Read and demonstrate understanding of a wide variety of texts

Cambridge IGCSE/A‑Level English Language 9093 – Paper 4: Language Topics

1. The Whole Qualification at a Glance

The Cambridge English Language (9093) qualification consists of four papers. Each paper contributes to the overall A‑level mark and addresses a set of Assessment Objectives (AOs).

Key Concepts (common to all papers): text‑and‑context, meaning‑and‑style, audience, creativity, diversity, change.

Assessment Objectives (AOs)

2. Paper 4 – Language Topics

Paper 4 asks candidates to read, analyse and evaluate a wide variety of texts in relation to two broad, prescribed topics. It accounts for 25 % of the A‑level total and tests AO1, AO2 and AO4.

2.1. Knowledge & Skills Required (as stated in the syllabus)

• Knowledge statements
  • Describe the historical development of English as a global language.
  • Explain the Sapir‑Whorf hypothesis and its implications for perception.
  • Outline the concepts of linguistic imperialism, prestige, and language policy.
  • Identify the main features of creolisation, pidgin development and language change.
  • Discuss ethical issues surrounding English‑medium education and multilingualism.
• Skills statements
  • Analyse unseen texts for linguistic features, structure and rhetorical effect.
  • Synthesise ideas from a range of sources (articles, speeches, advertisements, literary extracts).
  • Construct a coherent, well‑structured analytical essay (≈ 250‑300 words) using PEEL or similar paragraph planning.
  • Evaluate arguments and evidence, weighing different perspectives.
  • Reference and integrate textual evidence accurately (AO5).

2.2. Topic 1 – English in the World

Focuses on the spread, status and impact of English in global communication, colonisation, migration, digital media and language policy.

2.3. Topic 2 – Language and the Self

Explores how language constructs identity (gender, ethnicity, age, class) and how individuals negotiate meaning through register, code‑switching, and discourse.

3. What Else Is Covered in the A‑Level Syllabus?

Sidebar – A‑level content beyond Paper 4

• Paper 1 – Reading: unseen prose, poetry and media texts; focus on inference, evaluation and use of evidence (AO5).
• Paper 2 – Writing: essay, article, report, narrative, review; emphasis on AO3 (writing technique) and AO4 (evaluation).
• Paper 3 – Language Analysis: detailed linguistic analysis of a 300‑word passage; requires AO1‑AO5, especially the tree‑and‑wave model of language change, child language acquisition, and discourse features.

Understanding the links between papers helps teachers plan cross‑paper reinforcement (e.g., using a media article in Paper 1 to practise AO5, then revisiting it in Paper 4 for AO4).

4. Text Types Frequently Examined in Paper 4

5. Reading & Annotation Strategies (AO1 + AO5)

1. Pre‑reading: Scan title, sub‑headings, images, captions. Predict purpose, likely audience and possible stance.
2. Contextualising: Note historical, cultural or technological context (e.g., post‑colonial setting, digital age, language‑policy debate).
3. Annotating
   • Mark linguistic features – modality, register, tone, rhetorical devices.
   • Highlight structural markers – paragraph breaks, connectives, rhetorical questions.
   • Quote up to 2‑3 short passages for later evidence (AO5).
4. Question‑driven reading: Keep the exam prompt visible; underline text that answers each sub‑question.
5. Critical evaluation: Ask “Why has the writer chosen this feature?” and consider its effect on audience, purpose and context (AO4).

6. Typical Question Formats & AO Mapping

7. Sample Question, Model Answer & Mark Scheme (Topic 1 – English in the World)

Question: The excerpt below is taken from a newspaper article about climate change. Identify two linguistic features used to persuade the reader and evaluate their effectiveness.

“Our planet is on the brink of catastrophe. If we do not act now, the next generation will inherit a world of scorching summers, relentless floods, and dwindling resources. Governments must act decisively, and every individual has a role to play.”

Model Answer (≈ 180 words)

Feature 1 – Modal verbs of obligation (must, have to): The writer uses “must act decisively” and “has a role to play” to create urgency and moral duty. This modal language positions climate action as non‑negotiable, appealing to the reader’s sense of responsibility. In a public‑interest article aimed at a general audience, such forceful modality is effective because it aligns with concerns for future generations.

Feature 2 – Vivid imagery (scorching summers, relentless floods, dwindling resources): The cascade of extreme nouns paints a stark visual picture of the consequences of inaction. The cumulative effect intensifies emotional impact (pathos) and makes abstract climate data relatable, increasing the likelihood of behavioural change among lay readers.

Overall evaluation: The two features work synergistically – the modal verbs direct the audience toward immediate action, while the imagery supplies the emotional motivation. Their effectiveness is amplified by the article’s target audience (general public) and its timing (heightened climate‑change debate). However, the absence of statistical evidence may weaken credibility for a more sceptical, academically‑oriented readership.

Indicative Mark Scheme

8. Revision & Practice Checklist

• Terminology bank: Flashcards for linguistic terms (modality, register, cohesion, intertextuality, tree‑and‑wave model) with a concrete text example for each.
• Close‑reading drills: 5‑7 minutes to annotate a 150‑word passage, then write a 120‑word AO4 response.
• Past‑paper analysis: Highlight recurring stems (“Identify and evaluate…”, “Compare how…”) and map them to the AO table.
• Paragraph structure: Use the PEEL model – Point, Evidence, Explanation, Link – to ensure each paragraph is evidence‑based and linked to the question.
• Feedback loop after each practice answer:
  1. Have I defined the feature (AO1)?
  2. Did I apply it to the specific text (AO2/5)?
  3. Is my evaluation balanced and linked to audience/context (AO4)?

9. Reading‑to‑Answer Flowchart (PEEL‑based)