2013 Notes from the Marking Centre – Arabic Continuers
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Arabic Continuers course. It contains comments on candidate responses to the 2013 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with:
- the Arabic Continuers Stage 6 Syllabus
- the 2013 Higher School Certificate Arabic Continuers examination
- the marking guidelines
- Advice for students attempting HSC languages examinations, and HSC Languages oral examinations – advice to students
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Arabic in Stage 6.
Oral examination
Characteristics of better responses:
- language was manipulated effectively in response to a range of questions
- wide vocabulary and advanced sentence structures were used
- ideas were elaborated and linking words/expressions were used to provide reason, justify an opinion, explain a point of view and comment on a particular idea
- candidates did not use prepared responses
- reflective language and structure were used to speak about the past, present and future.
Characteristics of weaker responses:
- errors were made in using the plural and the dual
- incomplete sentences were often used
- candidates used prepared responses
- brief responses with one- or two-words answers were provided
- English syntax and vocabulary were used.
Written examination
Section I – Listening
Characteristics of better responses:
- text was not just translated
- a clear understanding of the requirements of the question was demonstrated
- the spaces provided were used wisely
- ideas were structured well, and all or most of the ideas required were covered
- a good referencing style was used to explain, justify and conclude
- an opinion based on general and specific details of the text was provided.
Characteristics of weaker responses:
- sentences/slabs of the text were simply translated
- a holistic understanding of the text was not demonstrated, but individual ideas/sentences were understood
- analysis was not provided when questions required analysis
- responses were too long and contained a lot of repetition.
Section II – Reading and Responding – Part A
Characteristics of better responses:
- relevant details from the text were included to support opinions
- candidates compared and contrasted, analysed and related the contents of the text to its title
- candidates demonstrated clear understanding of the purpose of the text
- responses were clearly structured
- candidates used information from the text to draw logical conclusions and textually based opinions.
Characteristics of weaker responses:
- sentences/slabs of the text were simply translated
- the specific requirements of the question were not met (ie providing a reason, or explaining an idea, or commenting on a particular reaction)
- how the contents in the text related to the title was not explained
- candidates demonstrated a minimal understanding of how two people in the text could be alike and unalike at the same time.
Section II – Reading and Responding – Part B
Characteristics of better responses:
- relevant details from the text were included
- candidates demonstrated excellent understanding of the purpose, audience and context
- creativity and authenticity in style and language use were evident
- ideas were logically and coherently structured with the use of connecting words/expressions, appropriate punctuation and paragraphing.
Characteristics of weaker responses:
- candidates used phrases and sentences straight out of the text
- ideas were expressed briefly, without appropriate elaboration
- a limited knowledge of language structures was demonstrated and very short or singular sentences were used
- errors in grammar and syntax were evident.
Section III – Writing in Arabic
Characteristics of better responses:
- a range of vocabulary and language structures was used
- there was a perceptive understanding of the purpose, context and audience
- the purpose of the task was maintained throughout
- language expressions and style were creatively used
- exclamation marks, questioning techniques of an interview, and other appropriate language features were used to present an authentic and natural response.
Characteristics of weaker responses:
- there was limited understanding of the requirements of the task
- some candidates did not write in the required text type
- ideas were irrelevant to the purpose of the task
- there was limited understanding of language structures, grammar and punctuation
- some responses were very long with repeated words, expressions and ideas.
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