 8. Grade descriptions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 9. Coursework guidance (syllabus 0486) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 23 9. 1 Coursework portfolio (Paper 2) (syllabus 0486): guidance notes 9. 2 Marking and moderating Coursework 9. 3 Assessment criteria for Coursework 10. Appendix A †¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 26 10. 1 Resources: set text editions 11.Appendix B: Additional information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 31 12. Appendix C: Additional information – Cambridge International Level 1/Level 2 Certificates†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 33 Introduction 1. Introduction 1. 1 Why choose Cambridge? University of Cambridge International Examinati ons is the world’s largest provider of international education programmes and qualifications for 5 to 19 year olds. We are part of the University of Cambridge, trusted for excellence in education.Our qualifications are recognised by the world’s universities and employers. Recognition Every year, thousands of learners gain the Cambridge qualifications they need to enter the world’s universities. Cambridge IGCSE ® (International General Certificate of Secondary Education) is internationally recognised by schools, universities and employers as equivalent to UK GCSE. Learn more at w ww. cie. org. uk/recognition Excellence in education We understand education. We work with over 9000 schools in over 160 countries who offer our programmes and qualifications.Understanding learners’ needs around the world means listening carefully to our community of schools, and we are pleased that 98% of Cambridge schools say they would recommend us to other schools. Our missi on is to provide excellence in education, and our vision is that Cambridge learners become confident, responsible, innovative and engaged. Cambridge programmes and qualifications help Cambridge learners to become: †¢ confident in working with information and ideas – their own and those of others †¢ responsible for themselves, responsive to and respectful of others †¢ nnovative and equipped for new and future challenges †¢ engaged intellectually and socially, ready to make a difference. Support in the classroom We provide a world-class support service for Cambridge teachers and exams officers. We offer a wide range of teacher materials to Cambridge schools, plus teacher training (online and face-to-face), expert advice and learner-support materials. Exams officers can trust in reliable, efficient administration of exams entry and excellent, personal support from our customer services. Learn more at w ww. cie. org. uk/teachers Not-for-profit, part of the Uni versity of CambridgeWe are a part of Cambridge Assessment, a department of the University of Cambridge and a not-for-profit organisation. We invest constantly in research and development to improve our programmes and qualifications. 2 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Introduction 1. 2 Why choose Cambridge IGCSE? Cambridge IGCSE helps your school improve learners’ performance. Learners develop not only knowledge and understanding, but also skills in creative thinking, enquiry and problem solving, helping them to perform well and prepare for the next stage of their education.Cambridge IGCSE is the world’s most popular international curriculum for 14 to 16 year olds, leading to globally recognised and valued Cambridge IGCSE qualifications. It is part of the Cambridge Secondary 2 stage. Schools worldwide have helped develop Cambridge IGCSE, which provides an excellent preparation for Cambridge Internati onal AS and A Levels, Cambridge Pre-U, Cambridge AICE (Advanced International Certificate of Education) and other education programmes, such as the US Advanced Placement Program and the International Baccalaureate Diploma. Cambridge IGCSE incorporates the best in international education for learners at this level.It develops in line with changing needs, and we update and extend it regularly. 1. 3 Why choose Cambridge IGCSE Literature (English)? Cambridge IGCSE Literature (English) is accepted by universities and employers as proof of real knowledge and understanding. Successful candidates gain lifelong skills, including the ability to: †¢ Read, interpret and evaluate texts through the study of literature in English; †¢ Develop an understanding of literal and implicit meaning, relevant contexts and of the deeper themes or attitudes that may be expressed; †¢ Recognise and appreciate the ways in which writers use English to achieve a range of effects; Present an informed , personal response to materials they have studied; †¢ Explore wider and universal issues, promoting students’ better understanding of themselves and of the world around them. 1. 4 Cambridge International Certificate of Education (ICE) Cambridge ICE is the group award of Cambridge IGCSE. It gives schools the opportunity to benefit from offering a broad and balanced curriculum by recognising the achievements of learners who pass examinations in at least seven subjects. Learners draw subjects from five subject groups, including two languages, and one subject from each of the other subject groups.The seventh subject can be taken from any of the five subject groups. Literature (English) falls into Group II, Humanities and Social Sciences. Learn more about Cambridge IGCSE and Cambridge ICE at w ww. cie. org. uk/cambridgesecondary2 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 3 Introduction 1. 5 Schools in England, Wal es and Northern Ireland This Cambridge IGCSE is approved for regulation in England, Wales and Northern Ireland. It appears on the Register of Regulated Qualifications http://register. ofqual. gov. uk as a Cambridge International Level 1/Level 2 Certificate.There is more information for schools in England, Wales and Northern Ireland in Appendix C to this syllabus. School and college performance tables Cambridge IGCSEs which are approved by Ofqual are eligible for inclusion in school and college performance tables. For up-to-date information on the performance tables, including the list of qualifications which count towards the English Baccalaureate, please go to the Department for Education website (www. education. gov. uk/performancetables). All approved Cambridge IGCSEs are listed as Cambridge International Level 1/Level 2 Certificates. 1. How can I find out more? If you are already a Cambridge school You can make entries for this qualification through your usual channels. If you h ave any questions, please contact us at [email  protected] org. uk If you are not yet a Cambridge school Learn about the benefits of becoming a Cambridge school at w ww. cie. org. uk/startcambridge. Email us at [email  protected] org. uk to find out how your organisation can become a Cambridge school. 