UurduFL 2013

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
General Certificate of Education Ordinary Level

FIRST LANGUAGE URDU
3247/01
Paper 1 Reading and Writing

May/June 2004
1 hour 30 minutes
Additional Materials:
Answer Booklet/Paper
READ THESE INSTRUCTIONS FIRST

If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen on both sides of the paper.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Answer all questions.
The number of marks is given in brackets [ ] at the end of each question or part question.
At the end of the examination, fasten all your work securely together.
UCLES 2004
3247/01/M/J/04
UCLES 2004
3247/01/M/J/04
[Turn over
[25]
[25]

3247/02
FIRST LANGUAGE URDU

Paper 2 Texts
May/June 2004
1 hour 30 minutes

You must answer two questions, either questions 1 and 4 or questions 2 and 3.
This document consists of 4 printed pages.
10
2
Poetry
Question 1
(i)
(ii)
(iii)
[2]
[8]
[10]
[5]
Question 2
[25]
UCLES 2004
3247/02 M/J/04
11
Question 3
Prose
[10]
[15]
Question 4
[25]
UCLES 2004
3247/02 M/J/04
12
June 2004
O LEVEL
MARK SCHEME
MAXIMUM MARK: 50
SYLLABUS/COMPONENT: 3247/01
First Language Urdu
Paper 1 (Reading and Writing)
13
Page 1
Mark Scheme
FIRST LANGUAGE URDU JUNE 2004
Syllabus
3247
Paper
1
Question 1 [maximum 25 marks]
Communication [maximum 10 marks]
Points that may be included:

-
what income tax is

how it is raised
unfairness of tax on poor people
rich can avoid paying
odd forms of tax hat window, etc
what Zakat is pillar of Islam
purely Islamic
not based on income
used for social welfare
spiritual benefit to giver
9-10
Excellent
7-8
Good
5-6
Satisfactory
3-4
Poor
0-2
Very Poor
Very detailed response: material from the text well selected;

makes points thoughtfully, shows insight or engagement with the
subject matter
Detailed response: relevant material from the text has been

identified; makes some clear points; shows some engagement
with the subject matter
Competent response: relevant material from the text has been

identified but may lack detail or clarity; a mechanical response to
the subject matter
A limited attempt: some appropriate material from the text has

been picked out but is used randomly and sometimes does not
appear to be focused on the question
A weak attempt: little useful material has been selected; question

may not be addressed; answer may be largely irrelevant
14
Page 2
Mark Scheme
Syllabus
3247
Paper
1
Structure and organisation [maximum 5 marks]
Confidently argued and structured
Some ability to develop argument; clear

structure
Attempt at structure but not entirely successful
Little attempt at structure
Ideas presented at random
Language [maximum 10 marks]
9-10
Excellent
Confident use of complex sentence structures, accurate, uses

own extensive and appropriate vocabulary. Confident use of
idiomatic language.
7-8
Good
Generally sound grasp of complex sentence structures and

grammar. Some lapses but mostly accurate. Attempts to use a
variety of vocabulary. Some use of idiomatic language.
5-6
Satisfactory
3-4
Poor
0-2
Very Poor
Tends to be simple and repetitive in use of structures. Basics

mostly accurate, vocabulary simple: much copied from texts.
Nearly all that is written is simple and repetitive. Sentence

structures containing many errors. Own vocabulary limited.
Very simple and repetitive sentence structures containing many

errors. Weak grasp of grammar and use of own vocabulary very
limited.
15
Page 3
Mark Scheme
Syllabus
3247
Paper
1
Main points which may be included:

-
income tax is used for

rich can afford to pay more
poor shouldnt have to pay much
duty to Society or not? Candidates own opinion must be given
9-10
Excellent
7-8
Good
5-6
Satisfactory
3-4
Poor
0-2
Very Poor

subject matter


the subject matter


16
Page 4
Mark Scheme
Syllabus
3247
Paper
1
Structure [maximum 5 marks]
Some ability to develop argument; clear

structure
9-10
Excellent

idiomatic language.
7-8
Good

5-6
Satisfactory
3-4
Poor
0-2
Very Poor



limited.
17
June 2004
O LEVEL
MARK SCHEME
MAXIMUM MARK: 50
First Language Urdu
Paper 2 (Texts)
18
Page 1
Mark Scheme
Syllabus
3247
Paper
2
Maximum marks 50
Candidates will write their answers in Urdu. Examiners will look for a candidates ability to
communicate effectively and will ignore linguistic errors which do not impede communication.
Rubric Infringements
In order to facilitate a clerical check, examiners are requested to write the number of each
question answered and the mark awarded on each script.
If candidates answer two questions on the same text [i.e. 1 and 2 or 3 and 4], they will be
penalised; both questions are to be marked and the best mark taken.
If candidates answer two passages/texts but on different texts they will not be penalised.
Passage-based questions
-
Examiners should consider the extent to which candidates have been able to identify the
significant issues raised in the passage and, where appropriate, have applied these to the
text as a whole.
Examiners should consider how successfully the candidates have manipulated their material
and to what extent they have shown depth of awareness and knowledge of the workings of
the text under discussion.
Examiners should reward candidates whose answers show good understanding of how a text
works and how an author has conveyed the key issues.
Essay Questions
-
It is very helpful if Examiners comment on the scripts. This means simply ticking good points
and noting a few observations in the margin (eg 'good point', 'irrelevant', 'excessive
quotation', etc).
A brief comment at the end of an essay (eg 'rambling answer, shows some knowledge but
misses point of question') is particularly helpful.
Don't forget to write your mark for each essay at the end of that essay, and to transfer the two
marks to the front of the script, and total them.
19
Page 2
Mark Scheme
Syllabus
3247
Paper
2
Question 1a) [2 marks]

Poets name [1 mark]
Title of the poem [1 mark]
Question 1b) [8 marks]
mark
Specific points understood
verse (i)
Brief background of Muslims, their past and present. How

did they come from prosperity to adversity, giving reasons.
verse (ii)
Description of the position of the Muslim community ie

their respect and status. The way they ruled, the way
people talked about them and the way the rest of the
world accepted their domination.
verse (iii)
Discuss Muslims unity, the enemy of one was the enemy

of the other, their courage, their knowledge of every art in
the world. The way they captured the whole world with
their honesty and equality.
20
Page 3
Mark Scheme
Syllabus
3247
Paper
2
Question 1c) [10 marks]

Points to be included:
The way the poet delivers his message through the use of similes and metaphors and the
effectiveness of the words used in these descriptions.
9-10
Excellent
Very detailed response: the candidate has clearly grasped the

central idea of the poem and conveys with sensitivity all the required
elements; the candidate has considered the language of the poem,
showing sound knowledge acquired during the course of study about
the verse form/poetic style
7-8
Good
Detailed response: the candidate knows what the poem is about and
conveys the required elements clearly; the language of the poem is
mentioned and there is some evidence that the candidate has some
knowledge about the verse form/poetic style
5-6
Satisfactory
Competent response: the candidate writes about the central theme

but may lack detail or clarity or may write in a mechanical way; the
candidate may not be able to comment on any language aspects of
the poem and may show little knowledge about the verse form/poetic
style
3-4
Poor
A limited attempt: the candidate has written about the central theme
but the result will be limited and scrappy; there has been no attempt
to consider any language aspects of the poem leading to some doubt
that the candidate has sufficient understanding of the verse
form/poetic style to adequately answer a question on this text
0-2
Very Poor
A weak attempt: little relevant material has been selected; question

21
Page 4
Mark Scheme
Syllabus
3247
Paper
2
22
Page 5
Mark Scheme
Syllabus
3247
Paper
2
Question 2 [25 marks]

Why his poetry is full of pain
Cultural and social background
His poetry is a reflection of his whole life
The language he uses
Similes and metaphors used
22-25
Exceptional
work
Exceptional ability to organise material, thorough knowledge,

considerable sensitivity to language and to authors intentions.
Really articulate and intelligent answers.
20-21
Very Good
Close attention to detail, controlled structure, perceptive use of

illustration, good insight when discussing characters or themes.
Ability to look beyond the obvious.
18-19
Thorough
Solid and relevant work. Discussion and evaluation of material; clear

conclusion reached. Good focus on material. Some limitations of
material but coherent, detailed approach.
16-17
Painstaking
Sound knowledge of text, mainly relevant. Some attempt to analyse,

some sense of understanding of material. Candidates who fall into
this category may have a tendency to write too much because they
write all they know about the text or author.
14-15
Fair
relevance
and
knowledge
Candidate understands the demands of the question without being

able to develop a very thorough response. A simple approach,
including narrative and learnt material. Many candidates will fall into
this category.
12-13
Sound
Knowledge of plot and characters is displayed. Makes points which

are not then illustrated or developed. Will be a visible attempt to
relate points made to the question.
10-11
Basic
Some material but not much sense of understanding or focus on

the question. Structure is random and bitty. If there are signs of
organisation and relevance, the answer should be considered for the
Sound category.
6-9
Weak
Candidate may have read the text but the answer is insubstantial and
lacking in relevance. Any ideas will not be expressed coherently.
0-5
Poor
No clear material: marks in this category are awarded almost on the

basis of quantity: up to 3 for a sentence or 2 showing a glimpse of
knowledge; 4 or 5 where this is also a hint of relevance to the
question.
23
Page 6
Mark Scheme
Syllabus
3247
Paper
2
Question 3a) [10 marks]

Authors characterization
Character of Ustad and the difference between his character and the others
His habits and living standards
Overall opinion about the character
9 -10
Excellent
Very detailed response: material from the passage well selected;

subject matter
7-8
Good
5-6
Satisfactory
Competent response: relevant material from the passage has been

identified but may lack detail or clarity; a mechanical response to the
subject matter
3-4
Poor
A limited attempt: some appropriate material from the passage has

0-2
Very Poor
Detailed response: relevant material from the passage has been

identified; makes some clear points; shows some engagement with
the subject matter

24
Page 7
Mark Scheme
Syllabus
3247
Paper
2
Question 3b) [15 marks]

The rule of Muslims on the sub continent
British rule
The downfall of Muslim society
How do the characters link to social tragedy?
13 -15
Excellent
Very detailed response: material from the required story well

selected; makes points thoughtfully, shows insight or engagement
10 12
Good
Detailed response: relevant material from the required story has

been identified; makes some clear points; shows some engagement
7-9
Satisfactory
Competent response: relevant material from the required story has

been identified but may lack detail or clarity; a mechanical response
to the subject matter
4-6
Poor
A limited attempt: some appropriate material from the required story

has been picked out but is used randomly and sometimes does not
appear to be focused on the question; irrelevant material from other
stories has been introduced
0-3
Very Poor
A weak attempt: little useful material has been selected from the
required story or any other story; question may not be addressed;
answer may be largely irrelevant
25
Page 8
Mark Scheme
Syllabus
3247
Paper
2

Brief background to the text
Cultural values of the society
Gergah (gathering) system to decide on cases in day to day life
Opinion with examples
22-25
Exceptional
work

20-21
Very Good

18-19
Thorough

16-17
Painstaking

14-15
Fair
relevance
and
knowledge

this category.
12-13
Sound

10-11
Basic

Sound category.
6-9
Weak
0-5
Poor

basis of quantity: up to 3 for a sentence or two showing a glimpse of
question.
26
3247 First Language Urdu June 2004
FIRST LANGUAGE URDU

GCE Ordinary Level
Paper 3247/01
Reading and Writing
General comments
In general the performance of candidates was more than satisfactory, with the majority producing some very
good work. The majority of candidates wrote relevant, interesting and linguistically accurate responses to
both questions. There were only a few candidates whose written Urdu was not up to the task, and a small
number of scripts which were poorly presented with messy handwriting, crossings out and scribbled
insertions which made the work very difficult to read.
The length of some of the responses was far too long. The rubric states that answers should be about a side
and a half of paper, depending on the size of handwriting. The length of some answers was more than
double that amount. Frequently these over-long answers lost marks for structure and content. It is very
important to follow the rubrics if high marks are to be achieved.
Comments on specific questions
Question 1
Comparing tax and zakat

This question required a direct comparison of the two systems of taxation discussed in the texts. Candidates
were expected to make direct reference to the two texts in their response and to express this in their own
words as far as possible. This question was well answered by the majority of candidates who were able to
extract the main points from each passage and combine them in such a way as to make appropriate
comparisons and contrast. Some points from each text that should have been mentioned are: the nature of
taxation, how it is raised, how fair or unfair it can be, and for Zakat, its status as a Pillar of Islam, the fact that
it is not based on income, that it is used for social welfare and that it bestows spiritual benefit on the giver.
It was the extent to which candidates were able to express their response using their own words that made
the difference between a satisfactory and a good answer. In a good answer, candidates compared and
contrasted the different forms of taxation in their own words. Some candidates, however, merely copied out
large chunks of text from each passage and linked them with the odd phrase such as:
on the other hand.
Too many compositions comprised of two separate paragraphs, one on each text, with a brief sentence at
the beginning and end. This is not what is meant by:
.
Candidates who copied out large sections of the texts were unable to gain the marks available for use of
language. Though it is appropriate to include short quotations from the passages to illustrate points made,
this does not mean copying out large sections from them. For example, it was valid to write about the
strange variety of taxes imposed on the English in the past, such as window tax, beard tax and hat tax, but it
was not appropriate to write a lengthy paragraph on each one of them, describing each of the taxes in great
detail.
27
Question 2
This question asked candidates to give their opinion on:
It is the duty of every citizen to pay income tax according to their income.
The most able candidates produced excellent essays discussing the purpose of tax, which were well planned
and constructed, expressing their ideas and opinions in their own words. Most of them argued that paying
tax was necessary for good governance of the country, that it was quite right to pay tax, but the government
should neither waste this money on themselves nor on foolish projects. The weaker candidates tended to
lack focus in their answers and to move from point to point in an unstructured way relying too much on the
material already contained in the passages.
Very few candidates adequately discussed the according to income part of the statement and lost marks as
a result of this. Most candidates simply reiterated the statement in this way:
Every citizen should pay income tax according to their income.

The according to their income part of the statement could have been addressed by including, for example, a
discussion on the differences between the rich and the poor in relation to paying taxes.
28
General Commente
General comments
The overall performance was very good, with candidates displaying a good command of language as well as knowledge of
the texts. Most candidates demonstrated an ability to write very detailed responses and showed a confident use of complex sentences. Their answers were relevant and well illustrated. All four questions were attempted by some candidates.
Section 1 Poetry
Question 1
This question was about a poem Nazam-e-Qumee by Akbar Allaha Abadi.
There were four parts to this question and candidates were required to answer all four parts. This was by far the
most popular question in this section and generally the responses were very good.
(a)
Almost all the candidates answered this part correctly except for a few who confused the names of the
two poets, Akbar Allah Abadi and Nazir Akbar Abadi.
(b)
Most candidates answered this part very well and comprehensively, giving a lot of detail in their
answer.
29
(c)
Most candidates answered this part very well. They showed a good understanding of the central
idea of the poem and conveyed all the required elements with sensitivity, except for including a
discussion of the language of the poem and its poetic style. Candidates were expected to include
some points about the poetic style and verse form of the poem.
(d)
Almost all the candidates answered this part very well. Most candidates not only gave the
meanings of the words but used them in their own sentences, which gave evidence of their
command of the language.
Question 2
Mir Taqi Mir
Most candidates who answered this question showed that they had a very good understanding of the topic.
They discussed the poets early life, his writing style, the hardships he faced throughout his life and the effect
of these on his poetry. Candidates who achieved the highest marks were those who illustrated their answer
with quotations from his poems and compared his very high standard of poetry to that of other poets who
themselves expressed appreciation of Mir Taqi Mir in their own poetry.
Section 2 Prose
Question 3
In (a) only a few candidates effectively discussed the character of Ustaad. Those that did so, made their
points in a clear and thorough way. The remainder of candidates who attempted this question merely
narrated the story and did not write about the character.
Similarly (b) was very well attempted by some candidates. Candidates who discussed the social tragedy
marked by the arrival of the East India Company, the background of Muslim society and its downfall,
achieved excellent marks. Those who only narrated the story without reference to the context and
background did not achieve good marks.
Question 4
The majority of candidates wrote very well in answer to this question, explaining their own feelings about the
Jirga System and the cultural background of the society. Some candidates however, only narrated the story
which was not what was asked for in the question.
Candidates who achieved the highest marks were those who illustrated their answers with a brief
background to the society, its cultural values, the Jirga system and the position of women. Some of the
answers were outstanding in their inclusion of appropriate quotations from the text.
30

FIRST LANGUAGE URDU
3247/01

May/June 2005
1 hour 30 minutes

31
10
15
20
UCLES 2005
3247/01/M/J/05
32
10
15
20
UCLES 2004
3247/01/M/J/05
[Turn over
33
[25]
[Total: 15 + 10 for language]
[25]
[Total: 15 + 10 for language]
34

3247/02
FIRST LANGUAGE URDU

Paper 2 Texts
May/June 2005
1 hour 30 minutes

You must answer two questions, either Questions 1 and 4 or Questions 2 and 3.
35
2
Poetry
Question 1
[1]
[6]
[3]
[10]
[5]
Question 2
[25]
UCLES 2005
3247/02 M/J/05
36
3
Prose
Question 3
[12]
[13]
Question 4
[15 + 10 = 25]
UCLES 2005
3247/02 M/J/05
37

GCE Ordinary Level
MARK SCHEME for the June 2005 question papers
3247 First Language Urdu

3247/01
Paper 1 (Reading and Writing), maximum raw mark 50
These mark schemes are published as an aid to teachers and students, to indicate the
requirements of the examination. They show the basis on which Examiners were initially
instructed to award marks. They do not indicate the details of the discussions that took place
at an Examiners meeting before marking began. Any substantial changes to the mark
scheme that arose from these discussions will be recorded in the published Report on the
Examination.
All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes must be read in conjunction with the question papers and the Report on the
Examination.
CIE will not enter into discussions or correspondence in connection with these mark
schemes.
CIE is publishing the mark schemes for the June 2005 question papers for most IGCSE and
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses.
38
June 2005
O LEVEL
MARK SCHEME
MAXIMUM MARK: 50
First Language Urdu
Paper 1 (Reading and Writing)
39
Page 1
Mark Scheme
GCE O LEVEL JUNE 2005
Syllabus
3247
Paper
1
Question 1
Communication (maximum 10 marks)
the main point here is that the candidates should compare and contrast, not write a
summary of, both passages
rich boy in poor school stranger in a new country
teasing ignoring
helpful teachers ignored by teachers
both students amazed at what they experience
the first person narrative third person narrative
the best responses will include a concluding sentence or paragraph
9-10
Excellent

makes points thoughtfully, shows insight or engagement with
the subject matter.
7-8
Good

identified; makes some clear points; shows some
engagement with the subject matter.
5-6
Satisfactory
Competent response: relevant material from the text has

been identified but may lack detail or clarity; a mechanical
response to the subject matter.
3-4
Poor

been picked out but is used randomly and sometimes does
not appear to be focused on the question.
0-2
Very Poor
A weak attempt: little useful material has been selected;

question may not be addressed; answer may be largely
irrelevant.
Note:
Material more than 250 words is to be ignored.

Candidates will penalise themselves by not completing task within word limit.
40
Page 2
Mark Scheme
Syllabus
3247
Paper
1
Structure and organisation (maximum 5 marks)
Confidently argued and structured.
Some ability
structure.
Attempt at structure but not entirely successful.
Little attempt at structure.
Ideas presented at random.
to
develop
argument;
clear
Language (maximum 10 marks)
9-10
Excellent

idiomatic language.
7-8
Good

grammar. Some lapses but mostly accurate. Attempts to use
a variety of vocabulary. Some use of idiomatic language.
5-6
Satisfactory

3-4
Poor

0-2
Very Poor
Very simple and repetitive sentence structures containing

many errors. Weak grasp of grammar and use of own
vocabulary very limited.
[maximum 25 marks]
41
Page 3
Mark Scheme
Syllabus
3247
Paper
1
Question 2
Communication (maximum 10 marks)
Main points which may be included:
what happens at new school?

problems of being a stranger.
how can they be solved?
practical solutions.
9-10
Excellent

makes points thoughtfully, shows insight or engagement with
the subject matter.
7-8
Good

identified; makes some clear points; shows some
5-6
Satisfactory
Competent response: relevant material from the text has

3-4
Poor

been picked out but is used randomly and sometimes does
0-2
Very Poor

irrelevant.
Structure (maximum 5 marks)
Confidently argued and structured.
Some ability
structure.
Attempt at structure but not entirely successful.
Little attempt at structure.
Ideas presented at random.
to
develop
argument;
clear
42
Page 4
Mark Scheme
Syllabus
3247
Paper
1
Language (maximum 10 marks)
9-10
Excellent

idiomatic language.
7-8
Good

grammar. Some lapses but mostly accurate. Attempts to use
a variety of vocabulary. Some use of idiomatic language.
5-6
Satisfactory

3-4
Poor

0-2
Very Poor
Very simple and repetitive sentence structures containing

many errors. Weak grasp of grammar and use of own
vocabulary very limited.
[maximum 25 marks]
43

GCE Ordinary Level
MARK SCHEME for the June 2005 question papers
3247 First Language Urdu
3247/02
Paper 2 (Texts), maximum raw mark 50
These mark schemes are published as an aid to teachers and students, to indicate the
requirements of the examination. They show the basis on which Examiners were initially
instructed to award marks. They do not indicate the details of the discussions that took place
at an Examiners meeting before marking began. Any substantial changes to the mark
scheme that arose from these discussions will be recorded in the published Report on the
Examination.
demonstrated.
Examination.
CIE will not enter into discussions or correspondence in connection with these mark
schemes.
CIE is publishing the mark schemes for the June 2005 question papers for most IGCSE and
syllabuses.
44
June 2005
O LEVEL
MARK SCHEME
MAXIMUM MARK: 50
First Language Urdu
Paper 2 (Texts)
45
Page 1
Mark Scheme
Syllabus
3247
Paper
2
Question 1: Passagebased question

(a)
Poet's name
[1]
(b)
3 marks for explanation of the verse.

