Cambridge International AS & A Level

SOCIOLOGY 9699/42
Paper 4 Globalisation, Media, Religion May/June 2021
MARK SCHEME
Maximum Mark: 70

Published

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, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 18 printed pages.

© UCLES 2021 [Turn over

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

© UCLES 2021 Page 2 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Social Science-Specific Marking Principles

(for point-based marking)

1 Components using point-based marking:

• Point marking is often used to reward knowledge, understanding and application of skills.
We give credit where the candidate’s answer shows relevant knowledge, understanding
and application of skills in answering the question. We do not give credit where the answer
shows confusion.

From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly
convey the same meaning (unless the mark scheme requires a specific term)
b DO credit alternative answers/examples which are not written in the mark scheme if they
are correct
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required.
(Check for evidence it is understood and not used wrongly.)
e DO NOT credit answers which are obviously self-contradicting or trying to cover all
possibilities
f DO NOT give further credit for what is effectively repetition of a correct point already
credited unless the language itself is being tested. This applies equally to ‘mirror
statements’ (i.e. polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms
with which they may be confused (e.g. Corrasion/Corrosion)

2 Presentation of mark scheme:

• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
• Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
• Content in the answer column in brackets is for examiner information/context to clarify the
marking but is not required to earn the mark (except Accounting syllabuses where they
indicate negative numbers).

3 Calculation questions:
• The mark scheme will show the steps in the most likely correct method(s), the mark for
each step, the correct answer(s) and the mark for each answer
• If working/explanation is considered essential for full credit, this will be indicated in the
question paper and in the mark scheme. In all other instances, the correct answer to a
calculation should be given full credit, even if no supporting working is shown.
• Where the candidate uses a valid method which is not covered by the mark scheme,
award equivalent marks for reaching equivalent stages.
• Where an answer makes use of a candidate’s own incorrect figure from previous working,
the ‘own figure rule’ applies: full marks will be given if a correct and complete method is
used. Further guidance will be included in the mark scheme where necessary and any
exceptions to this general principle will be noted.

© UCLES 2021 Page 3 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

4 Annotation:
• For point marking, ticks can be used to indicate correct answers and crosses can be used
to indicate wrong answers. There is no direct relationship between ticks and marks. Ticks
have no defined meaning for levels of response marking.
• For levels of response marking, the level awarded should be annotated on the script.
• Other annotations will be used by examiners as agreed during standardisation, and the
meaning will be understood by all examiners who marked that paper.

© UCLES 2021 Page 4 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Question Answer Marks

1 ‘The large increase in global crime has been caused entirely by the 35
spread of global capitalism.’ Evaluate this view.

Key focus of the question

Global crime, sometimes known as transnational crime or ‘crimes without

frontiers’, can be understood as crime that takes place across the borders of
two or more countries. Studies suggest that the scale of global crime has
increased significantly in recent years. This question invites candidates to
consider the reasons for the rise in global crime and, in particular, to reflect on
possible links with the spread of global capitalism. Candidates are likely to
discuss sociological arguments that see the global criminal economy as
mirroring the global capitalist economy. Castells, for example, argues that
globalisation resulted in the development of physical, digital and financial
networks that cut across national borders and which led to knowledge as well
as goods and people moving quickly, easily and cheaply across the world.
While this facilitated the development of global capitalism, it also created
opportunities for the development of global criminal networks. Examples of
global crime may be used in good answers to illustrate possible links with the
spread of global capitalism. Connections between drug dealing (through
money laundering) and the global financial system might be explored, for
instance. Similarly, so-called ‘green crimes’ committed by some transnational
corporation who flout environmental protection laws in poorer countries would
provide a further example of links between global capitalism and global crime.
While global capitalism may be a significant contributor to the increase in
global crime, other factors are also involved. A strong evaluative response to
the question will consider some of these other factors, including the impact of
wars and regional conflicts, poverty, and weakness and corruption in some
governments.

