What Is The Organizational Justice Theory Commerce Essay

What Is The Organizational Justice Theory Commerce Essay Organizational justice theory provides a model through which perceptions of fairness and equity by those affected by change can be explored and understood. OJT combines social psychological theories and psychological contract models to explain fairness judgments. Based on an individuals perception of fairness within their organization, three typologies of OJT have been defined; i) Distributive justice refers to the perceived fairness of decision outcomes and is judged by measuring whether rewards are proportional to costs (Homans, 1961, cited in Colquitt, 2006), whether outcomes stick to expectations (Blau, 1964, cited in Colquitt, 2006), and whether outcome/input ratios match those of a comparison other (Adams, 1965). ii) Procedural justice refers to the perceived fairness of decision-making procedures and is judged by gauging whether procedures are accurate, consistent, unbiased, and correctable (Leventhal, 1980, cited in Colquitt, 2006), and open to employee input (Thibaut Walker , 1975, cited in Colquitt, 2006); iii) Interactional justice refers to the perceived fairness of the performance or implementations of procedures (Bies Moag, 1986, cited in Colquitt, 2006). Implications of negative justice perceptions could be seen in an individuals behavioral response to perceived inequity of rewards. Based on exchange theories of organizational and social behavior, individuals will compare the ratio of their inputs (e.g. education, skills, effort, experiences) to outcomes (e.g. pay, promotion, recognition) with that of a referent other, and will strive to restore their perceived balance of rewards through a behavioral response. An organizations policies often signal what the organization believes to be important and can enhance employees trust and confidence in the organization (Tyler and Lind, 1992, cited in Brown. Et al., 2010). Individuals can look to the fairness of organizational policies in order to gain insight into the type of treatment they can expect to receive from the organization. Fair policies not only establish what the organization considers to be appropriate treatment but policies also build employees expectations that this treatment will occur (Sitkin and Bies, 1994, cited in Brown. Et al., 2010). Unfair policies, in contrast, can signal to employees that they might experience unfairness and/or have difficulty meeting their needs in the organizational environment. Although individuals may consider procedural justice to determine the probability of future mistreat ­ment, we argue that policies provide a more reliable source as policies are relatively stable, enduring, and often provide ex plicit guidelines for future treatment by the same or other managers in the organization. 2.1 Details of cases (Critical thinking questions no.5, pp 109) Several service representatives are upset that the newly hired representative with no previous experience will be paid $3,000 a year above the usual starting salary in the pay range. The department manager explained that the new hire would not accept the entry-level rate, so the company raised the offer by $3,000. All five reps currently earn salaries near the top of the scale ($15,000 higher than the new recruit), although they all started at the minimum starting salary a few years earlier. Use equity theory to explain why the five service representatives feel inequity in this situation. 3. Problem Identification by Niek Ling Keong Equity theory focuses on the concept of how hard a person is willing to work is dependent on their perception of what is fair or just when compared to others (Redmond, 2010).   In the early sixties, John Stacey Adams proposed that employee motivation is impacted by whether or not the employee believes that their employment benefit/rewards (output/outcomes) are at least equal to the amount of the effort they put into their work (input).   If an employee believes their outputs are not equal to or greater than their input, then the employee will become de-motivated.   Employees will often compare their inputs and outputs to a peer within the organization when judging whether or not the outputs that they receive are fair. In this case, five service representatives feel inequity in their company because they did not get high salary ($3,000) compared to those new recruits even though they all started at the minimum level few years earlier. When a person perceives his/her input/outcom e ratio to be unequal with a comparison other, inequity results, they may choose to use cognitive (e.g., adjust perceptions of referent others inputs or outcomes) or behavioral (e.g., increasing or decreasing inputs) approaches to resolve the inequity. However, individuals subjected to the same inequitable situations often respond in different ways, suggesting that there may be individual differences in sensitivity to inequity (Redmond, 2010). Specifically, research suggests that individuals are differentially sensitive to disparities in outcome/input ratios between themselves and their referents, which helps to explain why there are differences in reactions among individuals to the same unfair situations. Equity theory can be broken down into four basic schemes (Huseman, Hatfield, Miles, 1987, cited in Redmond 2010) 1.   