[6]
3 marks for the hidden meanings.
How a drop of water becomes a pearl.
How a human being suffers a lot of difficulties in this world to become a great
person, just like a drop of water.
(c)
Verse 3: 1 mark per point understood total 3 marks.
[3]
(d)

[10]
4 marks for the poet's message about the teaching of permanence in love.
(e)
1 mark per word explained.
[5]
[Total: 25 marks]
Question 2: Essaytype question

How the poet portrays political disorder in his poetry with special reference to
his poem in the syllabus.
How his poems portray moral deterioration with special reference to his poem
in the syllabus. How his poems portray the economic disorder of his age with
special reference to his poem in the syllabus.
22 25 Exceptional
work

20 21 Very Good
Close attention to detail, controlled structure, perceptive use

of illustration, good insight when discussing characters or
themes.
18 19 Thorough
Solid and relevant work. Discussion and evaluation of

material; clear conclusion reached. Good focus on material.
Some limitations of material but coherent, detailed approach.
16 17 Painstaking
Sound knowledge of text, mainly relevant. Some attempt to

analyse, some sense of understanding of material.
Candidates who fall into this category may have a tendency to
write too much because they write all they know about the text
or author.
46
Page 2
Mark Scheme
Syllabus
3247
Paper
2
14 15 Fair
relevance
and
knowledge
Candidate understands the demands of the question without

being able to develop a very thorough response. A simple
approach, including narrative and learnt material. Many
candidates will fall into this category.
12 13 Sound
Knowledge of plot and characters is displayed. Makes points

which are not then illustrated or developed. Will be a visible
attempt to relate points made to the question.
10 11 Basic
Some material but not much sense of understanding or

focus on the question. Structure is random and bitty. If there
are signs of organisation and relevance, the answer should be
considered for the Sound category.
69
Weak
Candidate may have read the text but the answer is

insubstantial and lacking in relevance. Any ideas will not be
expressed coherently.
05
Poor
No clear material: marks in this category are awarded almost

on the basis of quantity: up to 3 for a sentence or 2 showing a
glimpse of knowledge; 4 or 5 where this is also a hint of
relevance to the question.
[Total: 25 marks]
Question 3: Passagebased question
(a)

Brief background to the passage.

The role of the Gerga (gathering).
The position of women.
Opinions about justice.
Cruelty towards women.
11 12 Excellent
Very detailed response: material from the passage well

selected; makes points thoughtfully, shows insight or
9 10
Detailed response: relevant material from the passage

has been identified; makes some clear points; shows
some engagement with the subject matter.
68
Good
Satisfactory Competent response: relevant material from the passage

has been identified but may lack detail or clarity; a
mechanical response to the subject matter.
35
Poor
02
Very Poor
A limited attempt: some appropriate material from the

passage has been picked out but is used randomly and
sometimes does not appear to be focused on the
ti attempt: little useful material has been selected;
A weak
irrelevant.
[Total: 12 marks]
47
Page 3
(b)
Mark Scheme
Syllabus
3247
Paper
2

Overall characterisation by the author.

Character of the girl as a whole.
Opinion about the overall depiction of the girl.
11 13 Excellent
Very detailed response: material from the required story

well selected; makes points thoughtfully, shows insight or
9 10
Detailed response: relevant material from the required

story has been identified; makes some clear points;
shows some engagement with the subject matter.
68
Good
Satisfactory Competent response: relevant material from the required

story has been identified but may lack detail or clarity; a
35
Poor

required story has been picked out but is used randomly
and sometimes does not appear to be focused on the
question; irrelevant material from other stories has been
introduced.
02
Very Poor A weak attempt: little useful material has been selected
from the required story or any other story; question may
not be addressed; answer may be largely irrelevant.
[13]
Question 4: Essay question

Brief background to the text.

Character of women.
Innocence of women.
13 15 Excellent

10 12 Good

79
Satisfactory Competent response: relevant material from the required

46
Poor

introduced.
03
Very Poor
A weak attempt: little useful material has been selected

[15]
48
Page 4
Mark Scheme
Syllabus
3247
Paper
2

Comparison with todays culture.

Examples from today's culture.
9 10
Excellent
78
Good
56


Satisfactor Competent response: relevant material from the required
y
34
Poor

introduced.
02
Very Poor
A weak attempt: little useful material has been selected

[10]
[Total: 15 + 10 = 25 marks]
49
3247 Urdu: First Language June 2005
URDU: FIRST LANGUAGE

GCE Ordinary Level
Paper 3247/01
Reading and Writing
General comments
The performance of the majority of candidates was more than satisfactory, with many of them producing very
good performances. There seemed to be no significant problem for them coping with the different technical
demands of the new question format, the only limitations being that of:
the candidates ability to understand and respond appropriately to the texts and the questions
their linguistic ability and competence in reading and following instructions.
The paper consisted of two passages of about 350 words each, on a linked theme of My First Day at
School. The first passage was a first person recount of the mainly very negative experiences of the author,
the famous Urdu poet Faiz Ahmed Faiz, in a school in Sialkot. The second passage was an account of a
Pakistani boys first day in a school in London.
Candidates had to read these passages and then answer just two questions which required extended
responses. Marks were awarded for content, language and organisation/structure on a scale of 10, 10 and
5, giving a total mark of 25 for each question. There was equal weighting to each question giving a total for
the paper of 50 marks.
Question 1
donoN ybaratoN ke havale se nye talyb ylmoN ke taaseraat ka muwazana kijiye
Compare the students experiences with reference to both passages.
This question required candidates to write a direct comparison of the two contrasting experiences discussed
in the texts.
Candidates were expected to:
make comparisons making direct reference to these texts
use, as far as possible, their own words.
It was the second point that made the difference between satisfactory and good performances.
This question was satisfactorily rather than well answered by most candidates. The best were those who
were able to extract the main points of each passage and fit them together in such a way as to make
appropriate comparisons and contrast. Of course there are points from each text that should be mentioned:
the fear and apprehension, the reaction of the other students and teachers and the impressions of the new
students themselves.
50
The best ones were those who wrote their own response to the question, comparing and contrasting these
different experiences. The most significant problem this year was that far too many candidates simply wrote
two lengthy paragraphs, the first paraphrasing Passage A and the second summarising Passage B. Indeed,
some even wrote the Urdu word for summary, khwlaasa, at the beginning of their responses. Because they
were asked to compare the two passages, merely summarising them without making any direct comparisons
or contrasts did not enable them to score high marks. That is not a muwazana. The better candidates wrote
about the students in each school and then commented on their behaviour, the teachers and compared and
contrasted their behaviour, and so forth. They did not merely paraphrase the whole passage without
comment.
A vital part of the assessment criteria is to reward candidates use of Urdu; if they are copying text from the
passage, it is not their language and will not be rewarded. This question required information and ideas from
the passages to be used, not nearly every word. Of course it is appropriate to quote from the texts, but a
quote is a line or two, not a whole paragraph. Copying out large chunks of the text means that they are not
going to be rewarded with high marks for using their own words and consequently cannot be given many
marks for language.
Question 2
The main thrust of this question, although based on the main theme of the texts, is to provide a stimulus for
more creative and imaginative writing on a topic deriving its theme from the texts, but not directly so. This
time the candidates were asked to give their ideas on:
yskul meN nye aane vaale tulba ki mushkylaat
The difficulties faced by newly arrived students in school.
This gave candidates an ideal opportunity to demonstrate their powers of language and argument. The
better candidates produced well planned and constructed essays discussing the problems faced by students
and giving practical suggestions to make things easier for them. They were able to make their points using
their own words within a planned framework, unlike weaker candidates who merely rambled from point to
point in an unstructured way.
Although the question was designed so that candidates would not need to make use of much material from
the passages, the weaker candidates did rely overmuch on material from the passages. One surprising point
of interest emerged, and that was the fact that very few candidates made any mentioned of their own
experiences at school in their responses.
Presentation of work is important and though there were very few candidates whose written Urdu was not up
to the task, a minority of papers displayed a very messy handwriting style with crossings out and scribbled
insertions.
The length of some of the responses is also problematical. The rubric states that answers should be about a
side and a half of paper, depending on size of handwriting. The length of some scripts was well over double
that limitation; these will have lost some marks for structure and content. It is very important to follow rubrics
if high marks are to be achieved. That being said, overall the majority of candidates wrote relevant,
interesting and linguistically accurate responses to both questions.
51
Paper 3247/02
Texts
General comments
The overall performance of candidates was very good. They showed a good command of language as well
as sound knowledge of the texts. Most candidates demonstrated the ability to write very detailed responses
and showed confident use of complex sentences. Their answers were relevant and well illustrated.
Candidates attempted all four questions in the paper.
Question 1
Poetry
This question was about a poem written by Assad Ullah Khan Ghalib.
There were five parts to this question and candidates were required to answer all five parts. The majority of
candidates attempted this question and on the whole the responses were very good.
(a)
Almost all the candidates answered this part correctly except for a few who mixed up the name of
the poet Jigar Murad Abadi with Mir Taqi Mir.
(b)
In general candidates answered this part well and the majority wrote comprehensive answers,
however they gave little information about the poem and the hidden meaning of the verse.
(c)
This was a very straightforward question and almost all candidates received full marks.
(d)
Most candidates answered this question very well, expressing the sentiments of the poet and
showing a good understanding of the depth of feeling portrayed and making good reference to the
verses.
(e)
Very few candidates were able to explain the meaning of the given phrases. Many candidates
used the phrases in sentences without demonstrating that they understood the meaning.
Question 2
Azir Akber Abadi
With the exception of a very few candidates, most showed a very good understanding of this topic and were
able to discuss the political, socio-economic era of his time. Those who illustrated their answers with
quotations from his poetry achieved the highest marks.
Question 3
Prose
(a)(b)
Most candidates answered this question very well. Candidates covered the topic well and were
able to correctly identify unacceptable social themes. They were also able to effectively
communicate their feelings around the poor treatment of women by Jirga.
Very few candidates adequately discussed the character of Girl. Those who did picked up all the
relevant points and clearly explained them. The remainder of candidates who attempted this
question, narrated only the story rather than writing about the character.
Question 4
This proved to be a straightforward question for candidates. The majority wrote very well explaining their
own feelings about injustice against women in todays society with reference to the text. Again some
candidates only narrated the story, which was not what was required by the question. Candidates were
expected to refer to examples from present society as well.
52

FIRST LANGUAGE URDU
3247/01

May/June 2006
1 hour 30 minutes

Write in dark blue or black pen.
53
10
15
20
UCLES 2006
3247/01/M/J/06
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10
15
20
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3247/01/M/J/06
[Turn over
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[Total: 15 + 10 for Quality of Language = 25]
56

FIRST LANGUAGE URDU
3247/02
Paper 2 Texts
May/June 2006
1 hour 30 minutes

You must answer TWO questions, ONE from Section 1: Poetry and ONE from Section 2: Prose.
One answer must be a passage-based question and one must be an essay question.
57
2
SECTION 1: POETRY
Question 1
[1]
[2]
[4]
[4]
[8]
[6]
Question 2
[25]
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58
3
SECTION 2: PROSE
Question 3
[10]
[8]
[7]
Question 4
[25]
UCLES 2006
3247/02/M/J/06
[Turn over
59
4
Question 5
[15]
[10]
Question 6
[25]
60

GCE O Level
MARK SCHEME for the May/June 2006 question paper
3247 FIRST LANGUAGE URDU

3247/01
Paper 1
maximum raw mark 50
This mark scheme is published as an aid to teachers and students, to indicate the requirements of the
examination. It shows the basis on which Examiners were initially instructed to award marks. It does
not indicate the details of the discussions that took place at an Examiners meeting before marking
began. Any substantial changes to the mark scheme that arose from these discussions will be
recorded in the published Report on the Examination.
demonstrated.
Examination.
CIE will not enter into discussion or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the May/June 2006 question papers for most IGCSE and
syllabuses.
61
Page 1
Mark Scheme
GCE O Level May/June 2006
Question 1
Syllabus
3247
Paper
01
[25 marks]
Communication
Coca Cola is modern
It is factory made
Tea is ancient
Tea is natural
Each country has its own Cola
People like different kinds of tea, green, black, milky, etc.
Other uses for Colas
Economic importance of tea in subcontinent
Language
[10 marks]
According to mark grid on Page 2

Question 2
Communication
[15 marks]
Main Points which can be included:
what drinks are healthy
What ones to avoid
How much to drink
When to drink
Candidate's own opinion must be given
Language
[10 marks]
According to mark grid on Page 2
62
Page 2
Mark Scheme
Syllabus
3247
Paper
01
Language Marking Grid for Questions 1 and 2

9-10 Very good
Confident use of complex sentence structures, almost always accurate, uses own
extensive and appropriate vocabulary. Confident use of idiomatic language.
7-8
Good
Generally sound grasp of complex sentence structures and grammar. Some lapses but
usually accurate. Attempts to use variety of vocabulary. Some use of idiomatic language.
5-6
Satisfactory
Tends to be simple and repetitive in use of structures. Basics mostly accurate, vocabulary
simple: much drawn from texts.
3-4
Poor
Nearly all that is written is simple and repetitive. Sentence structures basic containing
many errors. Own vocabulary limited.
1-2
Very poor
Very simple and repetitive sentence structures containing many errors. Weak grasp of
grammar and use of own vocabulary very limited.
63

GCE O Level
3247/02 FIRST LANGUAGE URDU

3247/02
Paper 2
maximum raw mark 50
This mark scheme is published as an aid to teachers and students, to indicate the requirements of the
examination. It shows the basis on which Examiners were initially instructed to award marks. It does
not indicate the details of the discussions that took place at an Examiners meeting before marking
began. Any substantial changes to the mark scheme that arose from these discussions will be
recorded in the published Report on the Examination.
demonstrated.
Examination.
CIE will not enter into discussion or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the May/June 2006 question papers for most IGCSE and
syllabuses.
64
Page 1
Mark Scheme
Syllabus
3247
Paper
02
Maximum marks 50
Candidates will write their answers in Urdu. Examiners will look for a candidate's ability to
In order to facilitate a clerical check, Examiners are requested to write the number of each question
answered and the mark awarded on each script.
If candidates answer two questions on the same text, they will be penalised; both
questions are to be marked and the best mark taken.
significant issues raised in the passage and, where appropriate, have applied these to the
text as a whole.
Examiners should consider how successfully the candidates have manipulated their
material and to what extent they have shown depth of awareness and knowledge of the
workings of the text under discussion.
Examiners should reward candidates whose answers show good understanding of how a
text works and how an author has conveyed the key issues.
Essay Questions
It is very helpful if Examiners comment on the scripts. This means simply ticking good
points and noting a few observations in the margin (e.g. 'good point', 'irrelevant', 'excessive
quotation', etc.).
A brief comment at the end of an essay (e.g. 'rambling answer, shows some knowledge
but misses point of question') is particularly helpful.
Do not forget to write your mark for each essay at the end of that essay, and to transfer the
two marks to the front of the script, and total them.
65
Page 2
Mark Scheme
Syllabus
3247
Paper
02

(a)
[1 mark] if both names are correct. No mark for half correct answer.
(b)
[2 marks] if the meaning is clear in Urdu
(c)
[4 marks] 1 mark for verse form, 3 marks for candidates' opinion.
(d)
[4 marks] 1 mark for Bulbul and 3 marks for poet's message.
(e)
[8 marks] for comparison with any other similar type of poem.

comparison must be on the same topic.
(f)
The poem used in
Excellent

67
Good
Detailed response: relevant material from the passage

has been identified; makes some clear points; shows
some engagement with the subject matter.
45
Satisfactory
Competent response: relevant material from the passage

has been identified but may lack detail or clarity; a
23
Poor

passage has been picked out but is used randomly and
sometimes does not appear to be focused on the
question.
01
Very Poor

irrelevant.
[6 marks] 1 mark for meaning and 1 mark for its effect in the poem. Candidates have to
choose only three out of six.
66
Page 3
Mark Scheme
Syllabus
3247
Paper
02

Poet's religious education to Muslim society with examples from his poetry. The Eastern values
explained by the poet in his poetry.
Social and cultural values discussed by the poet in his poems.
22 25
Exceptional
Work

considerable sensitivity to language and to author's intentions. Really
articulate and intelligent answers.
20 21
Very Good

illustration, good insight when discussing characters or themes. Ability
to look beyond the obvious.
Thorough

16 17
Painstaking

some sense of understanding of material. Candidates who fall into this
category may have a tendency to write too much because they write all
they know about the text or author.
14 15
Fair
relevance
and
knowledge
Candidate understands the demands of the question without being able

to develop a very thorough response. A simple approach, including
narrative and learnt material. Many candidates will fall into this
category.
12 13
Sound
Knowledge of plot and characters is displayed. Makes points which are

not then illustrated or developed. Will be a visible attempt to relate
points made to the question.
10 11
Basic
Some material but not much sense of understanding or focus on the

question. Structure is random and bitty. If there are signs of
Sound category.
69
Weak
Poor

knowledge; 4 or 5 where this is also a hint of relevance to the question.
18 19
05
67
Page 4
Mark Scheme
Syllabus
3247
Paper
02

(a)
[10 marks]
Mr Niaz's character
Mrs Niaz's attitude towards subordinates
Her thoughts about the little boy
Excellent
Very detailed response: material from the passage well selected; makes
points thoughtfully, shows insight or engagement with the subject matter.
78
Good

identified; makes some clear points; shows some engagement with the
subject matter.
56
Satisfactory

subject matter.
34
Poor
A limited attempt: some appropriate material from the passage has been
picked out but is used randomly and sometimes does not appear to be
focused on the question.
12
Very Poor
A weak attempt: little useful material has been selected; question may
9 10
(b)
[8 marks]
Overall views of bureaucrats regarding their subordinates
Main theme of the story
Behaviour of two characters, i.e. Mr Niaz and Mrs Niaz
Excellent
Very detailed response: material from the required story well selected;
makes points thoughtfully, shows insight or engagement with the subject
matter.
67
Good
Detailed response: relevant material from the required story has been
subject matter.
45
Satisfactory
Competent response: relevant material from the required story has been
subject matter.
23
Poor
A limited attempt: some appropriate material from the required story has
been picked out but is used randomly and sometimes does not appear to
be focused on the question; irrelevant material from other stories has
been introduced.
01
Very Poor
A weak attempt: little useful material has been selected from the required
story or any other story; question may not be addressed; answer may be
largely irrelevant.
68
Page 5
(c)
Mark Scheme
Syllabus
3247
Paper
02
[7 marks]
Character of Mr Niaz
Strictness of Mrs Niaz
Steps taken by Mr Niaz on the demand of his wife
Excellent
matter.
Good
subject matter.
Satisfactory
subject matter.
23
Poor
been introduced.
01
Very Poor
largely irrelevant.
45
69
Page 6
Mark Scheme
Syllabus
3247
Paper
02

The value of a human being
The role of the police
The role of Ghilam Muhammad
The role of a common person in society
22 25
Exceptional
Work

20 21
Very Good

illustration, good insight when discussing characters or themes. Ability to
look beyond the obvious.
18 19
Thorough

16 17
Painstaking

14 15
Fair
relevance
and
knowledge

narrative and learnt material. Many candidates will fall into this category.
Sound

10 11
Basic

Sound category.
69
Weak
05
Poor

12 13
70
Page 7
Mark Scheme
Syllabus
3247
Paper
02

(a)
[15 marks]
Mother's general attitude
Her treatment of family members
Her treatment of outsiders
Ambition
13 -15
Excellent
matter.
10 -12
Good
subject matter.
79
Satisfactory
subject matter.
46
Poor
been introduced.
03
Very Poor
largely irrelevant.
(b)
[10 marks]
Brief description of Safder's character
Brief description of the girl's character
Girl's unwillingness for the wedding
Safder's interest in helping her
Excellent
Very detailed response: material from the passage well selected; makes
78
Good

subject matter.
56
Satisfactory

subject matter.
34
Poor
A limited attempt: some appropriate material from the passage has been
9 10
12
Very Poor
71
Page 8
Mark Scheme
Syllabus
3247
Paper
02

Brief character of Chinese man
His general attitude
Helpful and cooperative
His kind-heartedness
His simplicity
22 25
Exceptional
Work