Indicative content

For:
• Global crime is often organised along business lines and is facilitated by
access to international commercial networks associated with the spread
of global capitalism.
• The spread of capitalist values globally may have encouraged more
people and businesses around the world to adopt immoral, selfish and
illegal practices to compete with one another in order to make money and
to achieve material success.
• Wallerstein believes that global capitalism has damaged the economy of
poor countries, making the latter fertile ground for the development of
criminal networks who may be recruited by established criminal groups in
wealthier countries to, for example, supply drugs or people trafficking.
• Transnational Corporations have often been found to break laws in low-
income countries, especially those relating to the health and safety of
their workers and to environmental protection.
• Deregulation of the world’s financial system, which in part was designed
to facilitate growth in international trade and commerce, has facilitated a
range of financial crimes, from tax evasion and insider trading to
defrauding transnational organisations such as the EU out of grant and
subsidy money.

© UCLES 2021 Page 5 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Question Answer Marks

1 Against:
• Marxist accounts that link the growth of global crime to the spread of
global capitalism are most convincing in relation to crimes that are
committed for financial gain, such as dealing in illicit drugs or people
trafficking. Other types of global crime have also increased significantly
and here the links to capitalism are more tenuous. For example,
international tourism has led to an increase in sexual crimes with some
poorer countries being viewed as a safe haven for sexual predators who
visit as tourists and exploit women and children in the local sex industry.
• The claim that global capitalism and the spread of neoliberal values
around the world has weakened the economy of poorer countries (and
thereby encourage a local increase in crime) has been disputed. In many
cases, the economy and institutions of poorer countries may have been
strengthened through increasing international trade and exposure to
globalisation.
• While global capitalism may have contributed to the increase in global
crime, it is not the only significant factor. Wars and regional conflicts have
been responsible for a huge increase in migration, thereby creating a
market in people trafficking. War and poverty have also led some farmers
in the developing world to abandon conventional crops and grow plants to
produce illicit drugs. War-lords also use global criminal networks to
generate funds to buy armaments and pay their soldiers.
• Although global capitalism may facilitate global crime, the extent of the
problem is greatly exacerbated by the weakness of the legal and political
systems in many poorer countries and by the failure of governments in
developed countries to clamp down on the corporate crimes committed
by transnational organisations in less developed countries.

© UCLES 2021 Page 6 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Question Answer Marks

2 ‘The consequences of globalisation for developing countries are entirely 35

negative.’ Evaluate this view.

Key focus of the question

The question invites candidates to demonstrate knowledge of what is meant

by globalisation and the consequences it has for developing countries.
Candidates might distinguish between different types of consequences,
including economic, political, social, and cultural dimensions. However, it
would be equally acceptable to focus on one particular type of impact, such as
economic consequences. For example, dependency theory and the world
systems perspective both view economic globalisation as a negative
development for developing countries. These Marxist-influenced theories
claim that economic globalisation represents a form of neo-colonialism and
creeping westernisation of the world. The economy of poorer countries is
seen to be weakened by exposure to global capitalism and contact with
westernised values and lifestyles disrupts the traditional social order. Other
sociologists have argued that globalisation is linked to an increase in global
crime which has particularly negative consequences for people in poorer
countries who are vulnerable to exploitation by organised crime networks. By
contrast, neo-liberals and proponents of modernisation theory see many
benefits for developing countries from the spread of capitalism and the
adoption of westernised values. Good answers will consider the arguments
from both sides, examining potential negative and positive consequences of
globalisation for developing countries.