Individuals develop their perception of fairness by calculating a ratio of their inputs and outcomes and then comparing this to the ratio of others (Huseman, et. al., 1987). Inputs are the value proposition of individuals, such as their productivity, time, and education. Other examples include the experience, knowledge, ability, qualifications and ambition of the individual (Cory, 2006). Outcomes are the rewards an individual receives. These rewards can be tangible, such as financial compensation, or intangible, such as recognition or job security. The comparable other could be a co-worker, a relative, the industry norm, a friend, or even a group of individuals (Adams, 1963). The comparable other can even be oneself in a past job (Adams, 1963). For example, an individual may not perceive he is being treated fairly when he works 40 hours per week (input) and receives $500 in pay (output) while his co-worker works 30 hours per week and receives $650 in pay. In this critical ques tion, the five representatives think that those new recruits dont have previous experience, same with them who start work at the minimum level few years ago. However, the salary earn by those newly hired representatives are higher than the salary earned by senior representatives. 2.   If the comparative ratios are perceived by the individual to be unequal, then inequity exists (Huseman, et. al., 1987). According to equity theory, an individual needs to perceive that the ratios of their contributions are weighted fairly: determined by equal ratios. Equity is all about balance (Spector 2008). Equity is present when a person feels that they are receiving the appropriate amount of outcomes from their inputs, when compared to their chosen comparison other. Inequity exists when there is a perceived difference in the ratios of inputs and outcomes. Two specific types of inequity exist: underpayment inequity and overpayment inequity. Underpayment inequity occurs when an individual perceives that their ratio is smaller than their comparison other: they are getting less for their inputs. For example, if someone feels they are putting in more effort or working harder than a co-worker, yet they earn equal or less compensation, their perceived ratios will be different an d that person will experience underpayment inequity. In contrast, overpayment inequity tips the scales in the other direction. For example, someone will feel they are being paid too much considering their work, when compared to the work and compensation of a co-worker. This can cause feelings of guilt and the ratios used for comparison are based upon the perception of an individual, and not an objective measure of inputs and outcomes. Additionally, the choice of a comparison other is also the subjective selection of the individual. While in this case, the senior representatives feel inequity of overpayment exists due to the higher salary in comparative ratios to the newly representatives. 3.  As the difference in inequity increases, the tension and distress felt by an individual will increase (Huseman, et. al., 1987). Smaller differences of inequity are more tolerable than significant differences of inequity. Not every person will experience equity or inequity in the same way because people have varying tolerance levels or sensitivity to perceived situations of inequity. Three types of individuals have been identified along an equity sensitivity scale: compassionate, equity sensitives, and entitled (Huseman, et. al.,  1987). Benevolents are more tolerant of underreward (Huseman, et. al., 1987). Equity sensitives follow the norm of equity theory and prefer their ratios to be equal to their comparison other (Huseman, et. al., 1987). Entitleds prefer to be in over-reward situations and want their ratio to exceed that of their comparison other (Huseman, et. al., 1987). Entitleds frequently have the attitude that the world owes them a favor, so they will freely accept and seek out over-reward situations. In this critical study of question, five representatives are perceived as entitleds since they still think the company owes them a good turn although they earn $15,000, which is near the top scale of salary and is higher than the new recruits. 4.  The greater tension an individual feels due to perceived inequity, the harder they will work to decrease their tension and increase perceived levels of equity (Huseman, et. al., 1987). Most individuals will try to achieve equity by adjusting their own inputs and outcomes, or attempting to change the inputs or outcomes of the comparison other. Individuals can use behavioral processes or cognitive processes in order to attempt to restore equity. Examples include decreasing productivity at work, finding a new job, asking for a wage increase, changing the comparative other, or attempting to distort or justify changes in their perceptions of inputs and/or outcomes (Adams, 1963). The means of reducing inequity will vary depending on the situation and will not all be equally satisfying to an individual (Adams, 1963). 4. Source of the problem by Ng Hui Ming a. Explanation Equity theory deals with two questions: (1) What do people think is fair and equitable? And (2) How do they respond when they feel they are getting far more or far less from their relationships than they deserve? How do they react when they see their fellows harvesting undeserved benefits or enduring undeserved suffering? Interestingly, Lind and Van den Bos (2002, cited in Sora, B. et al. 2010) conceptualized the integration of justice with stress through uncertainty management theory. This model can be summarized by the following principle: people use fairness to manage their reactions to uncertainty, finding comfort in related or even unrelated fair experiences and finding additional suffering in unfair experiences (Lind and Van den Bos, 2002: 216, cited in Sora, B. et al. 2010). In other words, work uncertainty is perceived as a threatening situation for employees. In this setting, employees tend to seek certainty and security, and one way to obtain them is through developing fai rness judgements that make the uncertain event more predictable. Organizational justice is an effective tool to reduce the feelings of uncertainty and, therefore, lessen the discom ­fort to a great extent (Elovainio et al., 2005; Judge and Colquitt, 2004; Thau