20 21
Very Good

18 19
Thorough

conclusion reached. Good focus on material. Some limitations of material
but coherent, detailed approach.
16 17
Painstaking

14 15
Fair
relevance
and
knowledge

narrative and learnt material. Many candidates will fall into this category.
12 13
Sound

10 11
Basic

Sound category.
69
Weak
05
Poor

72
URDU: FIRST LANGUAGE

Paper 3247/01
Reading and Writing
General comments
The performance of the majority of candidates was at least satisfactory, with some producing very good
performances. A significant number of candidates, however, with good linguistic ability and competence in
reading the given text, failed to follow the instructions closely, which affected their ability to respond
appropriately to the texts and questions.
The paper consists of two passages of approximately 350 words each, on a linked theme. This years theme
was drinks. Candidates are asked to read the passages and then answer two questions which require
extended responses. The first question requires candidates to compare and contrast the two passages.
Many candidates merely summarised the two passages without contrasting or drawing any comparisons
between the two texts.
QUESTION ONE
DonoN ybaratoN ke havale se cae or koka kola ki samaji ahmiyat ka muwazana kijiye
Compare the social importance of tea and Coca Cola with reference to both passages
This question was a direct comparison of the contrasting drinks discussed in the texts. Candidates were
expected to:
(i) make comparisons making direct reference to these texts
(ii) use their own words as far as possible.
It was point (i) that made the difference between satisfactory and good performance
This question was satisfactorily rather than well answered by most of candidates. The best responses were
from those who were able to extract the main points of each passage and fit them together in such a way as
to make appropriate comparisons and contrast. Of the similarities the most obvious were the popularity of
both drinks, the stimulating effects and cost limitations. There were more contrasting points than similarities.
Many candidates simply wrote two lengthy paragraphs, the first one paraphrasing Passage A and the second
summarizing Passage B. Indeed, some even wrote the Urdu word for summary, khwlaasa, at the beginning
of their responses. Because candidates are asked to compare the two passages, merely summarizing them
without making any direct comparisons or contrasts did not enable them to achieve high marks - that is not a
muwazana. The better candidates wrote a number of points and compared and contrasted them and did
not merely paraphrase the whole passage without comment.
A vital part of the assessment criteria is to reward candidates use of Urdu; if they are copying text from the
passage, it is not their own language and will not be rewarded. This question required information and ideas
from the passages to be used. It is appropriate to quote from the texts, but a quote is a line or two, not
nearly every word. Copying out large chunks of the text means that candidates are not going to be rewarded
with high marks for using their own words and consequently cannot be given too many marks for language.
That being said, many candidates wrote excellent Urdu using mostly their own words.
QUESTION TWO
The purpose of this question, although based on the main theme of the texts, is to provide stimulus for more
creative and imaginative writing on a topic deriving its theme from the texts, but not directly so. This time the
candidates were asked to write a response to a friend who has sought advice on healthy drinks:
aap ka dost aap se sahit baksh mashrubat ke bare meN mashvarah karta hai. Aap use kya mashvarah
deNge?
Your friend asks your advice on healthy drinks. What advice would you give?
73
The overall performance in this question was higher then in the first. It gave candidates an ideal opportunity
to demonstrate their use of persuasive language and their imagination.
The better candidates produced well planned and constructed essays discussing the pros and cons of
different types of drinks, giving practical suggestions for healthy drinking. They were able to make their
points using their own words within a planned framework, unlike weaker candidates who wrote in an
unfocussed and unstructured way.
Although the question was designed so that candidates did not need to make use of much material from the
passages, the weaker candidates relied too much on the given material and wrote solely on the benefits or
otherwise of tea and Coca Cola. This limited the scope of their response, which could and should have
included any drink, particularly healthy ones such has water, milk, lassi, juice, etc. Candidates were not
restricted in the format of their response, some wrote dialogues, some paragraphs on each drink, but most
wrote in the form of a letter. Several candidates appeared to be unaware that the word mashruba refers to
drink not food and wrote on food without mentioning drink and therefore lost marks for content.
There were very few candidates whose written Urdu was inadequate, although a small number of candidates
presented their work in a messy way, with crossings out and scribbled insertions, in contrast to those who
wrote well planned and organized essay.
Many responses were well over the prescribed length. The rubric states that answers should be about a side
and a half of paper, depending on size of handwriting. The length of some scripts was well over double that
limitation and therefore lost some marks for structure and content. It is very important to follow the rubrics if
high marks are to be achieved. At this level it is an appropriate linguistic skill to write concisely and therefore
necessary for candidates to try to keep within the prescribed limits.
The majority of candidates, however, wrote relevant, interesting and linguistically accurate responses to both
questions within the prescribed limits.
74
PRINCIPAL EXAMINERS REPORT

Paper 3247/02
First Language Urdu
General comments
The overall performance of candidates was very good. On the whole candidates showed that they had a
good command of the language and a thorough understanding of the texts. Most candidates were confident
in their ability to use complex sentences enabling them to write very detailed and relevant responses to the
questions, which were well illustrated. Candidates attempted all of the four questions, including Question 5
and 6, which were set on the recently introduced text.
POETRY
Question 1
This question related to a poem entitled Shekwa written by Allama Iqbal.
There were six parts to this question and candidates were required to answer all six parts. This was a very
popular question for candidates and the majority of the responses were very good.
(a)
Almost all candidates answered this part correctly except a few who named the poet but did not
give the title of the poem. Both the poet and the title of the poem were required.
(b)
The majority of candidates answered this part very well and comprehensively. A few candidates
however were unable to express the inner meaning of the verse.
(c)
Most of the candidates answered this challenging question very well. Candidates expressed the
sentiments of the poet very well making reference to the verses and showing a good understanding
of the depth of the feelings portrayed.
(d)
This was a very straightforward question and almost all candidates got full marks.
(e)
This part of the question was well attempted. The majority of candidates were able to compare the
given poem with another poem from the text and showed that they understood them very well.
(f)
The majority of candidates achieved full marks for this part, writing very detailed responses in
confident and articulate language.
Question 2
Altaf Hussain Hali
With the exception of a very few candidates, the majority showed a very good understanding of the topic.
Most candidates wrote about the simplicity and natural style of his national poems. Those who illustrated
their answers with quotations from his poetry achieved the highest marks.
75
PROSE
Question 3
(a) Almost all candidates who attempted this question scored very good marks. Candidates covered the
topic thoroughly and were able to correctly identify the habits of Mrs Niaz. They illustrated their points with
quotations from the original text.
(b) The majority of the candidates discussed the attitude of civil servants giving examples from society.
Some very good answers were given which were clearly explained with quotations.
(c) This part of the question was again answered very well with good marks achieved.
Question 4
Most candidates answered this question very well and included their own feelings about society. Again
those who supported their answers with quotations from the text scored the highest marks. Candidates were
expected to give their own opinion in relation to the question which they did successfully.
Question 5
(a) Candidates who attempted this question on the new set text answered very well and achieved good
marks. They were able to write extensively about the characters.
(b) The second part of the question was very well attempted and candidates supported their answers with
close reference to the novel.
Question 6
Only a few candidates attempted this question and those who did made close reference to the text and
gained high marks.
76

3247/01
FIRST LANGUAGE URDU

May/June 2007
1 hour 30 minutes
*0702927639*

77
10
15
20
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15
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250
15
10
250
15
10
80

3247/02
FIRST LANGUAGE URDU

Paper 2 Texts
May/June 2007
1 hour 30 minutes
*8929674990*

You must answer TWO questions, ONE from Section 1: Poetry and ONE from Section 2: Prose.
This document consists of 7 printed pages and 1 blank page.
81
2
SECTION 1: POETRY
Question 1
[1]
[3]
[8]
[8]
[5]
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3
Question 2
[5]
[20]
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[Turn over
83
4
SECTION 2: PROSE
Question 3
[15]
[10]
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5
Question 4
[25]
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6
Question 5
[15]
[10]
UCLES 2007
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86
7
Question 6
[25]
UCLES 2007
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87

GCE Ordinary Level

3247/01
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners meeting before marking began.
demonstrated.
Mark schemes must be read in conjunction with the question papers and the report on the
examination.
CIE will not enter into discussions or correspondence in connection with these mark schemes.
CIE is publishing the mark schemes for the May/June 2007 question papers for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.
88
Page 2
Mark Scheme
GCE O LEVEL May/June 2007
Syllabus
3247
Paper
01
Question 1
Communication Points that should be included:
[10]
Diets historical importance

Early history of cooking
Taste and flavour
Role of diet in a healthy lifestyle
Balanced diet home cooking in subcontinent
Modern trend to eating out fast food
Dangers of bad diet
Summation of ideas from each passage
Language According to mark grid on below.

Organisation/Structure
[10]
[5]
[Total: 25]
Question 2
Communication Main Points which can be included:
[10]
Letter formalities and top and tail

Reasons for writing
Why eating junk food is bad for health
What he/she should be eating to stay healthy
Candidate's own opinion must be given
Language According to mark grid on below.

Organisation/Structure
[10]
[5]
[Total: 25]
Note 1: Mark up to a page and a half and ignore anything above for content.
Note 2: In Question 1, if content irrelevant or lifted language marks should be reduced by at least one
box on grid below.
Language marking grid for Questions 1 and 2
VERY GOOD
GOOD
SATISFACTORY
POOR
VERY POOR
910
78
56
34
12
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GCE Ordinary Level

3247/02
demonstrated.
examination.
90
Page 2
Mark Scheme
Syllabus
3247
Paper
02
Maximum marks 50
In order to facilitate a clerical check, examiners are requested to write the number of each question
If candidates answer two questions on the same text, they will be penalised; both questions are
to be marked and the best mark taken.
significant issues raised in the passage and, where appropriate, have applied these to the text as
a whole.
Examiners should consider how successfully the candidates have manipulated their material and
to what extent they have shown depth of awareness and knowledge of the workings of the text
under discussion.
Essay Questions
It is very helpful if Examiners comment on the scripts. This means simply ticking good points and
noting a few observations in the margin (e.g. 'good point', 'irrelevant', 'excessive quotation', etc.).
A brief comment at the end of an essay (e.g. 'rambling answer, shows some knowledge but
misses point of question') is particularly helpful.
Don't forget to write your mark for each essay at the end of that essay, and to transfer the two
UCLES 2007
91
Page 3
Mark Scheme
Syllabus
3247
Paper
02

(a) Poets name.
[1]
(b) Background to the poem.
[3]
(c) Points to be included:

Due to lack of power he was very sad.
Feeling of inferiority.
English rule.
Candidates need to show knowledge of another poem and the answer should be written in the
light of that poem.
8
Excellent

67
Good
Detailed response: relevant material from the passage has

been identified; makes some clear points; shows some
45
Satisfactory
Competent response: relevant material from the passage has

23
Poor
A limited attempt: some appropriate material from the passage

has been picked out but is used randomly and sometimes does
01
Very Poor

irrelevant.
[8]
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92
Page 4
(d)
Mark Scheme
Syllabus
3247
Paper
02
78
Excellent

central idea of the poem and conveys with sensitivity all the
required elements; the candidate has considered the language
of the poem, showing sound knowledge acquired during the
course of study about the verse form/poetic style.
56
Good
Detailed response: the candidate knows what the poem is

about and conveys the required elements clearly; the language
of the poem is mentioned and there is some evidence that the
candidate has some knowledge about the verse form/poetic
style.
34
Satisfactory
Competent response: the candidate writes about the central

theme but may lack detail or clarity or may write in a
mechanical way; the candidate may not be able to comment on
any language aspects of the poem and may show little
knowledge about the verse form/poetic style.
12
Poor
A limited attempt: the candidate has written about the central

theme but the result will be limited and scrappy; there has
been no attempt to consider any language aspects of the poem
leading to some doubt that the candidate has sufficient
understanding of the verse form/poetic style to adequately
answer a question on this text.
(e) 5 marks for five explained words.
[8]
[5]
UCLES 2007
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Page 5
Mark Scheme
Syllabus
3247
Paper
02

(a) Candidates should give reasons for the gloomy topics of his poetry.
Five points should be included for five marks.
[5]
(b) Points to be included:

Sadness, spiritualism, reflection of his age in his poetry, simplicity and music, etc. Any five
qualities with examples.
1920
Exceptional
work

1718
Very Good

illustration, good insight when discussing characters or
themes. Ability to look beyond the obvious.
1516
Thorough
Solid and relevant work.

Discussion and evaluation of
material; clear conclusion reached. Good focus on material.
Some limitations of material but coherent, detailed approach.
1314
Painstaking

analyse, some sense of understanding of material. Candidates
who fall into this category may have a tendency to write too
much because they write all they know about the text or
author.
1112
Fair
relevance
and
knowledge

approach, including narrative and learnt material.
Many
910
Sound

78
Basic
Some material but not much sense of understanding or focus

on the question. Structure is random and bitty. If there are
signs of organisation and relevance, the answer should be
considered for the Sound category.
46
Weak
Candidate may have read the text but the answer is

insubstantial and lacking in relevance. Any ideas will not be
expressed coherently.
03
Poor
No clear material: marks in this category are awarded almost

on the basis of quantity: up to 3 for a sentence or 2 showing a
glimpse of knowledge; 4 or 5 where this is also a hint of
relevance to the question.
[20]
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Page 6
Mark Scheme
Syllabus
3247
Paper
02

(a) Points to be included:
The situation of prison.
Blessings of independence.
The influence and result of wrong thinking.
1315
Excellent

1012
Good
Detailed response: relevant material from the required story

has been identified; makes some clear points; shows some
79
Satisfactory
Competent response: relevant material from the required story

has been identified but may lack detail or clarity; a mechanical
46
Poor
A limited attempt: some appropriate material from the required

story has been picked out but is used randomly and sometimes
does not appear to be focused on the question; irrelevant
material from other stories has been introduced.
03
Very Poor
A weak attempt: little useful material has been selected from

the required story or any other story; question may not be
addressed; answer may be largely irrelevant.
[15]

How cruelty makes people weak.
Weak people can be independent if they decide to face cruelty.
Cruelty can be stopped if someone has the will power.
910
Excellent

78
Good

56
Satisfactory

34
Poor

12
Very Poor

irrelevant.
[10]
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Page 7
Mark Scheme
Syllabus
3247
Paper
02
Question 4
How important is character?
Those nations who do not have character, how do they suffer?
Background to the story.
2225
Exceptional
work

2021
Very Good
Close attention to detail, controlled structure, and perceptive use of

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

this category.
1213
Sound

1011
Basic

Sound category.
69
Weak
Candidate may have read the text but the answer is insubstantial
and lacking in relevance.
Any ideas will not be expressed
coherently.
05
Poor

question.
[25]
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Page 8
Mark Scheme
Syllabus
3247
Paper
02
Question 5 (25 marks)

Worries about her wedding.
Acceptance of her faith.
Safdars attempt to help.
1315
Excellent

1012
Good
Detailed response: relevant material from the required story

has been identified; makes some clear points; shows some
79
Satisfactory

46
Poor

does not appear to be focused on the question; irrelevant
material from other stories has been introduced.
13
Very Poor
A weak attempt: little useful material has been selected from

[15]

An obedient daughter.
A loving sister.
A caring woman.
910
Excellent

78
Good

56
Satisfactory

34
Poor

12
Very Poor

irrelevant.
[10]
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Page 9
Mark Scheme
Syllabus
3247
Paper
02
Question 6
Her anxious nature.
Her love for her father.
Her careless attitude etc.
2225
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

this category.
1213
Sound

1011
Basic

Sound category.
69
Weak
and lacking in relevance.
Any ideas will not be expressed
coherently.
05
Poor

question.
[25]
UCLES 2007
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FIRST LANGUAGE URDU

Paper 3247/01
Reading and Writing
GENERAL
The performance of the majority of the candidates was more than satisfactory, with many producing very
good performances. Candidates coped well with the different technical demands of the question format, the
only limitations being that of
(a)
The candidates' ability to understand and respond appropriately to the texts and the questions, and
(b)
Their linguistic ability and competence in reading and following instructions.
The standard format of this paper is that there are two passages of about 350 words each, on a linked theme
which this year was Food, Diet and Health.
The first passage was an historical account of the development of cooking and types of food popular on the
subcontinent, while the second passage was a more health related passage on the effects of changing to a
modern western style diet and its problems.
Candidates had to read these passages and then answer just two questions, both of which required
extended responses. Marks are awarded for content, language and organisation/structure on a scale of 10,
10 and 5, giving a total of 25 marks for each question. There was equal weighting to each question giving a
total for the paper of 50 marks.
QUESTION ONE:
DonoN ybaratoN ke havale sesahyt mand zindagi men ghiza ki ahmiyat ka muwazana kijiye
With reference to both passages compare the importance of diet in a healthy life.
This question required candidates to write a direct comparison of the two contrasting facts and comments
discussed in the texts.
Candidates were, as always, expected to:
(i)
Make comparisons making direct reference to these texts
(ii)
Use, as far as possible, ' their own words.'
As always, it was a combination of the above two points which provided the Examiners with the opportunity
to discriminate between the poor, the satisfactory and the good candidates performances.
This question was satisfactorily rather than well answered by most of the candidates. The best were those
who were able to extract the main points of each passage and fit them together in such a way as to make
appropriate comparisons and contrast. Of course there are points from each text that should be mentioned:
the importance of a balanced diet, effects of a modern fast food diet, etc., but this does not mean that the
content should be copied word for word. Such responses scored lower marks for language because the
language used was copied from the text and was not the candidates own.
The best responses were those who wrote their own response to the question, compared and contrasted
these different facts and points of view expressed in the two passages. The most significant problem this
year was that far too many candidates simply wrote two lengthy paragraphs, the first paraphrasing Passage
A and the second summarising Passage B. Indeed, some even wrote the Urdu word for summary,
'khwlaasa', at the beginning of their responses. Because they were asked to compare the two passages,
99
merely summarising them without making any direct comparisons or contrasts did not enable them to score
high marks. That is not a 'muwazana'.
The better candidates wrote about the points raised in each passage and then commented on their differing
points of view and compared and contrasted the relative importance in each passage of diet and health.
They did not merely paraphrase the two passages without comment.
QUESTION TWO
The main thrust of this question, although based on the central theme of the texts, is to provide a stimulus for
more creative and imaginative writing on a topic deriving its theme from the texts, but not directly so. This
time the candidates were asked to write a letter giving advice to a friend.
'Aap ka dost ghar ka khana taqriban chor chukka hai awr bahyr ke khane ko tarjih deta hai- apne dost
ko khat ke zariye fast food ke nuqsanat se aagah kijiye'
'Your friend has practically given up home cooking and much prefers take-aways, etc. Write a letter to your
friend making him aware of the disadvantages of fast food, take-aways, etc.'
This gave candidates an ideal opportunity to demonstrate their powers of language and argument. The
stronger candidates produced well constructed and often amusing letters telling their friends off for not eating
mothers good home cooking and wasting money and health on rubbish food. Some were very forceful and
got their point across very well. They were able to make their points using their own words within a planned
framework, unlike weaker candidates who merely rambled from point to point in an unstructured way.
Although the question was designed so that candidates would not necessarily need to make use of much
material from the passages, the weaker candidates did rely overmuch on material drawn from the passages.
One surprising point of interest emerged, and that was the fact that there were some candidates who held
very strong views on the subject of diet and health and were enjoying the chance to berate a friend about his
unhealthy lifestyle. Certainly the humour displayed by a good many candidates was here entirely
appropriate in an informal communication between friends.
This question was much better attempted by candidates than the first task.
There were very few candidates whose written Urdu was not up to the task, although a minority of papers
displayed very messy handwriting style with crossings out and scribbled insertions. Presentation of work and
clear legible handwriting is important.
The length of some of the responses was also problematical. The rubric states that answers should be
about a side and a half of paper, depending on size of handwriting. The length of some scripts was well over
double that limitation; these will have lost some marks for structure and content. It is very important to follow
rubrics if high marks are to be achieved.
That being said, overall the majority of candidates wrote relevant, interesting and linguistically accurate
responses to both questions.
100
FIRST LANGUAGE URDU