Indicative content

For:
• Globalisation is seen by Marxist sociologists as westernisation (or
Americanisation); as such, it benefits western capitalist elites at the
expense of underprivileged groups in less economically developed
countries which effectively become satellite states for western multi-
national corporations to exploit.
• Claims that globalisation led to a spread of democracy and liberal values
in developing countries are questionable; in many developing countries,
there has been a backlash against globalisation that, in some cases, has
strengthened the hand of oppressive regimes and led to violent clashes
and abuse of human rights.
• Globalisation has involved a huge increase in global migration, but it is
not clear that migrants from less economically developed countries
necessarily benefit from opportunities to work in the more economically
developed countries. These workers may be exploited and exposed to
dangerous working conditions for very little financial reward. In some
cases, their conditions of life in the country of destination are harsher
than they were in their country of origin.
• Increased opportunities for global migration may result in a depletion of
the skilled and highly educated workforce available in poorer countries.
• The western model of capitalism that is promoted through globalisation is
not necessarily appropriate for meeting the economic and social needs of
the less economically developed countries. It may actually hinder
development rather than help; for example, because it disrupts local
value systems and ways of organising the economy.

© UCLES 2021 Page 7 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Question Answer Marks

2 Against:
• Neoliberals argue that free markets and global trade contribute to
economic growth in all countries and from which everyone benefits.
• Neoliberals claim that globalisation has been associated with the spread
of democracy and liberal values, helping to free people from oppressive
political regimes and exploitative social practices; it gives hope to others
that liberation from intolerable social and political circumstances is
possible.
• Increasing contact and exchange between people in different countries is
helping to break down barriers that in the past might have led to conflict
and wars; a cosmopolitan society of global citizens is viewed by some as
the best antidote to the inward- looking nationalism that has so often led
to bloody conflicts in the past.
• Modernisation theorists argue that globalisation helps spread the cultural
values that they believe are essential for successful economic
development in poorer countries, including the values of democracy,
entrepreneurship, individual freedom, and meritocracy.

© UCLES 2021 Page 8 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Question Answer Marks

3 ‘Postmodernists are right in claiming that the media plays a central role 35
in people’s lives today.’ Evaluate this view.

Key focus of the question

This question requires candidates to demonstrate a sound knowledge of

postmodernist views of the media. Concepts such as hyperreality,
simulations, simulacra, representations, are likely to feature in well-informed
answers. Examples of how the media may influence social identities could be
used to support the claim that the media play a central role in people’s lives
today. Similarly, there is scope for discussion of the increasing role of the new
digital media in people’s lives. Evaluation will be demonstrated by using
arguments and evidence to show that postmodernists have exaggerated the
influence of the media in people’s lives today. This might include references to
relevant studies and/or different models of media effects.

Indicative content

For:
• Postmodernists argue that we live in a media-saturated society in which
we are surrounded by media images and spend an increasing amount of
time each day consuming media messages.
• Mobile technology has made access to the media more readily available,
extending the opportunity we have to engage with media content.
• For Baudrillard, entertainment, information and communication
technologies provide experiences that are so intense and involving that
everyday life cannot compete. People’s needs and tastes are largely
shaped by the media, in this view.
• The way we understand the world is increasingly filtered through the
representations of reality provided by the media. In a media-saturated
society we struggle to separate representations of reality from reality.
Postmodernists refer to this phenomenon as hyperreality.
• Postmodernists claim that the media is a particularly powerful influence
on social identity, helping shape the images we project about ourselves,
the groups we identity with, and the judgements we make about others.
• Support from other theoretical perspectives, such as the Marxist mass
manipulation view of the media and the analysis of the media in the work
of the Frankfurt School.
• Support from some models of media effects, notably the hypodermic-
syringe model and, to some extent, the cultural effects model.

Against:
• Postmodernist claims about the power of the media today are not
generally supported by extensive empirical research.
• Research that has been carried out on, for example, TV soap operas,
suggests that audiences are able to distinguish between reality and
representations of reality.
• Audiences are not passive consumers of the media; the uses and
gratifications model of media effects notes that people actively choose
how they use the media and select content that meets their personal
needs and interests. In this view, the media are used by people to serve
pre-existing personal needs; the media doesn’t shape those needs as
such.

