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It emphasizes answering every aspect of each question, using one’s own words, managing spelling, grammar, sentence structure, and respecting word limits, especially in Question 5. 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Stronger responses show accurate language control, including correct tense formation, verbs, and spelling.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do candidates ensure they answer enough information in Questions 3 and 4?",{"text":117,"@type":113},"Candidates should understand that the number of marks equals the amount of information required. Their answers must include the relevant pieces of information expected for the allocated marks.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is the word limit in Question 5 important?",{"text":121,"@type":113},"The word limit represents the total that can be written across Question 5a and 5b. 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Those who did well were able to respond to the questions fully, ensuring they gave the relevant amount of detail for the marks available. It is important for candidates to realise that in Questions 3 and 4 , the number of marks allocated to a question is equal to the amount of information required. For example,[3] marks means three pieces of information are required in the answer.  \nMarks are awarded separately for the quality of language used in the responses. These marks are used to assess ability to manipulate language in a meaningful way. Although there is no need to find synonyms for every word from the text, candidates should try to express their answers in their own words to demonstrate their linguistic ability. If answers are entirely lifted from the text, with no manipulation, the mark for language cannot reach the higher bands.  \nIt is important to keep to the given word limit in Question 5a and 5b. The word limit represents the total that can be written across both parts of the question. Any material exceeding the word limit is not assessed.  \nComments on specific questions  \nQuestion 1  \n(a)–(e) Candidates are required to match words from Text 1, which are similar in meaning to the given words. All candidates attempted all the questions, and most performed well. Questions 1b , 1c and 1e were challenging for some of the weaker candidates.  \nQuestion 2  \n(a)–(e) This is a sentence writing exercise. Candidates must show understanding of the given  \nwords/phrases by constructing sentences. Stronger candidates did this well. Some weaker candidates were able to convey the meaning, but the grammatical structure and spellings were not always correct.  \nQuestion 3 and 4  \n(a)–(e) These questions assess comprehension skills by asking questions from two texts about two differing aspects of a topic. Almost all candidates attempted all the questions. Some weaker candidates did not understand Question 3e about the contribution of medicine; instead they wrote  \n© 2022  \nCambridge International Advanced Level  \n9687 Hindi November 2022  \nPrincipal Examiner Report for Teachers  \nabout working in factories. Many candidates successfully constructed their answers using their own phrasing, with only a minimum amount of lifting from the text.  \nQuestion 5  \n(a) Strong candidates were able to construct their answer systematically and succinctly, keeping well within the word limit. Some candidates exceeded the word limit; marks could therefore not be awarded to the whole answer in 5a or 5b.  \n(b) This question required candidates’personal response rather than repetition of ideas from the text. Candidates generally engaged well in expressing their own ideas. Candidates who exceeded the word limit in answering Question 5a could not have their response to 5b assessed.  \nLanguage marks  \nIn Questions 3, 4 and 5 , the language used by the strongest candidates was mostly accurate, including some complex sentences to express ideas, and correct formation of common tenses and regular verbs. Weaker candidates made persistent errors in tenses, verbs and spellings.  \n© 2022  \nCambridge International Advanced Level 9687 Hindi November 2022 Principal Examiner Report for Teachers  \nHINDI  \nPaper 9687/03 Essay  \nKey messages  \nCandidates should ensure that:  \n• their essay answers the question that has been asked, rather than being essay on general topic area or focused on heading  \n• they take a s","cbCaihkUjuXQQCDn","https://ap.wps.com/l/cbCaihkUjuXQQCDn","pdf",1098448,"English","# Key messages\n# General comments\n# Comments on specific questions\n## Question 1\n## Question 2\n## Questions 3 and 4\n## Question 5\n# Language marks\n# Essay paper (9687/03) - Key messages\n# Essay paper (9687/03) - General comments\n# Comments on specific questions (Essay)\n## Question 1\n## Question 2\n## Question 3\n## Question 4","[{\"question\":\"What should candidates do to achieve higher language marks?\",\"answer\":\"Candidates should express answers using their own phrasing instead of lifting phrases directly from the text. Stronger responses show accurate language control, including correct tense formation, verbs, and spelling.\"},{\"question\":\"How do candidates ensure they answer enough information in Questions 3 and 4?\",\"answer\":\"Candidates should understand that the number of marks equals the amount of information required. Their answers must include the relevant pieces of information expected for the allocated marks.\"},{\"question\":\"Why is the word limit in Question 5 important?\",\"answer\":\"The word limit represents the total that can be written across Question 5a and 5b. Any material beyond the limit is not assessed, and exceeding the limit can prevent marks from being awarded to parts of the response.\"}]","Cambridge International Advanced Level 9687 Hindi November 2022 Principal Examiner Report for Teachers - Reading and Writing | PDF",1790852779,18]