4 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Assessment at a glance 2. Assessment at a glanceCambridge IGCSE Literature (English) Syllabus code 0486 Candidates take one of the following options: Component Paper 1: Set Texts – Open books Paper 2: Coursework portfolio Duration 2 hours 15 minutes Assessed by the Centre; externally moderated by Cambridge Weighting 75% 25% OR Component Paper 1: Set Texts – Open books Paper 3: Unseen Duration 2 hours 15 minutes 1 hour 15 minutes Weighting 75% 25% OR Component Paper 4: Set Texts – Closed books: A Paper 5: Set Texts – Closed books: B Duration 2 hours 1 5 minutes 45 minutes Weighting 75% 25% The full range of grades (A*–G) is available in each option. AvailabilityThis syllabus is examined in the May/June examination series and the October/November examination series. This syllabus is available to private candidates (for the non-coursework options). Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 5 Assessment at a glance Cambridge International Level 1/Level 2 Certificate* Literature (English) Syllabus code 0476 All candidates take the following: Paper 1 2 hours 15 minutes Set Texts – Open Books Three sections – drama, prose and poetry with a mix of passage-based, essay questions and (on prose and drama texts) empathic questions.There is a choice of three questions on each set text. Paper 2 1 hour 15 minutes Unseen From a choice of two question, each requiring critical commentary, candidates must choose one. One question is based on a literary prose passage and the other on a poem or extract of a poem. Candidates answer one question from each section and must choose at least one passagebased and one essay question. No set texts for this component. All Assessment Objectives are tested All Assessment Objectives are tested. Weighting: 75% of total marks. Weighting: 25% of total marks. The full range of grades (A*–G) is available. AvailabilityThis syllabus is examined in the May/June examination series and the October/November examination series. It is available in the UK only. This syllabus is available to private candidates. Combining these syllabuses with other syllabuses Candidates can combine either of these syllabuses in an examination series with any other Cambridge syllabus, except: †¢ syllabuses with the same title at the same level †¢ 2010 Cambridge O Level Literature in English †¢ 0408 Cambridge IGCSE World Literature Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificates an d Cambridge O Level syllabuses are at the same level. * 6This syllabus is accredited for use in England, Wales and Northern Ireland as Cambridge International Level 1/Level 2 Certificate. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Syllabus aims and objectives 3. Syllabus aims and objectives 3. 1 Aims The syllabus aims, which are not listed in order of priority, are to encourage and develop candidates’ ability to: †¢ enjoy the experience of reading literature; †¢ understand and respond to literary texts in different forms and from different periods and cultures; †¢ communicate an informed personal response appropriately and effectively; appreciate different ways in which writers achieve their effects; †¢ experience literature’s contribution to aesthetic, imaginative and intellectual growth; †¢ explore the contribution of literature to an understanding of areas of human concern. 3. 2 As sessment objectives There are four Assessment Objectives (AOs) and candidates are assessed on their ability to: AO1: Show detailed knowledge of the content of literary texts in the three main forms (Drama, Poetry, and Prose); AO2: Understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes;AO3: Recognise and appreciate ways in which writers use language, structure, and form to create and shape meanings and effects; AO4: Communicate a sensitive and informed personal response to literary texts. Each of the assessment objectives is present in each of the papers, with the following weighting: Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 7 Syllabus aims and objectives Syllabus 0486 Paper 1 Paper 2 Paper 3 Paper 4 Paper 5 AO1 25% 25% 25% 25% 25% AO2 25% 25% 25% 25% 25% AO3 25% 25% 25% 25% 25% AO4 25% 25% 25% 25% 25%Paper 1 Paper 2 AO1 25% 2 5% AO2 25% 25% AO3 25% 25% AO4 25% 25% Syllabus 0476 8 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of papers (syllabus 0486) 4. Description of papers (syllabus 0486) 4. 1 Paper 1: Set Texts – Open books 2 hours 15 minutes This paper has three sections: Drama, Prose and Poetry. Candidates answer one question from each section. All questions carry equal marks. Candidates may take their set texts into the exam, but these texts must not contain personal annotations, highlighting or underlining.On each set text, candidates have a choice of three questions as follows: †¢ Poetry – one passage-based question and two essay questions. †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). †¢ Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more details ). Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol († ). Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. e. a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poem from the set text before answering. The passage/poem is printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate: †¢ heir personal response, sometimes directly (answering questions such as ‘What do you think? â⠂¬â„¢, ‘What are your feelings about†¦? ’) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ their knowledge of the text through the use of close reference to detail and use of quotations from the text; †¢ their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 9 Description of papers (syllabus 0486) . 2 Paper 2: Coursework portfolio (syllabus 0486 only) Candidates submit a portfolio of t wo assignments. †¢ Each assignment should be between 600–1000 words and should be based on the study of one complete text, equivalent in scope and demand to a set text on Paper 1. †¢ The assignments must be on different texts. †¢ One of the assignments (but not two ) may be on a text prepared for Paper 1. (There is no requirement to include work on a Paper 1 text. ) Assignments can be handwritten, typed or word processed. The phrasing of each assignment’s title must allow for assessment in relation to all the Assessment Objectives.Coursework is assessed and marked by the Centre, and a sample is submitted for external moderation by Cambridge. Teachers responsible for assessing Coursework must be accredited by Cambridge; accreditation is usually awarded after the teacher has successfully completed the Coursework Training Handbook. For more information and guidance on creating, presenting and marking the Coursework, see Section 9. 