© UCLES 2021 Page 9 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Question Answer Marks

3 • Some other models of media effects (reception analysis model and

cultural effects model) argue that people are active in the way media
messages are interpreted and responded to; for example, they may relate
favourably to media messages that reinforce ideas and values that are
viewed favourably among their friends and work colleagues and reject
other media representations they feel nothing in common with. From this
perspective, factors such as class, ethnicity, community, and age
continue to play an important to role in people’s lives and their importance
has not been displaced by the growth of the media.

© UCLES 2021 Page 10 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Question Answer Marks

4 ‘The media serves the interests of the ruling class.’ Evaluate this view. 35

Key focus of the question

The idea that the media serve the interests of the ruling class is associated
with Marxist theory. Good answers are likely to use the ideas of Marxist
sociologists to explain the view expressed in the question. Contrasting
perspectives will then be deployed to provide an evaluation of the claim that
the media serve the interests of the ruling class. Marxist sociologists argue
that the content of the media is controlled by the owners of media
conglomerates and, more broadly, by capitalist ruling class. Interactionists
would argue that only detailed study of individual instances of where decisions
are made about media content would shed light on who controls the media
and what interests are served. Feminist sociologists would highlight the extent
to which the media are controlled by men and serve male interests
predominantly. Pluralists argue that the media serve a diverse range of
interests in society and no single group controls the media. Postmodernists
would point out that the new digital media has created opportunities for more
people to influence the media than was perhaps previously the case and this
has taken some power away from elite groups.

Indicative content

For:
• Marxist sociologists argue that control of the media rests in the hands of
owners of the media and companies that fund the media through paying
for advertisements. Their interests are aligned with the capitalist ruling
class as a whole and the media therefore are supportive of capitalist
values and objectives. Others groups have little or no opportunity to
influence the content of the media, in this view.
• Media conglomerates operate increasingly on a global scale and,
arguably, this has extended their power to promote capitalist interests
free from any controls or restrictions that national governments might
seek to impose.
• Studies of the media by the Glasgow Media Group showed that the
media represent power holders and other privileged groups in society in a
favourable light. News coverage of industrial action, for example, tended
to present owners and managers as reasonable and moderate while
trade union officials represent the workforce were presented as
aggressive, militant, and disruptive.
• Countries and regimes that reject the capitalist economic system are
generally depicted by the western media in a negative way and their
leaders are often ridiculed. This is the case currently with North Korea
and was the case with Cuba and the Soviet Union in the past.
• Arguments that government-controlled media outlets serve ruling
class/elite interests.

© UCLES 2021 Page 11 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Question Answer Marks

4 Against:
• There are many cases of where powerful lobby groups representing
sections of society that are not directly linked to the capitalist ruling class
have been successful in influencing the decisions taken by media
organisations.
• In order to attract viewers and readers media organisations must produce
content that appeals to different sections of society. Not all of this content
will reflect the interests of the ruling class.
• Government regulations often require some or all media organisations to
operate in ways that allow scope for different groups in society to
influence the media (for example, the BBC Charter). Government
censorship may also act as a check on bias in the media that might
favour the interests of one group over another.
• Digital optimists argue that the new media has provided powerful new
means for individual citizens and protest groups to oppose established
authorities (such as the ruling class) and argue for changes in society that
benefit the less privileged and the poor.

© UCLES 2021 Page 12 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Question Answer Marks

5 ‘Religion is an obstacle to social change.’ Evaluate this view. 35

Key focus of the question

The focus of this question is the relationship between religion and social
change. Good answers are likely to develop the contrast between sociological
theories that view religion as a conservative force that has often opposed
social change and theories that recognise some role for religion in challenging
the status quo and bringing about social change. Functionalist and Marxist
theories would agree in seeing religion as an obstacle to social change,
though the two perspectives differ in how they explain the role of religion in
supporting the status quo. Weber viewed Calvinism as a powerful force in
helping to bring about the changes that led to the emergence of industrial
capitalism. The general view that religion, in some circumstances, can be a
force for social change has been developed by subsequent sociologists who
have cited examples such as the Iranian revolution and liberation theology to
support their arguments. Postmodernists view religion as bound up in the
social changes that they refer to as postmodernity.