et al., 2007, cited in Sora, B. et al. 2010). In this case, the inequity judgment by those five service representatives that new employees will be getting more pay of salary has caused them to feel unsecure. This is say so because the salaries earn by new recruits now are higher than the time senior representative earned. They worry that those newly hired workers will earn much than them in a very short time since the newly recruits starting salary already higher than them compare to the time they started at minimum level. b. Mind-map In this critical question, the five senior representatives feel they are facing underpayment equity, they feel that the salary they earn when working at the starting minimum level are lower than those newly recruits now. The senior representatives feel very upset and dissatisfy because manager explained that the newly hired would not accept the previous entry level rate. The newly representatives have no previous experience, but why still being paid $ 3,000 yearly above the usual staring salary in the pay range. Comparison between the situations faced by two groups of representatives 5. Learning outcomes by Ng Hui Ming After completing this study of paper, we should be able to: a. Identify what is Equity theory and under payment equity. b. Balance or correct the inequity feelings of employees towards co-workers. c. Know what managers can do to overcome/ reduce the perceptions of inequity by employees. 6. Responses to inequality by Ng Hui Ming Equity theory suggests that when individuals perceive inequality between their own outcome/input ratio and that of the comparison referent, they are motivated to respond. Specifically, equity theory outlined six possible responses that individuals may take to restore equity: a) change their inputs, b) adjust their outcomes, c) distorts their inputs and outcomes cognitively, d) leave the situation, e) act on the comparison referent to influence its inputs or outcomes, and f) compare to a different referent. There is little information, either in Adams (1965), or in subsequent work, that predicts when individuals will choose a particular response option. Equity theory comprises four linking suggestions: SUGGESTION I: Individuals try to maximize their outcomes (where outcomes equal rewards minus costs). SUGGESTION IIA: Groups can maximize collective reward by evolving accepted systems for equitably apportioning resources among members. Thus, groups will develop such systems of equity, and will try to persuade members to accept and stick to these systems. SUGGESTION IIB: Groups will generally reward members who treat other equitably, and generally punish (increase the costs for) members who treat others inequitably. SUGGESTION III: When individuals find themselves participating in inequitable relationships, they will become distressed. The more inequitable the relationship, the more suffering individuals will feel. SUGGESTION IV: Individuals who discover they are in an inequitable relationship will attempt to eliminate their distress by restoring equity. The greater the inequity that exists, the more distress they will feel, and the harder they will try to restore equity. 7. Choose alternatives to solve inequality by Loh Sin Yee One behavioural approach for an individual to balance equity is to either increase or decrease their inputs in order to achieve equity. If they feel underrewarded they will decrease their inputs. For example, an employee who feels underpaid at work compared to his coworkers (underreward) might start taking longer breaks in order to read the entire newspaper which decreases productivity (reduced input). By decreasing inputs, the perception of equity is restored. Underpayment Equity Thus, consistent with uncertainty management theory and with the assumption that job insecurity reflects uncertainty about job loss, we would expect that organizational justice related to organizational aspects such as resource distribution, personal treatment and processes could be related to employees outcomes and moderate the relationship between job insecurity and its outcomes. That is, organizational justice could help employees to deal with the uncertainty of job insecurity, justifying the negative outcomes of job insecurity and, therefore, preventing deterioration of job satisfaction. 8. Team reflection by Loh Sin Yee A concern with fairness or justice is critical to the management of numerous organizational issues (e.g., pay distribution, grievance resolution; Greenberg, 1990, cited in Kilbourne, L.M., OLeary-Kelly, A.M. (1994). In fact, in any distribution of outcomes (positive or negative) across individuals, employee perceptions of fairness are important. Because these perceptions of fairness are related to both organizational functioning and employee satisfaction (Greenberg, 1990; Leventhal, 1980, cited in Kilbourne, L.M., OLeary-Kelly, A.M. (1994), organizational scholars and practitioner equally are interested in understanding them. As a result, managers must try to communicate with their employees frequently to understand their feelings or perceptions towards inequity or any dissatisfaction on work. Adams (1965) equity theory proposes that an individual who believes an exchange is inequitable will be motivated to achieve equity or reduce inequity. According to the theory, individuals determine if exchanges are equitable by computing the ratio of perceived personal outcomes (rewards) to perceived inputs (contributions) and comparing this ratio with the perceived outcome/input ratio of some comparison referent that they have chosen. If inequality is perceived, the individual is expected to experience tension and to be motivated to respond either cognitively or behaviorally to restore equity. By the way, an employer can also prevent consequences from perceptions of inequity. For example, Skarlicki