4. 3 Paper 3: Unseen 1 hour 15 minutes Paper 3 comprises two questions, each asking candidates for a critical commentary on (and appreciation of) previously unseen writing printed on the question paper.Candidates answer one question only. One question is based on a passage of literary prose (such as an extract fr om a novel or a short story); the other question is based on a poem, or extract of a poem. Candidates are advised to spend around 20 minutes reading their selected question and planning their answer before starting to write. There are no set texts for this paper. 10 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of papers (syllabus 0486) 4. 4 Paper 4: Set texts – Closed books A (syllabus 0486 only) 2 hours 15 minutesThe paper has three sections: Drama, Poetry, and Prose. Candidates answer one question from each section. All questions carry equal marks. This is a ‘Closed books’ paper: candidates may not take their set texts into the exam room. On each text, candidates have a choice of three questions: †¢ Poetry – one passage-based question, and two essay questions; †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below fo r more detail); †¢ Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more detail).Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol († ). ‘Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. e. a manner of speaking for a specific character).Passage-based questions ask candidates to re-read a specific passage or poem from the set text. The passage/poem is printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidat es will have to demonstrate: †¢ their personal response, sometimes directly (answering questions such as ‘What do you think? ’, ‘What are your feelings about†¦? ’) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ their knowledge of the text through the use of close reference to detail and use of quotations from the text; their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and their response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 11 Description of papers (syllabus 0486) 4. 5 Paper 5: Set texts – Closed books B (syllabus 0486 only) 45 minutes In this paper, candidates answer one question on one set text. All questions carry equal marks. This a ‘Closed books’ paper: candidates may not ta ke their set texts into the exam room.On each set text, candidates have a choice of three questions as follows: †¢ Poetry – one passage-based question and two essay questions. †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). †¢ Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). ‘Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. . a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poem from the set text before answering. The chapter, scene or page reference will be given on the exam paper (references to several available editions will be provided if necessary). All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate: †¢ their personal response, sometimes directly (answering questions such as ‘What do you think? ’, ‘What are your feelings about†¦? ) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ their knowledge of the text through the use of close reference to detail and use of quotations from the text; †¢ 12 their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and their response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Description of papers (syllabus 0476) 5. Description of papers (syllabus 0476) 5. Paper 1: Set Texts – Open books 2 hours 15 minutes This paper has three sections: Drama, Prose and Poetry. Candidates answer one question from each section. All questions carry equal marks. Candidates may take their set texts into the exam, but these texts must not contain personal annotations, highlighting or underlining. On each set text, candidates have a choice of three questions as follows: †¢ Poetry – one passage-based question and two essay questions. †¢ Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). †¢Prose – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). Candidates must answer at least one passage-based question and at least one essay question. On the Question Paper, passage-based questions are indicated by an asterisk (*) and essay questions are indicated by a dagger symbol († ). ‘Emp athic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i. . a manner of speaking for a specific character). Passage-based questions ask candidates to re-read a specific passage or poems (or a part of a longer poem) from the set text before answering. Passages/poems are printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate: †¢ their personal response, sometimes directly (answering questions such as ‘What do you think? ’, ‘What are your feelings about†¦? ’) and sometimes by implication (such as ‘Explore the ways in which†¦Ã¢â‚¬â„¢); †¢ heir knowledge of the text through the use of close refe rence to detail and use of quotations from the text; †¢ their understanding of characters, relationships, situations and themes; †¢ their understanding of the writer’s intentions and methods, and response to the writer’s use of language. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 13 Description of papers (syllabus 0476) 5. 2 Paper 2: Unseen 1 hour 15 minutes Paper 2 comprises two questions, each asking candidates for a critical commentary on (and appreciation of) previously unseen writing printed on the question paper.Candidates answer one question only. One question is based on a passage of literary prose (such as an extract from a novel or a short story); the other question is based on a poem, or extract of a poem. Candidates are advised to spend around 20 minutes reading their selected question and planning their answer before starting to write. There are no set texts for this paper. 