Indicative content

For:
• Functionalists claim that religion contributes to a sense of collective
identity and value consensus; it helps bind people together in support for
the existing social order.
• Marxist sociologists argue that religion is a form of ideology that deters
the working class from rising up and overthrowing the capitalist economic
system. Religion makes people passive and disinterested in radical social
change.
• Religious organisations are often reliant on donations from rich
benefactors, thereby helping tie them in to the existing power structure in
society.
• Established religions are often closely linked with the dominant
institutions of society, contributing to the maintenance of the status quo
and social order.
• Arguments that the nature of religious belief and practice encourage
conformity, respect for authority, and acceptance of the existing social
order.

Against:
• Some religions have been quite radical in their opposition to poverty and
exploitation, speaking out against perceived deficiencies in the capitalist
economic system and seeking to bring about social change.
• Labour movements in western Europe historically had a close connection
with non-conformist religions and were influenced by religious teachings
and values. Many of the great social changes of the twentieth century
were driven by labour movements.
• Liberation Theology in Latin America is an example of where religion has
been used directly to oppose the status quo and to side with those who
are socially deprived in their quest to achieve social change.

© UCLES 2021 Page 13 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Question Answer Marks

5 • Arguments that many religions have been open to change within their
own organisations and ‘liberalisation’ within certain religions has help to
support the adoption of progressive values in the wider society. For
example, the ordination of female priests might be seen as one example
of change within religion that is also supportive of change in attitudes to
gender in the wider society.
• Supporters of the secularisation thesis would argue that the declining
social significance of religion means that any power that religious
organisations have to defend the status quo and prevent social change
today is considerably diminished.

© UCLES 2021 Page 14 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Question Answer Marks

6 ‘Growing support for new religious movements disproves the 35

secularisation thesis.’ Evaluate this view.

Key focus of the question

To answer this question candidates are required to demonstrate knowledge of

the secularisation thesis and the arguments and evidence that is used to
debate whether or not secularisation has occurred in modern industrial
societies. Good answers may pay close attention to how secularisation is
defined as this has a bearing on how the growth of new religious movement is
interpreted. A definition that ties secularisation closely to a decline in the
authority of established religions would view growing support for new religious
movements as evidence to support the secularisation thesis. By contrast, a
definition of secularisation that focuses on the idea of declining religiosity is
likely to view growing support for new religious movements as evidence of
religious revival and not secularisation. Candidates might also consider
whether growing support for new religious movements is sufficient evidence in
itself to disprove the secularisation thesis. This may take them into a broader
evaluation of the claims made by those who advance the secularisation
thesis, with reasoned conclusions drawn about how far, if at all, modern
societies have experienced a process of secularisation.

Indicative content

For:
• Growing support for new religious movements helps challenge claims
associated with the secularisation thesis that membership of religious
organisations is declining and people are becoming less religious.
• Growth in new religious movements can be seen as part of a broader
trend that has seen an increase interest in spirituality among people in
western societies in recent years; the growth in new age movements and
privatised worship provide further examples of this trend.
• Some new religious movements have been highly successful in recruiting
new members and in that respect have played a key part in what some
sociologists claim is a religious revival in modern societies.
• Some new religious movements claim to have successfully integrated
elements of spiritual and scientific thinking, challenging the modernist
idea that religion and science are diametrically opposed modes of
thought.
• Functionalist arguments that religion serves important functions in society
are supported by evidence of growth in new religious movements at a
time when support for established religions is declining. Functionalist
sociologists view sceptically the idea that societies can become secular to
the point where religion has little or no social significance.