and Folger (1997, cited in Redmond 2010) found that employees that are treated with respect are more likely to tolerate unfair pay. Whether the pay or compensation is actually unfair might be irrelevant. To the employee a perception of unfair compensation is the same as actual unfair compensation. So, if an employee has a perception of inequity in their compensation they might be more willing to tolerate their perception of unfair pay if they are treated with respect by their employer. Then they will be less likely to decrease their inputs or engage in counter-productive work behaviours to compensate for a perception of underpayment inequity. So, in addition to establishing fair distribution and procedures in an organization, employers should always treat their employees with respect. This can help maintain or increase motivation and prevent problems that stem from perceptions o f under reward. Employers also need to remember that employees can value different outcomes. For example, younger employees tend to value more pay (Miles, et. al., 1994, cited in Redmond 2010). Even if an employee receives a higher salary than their co-worker they could still develop a perception of inequity if that co-worker has a flexible schedule, and a flexible schedule is more valuable to them than extra salary. To combat this problem, employers can implement two strategies. First, they could continually request feedback from employees to determine what they value and how they would prefer to be compensated. Another strategy used by employers is to offer a choice in benefits. For example, one employee might want to use a health flexible spending account while another employee might prefer to have a dependent care flexible spending account. Employers can offer choices on health or dental insurance as well as other choices among benefits. This type of plan, called a cafeteria sty le, allows employees to select outcomes that they value most. This can help prevent perceptions of inequity because each employee has the outcomes that they value the highest. This helps increase their ratio of inputs to outcomes when compared to their co-workers. Employers can also utilize intangible rewards such as a pat on the back, a luncheon, or even simple praise in front of co-workers. These simple intangible rewards can help balance a measure of inputs and outcomes. 9. Conclusion by Loh Sin Yee After we have studied the problem and revised on the research done by several researchers, we can now understand about Equity theory and underpayment equity. Additionally, the five senior representatives must know how to balance or correct the inequity feelings towards newly hired representatives. They are encouraged to use the behavioural approaches to change the input or outcome of their comparative other. Furthermore, it is important for managers to understand and prevent consequences from perceptions of inequity by employees. Equity theory of motivation, developed in the early 1960s by Adams (1965), recognizes that motivation can be affected through an individuals perception of fair treatment in social exchanges.  When compared to other people, individuals want to be compensated fairly for their contributions. The organization may need to recognize the different interpretations inherent with such group of employees and devise a strategy for effectively managing their different perceptions. 10. References by Ng Hui Ming Redmond, B.F. (2010).   Lesson 5:   Equity theory:   Is what I get for my work fair compared to others? Work Attitudes and Motivation.  The Pennsylvania State University World Campus. Adams, J.S. (1965). Inequality in social exchange. In L. Berkowitz (Ed.), Advances in experimental social psychology (pp.267-299). New York: Academic Press. Williamson, K., Williams, K.J. (2010). Organizational justice, trust and perceptions of fairness in the implementation of agenda for change. Elsevier Ltd on behalf of The College of Radiographers, United Kingdom. Radiography 17 (2011) 61-66. Retrieved February 23, 2011, from www.elsevier.com/locate/radi. Colquitt, J.A., Scott, B.A., Judge, T.A., Shaw, J.C. (2006). Justice and personality: Using integrative theories to derive moderators of justice effects. Journal of Organizational Behavior and Human Decision Processes 100 (2006) 110-127. Retrieved February 23, 2011, from www.elsevier.com/locate/obhdp. Brown, G., Bemmels, B., Barclay, L.J. (2010). The importance of policy in perceptions of organizational justice. Journal of human relations. 63(10) 1587-1609. Retrieved February 23, 2011, from http://hum.sagepub.com/content/63/10/1587. Sora, B., Caballer, A., Peiro, J.M., Silla, I., Gracia, F.J. (2010). Moderating influence of oganizational justice on the relationship between job insecurity and its outcomes: A multilevel analysis. Journal of Economic and Industrial Democracy. 31(4) 613-637. Retrieved February 23, 2011, from http://eid.sagepub.com/content/31/4/613. Karriker, J.H., Williams, M.L. (2009). Organizational Justice and Organizational Citizenship Behavior: A Mediated Multifoci Model. Journal of Management 2009. 35:112. Retrieved February 23, 2011, from http://jom.sagepub.com/content/35/1/112. Roch, S.G., Shanock, L.R. (2009). Organizational Justice in an Exchange Framework: Clarifying Organizational Justice Distinctions. Journal of Management 2006 32: 299. Retrieved February 23, 2011, from http://jom.sagepub.com/content/32/2/299. Kilbourne, L.M., OLeary-Kelly, A.M. (1994). A Reevaluation of Equity Theory: The Influence of Culture. Journal of Management Inquiry 1994 3: 177. Retrieved February 23, 2011, from http://jmi.sagepub.com/content/3/2/177. Paula W. P. (2006). Procedural justice and voice effects. Journal of Organizational Culture, Communications and Conflict. Retrieved 23 Feb, 2011, from http://findarticles.com/p/articles/mi_m1TOT/is_1_10/ai_n25009730/.