Paper 3247/02
Texts
General comments
The overall performance of candidates was very good. Candidates showed a very good command of
language as well as knowledge of the texts. Most candidates demonstrated the ability to write very detailed
responses with confident use of complex sentences structures enabling them to communicate their points
well. Most candidates answers were relevant and well illustrated. All six questions were attempted by some
candidates.
Section 1: Poetry
Question 1
This question was about a poem/ghazal written by Bahader Shah Zafar .
There are five parts to this question and candidates are required to answer all five parts. This question was
very popular and the majority of candidates gave excellent responses.
(a)
Almost all candidates answered this part correctly except a very few who did not name the poet.
(b)
The majority of candidates answered this part well and comprehensively, though a few candidates
were unable to explain the background to the poem.
(c)
Most candidates answered this more challenging part of the question very well. Referring to
second poem in the text, candidates expressed the sentiments of the poet very well and showed a
good understanding of the depth of feeling portrayed.
(d)
This was a very straightforward question and almost all the candidates gained full marks.
(e)
A very popular part of the question. Candidates demonstrated the ability to write very detailed
responses and showed a confident use of complex sentences. Most candidates gained full marks.
The question required using the words in sentences, so candidates who just mentioned the
meaning of those words were awarded fewer marks.
Question 2
This year this question was divided into two parts: one worth five marks and the second worth twenty marks.
Part 1 was about Mir Taqee Mir asking candidates to give reasons for his gloomy poetry. The majority of
candidates answered this part very well and secured full marks.
Part 2 was about five poetic qualities/features. Candidates were required to find these five qualities in any
two poets from the prescribed texts apart from the poet discussed in Question 1.
101
Apart from a very few candidates, most showed a very good understanding of the topic. Most candidates
were able to discuss the poetic qualities/features well and those who illustrated their answers with close
reference to the texts achieved the highest marks.
Section 2: Prose
Question 3
(a)
Almost all candidates who attempted this question gained good marks. Candidates covered the topic well
and correctly identified the value of Mrs Niazs independence. They were also able to give quotations from
the original text.
(b)
Again the majority of candidates competently discussed the attitude of civil servants, giving examples from
society. Some very good answers with quotations were given mentioning all the relevant points clearly and
lucidly.
Question 4
This proved to be a very straightforward question for many candidates. The majority wrote very well
explaining their own feelings about the nation. Again those who supported their answers with close
reference to the texts gained the most marks.
Question 5
This was the least popular question set on a passage from the new novel; however candidates who
attempted it performed very well and secured good marks.
(a)
Candidates were clearly able to write about the mental conflict Sulat Jehangir was experiencing.
(b)
This part of the question was very well attempted and candidates illustrated their answers with close
reference to the novel.
Question 6
Only a few candidates attempted this question but those who did answered well with good references from
the text.
102

3247/01
FIRST LANGUAGE URDU

May/June 2008
1 hour 30 minutes
*4027429713*

103
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15
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10
15
20
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[25]
[25]
106

3247/02
FIRST LANGUAGE URDU

Paper 2 Texts
May/June 2008
1 hour 30 minutes
*8004701271*

You must answer two questions, either questions 1 and 4 or questions 2 and 3.
This document consists of 5 printed pages and 3 blank pages.
107
2
SECTION 1: POETRY
Question 1
[2]
[4]
[7]
[7]
[5]
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3247/02/M/J/08
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3
Question 2
[25]
UCLES 2008
3247/02/M/J/08
[Turn over
109
4
SECTION 2: PROSE
Question 3
[15]
[10]
UCLES 2008
3247/02/M/J/08
110
5
Question 4
[25]
UCLES 2008
3247/02/M/J/08
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FIRST LANGUAGE URDU

Paper 3247/01
Reading and Writing
GENERAL
The performance of the majority of candidates was at least satisfactory, with many producing very good
performances. The main problem that again faced many candidates was that of understanding exactly what
is required by the questions and responding appropriately. This is assuming that candidates possess the
linguistic ability and competence to do so.
In this paper there are two passages of about 350 words each on a linked theme. This year the theme was
the historical development and current state of the clothing industry in Europe and Asia.
Candidates are required to read the two passages and answer the two questions that follow them, both of
which require extended responses. Marks are awarded for content (10 marks), language (10 marks) and
organisation/structure (5 marks) giving a total mark of 25 marks for each question. There is an equal
weighting to each question giving a total for the paper of 50 marks.
QUESTION ONE
donoN ybaratoN ke havale se maghrib awr mashriq men malbusat ki sanat ke mawjuda halat ka
muwazana kijiye
With reference to both passages compare the current state of the clothing industry in the East and West.
discussed in the two texts.
Candidates are expected to:
(i)
Make comparisons with direct reference to these texts
(ii)
Use, as far as possible, ' their own words.
This question was satisfactorily rather than well answered by most candidates. The best were those who
were able to extract the main points of each passage and fit them together in such a way as to make
appropriate comparisons and contrasts between them. Of course there are points from each text that should
be mentioned: the differing attitudes to ready-made and home made clothes, the changing focus of
manufacturing clothes from west to east, the relative expensiveness of manufacture in the west while cheap
labour and factories are available in the east, etc. This does not mean that the content should be copied
word for word. Such responses scored lower marks for language because the language used was copied
from the text and therefore does not demonstrate the candidates language abilities.
The best responses were from those candidates who wrote their own response to the question, comparing
and contrasting the different facts and points of view expressed in the two passages. The most significant
problem this year was that far too many candidates simply wrote two lengthy paragraphs, the first
paraphrasing Passage A and the second summarising Passage B. Indeed, some even wrote the Urdu word
for summary, 'khwlaasa', at the beginning of their responses. Because they were asked to compare the two
passages, merely summarising the passages without making any direct comparisons or contrasts did not
enable them to score high marks. That is not a 'muwazana'.
UCLES 2008
112
QUESTION TWO
The aim of this question, although based on the main theme of the texts, is to provide a stimulus for more
creative and imaginative writing on a topic which derives its theme from the texts, but not directly so. This
time the candidates were asked to write a composition on the following theme:
'aap ke mulk men fashion ke asraat.
'The effects of fashion in your country.'
This question gave candidates an ideal opportunity to demonstrate their ability to write Urdu. Fashion is a
topic upon which many young people hold strong opinions and there were certainly some very powerful
invectives against fashion as a western concept which is corrupting Pakistani young people. The better
candidates however produced well constructed, balanced and often amusing essays on the subject. They
were able to make their points using their own words within a planned framework, unlike weaker candidates
who merely rambled from point to point in an unstructured way.
Although the question was designed so that candidates would not necessarily need to make use of much
material from the passages, the weaker candidates did rely overmuch on material drawn from the passages,
or more worryingly missed the point entirely and wrote an essay on the clothing business in their country.
This of course did not earn them high marks because they had not addressed the question. On the whole,
this question was much better attempted by candidates than the first task.
There were very few candidates whose written Urdu was not up to the task, although a minority of papers
displayed a very messy handwriting style with crossings out and scribbled insertions. Presentation of work is
important and some scripts were much harder to read than those that were clearly written and neatly
presented.
The length of some of the responses was also problematical. The rubric states very clearly that answers
should be about 250 words. The length of some scripts was well over double that limitation; these scripts will
have lost some marks for structure and content. It is very important to follow rubrics if high marks are to be
achieved.
UCLES 2008
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FIRST LANGUAGE URDU

Paper 3247/02
Texts
General comments
Overall the performance of candidates was very good. The majority of candidates demonstrated the ability
to write very detailed responses that were relevant and well illustrated. Most candidates had sufficient
command of the Urdu language to enable them to express their ideas competently. Candidates attempted
all four questions in the paper with Questions 1 and 3 being the most popular.

Section 1: Poetry
Question 1
This question was about the poem Nazm e Qaumi by Akbar Alahabadi. There were five parts to this
question and candidates were required to answer all five parts. This was by far the most popular question
and on the whole was answered well.
(a)
Almost all the candidates answered this part correctly although some candidates only gave the
poets name and not the title of the poem which was required as well, thereby only scoring one
mark.
(b)
The majority of candidates answered this part very well and comprehensively.
candidates were unable to express the inner meaning of the verse.
(c)
This was a fairly straightforward question but required reference to the poem with examples. With
reference to the verses, most candidates expressed ways to make a nation popular. On the whole
most candidates answered very well.
(d)
This part of the question was well attempted. The majority of the candidates were able to give their
own opinion with reference to the poem and showed a good understanding of the text.
(e)
A very popular part of the question. Candidates demonstrated the ability to write very detailed
meanings for the words and phrases and apart from a very few candidates the majority achieved
full marks.
A very few
Question 2
Shikwa Jawab e Shikwa by Allama Iqbal
Apart from a very few candidates, most showed a very good understanding of the topic, describing and
discussing the poets qualities in encouraging the nation to be vigilant and in his message of continued
struggle. Those who illustrated their answers with close and relevant reference to his poetry achieved the
highest marks.
UCLES 2008
114
Section 2: Prose
Question 3
Dastak Na Do by Altaf Fatima
(a) and (b)
Almost all candidates who attempted this question achieved high marks. Candidates covered the
topic well and were able to correctly identify the habits of both characters using good, relevant
quotations from the original text. There were some very good comparisons made between the two
sisters.
Most candidates discussed Safder Yasins feelings and his love for Gatee and gave relevant
examples from the text about Amma Begums attitude. There were some excellent pieces of
writing with well chosen quotations. Those who picked up all the appropriate points with clear
explanations in their answers scored high marks.
Question 4
In response to this question candidates were expected to give their own opinions, justifying their thoughts
and feelings with relevant examples from the text and in this most candidates were successful.
The majority of candidates wrote good essays in response to this question and wrote about their own
feelings and opinions when comparing Amma Begum with Jehangir Mirza. Again candidates who supported
their answers with quotations which demonstrated why Amma Begums character was so interesting
achieved the best marks.
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GCE Ordinary Level

3247/01
demonstrated.
examination.
116
Page 2
Mark Scheme
Syllabus
3247
Paper
01
Question 1
Communication
It is important to focus on the question The current state of the clothes industry.
Reference to the past is fine in order to show changes particularly in the west.
Big factories but no raw materials and expensive labour importing eastern raw materials.
A big investment small profit because costs are going up rent, labour, etc., so closed down
and shifting to the east.
Whereas in the east there is a tradition of hand making, cheap labour and western companies
in with factories, plenty of raw materials, so small investment big profit.
comparing and contrasting the two passages: Ideally these points should be put one against
the other so that a direct comparison is made in order to achieve top marks for content, for
example In the west labour is expensive and there are no raw materials but in the east
labour is cheap and there are plenty of raw materials.
910
78
Excellent
Very detailed response: material from the text well selected; makes
points thoughtfully, shows insight or engagement with the subject
matter
Good

the subject matter
56
Satisfactory
34
Poor
02
Very Poor

the subject matter
A limited attempt: some appropriate material from the text has been
picked out but is used randomly and sometimes does not appear to
be focused on the question
If the passages are not compared but largely summarized then apply the following maxims:
If a summary is made with no comparison at all:
Content maximum 4/10
Organization maximum 2/5
Language maximum 8/10
If some comparison is made:
If the length is significantly over 250 words (300+) then read everything and go down 1 mark
band for content if you would have given 8 then go down to 6. If you would have given 6 then
go down to 4.
[max 10]
UCLES 2008
117
Page 3
Mark Scheme
Syllabus
3247
Paper
01
Structure and organisation

5
Some ability to develop argument; clear structure

[max 5]
Language
910
Excellent
Confident use of complex sentence structures, accurate, uses own

extensive and appropriate vocabulary. Confident use of idiomatic
language.
78
Good
56
Satisfactory
Tends to be simple and repetitive in use of structures. Basics mostly

accurate, vocabulary simple: much copied from texts.
34
Poor
Nearly all that is written is simple and repetitive. Sentence structures

containing many errors. Own vocabulary limited.
02
Very Poor

limited.
[max 10]
[Total: max 25]
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Page 4
Mark Scheme
Syllabus
3247
Paper
01
Question 2
Communication
This is best marked as a mini essay.

Focus on the title The effects of fashion in their country.
Be open minded as to the different interpretations of fashions effects.
Students have an opportunity to have free expression of their ideas and opinions. We are
looking for a personal response to the title.
910
78
Excellent
matter
Good

the subject matter
56
Satisfactory
34
Poor
02
Very Poor

the subject matter
be focused on the question
Length apply the same maxims as in Question 1.
[max 10]
Structure
5

[max 5]
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Page 5
Mark Scheme
Syllabus
3247
Paper
01
Language
910
Excellent
78
Good
56
Satisfactory
34
Poor
02
Very Poor

language.
limited.
[max 10]
[Total: max 25]
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3247/02
demonstrated.
examination.
121
Page 2
Mark Scheme
Syllabus
3247
Paper
02
communicate effectively and will ignore linguistic errors, which do not impede communication.
a whole.
under discussion.
Essay Questions
noting a few observations in the margin (e.g. good point, irrelevant, excessive quotation, etc).
A brief comment at the end of an essay (e.g. rambling answer, shows some knowledge but
misses point of question) is particularly helpful.
Dont forget to write your mark for each essay at the end of that essay, and to transfer the two
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Page 3
1
Mark Scheme
Syllabus
3247
Paper
02
(a) Name of poet and the poem.
[2]
(b) Two marks for how the poet feels and why he feels like that.
[4]
(c) Points to be included:

To learn culture and skills
To travel around the world and gain experience
To have knowledge of all aspects of life
67
Excellent
45
Good
23
Satisfactory
01
Poor

response to the subject matter
not appear to be focused on the question
[7]
(d) Points to be included:

Good, soft language always touches the heart
Interest in action changes things
To speak without concentrating has an adverse effect on the listener
67
Excellent
45
Good
23
Satisfactory
01
Poor

not appear to be focused on the question
[7]
(e) 5 marks for five explained words.
[5]
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Page 4
2
Mark Scheme
Syllabus
3247
Paper
02
Unity
Organisation
Struggle and to know about the past
2225
Exceptional
work
2021
Very Good
1819
Thorough
1617
Painstaking
1415
1213
Fair
relevance
and
knowledge
Sound
1011
Basic
69
Weak
05
Poor

Close attention to detail, controlled structure, and perceptive use
of illustration, good insight when discussing characters or themes.
Solid and relevant work. Discussion and evaluation of material;
clear conclusion reached. Good focus on material. Some
limitations of material but coherent, detailed approach.
who fall into this category may have a tendency to write too much
because they write all they know about the text or author.
on the question. Structure is random and bitty. If there are signs
of organisation and relevance, the answer should be considered
for the Sound category.
and lacking in relevance. Any ideas will not be expressed
coherently.
No clear material: marks in this category are awarded almost on
the basis of quantity: up to 3 for a sentence or two showing a
glimpse of knowledge; 4 or 5 where this is also a hint of relevance
to the question.
[25]
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Page 5
3
Mark Scheme
Syllabus
3247
Paper
02
(a)
Discussion of the characters

The habits of Gatee
The habits of Arjumand
1415
Excellent
1113
Good
810
Satisfactory
57
Poor
14
Very Poor

engagement with the subject matter
does not appear to be focused on the question; irrelevant material
from other stories has been introduced
[15]
(b)
His love for Gatee

His sincerity about the family
His loneliness
910
Excellent
78
Good
56
Satisfactory
34
Poor
12
Very Poor

[10]
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Page 6
4
Mark Scheme
Syllabus
3247
Paper
02
Begums living standards

Her attitude towards her children
Her nature as a dictator
Her role as an important person in the novel
2225
Exceptional
work
2021
Very Good
1819
Thorough
1617
Painstaking
1415
1213
Fair
relevance
and
knowledge
Sound
1011
Basic
69
Weak
05
Poor

on the question. Structure is random and bitty. If there are signs
of organisation and relevance, the answer should be considered
for the Sound category.
and lacking in relevance. Any ideas will not be expressed
coherently.
No clear material: marks in this category are awarded almost on
the basis of quantity: up to 3 for a sentence or two showing a
glimpse of knowledge; 4 or 5 where this is also a hint of relevance
to the question.
[25]
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3247/01
FIRST LANGUAGE URDU

May/June 2009
1 hour 30 minutes
*8733618456*

127
10
15
20
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10
15
20
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4
1
[25]
[25]
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3247/02
FIRST LANGUAGE URDU

Paper 2 Texts
May/June 2009
1 hour 30 minutes
Answer Paper/Booklet
*6526732115*

Answer one question from each section.
131
2
Section 1: Poetry
[10]
[15]
[25]
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[10]
[15]
[25]
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[Turn over
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4
Section 2: Prose
[10]
[15]
[25]
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134
[10]
[15]
8
[25]
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[10]
[15]
10
[25]
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136

GCE Ordinary Level

for the guidance of teachers

3247/01
indicate the details of the discussions that took place at an Examiners meeting before marking began,
which would have considered the acceptability of alternative answers.
examination.
137
Page 2
Mark Scheme: Teachers version

Syllabus
3247
Paper
01
Points that may be included: comparing and contrasting the two passages
People dont care for their own safety or that of others

Lack of education (or application of knowledge)
Selfish attitude
Should take responsibility for ones own safety as well as that of others.
Excellent
points thoughtfully, shows insight or engagement with the subject matter
Good
Detailed response: relevant material from the text has been identified;
makes some clear points; shows some engagement with the subject
matter
56
Satisfactory
Competent response: relevant material from the text has been identified
but may lack detail or clarity; a mechanical response to the subject matter
34
Poor
focused on the question
02
Very Poor
not be addressed; answer may be largely irrelevant
910
78

5
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Page 3

Syllabus
3247
Paper
01
910
Excellent

language.
78
Good
Generally sound grasp of complex sentence structures and grammar.

Some lapses but mostly accurate. Attempts to use a variety of vocabulary.
Some use of idiomatic language.
56
Satisfactory

34
Poor

02
Very Poor
Very simple and repetitive sentence structures containing many errors.

Weak grasp of grammar and use of own vocabulary very limited.
UCLES 2009
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Page 4

Syllabus
3247
Paper
01
Main points which can be included:
Should learn from media if no other way is available

Abide by the rules and regulations of the traffic
Ignore might is right
Be sympathetic
Enforce rules (the police) and no bribery!
Excellent
Good
matter
56
Satisfactory
34
Poor
02
Very Poor
910
78
Structure
UCLES 2009
140
Page 5

Syllabus
3247
Paper
01
Language
910
Excellent

language.
78
Good

Some lapses but mostly accurate. Attempts to use a variety of
vocabulary. Some use of idiomatic language.
56
Satisfactory

34
Poor

02
Very Poor

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Syllabus
3247
Paper
01
ADDITIONAL MARKING NOTES

Q1 & Q2
Some candidates will write well in excess of the 250 word limit.
IF WORD COUNT IS ABOVE 300:

REDUCE CONTENT MARKS BY ONE MARK BAND
(IF YOU WOULD HAVE GIVEN 8 - GIVE 6
REDUCE STRUCTURE MARKS BY ONE MARK
(IF YOU WOULD HAVE GIVEN 4 - GIVE 3
Q1: This is meant to be written as a compare and contrast (muwazana) of the traffic behaviour of
people in the East and the West.
A) Many candidates will write what is, in effect, a summary of the two passages.
IF THERE IS NO EVIDENCE OF MUWAZANA:
CONTENT:
ORGANISATION
LANGUAGE
MAX 7
MAX 5
MAX 3
Q2: Ideally this should be presented so that it is clear that an interview has taken place, although it is
NOT necessary to present it as a dialogue.
A) IF THERE IS NO MENTION OF AN INTERVIEW:
CONTENT:
ORGANISATION
LANGUAGE
MAX 7
MAX 6
MAX 4
B) Material should be drawn from both passages so there should be mention of traffic in the West. If
not reduce content mark by 1.
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examination.
143
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Syllabus
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Paper
02
Maximum marks 50
a whole.
under discussion.
Essay Questions
noting a few observations in the margin (e.g. good point, irrelevant, excessive quotation, etc.).
UCLES 2009
144
Page 3

Syllabus
3247
Paper
02

(a) [10 marks]
Candidates are expected to explore the reasons for the lovers madness in prison and the
remedy, and explain the lovers demand for justice from God against the wounds given to him by
his beloved.
910
Excellent
points thoughtfully; shows insight or engagement with the subject
matter.
78
Good
matter.
56
Satisfactory
but may lack detail or clarity; a mechanical response to the subject
matter.
34
Poor
02
Very Poor
UCLES 2009
145
Page 4

Syllabus
3247
Paper
02
(b) [15 marks]

Candidates are expected to identify the similes and metaphors in both poems and explore the
way the writer uses them to express his feelings.
1415
Exceptional
work

considerable sensitivity to language and to authors intentions. Really
1213
Very Good

1011
Thorough

89
Painstaking

67
Sound

45
Basic

Sound category.
03
Poor

UCLES 2009
146
Page 5

Syllabus
3247
Paper
02

Points about the writers struggle for his nation, his imprisonment and his love for his people should
be included. An exploration of how effective the writer is in presenting the sorrow his beloved has
brought to him in a very realistic manner.
2225
Exceptional
work
Exceptional ability to organise material, thorough knowledge, considerable

sensitivity to language and to authors intentions. Really articulate and
intelligent answers.
2021
Very Good

1819
Thorough

1617
Painstaking
Sound knowledge of text, mainly relevant. Some attempt to analyse, some

sense of understanding of material. Candidates who fall into this category
may have a tendency to write too much because they write all they know
about the text or author.
1415
Fair
relevance
and
knowledge
Candidate understands the demands of the question without being able to

develop a very thorough response. A simple approach, including narrative
and learnt material. Many candidates will fall into this category.
1213
Sound
Knowledge of plot and characters is displayed. Makes points which are not
then illustrated or developed. Will be a visible attempt to relate points made
to the question.
1011
Basic

question. Structure is random and bitty. If there are signs of organisation
and relevance, the answer should be considered for the Sound category.
69
Weak
05
Poor
No clear material: marks in this category are awarded almost on the basis of
quantity: up to 3 for a sentence or 2 showing a glimpse of knowledge; 4 or 5
where this is also a hint of relevance to the question.
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Page 6