Against:
• Growth in new religious movements can be seen as evidence that
established religions have lost their social significance. Wilson sees the
decline of established religions, together with fragmentation in religious
belief systems, as defining characteristics of secularisation. In a secular
society, Wilson argues, centralised spiritual authority is replaced by
support for competing religious beliefs (new religious movements, for
example) and other sources of moral guidance.

© UCLES 2021 Page 15 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Question Answer Marks

6 • Many new religious movements support the idea of a secular state that is
free from the power of established religious organisations to influence
decision making. The emergence of the secular state is often viewed as
evidence supporting the idea that secularisation has occurred.
• New religious movements are too divided and fragmented to replace the
power and authority of established religions. Indeed, most proponents of
the secularisation thesis believe that once secularisation has occurred
there can be no return to society based on traditional values and social
order that is based on religious teaching and governance.
• Interest in spirituality may have picked up in western societies in recent
years, but studies suggest it is driven by individualistic concerns with
discovering meaning and personal fulfilment rather than any desire to
return to a form of society based on religious control and traditional
values.
• Even if the growth in support for new religious movements is seen as an
indicator of religious revival, there is still a lot of evidence to support the
secularisation thesis; for example, evidence about the declining role of
religion in public life, increasing number of people who reject marriage or
marry without a religious ceremony, increasing number of people
identifying as atheists, and so on.

© UCLES 2021 Page 16 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Generic levels of response

Level AO1: Knowledge and Understanding Marks

3 • Good knowledge and understanding of the view on which the question is 7–9
based.
• The response contains a range of detailed points with good use of concepts
and theory/research evidence.

2 • Reasonable knowledge and understanding of the view on which the question 4–6
is based.
• The response contains either a narrow range of detailed points or a wider
range of underdeveloped points, with some use of concepts and references
to theory or research evidence

1 • Basic knowledge and understanding of the view on which the question is 1–3
based.
• The response contains a narrow range of underdeveloped points with some
references to concepts or theory or research evidence.

0 • No knowledge and understanding worthy of credit. 0

Level AO2: Interpretation and Application Marks

4 • Very good interpretation and application of relevant sociological material. 10–11

• The material selected will be accurately interpreted and consistently applied
to the question in a logical and well-informed way.

3 • Good interpretation and application of sociological material. 7–9

• The material selected will be accurate and relevant but not always
consistently applied to the question in a way that is logical and clear

2 • Reasonable interpretation and application of sociological material. 4–6

• The material selected will be mainly accurate but its relevance to the question
may be confused or unclear at times.

1 • Limited interpretation and application of sociological material. 1–3

• The material selected is relevant to the topic but lacks focus on or relevance
to the specific question.

0 • No interpretation and application worthy of credit. 0

© UCLES 2021 Page 17 of 18

9699/42 Cambridge International AS & A Level – Mark Scheme May/June 2021
PUBLISHED

Level AO3: Analysis and Evaluation Marks

4 • Very good analysis and evaluation. 12–15

• Clear and sustained analysis of the view on which the question is based, with
detailed and explicit evaluation.
• There is also likely to be a range of contrasting views and/or evidence
discussed, demonstrating good understanding of the complexity of the issues
raised by the question.

3 • Good analysis and evaluation. 8–11

• The evaluation may be explicit and direct but not sustained, or it will rely on a
good outline of contrasting views and/or evidence, clearly focussed on
evaluating the view in the question.
• The response demonstrates some understanding of the complexity of the
issues raised by the question.

2 • Reasonable analysis and evaluation. 4–7

• There is a description of some relevant contrasting views and/or evidence but
these are only implicitly focussed on evaluating the view in the question.
• The response demonstrates some awareness of the complexity of the issues
raised by the question.

1 • Limited analysis and evaluation. 1–3

• There are a few simple points of implicit or tangential evaluation.
• The response demonstrates little awareness of the complexity of the issues
raised by the question.

0 • No analysis and evaluation worthy of credit. 0

© UCLES 2021 Page 18 of 18