The Leadership Of King Fahd Leadership Essay

The Leadership Of King Fahd Leadership Essay There are different types of leadership styles of which there are three main ones. There is the laissez faire where the leader spends little time supervising or paying much attention to what the people he is leading are doing. The second one is the autocratic leadership where the leader dictates when to and allows little or no room for other peoples views. The leader only wants his way done. This has fallen out of popularity in many countries although a few leaders in some countries are still practicing it. The third foam of leadership style is the participative leadership style where it is the middle ground of the laissez and the autocratic types of leadership styles. In this case, the leader allows the people to give their views but is at the same time in control and puts his/her stand where need be. This is the type of leadership most countries have adopted. Other types of leadership might come out as we move on. King Fahd bin Abdul Aziz was the king of Saudi Arabia from the 13th of June the year 1982 to the 1st of August the year 2005 although he stopped performing his full duties in November 1995 after suffering from a stroke. He was born on the 16th of March in the year 1921 and died on the 1st of August 2005. His parents were Amir Abdul Aziz who was the father and Hessa Bint Ahmed Alsudairy as the mother. He was the tent child out of the 45 children born by the 22 wives. King Fahd was also the custodian of the two holy mosques. King Fahd is known for having improved the living standards of the Saudis. He brought a lot of improvement in education especially to the girl child. He was a man who believed in balancing all aspects of life i.e. spiritual, physical, mental, and psychological. He served as a prince and a king to the Saudis (http://www.kingfahdbinabdulaziz.com/). His management theory and concepts King Fahds type of leadership can probably be categorized as the participative leadership. He ensured that Saudi Arabias infrastructure was improved, brought about more industries, made his state to be more modern, brought fairness to the ones who were being treated unfairly, defended the weak and feeble against the ones who were mighty and ruthless and much more. King Fahd was known to be generous for he provided aid and assistance where needed (Northouse, 2009). As a leader, he ensured that he put the interests of the people he led first. Saudis are Muslims and so he fully demonstrated that Islam is a religion that can be practiced all the time and by anybody as long as they wished to join Islam. He would listen to the people and establish what their problems, weaknesses; difficulties, wants and needs were (Winkler, 2009). It was not all easy in his leadership period. Putting up national educational system was a very demanding mission. Most pest people were hardly literate except for the religious scholars. To make this mission complete, he combined the vision he had that all the children would be able to access a good education and the determination he had to make that work although he was not highly experienced at the time. Saudi Arabias revenue grew and so this made it easier for him as there was no limitation of finances. He presented good leadership qualities as some leaders used the increment of finances to enrich their selves or even mismanaged the finances putting the country at a disadvantage later. Though some people, especially those who were nomadic and those who practiced agriculture were reluctant at first, they later came to accept education and thus Saudi Arabia has greatly developed (http://www.ameinfo.com/king_fahd_bin_abdul_aziz_al_saud/). King Fahd is also remembered for his great contribution to health matters. He brought free health services to the Saudis. This service was given to those inside and outside the kingdom. This was quite an achievement and a good show of leadership skills as most countries did not offer this service free. This contributed many losses of lives especially to those who were not able to access this service. Hospitals were expanded and more built in order to cater for the growing number of the Saudis. Apart from expanding and building more hospitals, he ensured that the medical practitioners were adequate in order to facilitate the free medical services. The hospitals and health centers were also equipped which was overseen by the health ministry. Some leaders provided free medical services for citizens in a country but fail to provide enough health facilities like hospitals, health centers, medical practitioners, medical equipment etc. making the free service end not being free as intended. This was a great achievement on King Fahds part. King Fahd provided social services that were made to cater for the imbalances raise the living standards among the Saudis and cater for any other deficiency in the population. He provided social activities that enabled the citizens to rely on themselves. This would ease the load on the government to take care of all its citizens. He made the citizens realize that they could cater for their daily needs by practicing agriculture using irrigation, do art for those who were talented in that area etc. instead of waiting for the government to employ each and every individual. Saudi Arabia, there are 173 benevolent societies. 