Syllabus
3247
Paper
02

(a) [10 marks]
Candidates are expected to discuss how the poet portrays the beauty of his country through the
questions he raises in the poem. Also comment on the way that he remembers his relatives and
friends.
910
Excellent

78
Good

56
Satisfactory

34
Poor

02
Very Poor
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Page 7

Syllabus
3247
Paper
02
(b) [10 marks]

Candidates are expected to explore: how the poet creates the effect of rhythm and music, how
the simplicity of the poets language helps to convey the meaning very clearly and how the use of
different scenes portrays beauty in the poem.
1415
Exceptional
work

1213
Very Good

1011
Thorough

89
Painstaking

67
Sound

45
Basic

Sound category.
03
Poor

UCLES 2009
149
Page 8

Syllabus
3247
Paper
02

Candidates are expected to explore the way the poet gives religious education to Muslim society with
close examples from his poetry. Also how Eastern values are expressed through his poetry.
How social and cultural values are discussed by the poet in his poems.
2225
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

1213
Sound
to the question.
1011
Basic

69
Weak
05
Poor
quantity: up to 3 for a sentence or two showing a glimpse of knowledge; 4 or
5 where this is also a hint of relevance to the question.
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Page 9

Syllabus
3247
Paper
02

(a) [10 marks]
Candidates are expected to mention that bad habits and foolishness need to be thrown onto the
pile and explore why weakness and low level wisdom were not thrown onto the pile.
910
Excellent
matter.
78
Good
matter.
56
Satisfactory
matter.
34
Poor
02
Very Poor
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Page 10

Syllabus
3247
Paper
02
(b) [15 marks]

How effectively the picture of illusion is described by the author in the passage and how he
communicates why people become the victim of illusion.
1415
Exceptional
work

1213
Very Good

1011
Thorough

89
Painstaking

67
Sound

45
Basic

Sound category.
03
Poor

UCLES 2009
152
Page 11

Syllabus
3247
Paper
02

The extent to which the subject of reality is a key focus of his essays.
Why the author chose only those topics that he could observe closely as subject matter in his essays.
2225
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

1213
Sound
to the question.
1011
Basic

69
Weak
05
Poor
quantity: up to 3 for a sentence or 2 showing a glimpse of knowledge; 4 or 5
where this is also a hint of relevance to the question.
UCLES 2009
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Page 12

Syllabus
3247
Paper
02

(a) [10 marks]
Her upbringing.
Her lack of a sense of responsibility.
Her rudeness and attitude towards her mother-in-law.
910
Excellent

78
Good

56
Satisfactory

34
Poor

02
Very Poor
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Page 13

Syllabus
3247
Paper
02
(b) [10 marks]

Her positive role throughout the novel.
Her politeness.
Her way of dealing with people.
A character that belongs to the imaginary world.
1415
Exceptional
work

1213
Very Good

1011
Thorough

89
Painstaking

67
Sound

45
Basic

Sound category.
03
Poor

UCLES 2009
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Page 14

Syllabus
3247
Paper
02

Both were brought up differently.
Akbary was protected by her grandmother while Asghari was under the control of her mother.
Asghari was educated while Akbary was illiterate.
2225
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

1213
Sound
to the question.
1011
Basic

69
Weak
05
Poor
quantity: up to 3 for a sentence or two showing a glimpse of knowledge; 4 or
5 where this is also a hint of relevance to the question.
UCLES 2009
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Page 15

Syllabus
3247
Paper
02

(a) [10 marks]
Her respect for her father.
Her hatred of her mother because of her mothers strictness.
Her father listens to whatever she demands whereas her mother tries to ignore her.
910
Excellent
matter.
78
Good
matter.
56
Satisfactory
matter.
34
Poor
02
Very Poor
UCLES 2009
157
FIRST LANGUAGE URDU

Paper 3247/01
Reading and Writing
GENERAL
The format of this paper, designed to test the abilities of first-language candidates, includes two passages of
about 350 words each, on a linked theme, upon which two questions are set. Candidates are required to
read these passages and answer the two questions both of which require extended responses. Marks are
awarded for communication (10), language (10), and organisation/structure (5), giving a total of 25 marks for
each question. There is an equal weighting to each question giving a total for the paper of 50 marks. This
year the theme was the behaviour of people from different parts of the world when they are driving.
The performance of the majority of the candidates was satisfactory, with many producing a good standard of
written work. A few candidates however had significant problems understanding and responding
appropriately to the texts and questions.
QUESTION ONE
donoN ybaratoN ki roshni men mashriq awr maghrib men traffic ke bare men logon ke ravayya ka
muwazana kijiye
In the light of both passages compare the behaviour of people concerning traffic in the East and West.
Candidates were expected to:
(i)
make comparisons with direct reference to the two texts; and
(ii)
use their own words as far as possible.
This question was satisfactorily rather than well answered by most candidates. The best responses were
those that extracted the main points from each passage and fit them together in such a way as to make
appropriate comparisons and contrasts between them. There are points from each text that should be
mentioned: the differing attitudes towards other road users, the traffic police, respect for the law, the
acceptance or otherwise of responsibility for accidents. All these points highlight the differences in the
behaviour of road users from west to east, but this does not mean that the content should be copied word for
word. Such responses containing large chunks of copied material scored lower marks for language because
the language written was not their own.
The best examples were from those candidates who wrote their own response to the question, comparing
and contrasting the different facts and points of view expressed in the two passages. The most significant
for summary, 'khwlaasa', at the beginning of their responses. Because they were asked to compare the two
passages, merely summarising them without making any direct comparisons or contrasts did not enable high
marks to be achieved. That is not a 'muwazana'.
The more able candidates wrote about the points raised in each passage and then commented on their
differing behaviours. They did not merely paraphrase the two passages without comment.
UCLES 2009
158
QUESTION TWO
The main purpose of this question, although based on the main theme of the texts, is to provide a stimulus
for more creative and imaginative writing on a topic deriving its theme from the texts, but not directly so. This
time candidates were asked to write a composition on the following theme:
aap apne college ke rysale ke liye mwqami traffic police ke incharge ka interview lete hayn. donon
ybaraton ki roshni men interview ka matan lykhiye.
You interview the local traffic police chief for your college magazine. Write the text of the interview.
This gave candidates an ideal opportunity to demonstrate their ability to write Urdu. The format of the
composition was not determined, but many candidates chose to present it as a dialogue, which on occasion
proved very interesting.
The stronger candidates produced well-constructed and often amusing
compositions on the subject.
By using the interview format candidates had the opportunity to frame questions and answers which
demonstrated that they had understood material from the passages. They were able to make their points
using their own words within that framework, unlike weaker candidates who merely rambled from point to
point in an unstructured way.
On the whole, candidates performed better in this question than in the first task.
LINGUISTIC ABILITY
This paper is aimed at first-language Urdu speakers so a high standard of accuracy is required to gain top
marks. There were very few candidates whose written Urdu was not up to the task, and a minority of papers
displayed a very messy handwriting style with crossings out and scribbled insertions. The length of some of
the responses is also problematical. The rubric has been changed this year and states very clearly that
answers should be about 250 words. The length of some scripts was well over double that; these candidates
will have lost some marks for structure and content. It is very important to follow the rubrics if high marks are
to be achieved.
UCLES 2009
159
FIRST LANGUAGE URDU

Paper 3247/02
Texts
General comments
Overall the performance of candidates was very good. Most candidates demonstrated the ability to write
very detailed responses that were relevant and well illustrated. The majority of candidates had sufficient
command of the Urdu language to enable them to express their ideas clearly and competently. A few
candidates did not appear to read the rubric carefully and subsequently lost marks. Equally it is important to
read the questions carefully before answering to ensure that the specific focus of the question is addressed.

Section 1: POETRY
Question 1(a)
This question was about a ghazal written by Mir Taqee Mir.
There were two parts to this question and candidates were required to answer both parts. The question was
attempted by a relatively small number of candidates. Most who did attempt it answered very well and
comprehensively. There were a few weaker candidates however who were unable to express themselves in
a very coherent way.
Question 1(b)
This part of the question was very well attempted with most candidates achieving full marks. It was clear that
candidates knew the difference between a simile and a metaphor.
Question 2
Faiz Ahmed Faiz
This was not a very popular question but those who attempted it showed a very good understanding of the
topic. Most candidates were able to discuss the theme of reality in Faizs poetry, the situation of the country
and the natural style he uses. Those who illustrated their answers with direct quotations from his poetry
achieved the highest marks
Question 3
POEM
This was a popular question this year with most candidates achieving very good marks.
(a) On the whole candidates seemed to have been very well prepared and were able to give quotations from
the original text to support the points they made.
(b) This part was again very well answered. The majority of candidates discussed all three features of the
poem with very good illustrations from the text. A few candidates discussed only two features instead of
three and therefore lost marks.
UCLES 2009
160
Question 4
The majority of candidates wrote very well in response to this question and explained and described their
own feelings and opinions about society in a way that was relevant to the question. Again candidates who
were able to support their points with close and relevant quotations from the text scored the better marks.
Section 2: PROSE
Question 5
(a) This question was based on the passage and the majority of candidates answered this question very well
showing their ability to write about the wish the author had in his mind. Some candidates however did not
address the specific focus of the question being asked of them and as such the marks awarded to them were
limited.
(b) This part of the question was very well attempted and candidates gave their answers with reference to
the essay. The question was about characterisation and candidates were asked to write about the character
of illusion.
Question 6
Only a few candidates chose to answer this question but those that did showed that they had studied this
essay very well indeed, and included good, relevant references from the text and achieved high marks.
Question 7
Mirat ul Aroos
This question was a very popular choice.
(a) Candidates who answered this part did so very well, including relevant quotations and references from
the text, achieving good marks.
(b) In this part of the question candidates were required to give their own opinion of the character of the
mother of Muhammad Aqil, referring to both the present society and to the text. The majority of candidates
wrote very convincingly on the topic and achieved very good marks.
Question 8
Relatively few candidates attempted this question but those who did gave good responses with appropriate
references from the text gaining them high marks. The question required candidates to give their own
opinion about how realistic both characters are. Again those who answered with examples from the text and
with reasons from day to day life scored the highest marks.
Question 9
Dastak Naa Do
This question proved not to be very popular this year. Those candidates who did attempt the question
tended to give very brief responses with little reasoning. However, there were a handful of candidates who
had evidently studied this novel thoroughly and answered with relevant examples and giving their own
opinion where appropriate.
Although part (b) was a general type of question it also related directly to the novel. The majority of those
who attempted it did not answer with close enough reference to the characters featured in the novel.
Question 10
This question was again not very popular. The few candidates who attempted this question did so quite well,
fulfilling the demands of the question, embellishing their answers with quotations from the novel.
UCLES 2009
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3247/01
FIRST LANGUAGE URDU

May/June 2010
1 hour 30 minutes
*5064070718*

162
10
15
20
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10
15
20
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[Total 15 + 10 for Quality of Language = 25]
165

3247/02
FIRST LANGUAGE URDU

Paper 2 Texts
May/June 2010
1 hour 30 minutes
*5488807514*

166
2
Section 1: Poetry
[10]
[15]
[25]
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3247/02/M/J/10
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[10]
[15]
[25]
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168
4
Section 2: Prose
[10]
[15]
[25]
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[10]
[15]
[25]
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[Turn over
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[10]
[15]
[25]
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GCE Ordinary Level


3247/01
examination.
172
Page 2

Syllabus
3247
Paper
01

Modern media: television, computers and the internet have taken over.
Watching and listening is more common compared with reading.
The internet is cheaper and provides more material.
More money is required to buy books.
910
Excellent
78
Good
matter
56
Satisfactory
34
Poor
02
Very Poor

5
UCLES 2010
173
Page 3

Syllabus
3247
Paper
01
910
Excellent

language.
78
Good

Some lapses but mostly accurate. Attempts to use a variety of vocabulary.
Some use of idiomatic language.
56
Satisfactory

34
Poor

containing many errors. Own vocabulary limited. Nearly all copied from
texts.
02
Very Poor

UCLES 2010
174
Page 4

Syllabus
3247
Paper
01

Reading books is more satisfying increases knowledge and vocabulary.
Represents the period and customs/traditions of the times when the work was written.
How people faced challenges
Awareness of the times and improvement in language
Excellent
Good
matter
56
Satisfactory
34
Poor
02
Very Poor
910
78

5
UCLES 2010
175
Page 5

Syllabus
3247
Paper
01
910
Excellent

language.
78
Good

56
Satisfactory

34
Poor

containing many errors. Own vocabulary limited. Nearly all copied from
texts.
02
Very Poor

UCLES 2010
176

GCE Ordinary Level


3247/02
examination.
177
Page 2

Syllabus
3247
Paper
02
Maximum marks 50
If candidates answer two questions on the same text (i.e. 1 and 2, 3 and 4, 5 and 6, 7 and 8 or 9
and 10), they will be penalised; both questions are to be marked and the best mark taken.
If candidates answer two passage-based questions or two essay questions (e.g. 1 and 5, 2 and 6,
etc.), they will be penalised; both questions are to be marked and the best mark taken.
a whole.
under discussion.
Essay Questions
UCLES 2010
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Page 3
1

Syllabus
3247
Paper
02
(a) 10 marks
To explain how his poetry is for all periods.

To explain how his poem is for all nations.
To explain how his poem is for every individual.
910
78
46
13
Excellent

required elements; the candidate has considered the language of
the poem, showing sound knowledge acquired during the course
of study about the verse form/poetic style.
Good
Detailed response: the candidate knows what the poem is about

and conveys the required elements clearly; the language of the
poem is mentioned and there is some evidence that the
candidate has some knowledge about the verse form/poetic style.
Satisfactory

theme but may lack detail or clarity or may write in a mechanical
way; the candidate may not be able to comment on any language
aspects of the poem and may show little knowledge about the
verse form/poetic style.
Poor

theme but the result will be limited and scrappy; there has been
no attempt to consider any language aspects of the poem leading
to some doubt that the candidate has sufficient understanding of
the verse form/poetic style to adequately answer a question on
this text.
UCLES 2010
179
Page 4

Syllabus
3247
Paper
02
(b) 15 marks
How the poet has guided the Muslims to work hard and struggle.
How the poet has shown the Muslims to follow the practical way of life.
How the poet has tried to stop the inferiority complex in Muslims.
Exceptional
work

1213
Very Good

1011
Thorough

1415
89
Painstaking

67
Fair
relevance
and
knowledge

Sound

Basic

organisation and relevance, the answer should be considered for
the Sound category.
45
03
UCLES 2010
180
Page 5
2

Syllabus
3247
Paper
02
25 marks
Candidates' own opinion and judgement about the qualities of two poets particularly in the field of
love. Candidates are expected to explain all those feelings without which love poetry does not
complete.
2225
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

this category.
1213
Sound

are not then illustrated or developed. Will be a visible attempt to relate
1011
Basic

Sound category.
69
Weak
05
Poor

UCLES 2010
181
Page 6
3

Syllabus
3247
Paper
02
(a) 10 marks
Comparison of Eastern and Western values.

Defensive attitude to safeguard Eastern values.
910
Excellent

with the subject matter.
78
Good

56
Satisfactory

Poor

from other stories has been introduced.
Very Poor
answer may be largely irrelevant.
34
02
(b) 15 marks
Candidates have to give reasons why people like his verse even though no Western society
exists in the East.
Excellent

1113
Good

810
Satisfactory

57
Poor

14
Very Poor
1415
UCLES 2010
182
Page 7
4

Syllabus
3247
Paper
02
25 marks
His quality as a narrator.

His quality as a tourist.
His quality and attractive way of explaining the weather and festivals.
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

this category.
2225
Sound

1011
Basic

Sound category.
69
Weak
05
Poor

1213
UCLES 2010
183
Page 8
5

Syllabus
3247
Paper
02
(a) 10 marks
Division in the society.

His humour on this division.
910
Excellent
matter.
78
Good

the subject matter.
56
Satisfactory
34
Poor
02
Very Poor

the subject matter.
be focused on the question.
(b) 15 marks
How his work is like a mirror to reflect peoples social face.

His humour.
To what extent he was successful in showing the social weakness of the society.
Excellent
matter.
1113
Good

the subject matter.
810
Satisfactory
57
Poor
14
Very Poor
1415

the subject matter.
be focused on the question.
may not be addressed; answer may be largely irrelevant.
UCLES 2010
184
Page 9
6

Syllabus
3247
Paper
02
25 marks
His quality of characterisation.

His real characters.
2225
Exceptional
work

2021
Very Good

Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

this category.
1213
Sound

1011
Basic

Sound category.
69
Weak
Poor

1819
05
UCLES 2010
185
Page 10
7

Syllabus
3247
Paper
02
(a) 10 marks
The importance of the letter he wrote for his daughter.

Why he wrote such a letter.
Why that letter is important for brides.
Excellent

78
Good

56
Satisfactory

34
Poor

02
Very Poor
910
(b) 10 marks
The reason for not writing such a letter for his older daughter.
The circumstances which led to his stopping writing the letter for Akbri.
1415
Excellent

1113
Good

810
Satisfactory

to the subject matter.
57
Poor

stories has been introduced.
14
Very Poor
UCLES 2010
186
Page 11
8

Syllabus
3247
Paper
02
25 marks
Why he wrote the novel only for women.

The type of evils he wanted to remove from the society.
2225
Exceptional
work

2021
Very Good

Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

this category.
1213
Sound

1011
Basic

Sound category.
69
Weak
Poor

1819
05
UCLES 2010
187
Page 12
9

Syllabus
3247
Paper
02
(a) 10 marks
Why family people think that Gatee is responsible for Masaoods ill-treatment.
The circumstances that led to this situation.
910
Excellent
78
Good
56
Satisfactory
34
Poor
02
Very Poor

makes points thoughtfully; shows insight or engagement with the
subject matter.
the subject matter.
appear to be focused on the question.
(b) 15 marks
The role of Ama Begum and Saoolat Aapa.

The attitude of Gatee.
Why she leaves the house.
1415
Excellent

1113
Good

810
Satisfactory

Poor

Very Poor
57
14
UCLES 2010
188
Page 13

Syllabus
3247
Paper
02
10 25 marks
The character of Jehangir Mirza.

His weaknesses.
His way of living life.
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

this category.
2225
Sound

1011
Basic

Sound category.
69
Weak
05
Poor

1213
UCLES 2010
189

Principal Examiner Report for Teachers
FIRST LANGUAGE URDU

Paper 3247/01
Reading and Writing
GENERAL
In this paper there are two passages of about 350 words each on a linked theme. This year the theme was
literature and reading. Following the passages, there are two questions: the first directly based upon the
texts and the second on a topic leading naturally from it, but which does not depend on it. Both questions
require extended responses. Marks are awarded for content (10 marks), language (10 marks) and
organisation/structure (5 marks), giving a total mark of 25 for each question. There was equal weighting to
each question giving a total for the paper of 50 marks.
The performance of the majority of the candidates was satisfactory, with many of them producing good
performances. As in previous sessions, candidates ability to understand and respond appropriately to the
texts and the questions had a profound effect on performance.
QUESTION ONE
adab awr mutala ke shawq par badalte hue zamane ke asrat.
donoN ybaratoN ki roshni men is bayan par apne kheyalat ka azhar kijiye.
The effects of passing time on the pleasure of reading and literature.
In the light of both passages express your ideas on this statement.
This question required candidates to write their response to this question using the facts and comments
Candidates were, as always, expected to:
(i)
Make comments making direct reference to these texts
(ii)
Use their own words as far as possible.
As always, it was a combination of the above two points which discriminated between poor, satisfactory and
good performances.
This years set question was not, as in other years, a muwazana Compare and contrast. This is in line with
the specifications for this paper, which do not specify a muwazana type task only, but rather allow a variety
of questions. Scrutiny of many of the scripts and overall statistics indicates that the less prescriptive
question in this years paper proved advantageous to the majority of candidates, who have performed better
on Question 1 this year in comparison with previous years.
The candidates who scored the highest marks were those who were able to extract the main points from
each passage and fit them together in such a way as to make appropriate comments relating to the passage
of time. There are points from each text that should be mentioned: the love and popularity of literature and
reading in the old days; the fact that poetry was a common interest keenly discussed in cafes and reading
books was a very popular hobby for many people; but as time passed poets no longer gathered as they used
to; people were attracted to new media, etc. Candidates should remember that content should not be copied
word for word from the texts. Where language is copied, lower marks are awarded as the language is not
the candidates own.
As in previous years, the best answers were by candidates who wrote their own response to the question
and used different facts and points of view expressed in the two passages. The most significant problem this
year was that far too many candidates simply wrote two lengthy paragraphs, the first paraphrasing Passage
190

A and the second summarising Passage B.
'khwlaasa', at the beginning of their responses.
Indeed, some even wrote the Urdu word for summary,
As in previous years, very many otherwise linguistically able candidates wrote what amounted to not much
more than a selection of sentences from the texts, mentioning in great detail the Pak Tea House and the
comings and goings of poets, whose names and activities were copied straight from the passage. This
cannot be given high marks either for content or for language, because firstly the question has not been
answered, and secondly much of what is written is not the candidates own language.
Stronger candidates wrote about the points raised in each passage and then commented on the effect of
time on literary and book-reading. They did not merely paraphrase the two passages without comment.
QUESTION TWO
The aim of this question, although based on the main theme of the texts, is to provide a stimulus for more
creative and imaginative writing on a topic deriving its theme from the texts, but not directly so. This time the
candidates were asked to write a composition on the following theme:
'' aap apne college ke rysale ke liye kitaben parhne ki ahmiyat par ek mazmun likhiye.
Write an article on the importance of reading books for your college magazine.''
This gave candidates an ideal opportunity to demonstrate their ability to write Urdu in a less restrictive
format.
Stronger candidates produced well-constructed and often engaging and highly readable
compositions on the subject. On the whole, candidates made much better attempts at this question than the
first task. This is reflected in the marks achieved.
A high standard of accuracy is required to gain top marks for language. There were very few candidates
whose written Urdu was not adequate. There were a small number of scripts which demonstrated a weak
grasp of Urdu spelling and orthography, although, by and large, the grammatical details were correctly
observed. Presentation of work is also important and some scripts were harder to read than those that were
clearly written and neatly presented.
The length of some of the responses was also problematical. The rubric clearly states that answers should
be about 250 words. The length of some scripts was well over double that; these scripts will have lost some
marks for structure and content. It is very important to follow rubrics if high marks are to be achieved.
That being said, overall, the majority of candidates wrote relevant, interesting and linguistically accurate
191

FIRST LANGUAGE URDU

Paper 3247/02
Texts
General comments
Generally the paper was well attempted and the majority of candidates fully understood the rubrics and
performed well. Candidates demonstrated their ability to write fluently. There was good use of grammar and
appropriate and colloquial expressions were used, showing good command of the Urdu language.
In this session, a number of candidates tried to answer more than two questions while others attempted two
essay type questions. The rubrics state that candidates should answer just two questions (one from each
section) and that one question should be passage-based and the other an essay question. Candidates are
advised to read the instructions carefully.