14 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) 6. Set texts (syllabus 0486)Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 1 (syllabus 0486) Candidates must answer on three different set texts: i. e. one set text in each section. Section A: DRAMA Candidates must answer on one set text from this section: ** Arthur Miller All My Sons William Shakespeare Julius Caesar * William Shakespeare The Tempest * Oscar Wilde The Importance of Being Earnest Section B: POETRYCandidates must answer on one set text from this section: ** Thomas Hardy The following fourteen poems: Neutral Tones ‘I Look into My Glass’ Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word ‘Farewell’ During Wind and Rain In Time of ‘The Breaking of Nations’ No Buyers: A Street Scene Nobody Comes These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 5 Set texts (syllabus 0486) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries): Poems 110 to 123 inclusive, i. e. the following fourteen poems: Sujata Bhatt, ‘A Different History’ Gerard Manley Hopkins, ‘Pied Beauty’ Allen Curnow, ‘Continuum’ Edwin Muir, ‘Horses’ Judith Wright, ‘Hunting Snake’ Ted Hughes, ‘Pike’ Christina Rossetti, ‘A Birthday’ Dante Gabriel Rossetti, ‘The Woodspurge’ Kevin Halligan, ‘The Cockroach’ Marga ret Atwood, ‘The City Planners’ Boey Kim Cheng, ‘The Planners’ Norman MacCaig, ‘Summer Farm’ Elizabeth Brewster, ‘Where I Come From’William Wordsworth, ‘Sonnet Composed Upon Westminster Bridge’ Songs of Ourselves: The University of Cambridge International Examinations Anthology of Poetry in English (Cambridge University Press ISBN-10: 8175962488 ISBN-13: 978-8175962484) Section C: PROSE Candidates must answer on one set text from this section: * Tsitsi Dangarembga Nervous Conditions * Anita Desai Fasting, Feasting Kiran Desai Hullabaloo in the Guava Orchard ** George Eliot Silas Marner ** Susan Hill I’m the King of the Castle * The following ten stories: no. 6 Thomas Hardy, ‘The Son’s Veto’ no. 12 Katherine Mansfield, ‘Her First Ball’ o. 14 V. S. Pritchett, ‘The Fly in the Ointment’ no. 15 P. G. Wodehouse, ‘The Custody of the Pumpkin’ no. 20 Graham Green e, ‘The Destructors’ no. 27 R. K. Narayan, ‘A Horse and Two Goats’ no. 29 Ted Hughes, ‘The Rain Horse’ no. 38 Morris Lurie, ‘My Greatest Ambition’ no. 42 Ahdaf Soueif, ‘Sandpiper’ no. 46 Penelope Fitzgerald, ‘At Hiruhamara’ from Stories of Ourselves Stories of Ourselves: The University of Cambridge International Examinations Anthology of Short Stories in English (Cambridge University Press: ISBN-10: 052172791X ISBN-13: 978-0521727914) 16 Cambridge IGCSE Literature (English) 0486Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 4 (syllabus 0486) Candidates must answer on three different set texts: i. e. one set text in each section. The text list for Paper 4 is identical to the text list for Paper 1. Candidates who are taking Paper 4 will answer on one text in Paper 5.Section A: DRAMA Candidates must answer on one set text from this section: ** Arthur Miller All My Sons William Shakespeare Julius Caesar * William Shakespeare The Tempest * Oscar Wilde The Importance of Being Earnest Section B: POETRY Candidates must answer on one set text from this section: ** Thomas Hardy The following fourteen poems: Neutral Tones ‘I Look into My Glass’ Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word ‘Farewell’ During Wind and Rain In Time of ‘The Breaking of Nations’ No Buyers: A Street SceneNobody Comes These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. Cambridge IGCSE Literature (English) 0486 Cambr idge International Certificate Literature (English) 0476 17 Set texts (syllabus 0486) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries): Poems 110 to 123 inclusive, i. e. the following fourteen poems: Sujata Bhatt, ‘A Different History’ Gerard Manley Hopkins, ‘Pied Beauty’ Allen Curnow, ‘Continuum’ Edwin Muir, ‘Horses’ Judith Wright, ‘Hunting Snake’ Ted Hughes, ‘Pike’ Christina Rossetti, ‘A Birthday’Dante Gabriel Rossetti, ‘The Woodspurge’ Kevin Halligan, ‘The Cockroach’ Margaret Atwood, ‘The City Planners’ Boey Kim Cheng, ‘The Planners’ Norman MacCaig, ‘Summer Farm’ Elizabeth Brewster, ‘Where I Come From’ William Wordsworth, ‘Sonnet Composed Upon Westminster Bridge’ Songs of Ourselves: The University of Cambridge International Examinations Anthology of Poetry in E nglish (Cambridge University Press ISBN-10: 8175962488 ISBN-13: 978-8175962484) Section C: PROSE Candidates must answer on one set text from this section: * Tsitsi Dangarembga Nervous Conditions * Anita Desai Fasting, FeastingKiran Desai Hullabaloo in the Guava Orchard ** George Eliot Silas Marner ** Susan Hill I’m the King of the Castle * 18 from Stories of Ourselves The following ten stories: no. 6 Thomas Hardy, ‘The Son’s Veto’ no. 12 Katherine Mansfield, ‘Her First Ball’ no. 14 V. S. Pritchett, ‘The Fly in the Ointment’ no. 15 P. G. Wodehouse, ‘The Custody of the Pumpkin’ no. 20 Graham Greene, ‘The Destructors’ no. 27 R. K. Narayan, ‘A Horse and Two Goats’ no. 29 Ted Hughes, ‘The Rain Horse’ no. 38 Morris Lurie, ‘My Greatest Ambition’ no. 42 Ahdaf Soueif, ‘Sandpiper’ no. 46 Penelope Fitzgerald, ‘At Hiruhamara’Stories of Ourselves: The Un iversity of Cambridge International Examinations Anthology of Short Stories in English (Cambridge University Press: ISBN-10: 052172791X ISBN-13: 978-0521727914) Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0486) Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 5 (syllabus 0486)Candidates who are taking this paper answer on one text from the following: ** Jane Austen Northanger Abbey Carol Ann Duffy The following fourteen poems: ‘Head of English’ ‘The Dolphins’ ‘Stealing’ ‘Foreign’ ‘Miles Away’ ‘Originally’ ‘In Mrs Tilscher’s Class’ ‘Who Loves You’ ‘Nostalgia’ â €˜The Good Teachers’ ‘Moments of Grace’ ‘Valentine’ ‘Mean Time’ ‘Prayer’ These are contained in Selected Poems (Penguin Books, in association with Anvil Press, ISBN 978-0-14-102512-4/ISBN 9780141 025124) * Helen Dunmore The Siege ** from Jo Philips, ed. , Poems Deep & Dangerous (Cambridge University Press)The following fourteen poems (from Section 4 ‘One Another’): John Clare, ‘First Love’ Matthew Arnold, ‘To Marguerite’ Elizabeth Jennings, ‘One Flesh’ Christina Rossetti, ‘Sonnet’ (‘I wish I could remember that first day’) William Shakespeare, ‘Shall I Compare Thee†¦? ’ Elma Mitchell, ‘People Etcetera’ Simon Armitage, ‘In Our Tenth Year’ William Shakespeare, ‘The Marriage of True Minds’ Seamus Heaney, ‘Follower’ Michael Laskey, ‘Registers’ Chris Banks, ‘The Gift’ Liz Lochhead, ‘Laundrette’ Liz Lochhead, ‘Poem for My Sister’ Patricia McCarthy, ‘Football After School’ * A Midsummer Night’s Dream William Shakespeare * Robert Louis Stevenson Tennessee Williams The Strange Case of Dr Jekyll and Mr Hyde Cat on a Hot Tin Roof Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 19 Set texts (syllabus 0476) 7. Set texts (syllabus 0476) Unless otherwise indicated, candidates may use any edition of the set text, provided it is not an abridgement or simplified version. * text examined also in June and November 2015 ** text examined also in June and November 2015 and June and November 2016 Set texts for Paper 1 (syllabus 0476) Section A: DRAMA Candidates must answer on one set text from this section:William Shakespeare * Julius Caesar William Shakespeare The Tempest Section B: POETRY Candidates must answer on one set text from this section: ** T homas Hardy The following fourteen poems: Neutral Tones ‘I Look into My Glass’ Drummer Hodge The Darkling Thrush On the Departure Platform The Pine Planters The Convergence of the Twain The Going The Voice At the Word ‘Farewell’ During Wind and Rain In Time of ‘The Breaking of Nations’ No Buyers: A Street Scene Nobody Comes These may be found in Selected Poems, ed. Harry Thomas (Penguin). Poems printed in the paper will follow this text. 20 Cambridge IGCSE Literature (English) 0486Cambridge International Certificate Literature (English) 0476 Set texts (syllabus 0476) * from Songs of Ourselves from Part 4 (Poems from the Nineteenth and Twentieth Centuries): Poems 110 to 123 inclusive, i. e. the following fourteen poems: Sujata Bhatt, ‘A Different History’ Gerard Manley Hopkins, ‘Pied Beauty’ Allen Curnow, ‘Continuum’ Edwin Muir, ‘Horses’ Judith Wright, ‘Hunting Snake’ Ted Hughes, à ¢â‚¬ËœPike’ Christina Rossetti, ‘A Birthday’ Dante Gabriel Rossetti, ‘The Woodspurge’ Kevin Halligan, ‘The Cockroach’ Margaret Atwood, ‘The City Planners’ Boey Kim Cheng, ‘The Planners’ Norman MacCaig, ‘Summer Farm’Elizabeth Brewster, ‘Where I Come From’ William Wordsworth, ‘Sonnet Composed Upon Westminster Bridge’ Songs of Ourselves: The University of Cambridge International Examinations Anthology of Poetry in English (Cambridge University Press ISBN-10: 8175962488 ISBN-13: 978-8175962484) Section C: PROSE Candidates must answer on one set text from this section: * Tsitsi Dangarembga Nervous Conditions * Anita Desai Fasting, Feasting Kiran Desai Hullabaloo in the Guava Orchard ** George Eliot Silas Marner ** Susan Hill I’m the King of the Castle * The following ten stories: no. 6 Thomas Hardy, ‘The Son’s Veto’ no. 2 Katherine Mansfield, ‘He r First Ball’ no. 14 V. S. Pritchett, ‘The Fly in the Ointment’ no. 15 P. G. Wodehouse, ‘The Custody of the Pumpkin’ no. 20 Graham Greene, ‘The Destructors’ no. 27 R. K. Narayan, ‘A Horse and Two Goats’ no. 29 Ted Hughes, ‘The Rain Horse’ no. 38 Morris Lurie, ‘My Greatest Ambition’ no. 42 Ahdaf Soueif, ‘Sandpiper’ no. 46 Penelope Fitzgerald, ‘At Hiruhamara’ from Stories of Ourselves Stories of Ourselves: The University of Cambridge International Examinations Anthology of Short Stories in English (Cambridge University Press: ISBN-10: 052172791X ISBN-13: 978-0521727914) Cambridge IGCSE Literature (English) 0486Cambridge International Certificate Literature (English) 0476 21 Grade descriptions 8. Grade descriptions Grade descriptions Grade A A Grade A candidate will have demonstrated the ability to: †¢ †¢ demonstrate clear critical/analytical understanding of the aut hor’s intentions and the text’s deeper implications and the attitudes it displays; †¢ make much well-selected reference to the text; †¢ respond sensitively and in detail to the way language works in the text; †¢ Grade C sustain a perceptive and convincing response with well-chosen detail of narrative and situation; communicate a considered and reflective personal response to the text.A Grade C candidate will have demonstrated the ability to: †¢ †¢ show understanding of the author’s intentions and some of the text’s deeper implications and the attitudes it displays; †¢ show some thoroughness in use of the text for support; †¢ make some response to the way language works in the text; †¢ Grade F make a reasonably sustained/extended response with detail of narrative and situation; communicate an informed personal response to the text. A Grade F candidate will have demonstrated the ability to: †¢ †¢ show a few signs of understanding of the author’s intentions and the surface meanings of the text; make a little reference to the text; †¢ 22 make a few straightforward points in terms of narrative and situation; show evidence of a simple personal response to the text. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Coursework guidance (syllabus 0486) 9. Coursework guidance (syllabus 0486) 9. 1 Coursework portfolio (Paper 2) (syllabus 0486): guidance notes Teachers may not undertake Centre-based assessment until they have been accredited by Cambridge; accreditation usually follows the successful completion of the Coursework Training Handbook.Contact Cambridge for more information. For further guidance and for the general regulations concerning school-based Coursework assessment, see the Cambridge Handbook. General guidance Portfolio format †¢ The portfolio will contain t wo assignments, each on a different text. †¢ T he assignments must be securely fastened and clearly marked with the candidate’s name, number and the Centre number. †¢ Work sent to Cambridge for external moderation must not be sent in clear plastic folders or ring binders. A completed Candidate Record Card must be included with each portfolio (see forms at rear of this syllabus). Assignments: general issues †¢Assignments usually follow a programme of study undertaken by a teaching group. The best assignments usually follow a shared learning experience, but are selected by the candidate. It is recommended that the teacher and the candidate discuss which are the best assignments to submit. †¢ Candidates do not have to produce assignments under timed examination-type conditions. †¢ Assignments may be completed at any stage during the course. Candidates should undertake more than two assignments to provide a choice of assignments for their portfolio. Assignments: texts †¢ Assignment texts can be chosen by teachers or by candidates and teachers together.They must be originally written in English, and of a quality appropriate for study at Cambridge IGCSE. †¢ Candidates within a Centre do not have to submit assignments on the same texts. †¢ Assignments should show that the candidate has studied the whole text. †¢ If poetry or short stories are used for an assignment, candidates should cover a minimum of two poems or stories. Candidates are not required to compare poems or stories within the assignment, as it is assumed that the assignment is based on the study of a wider selection of poems or stories broadly equivalent to a poetry or short stories set text. Drafting assignments †¢A general discussion on the progress of assignments is a natural part of the teacher/candidate relationship, as it is for other parts of the exam. In addition, if plans and first drafts are completed under teacher supervision, then teachers can be reassured of the authenticity of the fin al assignment. †¢ Teachers should not, however, mark, correct or edit draft assignment material; candidates can certainly draft and redraft work, but teachers should give only general guidance during this phase. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 23 Coursework guidance (syllabus 0486)Length of assignments †¢ Assignments should be between 600 and 1000 words. This is a guideline. Candidates must not confuse length with quality. Although no assignment is penalised per se because of its length, assignments significantly under or over this word count guidance may be self-penalising. Presenting assignments †¢ Candidates may use typewriters or word processors, or can write their assignments by hand. Candidates should remember to carefully proofread their work. Checking portfolios for authenticity †¢ It is the Centre’s responsibility to make sure all Coursework is the candidate’s original work.Where appropriate, candidates should provide references to secondary source material, listing these at the end of the assignment. Feedback following external moderation †¢ Centres receive a brief report from the external moderator following the assessment of their candidates’ portfolios, usually at the same time as the final exam results. 9. 2 Marking and moderating Coursework As well as commenting on the overall quality of the portfolio, recorded on the Individual Candidate Record Card, teachers must mark each assignment by indicating the strengths and errors and by providing a final comment.Each assignment is to be marked out of a total of 25, in accordance with the criteria which follow. Assessment usually involves balancing strengths and weaknesses in the candidate’s work. If a candidate submits no assignment, a mark of zero must be recorded. Internal Moderation If several teachers in a Centre are involved in internal assessment, then the Centre must make sure that all candidates are assessed to a common standard in order to produce a reliable order of rank. Centre assessments will then be subject to external moderation. External ModerationExternal moderation of internal assessment is carried out by Cambridge. Centres must submit candidates’ internally assessed marks to Cambridge. The deadlines and methods for submitting internally assessed marks are in the Cambridge Administrative Guide available on our website. 24 Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 Coursework guidance (syllabus 0486) 9. 3 Assessment criteria for Coursework 0 / 0–1 Band 8 Band 7 No answer / Insufficient to meet the criteria for Band 8. 2 3 4 Limited attempt to respond 6 7 Some evidence of simple personal response †¢ shows some limited understanding of simple/literal meaning 8 9 10 makes a few straightforward comments †¢ shows a few signs of understanding the surface meaning of the text †¢ Band 6 †¢ makes a little reference to the text Attempts to communicate a basic personal response 11 12 13 makes some relevant comments †¢ shows a basic understanding of surface meaning of the text †¢ Band 5 †¢ makes a little supporting reference to the text Begins to develop a personal response 14 15 16 shows some understanding of meaning †¢ akes a little reference to the language of the text (beginning to assume a voice in an empathic task) †¢ Band 4 †¢ uses some supporting textual detail Makes a reasonably developed personal response 17 18 19 shows understanding of the text and some of its deeper implications †¢ makes some response to the way the writer uses language (using suitable features of expression in an empathic task) †¢ Band 3 †¢ shows some thoroughness in the use of supporting evidence from the text Makes a well-developed and detailed personal response 20 21 22 shows a clear understanding of the text and some of its deeper implications †¢ akes a developed response to the way the writer achieves her/his effects (sustaining an appropriate voice in an empathic task) †¢ Band 2 †¢ supports with careful and relevant reference to the text Sustains a perceptive and convincing personal response 23 24 25 shows a clear critical understanding of the text †¢ responds sensitively and in detail to the way the writer achieves her/his effects (sustaining a convincing voice in an empathic task) †¢ Band 1 †¢ integrates much well-selected reference to the text Answers in this band have all the qualities of Band 2 work, with further insight, sensitivity, individuality and flair.They show complete and sustained engagement with both text and task. Cambridge IGCSE Literature (English) 0486 Cambridge International Certificate Literature (English) 0476 25 Appendix A 10. Appendix A 10. 1 Resources: set text editions Unless otherwise stated, candidates may use any edition of t he set text, as long as it is not an abridged or simplified version. There are many editions of set texts available, with newer editions sometimes including notes (often displayed on facing pages), illustrations, activities and further resources which make these texts particularly useful and user-friendly.Any of these texts may be taken into the examination room for Paper 1 (Open Books), but the text must not contain any annotations made by the candidate. The edition of Shakespeare used for setting extract questions on examination papers is the Alexander Text of The Complete Works of William Shakespeare ed. Peter Alexander (Collins, 1951; new edition 2006, introduced by Peter Ackroyd). However, this complete standard one volume edition is not

Are Teenagers Apathetic to the Less Fortunate? Essay

I agree to a large extent that teenagers today are apathetic towards the less-fortunate. To be apathetic means to not care about something and to show no interest in that matter. Likewise, I feel that teenagers do not care and show no interest at all towards the less-fortunate and have an ignorant mind-set and attitude towards that matter. Most teenagers are self-centred, causing them to be apathetic towards the less-fortunate. In this materialistic world, teenagers have developed a very self-centred attitude and only care about themselves. They love themselves more than anything else and do not care about the people around them, yet alone the less-fortunate. A survey conducted amongst teenagers in Sydney, Australia has shown that when ask for a donation to help the less-fortunate, only 20% of the teenagers will donate and those who did donate, only donated small sums of money ranging from some spare change to one or two dollars at most. The teenagers who did not donate any money also admitted that they did not want to give the money away but instead wanted to keep it so that they could use the money to buy something for themselves. In a newspaper article about volunteering to help the less-fortunate, a teenager, Arianna had said â€Å"Why should I give my money away to charity just to help others? Why can’t I just keep the money and help myself?†. Another teenager Gerard has also commented, â€Å"Will I get anything out of donating to these people? Like a medal from the president or my name be pasted on the school’s honour board?