20 of these societies belong to women of which the king highly supported. The kings government supported these societies by ensuring that they were given subsidies. The societies helped the less fortunate, physically and mentally challenged, the widows etc. the king also introduced a compulsory medical scheme which catered for the medical and retirement of the employees. This scheme was known as the General Organization for Social Insurance. The General Presidency for Youth Welfare has been active in the growth of sport in the kingdom. It was and is still responsible for the building and maintenance of sport arenas, youth hostels, sport medical hospitals, sport clubs, an international stadium etc. he greatly supported the involvement of youth in sports and was even a member of the Olympic movement themselves. This showed his love for the growth of the young people unlike other leaders who only exploited the young people and never gave them their dues. This greatly discouraged and killed the young people morale and talent. These young people either ended up in drugs, theft and burglary or hopeless. Most people see as if the Muslim woman is less regarded or looked down upon but this is not so. The Koran allows the woman to inherit or own property before and after marriage. In 1960, the government introduced a programme for the education of girls and by the mid 1970s; half of the girls in Saudi Arabia were going to school. When King Fahd was on the throne, his government highly encouraged more girls to go to school which enabled them to be competitive with their peer boys. Under his reign, the woman has been encouraged to take careers that were previously dominated by men like medicine, teaching, engineering, piloting, broadcasting, etc. This was a great achievement as most countries were experiencing such challenges. The King also played a major role in the development of Saudis economy. Saudi Arabia is well known for its rich oil reserves. It holds 25% of the oil reserves in the world. The kings government attempted to control the oil market in order to make sure the producer and the consumer of the oil were balanced and there was no one oppressing the other. The improvement of agriculture has greatly improved Saudis economy. The cultivation areas almost doubled during King Fahds reign. The citizens were highly encouraged to do more cultivation although Saudi is quite a dry land. The government offered and still offers interest free loans, financial help to farming projects and other foams of assistance just to help the farmers and make farming much easier. Agriculture played and still plays a great role in the Saudis economy (Bush, 2003). Saudi Arabia does not have a lot of water sources like many countries as it is located in the Middle East which is a dry area. King Fahd ensured that the water supply was kept constant by having water desalination, dams and reservoirs put up, and even recycling of sewage to make pure and clean water. This water was also used for irrigation of which many countries which experienced frequent rainy seasons were unable to do and therefore experienced drought when rain failed to pour as expected in a certain season. His weaknesses King Fahd was not entirely perfect. He had his weaknesses as a leader and as a person. Due to his strict belief in Islam, no single Christian church or Jewish synagogue was allowed on the Saudi soil. The Saudis were expected to follow the Muslim way of life both at home and abroad. This was not fair as it denied the citizens the freedom of worship. The Abdul Aziz kingdom was only restricted to the northern and eastern parts of Arabia (http://www.jewishvirtuallibrary.org/jsource/biography/Fahd.html). Though he was hard-working, he would sometimes suddenly take caravans and go for a luxurious holiday for weeks or even keep important people both locally and abroad waiting for hours because he had stayed up too late the previous night. He did not learn enough English in his lifetime so he had to use an interpreter to communicate in international meetings or where Arabic was not known by everyone. Conclusion King Fahd was a good leader that other leaders should emulate. He greatly contributed to the current Saudi Arabia status. He tried to fulfill most of the promises he made bring Saudi up in competition with the rest of the world. Despite his weaknesses, he was a great leader. He possesses a challenge to other countries that are advantaged in regard to rainfall due to the countrys agricultural development.