Section 1: POETRY
Question 1
This question, which was less popular than others, was about the Ghazal by Allama Iqbal and gave
candidates the opportunity to demonstrate their knowledge of the poet and his poetry.
(a)
Those candidates who attempted the question wrote very good answers, showing they were fully
prepared for this type of question.
(b)
This part of the question was also very well attempted by candidates, although a number of
candidates wrote more generally about the question but did not refer to his other poems from the
syllabus. Those who answered the question including references to his other poems achieved high
marks.
Question 2
This question was very popular and most candidates understood the demands of the question. A few
candidates wrote only about one poet instead of two and could therefore only be awarded a maximum of half
of the marks available for this part. Candidates are reminded to read the question carefully before
attempting to answer.
Question 3
by Akber Allahabadi, was another very

(a) and (b) This question, from Nazim
popular choice. A large number of candidates who attempted this question achieved high marks.
Most candidates demonstrated their ability to write constructively in Urdu.
Question 4
This question was very straightforward yet there were a few candidates who mixed up the poem of Nazir
resulting in zero marks for this

Akber Abadi with the poem of Akhtar Sherani
question. Again, candidates should be reminded to read the question carefully before attempting to answer.
192

Section 2: PROSE
Question 5
(a) and (b) Many candidates answered this question very well with full reference to the text as well as to
society. Candidates who gave descriptive accounts of rich and poor achieved the highest marks.
Question 6
Again this question was very popular with very strong responses. Some candidates tried to summarise the
whole essay which was not what the question required and therefore they did not achieve high marks here.
Question 7
Mirat ul Aroos
(a) and (b) This question was very popular and very well attempted. Most candidates grasped the demands
of the question fully and were able to explain why Door Andaish Khan
wrote the letter to his younger daughter Asghari
not to his other daughter Akaberi
after she married and
Question 8
(a) and (b) This question was also a very popular and well attempted. The majority of the candidates who
had studied this novel answered very well, achieving high marks. A few candidates, however,
summarised the whole novel rather than answering the question and therefore achieved low marks.
Question 9
Dastak Naa Doo
(a) and (b) This question was less popular than other questions. Those candidates who attempted this
question discussed all the reasons for Gatee leaving home. Candidates who gave their own
opinion with reference to the novel achieved high marks.
Question 10
A good number of candidates attempted this question and achieved very good marks.
193

3247/01
FIRST LANGUAGE URDU

May/June 2011
1 hour 30 minutes
* 0 1 0 0 9 9 8 8 9 8 *

194
10
15
20
UCLES 2011
3247/01/M/J/11
195
10
15
20
UCLES 2011
3247/01/M/J/11
[Turn over
196
4
1
197

3247/02
FIRST LANGUAGE URDU

Paper 2 Texts
May/June 2011
1 hour 30 minutes
* 3 0 1 2 3 5 1 3 8 7 *

198
2
Section 1: Poetry
[10]
[15]
[25]
UCLES 2011
3247/02/M/J/11
199
[10]
[15]
[25]
UCLES 2011
3247/02/M/J/11
[Turn over
200
4
Section 2: Prose
[10]
[15]
[25]
UCLES 2011
3247/02/M/J/11
201
[10]
[15]
[25]
UCLES 2011
3247/02/M/J/11
[Turn over
202
[10]
[15]
[25]
UCLES 2011
3247/02/M/J/11
203

GCE Ordinary Level


3247/01
examination.
Cambridge will not enter into discussions or correspondence in connection with these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2011 question papers for most IGCSE,
syllabuses.
204
Page 2

Syllabus
3247
Paper
01
This is a direct response to the question relating to both the passages relevant to the decline and
revival of cricket.
DECLINE:
too long, 5 days
no results
weather to hot or too cold
low attendance
people not afford time/tickets
REVIVAL
rethink at the top
introduction of 1 day matches
exciting finishes
big hitting
crowds come back
man of the match
cash prizes
910
Excellent
matter.
78
Good
matter.
56
Satisfactory
matter.
34
Poor
02
Very Poor
205
Page 3

Syllabus
3247
Paper
01
If the passages are not compared but largely summarized then apply the following maxims:
If the length is significantly over 250 words (300+) then read everything and go down 1 mark band for
content if you would have given 8 then go down to 6. If you would have given 6 then go down to 4.

5

910
Excellent

language.
78
Good

56
Satisfactory

34
Poor

02
Very Poor

206
Page 4

Syllabus
3247
Paper
01
Question 2 is a less prescriptive task and as long as the candidate responds appropriately to the task
set they are not bound by the material from the given texts.
There should be equal weight to the positives and the negatives of cricket.
Candidates should at this level write a conclusion to their arguments to access the highest band for
content.
910
Excellent
78
Good
makes some clear points; shows some engagement with the subject matter.
56
Satisfactory
but may lack detail or clarity; a mechanical response to the subject matter.
34
Poor
02
Very Poor
A weak attempt: little useful material has been selected; question may not
be addressed; answer may be largely irrelevant.

5

Excellent

language.
78
Good

56
Satisfactory

34
Poor

02
Very Poor

910
207

GCE Ordinary Level


3247/02
examination.
208
Page 2

Syllabus
3247
Paper
02
Maximum marks 50
If candidates answer two passages/texts or two essay questions but on different texts they will be
a whole.
under discussion.
209
Page 3
1

Syllabus
3247
Paper
02
(a) 10 marks
To explain how the poet feels in love.

To explain how the poet makes readers feel about his love affairs.
To explain in the light of the given poem.
910
78
46
13
Excellent

the poem, showing sound knowledge acquired during the course
of study about the verse form/poetic style.
Good

poem is mentioned and there is some evidence that the
candidate has some knowledge about the verse form/poetic style.
Satisfactory

theme but may lack detail or clarity or may write in a mechanical
way; the candidate may not be able to comment on any language
aspects of the poem and may show little knowledge about the
verse form/poetic style.
Poor

theme but the result will be limited and scrappy; there has been
no attempt to consider any language aspects of the poem leading
to some doubt that the candidate has sufficient understanding of
the verse form/poetic style to adequately answer a question on
this text.
210
Page 4

Syllabus
3247
Paper
02
(b) 15 marks
How his poems have the elements of disappointment.

How the poet has shown the signs of deprivation in his poems.
Reference should be made from both the poems.
Exceptional
work

1213
Very Good

1011
Thorough

1415
89
Painstaking

67
Fair
relevance
and
knowledge

Sound

Basic

the Sound category.
45
03
211
Page 5
2

Syllabus
3247
Paper
02
25 marks
Candidates own opinion with reference to Momins poems on how his beloved does not
respond to him positively in love while the poet himself does. The candidates are expected
to explain all those feelings without which the love poetry is not complete.
2225
Exceptional
work

2021
Very Good

Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

this category.
1213
Sound

1011
Basic

Sound category.
69
Weak
Poor

1819
05
212
Page 6
3

Syllabus
3247
Paper
02
(a) 10 marks
Candidates point of view about the poem Qanaat with reference to the poem.
How a person who does Qanaat becomes prosperous etc.
910
Excellent

78
Good

56
Satisfactory

34
Poor

02
Very Poor
(b) 15 marks
His quality as a narrator.

His quality as poet of nature.
His quality and attractive way of explaining to make the readers fresh.
1415
Excellent

1113
Good

810
Satisfactory

57
Poor

14
Very Poor
213
Page 7
4

Syllabus
3247
Paper
02
25 marks
His criticism of western culture.

His criticism of those people who follow the western culture.
Comparison between Eastern and Western culture.
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

this category.
2225
Sound

1011
Basic

Sound category.
69
Weak
05
Poor

1213
214
Page 8
5

Syllabus
3247
Paper
02
(a) 10 marks
Kermoos leaving his profession and educating his sons.

Change of his life style.
Chudarys point of view about Kermoo.
910
78
Excellent
Good

selected; makes points thoughtfully; shows insight or engagement
Satisfactory

34
Poor

02
Very Poor
56
(b) 15 marks
Chudary as leader of the village.

Kermoo as a musician.
Chudary as a curl character.
Kermoo as a humble character.
1415
Excellent
1113
Good
810
Satisfactory

57
Poor

14
Very Poor

215
Page 9
6

Syllabus
3247
Paper
02
25 marks
Candidates point of view on the given essay according to their own knowledge and
understanding of the text.
2225
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

this category.
1213
Sound

1011
Basic

Sound category.
69
Weak
05
Poor

216
Page 10
7

Syllabus
3247
Paper
02
(a) 10 marks
Akbarys childish behaviour.

Her openness to the cheater.
Cheaters ways of trapping Akbary.
Excellent

Good

Satisfactory

34
Poor

02
Very Poor
910
78
56
(b) 15 marks
Akbarys character.
Aqals character.
Difference between both characters.
1415
Excellent

1113
Good

810
Satisfactory

57
Poor

14
Very Poor
217
Page 11
8

Syllabus
3247
Paper
02
25 marks
Character of Mama Azmat.

Her involvement in the house hold matters.
Creating misunderstanding situation between Ashgarys and her in laws.
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

this category.
2225
Sound

1011
Basic

Sound category.
69
Weak
05
Poor

1213
218
Page 12
9

Syllabus
3247
Paper
02
(a) 10 marks
Gatees character as a straightforward person.

Mums strictness.
Family members criticism.
910
Excellent
78
Good
56
Satisfactory

34
Poor

02
Very Poor
(b) 15 marks
The role of Ama Begum.

Her authoritative character.
Her involvement in every house hold matter.
1415
Excellent

1113
Good

810
Satisfactory

57
Poor

14
Very Poor
219
Page 13

Syllabus
3247
Paper
02
10 25 marks
Candidates own point of view after having read the novel.

Answer with the reference to the novel.
2225
Exceptional
work

2021
Very Good

Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

this category.
1213
Sound

1011
Basic

Sound category.
69
Weak
Poor

1819
05
220

FIRST LANGUAGE URDU

Paper 3247/1
Reading and Writing
Key message
In order to do well in this examination, candidates should:
in Question I, answer the question set rather than summarise the two passages
in Part II, respond to the task as set
in Parts I and II, stay within the prescribed word limits.
General comments
The standard format of this paper, designed to test the abilities of first-language candidates, is to include two
passages of about 350 words each, on a linked theme of, this year, the decline and revival of cricket,
following which there are two questions, one directly based upon the texts and the second on a topic leading
naturally from it, but which does not depend on it.
Candidates were asked to read these passages and then answer two questions, both of which required
extended responses. Marks were awarded for content, language and organisation/structure on a scale of
10, 10 and 5, giving a total mark of 25 for each question. There was equal weighting to each question giving
a total for the paper of 50 marks.
The performance of the majority of the candidates was satisfactory, with many of them producing good
performances.
This paper is aimed at first-language Urdu speakers so a high standard of accuracy is required to gain top
marks. There were very few candidates whose written Urdu was not up to the task.
Candidates should take care to present their work clearly and neatly so that everything the candidate has
written can be rewarded.
The length of many of the responses was problematical. The rubric states very clearly that answers should
be about 250 words. The length of some scripts was well over double that; these will have lost some marks
for content. Examiners are instructed to read the whole piece but to penalise overlong essays by reducing
the content band down by one band. For example if a candidate was to have been given 8 for content, only
6 would be awarded to an overlong response.
It is very important to follow rubrics if high marks are to be achieved.

Question 1
Cricket ke urooj awr zavaal se mwtalyq apne tasuraat qalamband kijiye donoN ybaratoN ki roshni
men is bayan par apne kheyalat ka yzhar kijiye.
221

In connection with the rise and decline of cricket write your impressions. In the light of both passages
express your ideas on this statement.
This question required candidates to write their response to this question using the facts and comments
featured in the texts.
Candidates were, as in previous sessions, expected to:
(i)
(ii)
Make comments making direct reference to these texts

Use, as far as possible, their own words.
As in previous sessions, it was a combination of the above two points which provided the Examiners with the
opportunity to discriminate between and reward varying levels of performance.
This year, the key part of the question is apne tasuraat, your impressions. This means that candidates are
required to record their own reaction to the material presented in both of the texts.
This question was satisfactorily rather than well answered by most candidates. The best answers were
those that were able to extract the main points of each passage and present them, along with their own
comments on the material, using accurate and idiomatic Urdu, employing a range of vocabulary and
structures.
Although candidates are required to mention points from each text, for example, the long time taken to
complete a five-day match, the weather, the revived popularity of one-day matches, etc., they should take
care not to copy word-for-word from the texts. In this session, many candidates copied large chunks of text
almost verbatim, concentrating, for example, a hundred words or so on trivial points such as Hitlers and
Roosevelts reactions. Such responses scored lower marks for language because the language used was
copied from the text and was not the candidates own.
As in previous sessions, the best responses were those that gave the candidates own response to the
question and used different facts and points of view expressed in the two passages. The most significant
for summary, khwlaasa, at the beginning of their responses.
This year the better responses contained points raised in each passage and included the candidates own
opinions and ideas and comments on them. In simple terms, they answered the question set. They did not
merely paraphrase the two passages without comment.
Question 2
The main difference between this question and the first one is that, although based on the main theme of the
texts, its purpose is to provide a stimulus for more creative and imaginative writing on a topic deriving its
theme from the texts, but not directly so. This time the candidates were asked to write a composition on the
following theme:
aap apne college ke rysale ke liye cricket ke fawaid awr nuqsanat par ek mazmun likhiye.
Write an essay on the advantages and disadvantages of cricket for your college magazine.
This gave candidates an ideal opportunity to demonstrate their ability to write Urdu. The better candidates
produced well-constructed and often thought provoking compositions on the subject.
Although there was no defined format for the essay, most candidates structured their essays in one of two
ways. The first wrote two separate paragraphs while others wrote on particular matters from both points of
view. They were able to make their points using their own words within that framework, unlike weaker
candidates who merely rambled from point to point in an unstructured way.
On the whole, this question was much better attempted than the first question and this is reflected in the
marking.
222

FIRST LANGUAGE URDU

Paper 3247/02
Texts
Key message
To do well in this paper, candidates must make sure they understand all the demands of the question. They
must produce a response which is entirely relevant to the question set and supported with appropriate
examples from the text.
General comments
Overall, the performance of the candidates this year was very good. The candidates have shown good
command of language as well as of the text. Most of them have demonstrated the ability to write very
detailed responses and have shown confident use of complex sentences. Their answers were relevant and
well illustrated. The majority of the candidates have followed the instructions and attempted both questions
in the papers.

Section 1: Poetry
Question 1
(a)
This question was about a Ghazal written by Mir Taqee Mir.

There were two parts of this question and candidates were required to answer both parts. The
Examiners observed that this question was one of the more popular questions.
Those who attempted this part answered very well and comprehensively. Very few candidates
were unable to express themselves fully.
(b)
This was a very straightforward question and almost all the candidates scored high marks. This
part of the question was very well attempted. Candidates have shown that they know about Mir
Taqee Mir and in their answers they have provided references and examples from his Ghazals.
Question 2
Momin Khan Momin
This question was a less popular question. Those who attempted this question have shown reasonable
understanding of the topic. Most of the candidates have discussed what was required in the question. A few
generally wrote on the features of Momin Khans poetry scoring low marks.
Question 3
(a)
For this question, answers on either Dar Safat e Qanaat or Qanaat or both were accepted.
Examiners took into account that candidates did not have the Qanaat poem in front of them and
extensive and thorough marking and post-marking checks were carried out to ensure that no
candidates were disadvantaged. Marking statistics showed that this was a popular question and
that candidates generally did well on this question.
223

(b)
The second part of the question was more general about the poet and again this was very well
attempted. The majority of the candidates scored high marks for this question. The candidates
have given useful quotations from his poetry to justify their answers.
Question 4
This was very straightforward and the most popular question for the candidates. The majority of the
candidates have written very well and explained how the poet has criticised all those who have forgotten
their Eastern values and have adopted Western values. Again those who supported their answers with
quotations scored full marks.
Section 2: Prose
Question 5
(a)
This question was based on the passage and a good majority of the candidates answered this
question very well, giving examples from the text. All those who attempted this question scored
very good marks.
(b)
The part (b) of the question was very well attempted too and candidates gave their answers with
reference to the essay. It was based on the characterisation and candidates were asked to
compare two characters in the text. Those who scored full marks compared two characters and
gave the reasons for the character being full of life.
Question 6
A high number of candidates attempted this question and those who answered gave references from the text
and scored high marks. It was clear that those who have shown the ability to answer this question properly
had studied this work very well.
Question 7
(a)
This question was less popular than other questions in the paper. The candidates who answered
this part did well. Those who have included quotations and references from the text while
answering this question scored high marks. Candidates who simply narrated the whole story could
not score high marks.
(b)
Part (b) of the question was a comparison between two very important characters. The candidates
were required to give examples from the text to prove their answer. Those who attempted this
question answered this part of the question very well and scored high marks.
Question 8
A small number of candidates attempted this question and those who answered with references from the text
scored high marks. The demand of the question was to prove Mama Azmat a negative character, who was
involved not only in theft in the house but created misunderstandings between Asghari and her in-laws. A
few candidates only wrote on the first part of the question and ignored the second part scoring fewer marks.
Question 9
(a)
This year Question 9 was less popular than other questions. A small number of candidates
attempted this question. Some candidates had prepared fully and answered with examples and
illustrated with their own opinion. Others wrote very short responses without any reasoning. These
candidates could not be awarded high marks.
(b)
Part (b) was a general type of question on a very important character. Those who attempted this
question gave very good reasons for the importance of the character with reference to the novel
and scored very good marks.
224

Question 10
This question was again not a popular one. A small number of candidates attempted this question. Those
who attempted it fulfilled the demand of the question. Candidates who did well supported their answers with
quotations from the novel.
225

3247/01
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May/June 2012
1 hour 30 minutes
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1 hour 30 minutes
* 9 3 6 6 1 2 1 1 1 9 *

230
2
Section 1: Poetry
[10]
[15]
[25]
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Section 2: Prose
[10]
[15]
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GCE Ordinary Level


3247/01
examination.
syllabuses.
236
Page 2

Question 1
Syllabus
3247
Paper
01
[maximum 25 marks]

Points may include:
910
Excellent
Very detailed response: material from the text well selected; makes points
thoughtfully, shows insight or engagement with the subject matter
78
Good
Detailed response: relevant material from the text has been identified; makes
some clear points; shows some engagement with the subject matter
56
Satisfactory
Competent response: relevant material from the text has been identified but
may lack detail or clarity; a mechanical response to the subject matter
34
Poor
A limited attempt: some appropriate material from the text has been picked
out but is used randomly and sometimes does not appear to be focused on
the question
02
Very Poor
A weak attempt: little useful material has been selected; question may not be
addressed; answer may be largely irrelevant
If the passages are not compared but largely summarised then apply the following maxims:
Organisation maximum 2/5
Is some comparison is made:
237
Page 3

Syllabus
3247
Paper
01

5

910
Excellent
Confident use of complex sentence structures, accurate, uses own extensive

and appropriate vocabulary. Confident use of idiomatic language.
78
Good
Generally sound grasp of complex sentence structures and grammar. Some

lapses but mostly accurate. Attempts to use a variety of vocabulary. Some
use of idiomatic language.
56
Satisfactory