†. This shows how self-centred these teenagers are and how they will only do things if it benefits themself and makes themselves look better. These teenagers simply do not care about the less-fortunate and only care about themselves. Teenagers are so busy that they are apathetic towards the less-fortunate. Today, teenagers have so many things to focus on such as studying, exams getting good grades, co-curricular activities and hanging out with friends that they are simply oblivious towards the less-fortunate. Their schedules are so packed and filled with activities the whole week they do not even get enough time to rest and relax by themselves, let alone to care for others that they do not even know personally, such as the less-fortunate. Teenagers these days would much rather spend their time studying or hanging out with friends than to volunteer at a shelter for homeless adults or to tutor less-fortunate children for free. A teenager, Max, quoted in a newspaper article about volunteering to help the less-fortunate, â€Å"Why should I sacrifice my own time just to help these people?†. Schools are not helping out either, placing a larger emphasis on scoring better grades and piling their students with homework as compared to placing an emphasis on community service and encouraging students to go help out. Teenagers in some countries are also not exposed to the less-fortunate, causing them to be apathetic towards the less fortunate. Teenagers in some countries are simply not given enough opportunities to be exposed and to interact with the less-fortunate, living an ignorant life during their years of adolescence. For example, teenagers in some countries such as South Africa, France and the United States of America, are not required to do any community service at all and remain ignorant and have no interest at all towards the less-fortunate. However, there are some countries in which schemes are successfully implemented to raise awareness amongst teenagers about the less fortunate. For example, in Singapore, all students in government secondary schools have to do a mandatory ten hours of Community Involvement Programme (CIP) each year in order to be promoted to the next grade at the end of each year. In this programme, students have to serve the community at large and also help the less-fortunate children and elderly. Students also doing the new International Baccalaureate (IB) programme have to do mandatory community service with the less-fortunate living in their community in order to successfully complete their diploma programme. I think that such schemes should be implemented in all countries as this successfully raises awareness amongst teenagers. In conclusion, I agree to a large extent that teenagers are apathetic towards the less fortunate and I think that this is mainly due to the fact that teenagers these days are self-centred, busy and are simply not exposed enough to the less-fortunate. I do not think that it is entirely the teenagers’ fault that they are so apathetic and ignorant towards the less-fortunate but that it is also partially the fault of the schools and the government. I also feel that teenagers should have more initiative to be more empathetic towards the less-fortunate.

The Thirteenth Amendment and Jim Crow Laws

The Thirteenth Amendment and Jim Crow Laws Free Online Research Papers After the Thirteenth Amendment abolished slavery in America, racial discrimination became regulated by the so called Jim Crow laws, which mandated strict segregation of the races. Though such laws were instituted shortly after fighting ended in many cases, they only became formalized after the end of Republican-enforced Reconstruction in the 1870s and 80s during a period known as the nadir of American race relations. This legalized segregation lasted up to the mid-1960s, primarily through the deep and extensive power of Southern Democrats. Chief justice Warren needed to convince the other justices that unanimous decision would hold stronger in the public eye. He had to bring the nation together and not make the desegregation issue about the south against the north. This would publicly be a major setback for the nation. Justices court in the Plessey v Ferguson case of 1896 was obsolete. The omission of remedy was a smart decision made by Justice Warren because it falls under an essent ial rhetorical situation. In the Brown case the rhetorical strategy of omission of remedy was used by Justice Warren to gain unanimity among the justices of the Supreme Court, by declaring segregation unconstitutional and not attaching a solution to it. This strategy would buy the courts time and help persuade the public schools hence forth the remedy issue would be addressed at a later time, gaining a unanimous decision among the justices. Before writing the Brown opinion Chief Justice took a few things under consideration in order to put together an opinion which would persuade his audience. The First step was accepting the cases. The NAACP was putting pressure on the courts to address the issue of desegregation. The supreme courts image and credibility was at stake, if it kept avoiding this issue. By consolidating South Carolina, Kansas and Virginia, Bolling v Sharpe and the Delaware case, and making Brown the first case, this would draw less attention to the southern Region of the country. The Brown case would be a National problem not a southern one. The Rhetorical consideration in the Brown case was to have the Supreme Court make a unanimous decision. A unanimous decision is thought to convey the message more forcefully than split decisions. Even though Chief Justice Warren made his position clear at the conference in December of 1953, he did not allow a vote to be taken for fear of dividing the court. A lot of discussions of the case continued until a vote was finally taken. â€Å"During this time, Chief Justice bargained, wheedled and cajoled until the most important members of his audience, Justice Clark, Reed, Frankfurter and Jackson were all convinced to join in a single unanimous opinion (Prentice, 109).