Tatoos Essay -- Social Issues, Traumatic Tatoos

Tattoos are a form of creativity. In today’s societies, tattoos are a large part of many different cultures but all share the common body decoration. They are a way to express yourself, your religion, or your inner feelings. Tattoos are permanent colored images on the skin. In history, they are marked as the most universal type of permanent body decoration. Tattooing can have many different explanations for getting them. There are also different categories of tattoos. There are five main types of tattoos. There are abstractions, naturalistic, stylized, combination, and pledges. Abstractions are resulting from ancient designs. They consist of black ink and gray shading. Abstractions usually have the least artwork. For example, Old English letters and Chinese symbols would be considered abstractions. Naturalistic tattoos have a natural look, and contain complex details to make the design appear more realistic. Shading, depth, and perspective are used to make the image seem highly detailed. Some common naturalistic tattoos include faces of religious leaders. Stylized tattoos can appear in a huge selection of shapes, sizes, and styles. They can contain images of flowers, tigers, as well as lions and panthers, which symbolize courage and strength. Dragons and zodiacs can be customized to have a stylized look. These tattoos are quite popular because they tend to be less expensive than the other types of tattoos. Combination tattoos combine several dif ferent types of designs and styles, and include pieces of out of place images that have no consistent theme. Pledge tattoos are common in Western society. They include hearts, anchors, names, and military or regiment names. Even though these are the least expensive of all the tattoo t... ...D 13-15). In conclusion, tattoos have been accepted throughout all different societies. In the past, tattoos were seen as deviant and frowned upon because it goes against the social norm. People did not understand the significance and the creativity behind tattooing. Tattoos are a form of creativity. They are a way to express yourself, your religion, or your inner feelings. Each type has a significant meaning or reason. There are different categories and different types. There are multiple ways to get one. If you do not want permanent ones, henna is a good alternative. Even though tattooing has been around for decades, there are still risks. Tattoos can still get infected or have allergic reactions. New technology has developed to allow an unwanted tattoo to be removed. Tattoos have come a long way in society and will continue to develop throughout today’s society.

Research Paper on Pakistan :: essays research papers

PAKISTAN I chose to do my research on the customs and lifestyles of Pakistan and their people. It took me quite a while to get in contact with someone who lives there, but once I finally did, I made a friend for life! I was very curious how the Pakistani’s felt about Americans, and if I could get an honest answer from someone there. My friend â€Å"Hussain† assured me that although there are extremists, just as there are everywhere, who take their hatred for America, and for any other country that they feel â€Å"threatened† by, and use it to destroy innocent peoples lives. For instance, like the suicide bombers that we hear of so often, they would be considered â€Å"extremists†. As far as the â€Å"common people† as Hussain put it, they understand that our government (meaning President Bush and his administration) is doing what must be done in order to protect the citizens and/or the â€Å"common people† of America. I didn’t have as much time to correspond with Hussain before this research paper was due, as I would have liked too, I look forward to continue learning about the lifestyles and customs there. It’s amazing to learn how different people’s lives are depending on what culture they live in. I had so many questions for Hussain, but I was also afraid that I would overstep my boundaries by asking certain questions, therefore I tried to be very careful in the way I worded things. It’s very easy to tell even through an e-mail that he has a very distinct accent, however, he does speak good English. He told me that he was married and had 3 children. He was born in Sindh, Pakistan, which I later found out that Sindh is a â€Å"State† like â€Å"Oklahoma†. He got his education and graduated in 1991. (He did not say whether or not that meant high school, or college) He was married in 1994, through an arranged marriage. His parents picked out this young lad y for him, and he said that through time, he did learn to love her very much, and that he was grateful to have a â€Å"success story†. He did say, however, that his wife was NOT educated, and therefore it was difficult for her to do anything, as far as working, outside the home. She stays home with the children. His oldest son is in the 3rd grade, and the younger two have not yet started school.

Smallpox :: essays research papers

Smallpox   Ã‚  Ã‚  Ã‚  Ã‚  Smallpox was a disease that was caused by a virus. The virus spread when an uninfected person came in direct contact with a sick person and breathed in the virus. Usually, the virus was in tiny drops that were coughed up by the sick person. After about two weeks the infected person would develop a high fever and muscle aches and pains. After about three days of fever the person would break out in a rash all over his or her body. At first it looked like red spots, but these spots gradually became blisters that were about the size of a pencil eraser. After about five days of rash, the fluid in the clear blisters turned to pus. The more pus spots that a person had, the more likely he or she was to die.   Ã‚  Ã‚  Ã‚  Ã‚  There were two main types of a smallpox virus. Variola major, which killed about 20 percent of the people who were infected and variola minor, which killed about 2 percent of its victims. If a person did not die, the pus gradually dried up to form scabs that dropped off after one or two weeks. The pus spots on the face often left permanent scars known as pockmarks.   