34
Poor

02
Very Poor
Very simple and repetitive sentence structures containing many errors. Weak
grasp of grammar and use of own vocabulary very limited.
238
Page 4

Question 2
Syllabus
3247
Paper
01
[maximum 25 marks]

Points may include:
910
Excellent
Very detailed response: material from the text well selected; makes points
thoughtfully, shows insight or engagement with the subject matter
78
Good
Detailed response: relevant material from the text has been identified; makes
some clear points; shows some engagement with the subject matter
56
Satisfactory
Competent response: relevant material from the text has been identified but
may lack detail or clarity; a mechanical response to the subject matter
34
Poor
A limited attempt: some appropriate material from the text has been picked
out but is used randomly and sometimes does not appear to be focused on
the question
02
Very Poor
A weak attempt: little useful material has been selected; question may not be
addressed; answer may be largely irrelevant

5
239
Page 5

Syllabus
3247
Paper
01
910
Excellent
Confident use of complex sentence structures, accurate, uses own extensive

and appropriate vocabulary. Confident use of idiomatic language.
78
Good
Generally sound grasp of complex sentence structures and grammar. Some

lapses but mostly accurate. Attempts to use a variety of vocabulary. Some
use of idiomatic language.
56
Satisfactory

34
Poor

02
Very Poor
Very simple and repetitive sentence structures containing many errors. Weak
grasp of grammar and use of own vocabulary very limited.
240

GCE Ordinary Level


3247/02
examination.
syllabuses.
241
Page 2

Syllabus
3247
Paper
02
Maximum marks 50
Rubric infringements
a whole.
under discussion.
242
Page 3
1

Syllabus
3247
(a) Points to be included

To explain how the poet feels in love.
To explain how the poet has reflected human feelings in love in his Ghazal.
To explain in the light of the given poem.
Paper
02
[10 marks]
910
Excellent

78
Good

46
Satisfactory

Poor

Very Poor
13
02
(b) Points to be included

How his ghazals are full of humour.
How the poet has used metaphor and similes in his poems.
Reference should be made from both the poems.
[15 marks]
1415
Excellent

1113
Good

Satisfactory

57
Poor

14
Very Poor
810
243
Page 4
2

Syllabus
3247
Paper
02
Points to be included
[25 marks]
Candidates' own opinion with reference to Iqbal's poems about how he has awakened the
Muslims of sub-continent with the help of his poetry. The candidates are expected to explain
all those elements of his poetry without which the purpose of his poems is incomplete.
2225
Exceptional
Exceptional ability to organise material, thorough knowledge, work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair relevance
and knowledge

relevance able to develop a very thorough response. A simple
approach, and including narrative and learnt material. Many
candidates will fall into knowledge this category.
1213
Sound

1011
Basic
Some material - but not much sense of understanding or focus on

Sound category.
69
Weak
Poor

question.
05
244
Page 5
3

Syllabus
3247

Candidates are expected to explain the importance of Musadas e Hali.
Paper
02
[10 marks]
910
Excellent

78
Good

46
Satisfactory

13
Poor

02
Very Poor

[15 marks]
Candidates should discuss how people can save their religion and nation by participating
in the nation's miseries.
1415
Excellent

1113
Good

810
Satisfactory

57
Poor

14
Very Poor
245
Page 6
4

Syllabus
3247
His quality as an international religionist.
Reference from his poems about human life and national problems.
Paper
02
[25 marks]
2225
Exceptional

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair relevance
and knowledge

1213
Sound

1011
Basic

Sound category.
69
Weak
Poor
Poor No clear material: marks in this category are awarded almost

on the basis of quantity: up to 3 for a sentence or two showing a
glimpse of knowledge; 4 or 5 where this is also a hint of relevance to
the question.
05
246
Page 7
5


Akbar Azam as a King.
Akbar Azam as a Father.
Reference from the text.
Syllabus
3247
Paper
02
[10 marks]
910
Excellent

78
Good

46
Satisfactory

Poor

Very Poor
13
02

Character of Mah Rani.
Mah Rani as a mother.
Mah Rani as wife.
[15 marks]
1415
Excellent

1113
Good

Satisfactory

57
Poor

14
Very Poor
810
247
Page 8
6

Character of Akbar Azam.
Character of Anar Kali.
Syllabus
3247
Paper
02
[25 marks]
2225
Exceptional

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair relevance
and knowledge

1213
Sound

1011
Basic

Sound category.
69
Weak
Poor

question.
05
248
Page 9
7


Character of Asghari.
Asghari as a daughter in law.
Asghari as a wife.
Syllabus
3247
Paper
02
[10 marks]
910
Excellent

78
Good

46
Satisfactory

Poor

Very Poor
13
02

Character of Mama Azmat.
Family set up of Mulivi Muhammad Fazal.
[15 marks]
1415
Excellent
Excellent Very detailed response: material from the required story

1113
Good

810
Satisfactory

57
Poor

14
Very Poor
Poor A weak attempt: little useful material has been selected from
249
Page 10
8

Syllabus
3247
Our Andaish Khan as father.
Candidates are expected to give examples from the text about his character.
Paper
02
[25 marks]
2225
Exceptional

2021
Very Good
Good Close attention to detail, controlled structure, and perceptive

use of illustration, good insight when discussing characters or
themes. Ability to look beyond the obvious.
1819
Thorough

1617
Painstaking

1415
Fair relevance
and knowledge

1213
Sound

1011
Basic

Sound category.
69
Weak
Poor

question.
05
250
Page 11
9

Syllabus
3247
Paper
02

[10 marks]
Ammah Begum as an experienced mother. (reasons with reference from the text)
Ammah Begum as an inexperienced mother. (reasons with reference from the text)
910
Excellent

78
Good

46
Satisfactory

13
Poor

02
Very Poor

The role of Gatee.
Role of Gatee's father.
Amma begum's interference between father and children.
[15 marks]
1415
Excellent

1113
Good

810
Satisfactory

57
Poor

14
Very Poor
251
Page 12

10 Points to be included
The character of China Man.
His feelings for Gatee's family.
His way of living life.
Syllabus
3247
Paper
02
[25 marks]
2225
Exceptional

2021
Very Good

1819
Thorough

Painstaking

1415
Fair relevance
and knowledge

1213
Sound

1011
Basic

Sound category.
69
Weak
Poor

question.
1617
05
252

FIRST LANGUAGE URDU

Paper 3247/01
Reading and Writing
Key messages
In order to do well in this examination, candidates should:
in Question 1, answer the question set rather than summarise the two passages
in Question 2, respond to the task as set
in Questions 1 and 2, stay within the prescribed word limits.
General comments
The overall performance of the candidates was very good. The candidates showed a good command of
language and structure, as well as content. Most candidates demonstrated the ability to write very detailed
and comprehensive responses and showed confident use of complex sentences. Their answers were
relevant and well illustrated. The majority followed the instructions and attempted both questions from the
paper.
Though less so than last year, the length of a few responses was problematical. The rubric states very
clearly that answers should be about 250 words. The length of some scripts was well over double that; these
will have lost some marks for content. Examiners are instructed to read the whole piece but to penalise
overlong essays by reducing the content band down by one band. For example if a candidate was to have
been given 8 for content, only 6 would be awarded to an overlong response.
Candidates should take care to present their work clearly and neatly so that everything the candidate has
written can be rewarded.
Question 1
In this question the candidates were asked to compare ancient and modern marathons and present the
answer including their own ideas. This year the majority of the candidates differentiated effectively between
comparison and summary. Candidates generally did very well on this question. They paid attention to both
language and structure and to giving their own views. Due to the high standard of the answers, the majority
of the candidates scored high marks. There were a few candidates who did not adhere to the word limit and
could therefore not score the highest marks.
Question 2
This question was of the same standard as previous years. Most candidates attempted this question very
well, giving their own ideas about the popularity of sports. Those who provided a range of ideas to make
sports popular scored very good marks. Those who just wrote about the Government responsibility to make
sports popular did not score such good marks. Again, most candidates demonstrated very good language
as well as structure in their answers.
As in Question 1, there were a few candidates who wrote over the word limit and could therefore not achieve
the highest marks.
253

FIRST LANGUAGE URDU

Paper 3247/02
Texts
Key messages
To do well in this paper, candidates must make sure they understand all the demands of the question. They
must produce a response which is entirely relevant to the question set and supported with appropriate
examples from the text.
General comments
The overall performance of the candidates was very good. The candidates have shown good command of
language as well as the text. Most of them have demonstrated the ability to write very detailed responses
and shown confident use of complex sentences. Their answers were relevant and well illustrated. The
majority of the candidates have followed the instructions and attempted both questions from both sections of
the paper.

Section 1: Poetry
Question 1 (a)
This question was about a Ghazal written by Mirza Ghalib and was designed to test the knowledge of the
candidates about the text and its meaning. There were two parts of this question and candidates were
required to answer both parts. The Examiners observed that this question was one of the popular questions
as a good number of candidates have attempted this question.
Those who attempted this part generally answered very well and comprehensively by explaining the theme
of the Ghazal, expressing their opinion about the poets feelings and emotions about love.
Question 1 (b)
Most candidates scored well in this part of the question. The candidates who scored high marks clearly
explained the poets use of similes and metaphors in the verses and also explained their understanding very
well.
Question 2
This question was not a very popular question. Those who attempted this question have shown reasonable
understanding of the topic. Most of the candidates have discussed what was required in the question.
Others wrote generally on the features of Allama Iqbals poetry, which meant they scored low marks.
Question 3 (a)
This part of the question was about a statement by Sir Syed Ahmed Khan regarding the importance of
Mulana Halis poem Musaddus e Hali. Most candidates answered this part very well and demonstrated the
ability to understand the sentiments expressed by the poet.
254

Question 3 (b)
The second part of the question was more general and was very well attempted. Most candidates scored
high marks in this part of the question. The candidates gave correct quotations from his poetry to justify their
answers.
Question 4
This was the most popular question. Most candidates have answered very well and explained how the poet
discussed national problems and international matters. Again those who supported their answers with
quotations scored high marks.
Section 2: Prose
Question 5 (a)
This question was based on the passage and a good majority of the candidates answered this question very
well giving examples from the text. All those who attempted this question scored very good marks.
Question 5 (b)
This part of the question was very well attempted too and candidates gave their answers with reference to
the essay. It was based on the feelings of Mahrani and candidates were asked to give the reasons. Those
who scored full marks have given the reasons for their answer.
Question 6
A good majority of candidates attempted this question and it was one of the more popular questions in the
Paper. The candidates were able to show they understand that it was a great tragedy in the history and they
were able to explain their choice with good use of language and reference from the text. Those who have
shown the ability to answer this question properly must have studied the text very well.
Question 7 (a)
This question was not so popular compared to other questions in the paper. The candidates who answered
this part generally wrote very well. It was a character study. Those included quotations and references from
the text scored full marks.
Question 7 (b)
This part of the question was about the negative character of Mama Azmat. The candidates were required
to give examples from the text to prove their answer. Those who attempted this question were generally
able to successfully describe the negative features of the character.
Question 8
A small number of candidates attempted this question and those who answered with references from the text
scored high marks. The demand of the question was to prove that Dur Andaish was a reformer in the novel.
Those who attempted this question were able to describe very successfully this character.
Question 9 (a)
This year this question was not very popular. A small number of candidates tried to attempt this question.
Those who have attempted this part generally wrote very short responses, without giving reasons. A few
candidates, who seemed to have studied this novel thoroughly and prepared fully answered with examples
and illustrated the answer with their own opinion.
Question 9 (b)
Part (b) of this question was about how Gati became rebellious because of the harsh treatment of her mother
Ammah Begum. Again those who gave their opinion with reference from the text scored good marks.
255

Question 10
This question was not a very popular one. Those candidates who have attempted it have fulfilled the demand
of the question. The candidates generally supported their answers with quotations from the novel.
256

3247/01
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May/June 2013
1 hour 30 minutes
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1927
1956
2
1945
10
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3247/02
FIRST LANGUAGE URDU

Paper 2 Texts
May/June 2013
1 hour 30 minutes
* 8 2 7 9 6 3 6 2 9 0 *

261
2
Section 1: Poetry
1
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[15]
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Section 2: Prose
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CAMBRIDGE INTERNATIONAL EXAMINATIONS

GCE Ordinary Level
MARK SCHEME for the May/June 2013 series

3247/01
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
267
Pa
age
e2
Sche
Marrk Sc
eme
e
LEVE
EL Ma
May/J
June
GC
GCE O LE
e 20
013
3
Qu
stion
n1
ues
S
Sylllab
bus
s
32
247
7
Pape
er
0
01
[m
max
5 mar
m rks
xim
mum 25
s]
ointts ma
may iinc
clud
de:
Po
Co
om
mmun
nica
atio
on [m
xim
mum
m 10
1 mark
ks]]
max
9
10
0
7
8
celllen
nt
Exc
G od
Goo
5
6
Sa
atis
sfa
acto
ory
y
3
4
P or
Poo
0
2
V ry P
Ver
Poo
or
Veryy deta
V
d aile
ed resspo
ons
se:: mate
m eria
e te
ext we
ell se
elec
cted; ma
ake
es
al from the
p nts thoughtfu
poin
ully, sh
how
ws insig
ght or en
nga
age
emen
nt with
w h th
he subje
ect
m tterr
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Detaile
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elev
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ma
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m th
he tex
xt has
h s bee
en
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d; ma
m kess som
s me cle
earr po
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how
ws so
ome
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gem
ment witth
th
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Com
C
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has
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ay lac
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ech
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A lim
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mp
pt: som
s me
e ap
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pria
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eria
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f m the
t e te
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as bee
b en
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d out but iss us
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metime
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ak atte
a em
mpt:: litttle us
sefful m
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aterial ha
as be
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n se
ele
ecte
ed;; qu
ues
stio
on
m y not be
may
e ad
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sse
ed; an
nsw
werr may
m y be
e la
arg
gely
y irrrelevvant
t e pa
ass
sag
ges
s are
a no
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mpa
are
ed but la
argely
y sum
mmarized
d then app
a ply the
e ffollo
ow
wing
g max
m xim
ms:
If the
s mm
marry is ma
ade
ew
with no
n co
ompa
aris
son
n at
a a
all:
If a sum
Co
ontten
nt max
m xim
mum
m 4/1
4 0
Orrga
aniz
zattion
n max
m xim
mum
m2
2/5
5
La
ang
gua
age
em
max
xim
mum
m 8/10
8 0
ome com
c mp
parriso
on is mad
de:
Is so
ontten
nt max
m xim
mum
m 6/1
6 0
Co
Orrga
aniz
zattion
n max
m xim
mum
m3
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La
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max
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t e le
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anttly ov
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50 w
wo
ords
s (3
300
0+)) th
hen
n re
ead
de
eve
erytthin
ng an
nd go
g do
own
n 1 mark
m k ban
b nd ffor
If the
co
onte
entt - if yyou
u wou
w ld ha
ave giv
ven 8 th
hen
n go dow
d wn to 6. If you w
wou
uld
d ha
ave
eg
give
en 6 the
t en g
go do
own
n to
o4
4.
268
Page 3
Mark Scheme
Syllabus
3247
Paper
01

5
910
Excellent
78
Good
56
Satisfactory
34
Poor
02
Very Poor

language.
limited.
269
Pa
age
e4
Sche
Marrk Sc
eme
e
LEVE
EL Ma
May/J
June
013
3
GC
GCE O LE
e 20
Qu
stion
n2
ues
S
Sylllab
bus
s
32
247
7
Pape
er
0
01
[m
max
5 mar
m rks
xim
mum 25
s]
ointts ma
may iinc
clud
de:
Po
Co
om
mmun
nica
atio
on [m
xim
mum
m 10
1 mark
ks]]
max
Ve
V
ery de
etaiiled
d re
esp
pon
nse
e: ma
materriall fro
he ttex
xt wel
w l se
ele
ecte
ed;; mak
m kess
om
m th
pointss th
hou
ugh
htfullyy, sho
s ows in
nsiigh
ht or eng
e gag
gem
ment wit
w th tthe
e su
ubjjec
ct
atte
er
ma
9 10
91
elle
entt
Exce
7
8
Go
ood
d
De
etaiiled
d re
esp
pon
nse
e: rele
r eva
antt m
mate
eria
al from
f m tthe
e te
ext ha
as b
bee
en ide
enttifie
ed;;
ma
ake
es som
s me
e clea
ar poin
p nts
s; sho
ows
s so
om
me eng
e gag
geme
ent wiith the
e sub
s bjecct
ma
atte
er
5
6
S tisffacctorry
Sa
Co
C
omp
petten
nt response
e: releva
antt mat
m erial fro
f om the
e te
extt ha
as be
een
n
ide
entifie
ed but
b t may
m y la
ack
k de
eta
ail o
or clar
c rity
y; a m
mec
cha
anic
cal re
esp
pon
nse
e to
o th
he
s bje
sub
ect ma
atte
er
3
4
Po
oor
A limited
d atte
a empt: so
ome app
a pro
opriiate
e mat
m terrial fro
om the ttext has be
een
n
cke
ed out
o t bu
ut is
i u
use
ed ran
ndo
om
mly an
nd som
s me
etim
mes
s doe
es n
nott ap
ppe
earr to
o be
e
pic
f cussed
foc
d on
n th
he qu
ues
stio
on
0
2
Ve
ery
y Poor
A we
w ak atttem
mpt: little
e use
u efull m
mate
eria
al has
h sb
bee
en sel
s ec
cted
d; que
q esttion
nm
may
y
nott be add
a dre
essed; ans
a we
er ma
m y be
b larrgely irre
elev
van
nt
eng
gth ap
a ply
y th
he sam
s me
e max
m xim
ms as
a in Qu
ues
stio
on 1.
Le
270
Page 5
Mark Scheme
Syllabus
3247
Paper
01

5

language.
910
Excellent
78
Good
56
Satisfactory

34
Poor

02
Very Poor


limited.
271
INTERNATIONAL EXAMINATIONS
GCE Ordinary Level
MARK SCHEME for the May/June 2013 series

3247/02
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
272
Page 2
Mark Scheme
Syllabus
3247
Paper
02
Maximum marks 50
a whole.
under discussion.
273
Page 3
1
Mark Scheme
Syllabus
3247
Paper
02

[10 marks]
An explanation of why he was so indifferent with reasons.
Mula does not believe in theories and concepts; he does not have any vision.
Philosopher does not understand the feelings of love; he only wants to solve the
mysteries of the world.
910
Excellent

78
Good

Satisfactory

13
Poor

02
Very Poor
46

[15 marks]
Candidates are required to say whether they agree or disagree with the statement, giving
justification for their opinion with close reference to the text.
1415
Excellent

1113
Good

810
Satisfactory

57
Poor

14
Very Poor
274
Page 4
2
Mark Scheme
Syllabus
3247
Paper
02
[25 marks]
Aspects of Ghalibs poetry such as themes of sadness, humour, use of similes and
metaphors, philosophical thinking, depth of meaning, etc.
Exceptional

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair relevance
and knowledge

Sound

1011
Basic

Sound category.
69
Weak
Poor

question.
2225
1213
05
275
Page 5
3
Mark Scheme
Syllabus
3247
Paper
02

[10 marks]
Candidates are expected to discuss whether this poem meant a new life for the Muslim
nation and to support their ideas with reference to the poem.
Excellent

78
Good

46
Satisfactory

13
Poor

02
Very Poor
910

[15 marks]
Candidates are expected to explain how the poet has described the character/concept of
MOMIN and whether they agree or disagree with his concept.
1415
Excellent

1113
Good

Satisfactory

Poor

Very Poor
810
57
14
276
Page 6
4
Mark Scheme
Syllabus
3247
Paper
02
[25 marks]
The poets love for his country and the description of beautiful scenes. How those who live
abroad develop love for their country and feel at home when reading the poem. Any other
points supported by reference to the poem.
2225
Exceptional

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair relevance
and knowledge

1213
Sound

1011
Basic

Sound category.
69
Weak
Poor

question.
05
277
Page 7
5
Mark Scheme
Syllabus
3247
Paper
02

[10 marks]
Candidates are expected to discuss the different ways in which the poet uses humour in
his writing, for example using common everyday items to amuse his readers.
Excellent

78
Good

46
Satisfactory

13
Poor

02
Very Poor
910

[15 marks]
Candidates are expected to discuss the merits or otherwise of what the author has done
in his essay including the way in which the author puts his views across.
1415
Excellent

1113
Good

Satisfactory

Poor

Very Poor
810
57
14
278
Page 8
6
Mark Scheme
Syllabus
3247
Paper
02
[25 marks]
Candidates are expected to explore the way the author thinks about culture and civilization
with close reference to his work included in the syllabus.
Exceptional

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair relevance
and knowledge

Sound

1011
Basic

Sound category.
69
Weak
Poor

question.
2225
1213
05
279
Page 9
7
Mark Scheme
Syllabus
3247

Mama Azmat and her activities.
Her involvement in all matters.
Too much freedom given to her to discuss any matter she likes.
Paper
02
[10 marks]
910
Excellent