† Unanimity was ultimately reached in Brown I. After Chief Justice Vinson’s last term there was eighty percent dissension in most desegregation cases. When Chief Justice Warren took over he made it clear he supported the end of the separate but equal doctrine. Lastly is choosing the author. A rhetorical ploy in the Brown case was to choose an author to write the opinion of the Supreme Court. Choosing a southern justice would not have a persuasive impact among the courts as well as the public. Chief Justice Warren felt that he should write it to bring the biggest impact. It would also bring a serious persuasive atmosphere to the decision of the court. The rhetorical strategy of Unanimity was also used in the Supreme Court in the Brown v. Board decision according to Prentice. Chief Justice Earl Warren wanted to make sure all nine justices agreed on the issue. By having all nine justices agree on their decision, this showed a concrete and â€Å"forceful† decision that would be enforced and changed immediately. If there was a dissenting opinion, there would be a group of rebels who would use the opinion as support only causing more chaos and possible harm on America. Warren did not wanted a divided court, because this would weaken the court’s decision in the public’s eye. By the court standing as unanimous, it made the public feel as if the whole country was behind the decision. Prentice believes this was a rhetorical strategy used by the court, because it’s a technique that court uses when they feel the institution is â€Å"threatened.† The Chief Justice opinion addressed all and affected everyone who would partake in the American school system. According to Prentice, the court used rhetorical strategy by making sure Chief Justice Warren wrote one concrete opinion. If the court chose a justice that was from a certain part of the country, for example, the rest of the country, especially those in favor of segregation would feel that this was a decision based solely on the opinion of a certain demographic population of the country. The Chief Justice stands as an authoritative figure in the Supreme Court thus creating one opinion in order to show the national public that this case was extremely important and the decision was not open for interpretation. The omission of remedy was a rhetorical technique used in choosing the author as well. The court needed to show indirectly that they needed to correct the bad without losing credibility or overruling past precedents. Another reason why the omission of remedy is a rhetorical situation is the writing of the Brown opinion. Chief Justice had to make sure he was persuasive enough to convince not only the other Justices, but the Court and the community that this case affected. Chief Justice Warren made the opinion of the Court short and sweet for precise reasoning. First reason was to make it clear to the public, no distortion in the decision of the Court. The second he did not include opinionated language which would incite the public. It was short, non-rhetorical, unemotional, and non-accusatory. Justices wanted to fix the problem without accusing anyone of fault. â€Å"Mr. Chief Justice Warren delivered the opinion of the Court. These cases were decided on May 17, 1954. The opinions of that date, declaring the fundamental principle that racial discrimination in public education is unconstitutional (Prentice 111).† The brown opinion contained very little in the way of factual development. Chief Justice Warren considered the possibility that the opinion would be more persuasive if it contained a detailed litany of the sordid mistreatment accorded blacks over the years, coupled with a detailed factual indictment of the failure of the â€Å"separate but equal† doctrine to bring about anything even approaching actual equality between white and black schools. Chief justice Warren apparently concluded that such language would serve primarily to persuade those who already were in agreement with the decision. Those who supported segregation likely would not have changed their minds upon hearing such language, but instead might have reacted even more adversely to an opinion which added insult to injury. Another factor that stood as support to show rhetorical situation in the omission of remedy was the conciseness. Chief Justice Warren created this opinion in a â€Å"KISS† format, keep it short and simple. By doing this, there left no room for the public to interpret his message thus stirring up controversy. The language used in the opinion was ideas as well in that the wording was revised in order to avoid showing a bias as well as showing how the Supreme Court made their decision and what major grounds they made it on. The audience of this decision was a very large number that ranged in various levels of intelligence which made the author of the piece describe the decision in the easiest and most understanding format. This way of writing avoided any media influence on the piece that would misunderstand the objective of it and sway the public’s reaction. Chief Justice Warren also wanted to avoid showing all the hardships of African-American’s, because only th e people in favor of the decision would agree with it. The court’s objective was to alert the public in the new changes that stood before them in the easiest way of understanding with the most minimal way to misinterpret. In summary the brown v board of education case shows how law plays an important role in the Supreme Court’s decisions. It shows how important it was to have the right justice deliver the opinion of the court, which would create the greatest impact. How to keep the decision short and sweet so as not to incite, blame, or distort the issue. It explained how detrimental segregation could be to a certain race, whether mentally, socially or psychologically. In class all the article we read about rhetorical devices or strategies would agree with prentice that rhetoric is a persuasive device. In short rhetoric is sometimes more important than facts. Also the Prentice article on the rhetorical strategies used in the American Court room stands as a guide for the future Supreme Court justices in that it shows how many little factors influence and stand as building blocks in a very controversial and ultimate life changing decision. The American education system stands as a very strong and firm system due to the Brown v. Board of Education case and shows the American people that rhetorical strategies are used every day in professional settings in order to convince the audience it is addressing. The Brown v. Board case serves as one of the most historical and societal precedents in American history today. Prentice showed that Chief Justice Warren’s omission of remedy was a rhetorical situation. Prentice, Robert;† Supreme Court Rhetoric†- Part III (Pages 102- 122) Research Papers on The Thirteenth Amendment and Jim Crow LawsCapital Punishment19 Century Society: A Deeply Divided EraComparison: Letter from Birmingham and CritoPETSTEL analysis of IndiaBook Review on The Autobiography of Malcolm XMoral and Ethical Issues in Hiring New EmployeesQuebec and CanadaWhere Wild and West MeetThe Relationship Between Delinquency and Drug UseThe Effects of Illegal Immigration