Ã‚  Ã‚  Ã‚  Ã‚  Smallpox was known to the ancient peoples of China, India, and Egypt. Pharaoh Ramses V died of it in 1157 BC. It spread wherever large numbers of people moved, and it was a very serious problem in cities where people lived close together. It first reached Europe in the fifth century, and it was one of the leading causes of death in the 16th and 17th centuries. It was brought to the Americas many times during that period, first by the Spanish conquerors and later by African slaves, where it wiped out many native American populations.   Ã‚  Ã‚  Ã‚  Ã‚  The Hindu god Krishna is believed to have loved milkmaids because of their beautiful, unscarred, complexions. Milkmaids, of course, spent a lot of time around cows, which are carriers of cowpox, a virus similar to the smallpox virus. In 1796 the British physician, Edward Jenner, after noting that milkmaids were spared the smallpox, demonstrated that if he infected the skin of someone with the scab of a cowpox sore, that person would not get smallpox. This was the beginning of vaccination. During the next 130 years, the practice of vaccination was gradually adopted by health workers in all parts of the world, but the disease still survived in many places where not enough people were vaccinated. Smallpox :: essays research papers Smallpox   Ã‚  Ã‚  Ã‚  Ã‚  Smallpox was a disease that was caused by a virus. The virus spread when an uninfected person came in direct contact with a sick person and breathed in the virus. Usually, the virus was in tiny drops that were coughed up by the sick person. After about two weeks the infected person would develop a high fever and muscle aches and pains. After about three days of fever the person would break out in a rash all over his or her body. At first it looked like red spots, but these spots gradually became blisters that were about the size of a pencil eraser. After about five days of rash, the fluid in the clear blisters turned to pus. The more pus spots that a person had, the more likely he or she was to die.   Ã‚  Ã‚  Ã‚  Ã‚  There were two main types of a smallpox virus. Variola major, which killed about 20 percent of the people who were infected and variola minor, which killed about 2 percent of its victims. If a person did not die, the pus gradually dried up to form scabs that dropped off after one or two weeks. The pus spots on the face often left permanent scars known as pockmarks.   Ã‚  Ã‚  Ã‚  Ã‚  Smallpox was known to the ancient peoples of China, India, and Egypt. Pharaoh Ramses V died of it in 1157 BC. It spread wherever large numbers of people moved, and it was a very serious problem in cities where people lived close together. It first reached Europe in the fifth century, and it was one of the leading causes of death in the 16th and 17th centuries. It was brought to the Americas many times during that period, first by the Spanish conquerors and later by African slaves, where it wiped out many native American populations.   Ã‚  Ã‚  Ã‚  Ã‚  The Hindu god Krishna is believed to have loved milkmaids because of their beautiful, unscarred, complexions. Milkmaids, of course, spent a lot of time around cows, which are carriers of cowpox, a virus similar to the smallpox virus. In 1796 the British physician, Edward Jenner, after noting that milkmaids were spared the smallpox, demonstrated that if he infected the skin of someone with the scab of a cowpox sore, that person would not get smallpox. This was the beginning of vaccination. During the next 130 years, the practice of vaccination was gradually adopted by health workers in all parts of the world, but the disease still survived in many places where not enough people were vaccinated.

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

Carpe Diem Essay

Seizing the day has a profound meaning behind it, in Latin it is known as Carpe Diem. Carpe Diem refers to having no fear to do something, taking chances and risks. In the movie â€Å"The Dead Poets Society† a character named Knox has a crush on a girl, while she was already dating another guy. Knox was trying to seize the day by trying to spend time with her. There are many more examples of carpe diem in this exceptional movie, but this I feel is the most pertinent. Many of the poems that we read in class were also related to the live life like it is the last. The movie and the other poems are key in explaining what carpe diem really means. â€Å"The Dead Poets Society† is a great example of seizing the day. Knox taking risks, asking a football player’s girlfriend on a date shows that he has no fear. He had no fear of the consequences that would probably occur if he was ever caught. In another example of the movie, a character Neil defied his father by going into acting. Neil’s father told him that he did not want Neil to go into acting, and become a doctor. Neil went against his father, and was the lead in a play. Neil seized the day by doing the play, and hope that his father would find forgiveness in him. These examples from â€Å"The Dead Poets Society† are great examples of what carpe diem signifies. Another example of carpe diem is the great number of poems that we read in class. These poems also stated the same as the movie and that was to live life to the fullest as soon as possible. The poem such as â€Å"O captain, my captain† by Walt Whitman expressed carpe diem, which is why it was a major part of the movie â€Å"The Dead Poets Society†. This poem was related to Lincoln and the civil war, about taking chances and to seize the day. Other poems stressed that we are not on this earth forever and time is going by fast, so now is the time to seize the day. Poems that we read stressed the meaning of carpe diem, especially the poem by Walt Whitman. These examples of the poems that we read in class, and the examples that came out of the movie are great examples of what seizing the day really means. The example of Knox having no fear whatsoever by dating another guy’s girlfriend, shows that he is taking chances and wants to seize the day before it is too late. The poems we read such as â€Å"o captain, my captain† also show seizing the day as well. So overall carpe diem refers to do not wait until it is too late, if there is an opportunity take it and seize day no matter what the risks or consequences.