78
Good

46
Satisfactory

Poor

Very Poor
13
02

[15 marks]
Candidates are required to explore why she did not want to expose herself at the
beginning and what would have happened had she done so.
1415
Excellent

1113
Good

810
Satisfactory

57
Poor

14
Very Poor
280
Page 10
8
Mark Scheme
Syllabus
3247
Paper
02
[25 marks]
The novel became popular because it was written for women. Candidates should
demonstrate their ability to discuss characterization in the novel, giving examples of different
characters.
2225
Exceptional

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair relevance
and knowledge

1213
Sound

1011
Basic

Sound category.
69
Weak
Poor

question.
05
281
Page 11
9
Mark Scheme
Syllabus
3247

The use of very simple language with examples from the passage.
Candidates own opinions with close reference to the novel.
Paper
02
[10 marks]
910
Excellent

78
Good

46
Satisfactory

13
Poor

02
Very Poor

[15 marks]
Candidates are expected to explain how and why Sulat Jehangir is so sad. She wants to
say something but cannot express herself. Candidates are expected to explain in their
own opinion why she was so emotional.
1415
Excellent

1113
Good

810
Satisfactory

57
Poor

14
Very Poor
282
Page 12
Mark Scheme
Syllabus
3247
Paper
02
10 Points to be included:
[25 marks]
Candidates are required to explore his romantic character, his importance in the novel, his
interest in the family and his personal views about different characters.
Exceptional

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair relevance
and knowledge

Sound

1011
Basic

Sound category.
69
Weak
Poor

question.
2225
1213
05
283
Cambridge General Certificate of Education Ordinary Level

FIRST LANGUAGE URDU

Paper 3247/01
Reading and Writing
Key messages
It is important to include relevant material from both passages in response to Question 1. Question 2
requires candidates to write using the appropriate style, format and vocabulary of a speech rather than a
general essay on the topic.
General comments
The overall performance of candidates was very good. Candidates demonstrated a good command of the
language, wrote detailed responses and were confident in their use of complex sentences. Most responses
were relevant and well illustrated. Some candidates did not address the specific question asked and did not
keep to the word limit.
Question 1
The majority of candidates showed a high level of reading and writing skills, appropriately using material
from both passages in their composition. Weaker responses were characterised by a tendency to write a
general composition on the topic without using examples and ideas from the given passages. Candidates
need to use material from both passages in response to the question; in some cases material from only one
passage was used. Some candidates could improve their performance by writing more concisely, making
sure that they keep to the word limit.
Question 2
Most candidates performed well in this question. The best responses used an appropriate writing style and
wholly relevant material in their speeches, providing good justification and examples in support of their
thoughts about how students are builders of the nation. Most candidates kept their focus on the question,
were concise and stayed within the word limit. Candidates need to write in the appropriate format asked for
in the question; some candidates did not write in the format of a speech and instead wrote an essay on the
topic. Weaker responses were less focussed, over long and did not provide examples in support of their
ideas. Candidates need to answer the specific subject matter of the question; some wrote about successful
people being those who work hard (the topic for Question 1), rather than students as builders of the nation,
and therefore some of their content could not be credited.
1
www.OnlineExamHelp.com
284

FIRST LANGUAGE URDU

Paper 3247/02
Texts
Key messages
Answers need to address the specific focus of each question and show an understanding of the texts beyond
their literal meaning to the issues and attitudes that they raise. Some candidates wrote only general essays
and needed to include an informed response to the texts.
General comments
Overall the performance of candidates was very good. Candidates showed a good command of language
which meant they were able to communicate their exploration and understanding of the texts clearly. Most
wrote very detailed responses which were relevant and well illustrated.
Section 1: Poetry
GHAZLEIN
Question 1
Iqbal
(a) Many candidates answered this part well and comprehensively. A few candidates did not organise or
express their thoughts clearly.
(b) This part was very well attempted. The strongest candidates showed a good understanding of Iqbal's
use of humour in describing his feelings and supported their ideas with examples from the text.
Question 2
Ghalib
Candidates who attempted this question demonstrated a very good understanding of the topic. The best
responses included a detailed discussion of the features of Ghalibs poetry and included well chosen
quotations from his poetry to illustrate their points.
NAZMEIN
Question 3
Iqbal
(a) This part was very well answered by most candidates. The best responses showed a detailed
understanding of the text and appropriate use of quotations from it.
(b) This part was again very well answered. The majority of candidates explored the features of Mard e
Momin. There were some very good responses in which candidates focussed clearly on the question and
made close reference to the poetry in support of the points they made. Weaker candidates tended to write
more generally about the poem or gave only an explanation of the verses.
285

Question 4
There were some very good responses which explored the author's use of language to communicate the
feelings of those who are living abroad far from their own country. Many included good use of quotations in
support of the points made.
Some candidates could improve their performance by answering the specific question asked. Candidates
should avoid merely giving an explanation of the whole poem without addressing the specific question, in this
case about the feelings of those who are living abroad.
Section 2: Prose
MAZAMEEN
Question 5
(a) This question was generally answered very well. The best responses showed a good understanding of
how the author uses everyday items in a humorous way, gave a detailed account of the authors views about
the bicycle and included their own opinion. A few candidates could improve their performance by answering
the specific question asked rather than giving a general response about the text.
(b) This part of the question was very well attempted. The best responses showed insight into the
underlying attitude of the author and of the issues raised in the essay and made close reference to the essay
itself.
Question 6
This question was generally well answered. The best responses were well-argued, articulate and showed a
good understanding of the author's views on culture and civilisation.
Question 7
Mirat ul Aroos
(a) Candidates answered this part very well. The best responses explored the character of Mama Azmat
and her activities in a sensitive and informed way and included relevant quotations and references from the
text.
(b) The majority of candidates answered this part well. There were some interesting discussions about
Ashgary and the habits of Mama Azmat which included informed personal opinion with close reference to
the text.
Question 8
The best responses to this question differentiated between the good and bad characters, showed an
understanding of the author's use of language to create his effects and included a discussion of the
characterisation of Nazir Ahmad.
Question 9
Dastak Na Do
(a) Some responses showed a thorough understanding of the novel. discussed the author's use of simple
language and included a personal response. Weaker responses contained only general comments with
insufficient detail and did not include reasons or examples from the text.
(b) Many candidates did not address this question adequately; reference needed to be made to the
characters involved in the novel, for example an exploration of why Sulat Jehangir is sad and struggles to
express herself.
286

Question 10
Most candidates addressed the question fully, showing a good understanding of the characters, relationships
and situations in the novel and included appropriate references in their responses.
287
283
Cambridge International Examinations

Cambridge Ordinary Level
3247/01
FIRST LANGUAGE URDU

May/June 2014
1 hour 30 minutes
* 1 0 3 5 0 7 2 8 8 4 *

Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
283
284
2
10
15
UCLES 2014
3247/01/M/J/14
284
285
3
10
15
UCLES 2014
3247/01/M/J/14
[Turn over
285
286
4
286
287
Page 2
Mark Scheme
Question 1
Syllabus
3247
Paper
01
[maximum 25 marks]
Points may include:
910
Excellent
78
Good
56
Satisfactory
34
Poor
02
Very Poor

subject matter
the subject matter
If the passages are not compared but largely summarised then apply the following maxims:
287
288
Page 3
Mark Scheme
Syllabus
3247
Paper
01

5
910
Excellent

idiomatic language.
78
Good

56
Satisfactory
34
Poor
02
Very Poor

limited.
288
289
Page 4
Mark Scheme
Question 2
Syllabus
3247
Paper
01
[maximum 25 marks]
Points may include:
910
Excellent
78
Good
56
Satisfactory
34
Poor
02
Very Poor

subject matter
the subject matter
289
290
Page 5
Mark Scheme
Syllabus
3247
Paper
01

5
910
Excellent

idiomatic language.
78
Good

56
Satisfactory
34
Poor
02
Very Poor

limited.
290

291
FIRST LANGUAGE URDU

Paper 3247/01
Reading and Writing
Key Messages
It is important to include relevant material from both passages in response to Question 1.
Candidates are reminded that in order to access full range of marks they need to read the task for
Question 2 carefully and to write within the specified word limit using appropriate style, format and
vocabulary.
General Comments
The majority of candidates performed well in both questions. Candidates wrote detailed responses, have
demonstrated a good command of the language and were confident in their use of complex sentences.
Comments on Specific Questions
Question 1
The question required candidates to write an essay on Agriculture and Environment. The majority of
candidates performed well in this question showing a high level of reading and writing skills. Strong
candidates have demonstrated their ability to appropriately select material from both passages and to use it
effectively in their writing.
Weaker responses were characterised by a tendency to write general composition on the topic without using
examples and ideas from the given passages or using material from only one passage. Candidates are
reminded to use material from both passages in response to the question in order to access full marks.
Question 2
Most candidates performed well in this question. The best responses used an appropriate writing style and
wholly relevant material in their speeches, providing good justification and examples in support of their
thoughts about the role young people play in protecting the environment. Most candidates kept their focus
on the question, were concise and stayed within the word limit.
Candidates are reminded to write in the appropriate format asked for in the question; some candidates did
not write in the format of a speech and instead wrote an essay on the topic. Weaker responses were less
focussed as candidates did not provide examples in support of their ideas and did not keep within the word
limit. Candidates are reminded to answer the specific subject matter of the question in order to achieve full
marks available for content.
291
292
Cambridge International Examinations

Cambridge Ordinary Level
3247/02
FIRST LANGUAGE URDU

Paper 2 Texts
May/June 2014
1 hour 30 minutes
* 0 3 6 7 5 5 3 4 6 7 *

Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
[ ]
292
293
2
Section 1: Poetry
[10]
[15]
[25]
UCLES 2014
3247/02/M/J/14
293
294
3
3
[10]
[15]
[25]
UCLES 2014
3247/02/M/J/14
[Turn over
294
295
4
Section 2: Prose
[10]
[15]
[25]
UCLES 2014
3247/02/M/J/14
295
296
5
[10]
[15]
8
[25]
UCLES 2014
3247/02/M/J/14
[Turn over
296
297
6
[10]
[15]
10
[25]
UCLES 2014
3247/02/M/J/14
297
298
Page 2
Mark Scheme
Syllabus
3247
Paper
02
Maximum marks 50
a whole.
under discussion.
Essay questions
298
299
Page 3
1
Mark Scheme

To show simplicity with reference from the given verses.
To show fluency in the verses with examples.
To show how readers feel ease to understand his verses.
910
78
46
13
Syllabus
3247
Paper
02
[10 marks]
Excellent

the poem, showing sound knowledge acquired during the course of
study about the verse form/poetic style.
Good

poem is mentioned and there is some evidence that the candidate
has some knowledge about the verse form/poetic style.
Satisfactory

the poem and may show little knowledge about the verse
form/poetic style.
Poor
but the result will be limited and scrappy; there has been no
attempt to consider any language aspects of the poem leading to
some doubt that the candidate has sufficient understanding of the
verse form/poetic style to adequately answer a question on this
text.
299
300
Page 4
Mark Scheme
Syllabus
3247
Paper
02

[15 marks]
How the poet has discussed different matters in love.
How the poet has discussed love affairs with due care and seriousness.
How the poet has taken due care to discuss everything, but within limits of the culture.
1415
Exceptional
work

1213
Very Good

1011
Thorough

clear conclusion reached. Good focus on material. Some limitations
of material but coherent, detailed approach.
89
Painstaking

analyse, some sense of understanding of material. Candidates who
fall into this category may have a tendency to write too much
67
Fair
relevance
and
knowledge

this category.
45
Sound

Basic

the Sound category.
03
300
301
Page 5
2
Mark Scheme
Syllabus
3247
Paper
02
[25 marks]
Candidates own opinions about the writing style of Mir Taqee Mir specifically with reference
to his simplicity of emotions and use of fluent words to present his point of view.
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

category.
Sound

1011
Basic

Sound category.
69
Weak
Poor

knowledge; 4 or 5 where there is also a hint of relevance to the
question.
2225
1213
05
301
302
Page 6
3
Mark Scheme
Syllabus
3247

Candidates own views about the poet and his ideas about the religion.
910
78
46
13
Paper
02
[10 marks]
Excellent

Good

Satisfactory

form/poetic style.
Poor
text.
302
303
Page 7
Mark Scheme
Syllabus
3247
Paper
02

[15 marks]
Candidates have to give examples of his satiric way of conveying a message to people
about modern education.
Exceptional
work

1213
Very Good

1011
Thorough

89
Painstaking

67
Fair
relevance
and
knowledge

including narrative and learnt material. Many candidates will fall
into this category.
Sound

Basic

the Sound category.
1415
45
03
303
304
Page 8
4
Mark Scheme
Syllabus
3247
How the poem is the history of rise and fall of the Muslim nation.
How the poem has become a lament for the Muslim society.
His quality and attractive way of writing this poem.
Paper
02
[25 marks]
2225
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

category.
1213
Sound

1011
Basic

Sound category.
69
Weak
Poor

question.
05
304
305
Page 9
5
Mark Scheme
Syllabus
3247

Candidates own opinions about the humorous style of the author.
Examples from the text of his humour.
910
78
46
13
Paper
02
[10 marks]
Excellent

Good

Satisfactory

form/poetic style.
Poor
text.
305
306
Page 10
Mark Scheme
Syllabus
3247
Paper
02

[15 marks]
Candidates own views about whether or not use of simple words is necessary for a
humorous writing style.
1415
Exceptional
work

1213
Very Good

1011
Thorough

89
Painstaking

67
Fair
relevance
and
knowledge

into this category.
45
Sound

03
Basic

the Sound category.
306
307
Page 11
6
Mark Scheme
His quality as a father of Urdu short stories.
His quality as writer about reality.
Syllabus
3247
Paper
02
[25 marks]
2225
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

category.
1213
Sound

1011
Basic

Sound category.
69
Weak
Poor

question.
05
307
308
Page 12
7
Mark Scheme
Syllabus
3247

Short descriptions of all three characters.
Candidates own views about any specific character with examples.
910
78
46
13
Paper
02
[10 marks]
Excellent

Good

Satisfactory

form/poetic style.
Poor
text.
308
309
Page 13
Mark Scheme

Discussion about given text and very simple writing style.
Examples from the text to show it is close to real life.
Syllabus
3247
Paper
02
[15 marks]
1415
Exceptional
work

1213
Very Good

1011
Thorough

89
Painstaking

67
Fair
relevance
and
knowledge

into this category.
45
Sound

03
Basic

the Sound category.
309
310
Page 14
8
Mark Scheme
Candidates own views about characters.
Comparison between both characters.
Examples from the novel about the real character.
Syllabus
3247
Paper
02
[25 marks]
2225
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

category.
1213
Sound

1011
Basic

Sound category.
69
Weak
Poor

question.
05
310
311
Page 15
9
Mark Scheme
Syllabus
3247

Why family people are not that caring about GATEE?
Safder Yaseen takes interest in Gatee because he has a soft spot for her.
910
78
46
13
Paper
02
[10 marks]
Excellent

Good

Satisfactory

form/poetic style.
Poor
text.
311
312
Page 16
Mark Scheme

The role of Ama Begum and Saoolat Aapa.
Attitude of Gatee and her inferiority complex.
Syllabus
3247
Paper
02
[15 marks]
1415
Exceptional
work

1213
Very Good

1011
Thorough

89
Painstaking

67
Fair
relevance
and
knowledge

into this category.
45
Sound

Basic

the Sound category.
03
312
313
Page 17
Mark Scheme
Syllabus
3247
10 Points to be included:
Candidates own views about gaining everything with money with examples.
Paper
02
[25 marks]
2225
Exceptional
work

2021
Very Good

1819
Thorough

1617
Painstaking

1415
Fair
relevance
and
knowledge

category.
1213
Sound

1011
Basic

Sound category.
69
Weak
Poor

question.
05
313

314
FIRST LANGUAGE URDU

Paper 3247/02
Texts
Key Messages
All candidates are required to select one question from section one Poetry and one question from section
two Prose. Answers need to address the specific focus of each question and show an understanding of the
texts beyond their literal meaning to the issues and attitudes that they raise. Some candidates wrote only
general essays and needed to include an informed response to the texts.
General Comments
Overall the performance of candidates was very good. Candidates showed a good command of language
which meant they were able to communicate their exploration and understanding of the texts clearly.
Comments on Specific Questions
Section One
Question 1
(a)
Most of the candidates answered this part well and comprehensively by giving reference to the
Ghazal and by expressing their opinion about the poet.
(b)
This part was very well attempted. Stronger candidates showed a good understanding of the
poetry included in the syllabus.
Question 2
Candidates who attempted question on Mir Taqi Mir demonstrated a very good understanding of the topic.
The best responses included a detailed discussion of the features of poetry including the use of similes and
metaphors.
Question 3
(a)
The question on Akber Alah Abadi poem Agar Mazhab Giya was very well answered by most
candidates. The best responses showed a detailed understanding of the poem and appropriate use
of quotations from it.
(b)
This part was very well answered. Stronger candidates focussed clearly on the poets ideas about
modern education and made close reference to the poetry in support of the points they made.
Question 4
This question was about Halis poem Musadus e Hali. There were some very good responses with in depth
discussion of the author's use of sentiments to communicate the value of religion and culture. Many
candidates discussed Eastern values and included good use of quotations in support of the points made.
Candidates are encouraged to answer the specific question asked and avoid merely giving an explanation of
the whole poem without addressing the specific question.
314

315
Section Two
Question 5
(a)
This question was generally answered well. Stronger responses addressed the specific question
asked on the authors sense of humour with reference from the given passage. Weaker candidates
gave only a general response about the text.
(b)
This part was well attempted. The best responses showed insight into the authors style and made
close reference to his work.
Question 6
This was another popular question. The best responses demonstrated candidates understanding of
Munshee Pram Chands style; candidates answers were well-argued and articulate with close references to
Munshee Pram Chands work.
Question 7
(a)
This part invited candidates to compare the three characters. The best responses explored which
character was in the right, justified their answer in a sensitive and informed way and included
relevant quotations and references from the text.
(b)
This question was very popular. Candidates were asked to write about the reality and style of the
passage. Stronger candidates supported their answers with close references and quotations from
the text.
Question 8
This question was generally well answered. The best responses included a comparison between the two
characters and showed an understanding of the author's use of language to create his effects. Many good
answers included a discussion of Akbari character that can still be seen in our present society.
Question 9
(a)
In this question the candidates were required to write about Safder Yaseens character. Stronger
responses showed a thorough understanding of the characters nature and included informed
personal opinion with close reference to the text.
(b)
This part was based on relationship between Gatee, her mother and sister. Stronger candidates
produced well-balanced answers exploring the reasons why Gatee became rebellious.
Question 10
Most candidates addressed the question very well, showing a good understanding of the characters,
relationships and situations in the novel. Stronger candidates justified the idea that not all can be bought with
money, making appropriate references in their responses and drawing on examples from the text.
315

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

General Certificate of Education Ordinary Level

Paper 1 Reading and Writing

READ THESE INSTRUCTIONS FIRST

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

FIRST LANGUAGE URDU

READ THESE INSTRUCTIONS FIRST

This document consists of 4 printed pages.

Question 1 [maximum 25 marks]

Communication [maximum 10 marks]

Points that may be included:

what income tax is

Very detailed response: material from the text well selected;

Detailed response: relevant material from the text has been

Competent response: relevant material from the text has been

A limited attempt: some appropriate material from the text has

A weak attempt: little useful material has been selected; question

Structure and organisation [maximum 5 marks]

Confidently argued and structured

Some ability to develop argument; clear

Attempt at structure but not entirely successful

Little attempt at structure

Ideas presented at random

Language [maximum 10 marks]

Confident use of complex sentence structures, accurate, uses

Generally sound grasp of complex sentence structures and

Tends to be simple and repetitive in use of structures. Basics

Nearly all that is written is simple and repetitive. Sentence

Very simple and repetitive sentence structures containing many

Question 2 [maximum 25 marks]

Communication [maximum 10 marks]

Main points which may be included:

income tax is used for

Very detailed response: material from the text well selected;

Detailed response: relevant material from the text has been

Competent response: relevant material from the text has been

A limited attempt: some appropriate material from the text has

A weak attempt: little useful material has been selected; question

Structure [maximum 5 marks]

Confidently argued and structured

Some ability to develop argument; clear

Attempt at structure but not entirely successful

Little attempt at structure

Ideas presented at random

Language [maximum 10 marks]

Confident use of complex sentence structures, accurate, uses

Generally sound grasp of complex sentence structures and

Tends to be simple and repetitive in use of structures. Basics

Nearly all that is written is simple and repetitive. Sentence

Very simple and repetitive sentence structures containing many

Question 1a) [2 marks]

Specific points understood

Brief background of Muslims, their past and present. How

Description of the position of the Muslim community ie

Discuss Muslims unity, the enemy of one was the enemy

Question 1c) [10 marks]

Very detailed response: the candidate has clearly grasped the

Competent response: the candidate writes about the central theme

A weak attempt: little relevant material has been selected; question

Question 2 [25 marks]

Exceptional ability to organise material, thorough knowledge,

Close attention to detail, controlled structure, perceptive use of

Solid and relevant work. Discussion and evaluation of material; clear