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2013 Notes from the Marking Centre – French Extension

Introduction

This document has been produced for the teachers and candidates of the Stage 6 French Extension 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 French Extension Stage 6 Syllabus
• the 2013 Higher School Certificate French Extension 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 French in Stage 6.

Oral examination

General

Characteristics of better responses:

• a logical and well-structured argument was developed and presented within the time allocation, supported by a range of relevant ideas and examples
• ideas were communicated confidently and fluently, with authentic intonation and pronunciation
• sophistication of vocabulary and sentence structure was demonstrated as well as a consistently high level of grammatical accuracy
• the point of view was quickly introduced before getting into the body of the discussion
• arguments and examples were clearly linked to the question asked, using appropriate linking words.

Characteristics of weaker responses:

• candidates used prepared material that lacked relevance to the question
• candidates did not pay particular attention to whether the question had different angles
• the response was not delivered within the time allocated.

Question 1

Characteristics of better responses:

• candidates took a position as to whether it was possible to be optimistic or not
• candidates talked about the state of the environment and the effect of the environment on humanity
• candidates offered solutions linked to the question of being optimistic or not
• arguments were well structured, developed, and used sophisticated examples.

Question 2

Characteristics of better responses:

• candidates discussed both aspects of the question
• responses went beyond just the mere advantages and disadvantages that technology brings.

Written examination

Section I – Response to Prescribed Text: Part A

Characteristics of better responses:

• candidates understood the significance of the word agachon as a hiding place and associated it with Pamphile observing the suffering of the Cadorets or the link to the natural world or validly referenced it to Le Papet (part a)
• candidates extrapolated that Pamphile’s concerns were twofold – the physical concerns regarding the Cadorets and their crops as well as Pamphile’s conflicted emotions about not being able to help by revealing the existence of the spring (part b)
• candidates explained the language features and what they revealed about Amélie, and discussed the content and language features equally in terms of Amélie’s comments (part c)
• candidates explained the role of village solidarity in the given extract with many supporting examples (part d).

Characteristics of weaker responses:

• candidates did not recognise the word agachon or relate it to any point of significance (part a)
• candidates did not connect Pamphile’s conflicted emotions with his loyalty to the village and the suffering of the Cadorets (part b)
• candidates did not identify and/or explain language features, and often only described content without explaining what it revealed about Amélie (part c)
• candidates generalised about or described village solidarity without referring to the given extract or explaining the role it played in village solidarity. Frequently, these responses tended to describe the other chosen episode in far greater detail than any from the given extract (part d).

Section I – Response to Prescribed Text: Part B

Characteristics of better responses:

• candidates met all requirements of the task, using a consistent, sophisticated and authentic level of language
• responses presented a convincing, balanced, well-sustained and solid argument from both speakers in the conversation
• candidates demonstrated perceptive insight into the factors influencing Jean’s downfall and supported it with relevant examples from the novel
• candidates accurately and adequately addressed the stimulus by one or both of the speakers
• candidates used examples from the prescribed text that were relevant and accurate, but not necessarily detailed.

Characteristics of weaker responses:

• there was a lot of anglicised expression and overall poor level of language (grammar and spelling)
• the text type or tone was incorrect (monologue or essay, not a conversation, which could have been the result of the candidate misinterpreting the question), or the response was far too long
• there was no strong opposition in the discussion, or the argument was one-sided or unbalanced
• a poor knowledge of the text was demonstrated, as the references used were either inaccurate or overly simplistic and superficial
• there was no clear link (direct or indirect) to the stimulus and/or Extract 14.

Section II – Writing in French

Characteristics of better responses:

• there was a high level of grammatical accuracy, use of sophisticated vocabulary and grammatical structures, and effective manipulation of language
• there was a clearly stated thesis in the introduction that outlined the arguments to be presented
• candidates distinguished between concept of equality and equal opportunity (Q.3)
• candidates described roles of both men and women (Q.4)
• candidates engaged directly with the audience at the beginning and end of the speech, as well as throughout the argument, using rhetorical questions, the imperative and vous/nous
• candidates included two to three different ideas to support their argument and developed each idea in a sustained manner.

Characteristics of weaker responses:

• candidates used lots of anglicisms and made basic grammatical errors with verb conjugations and adjective agreement
• candidates used prepared material and did not present ideas relevant to the question
• candidates did not write a speech but a monologue, without addressing the audience at all
• candidates did not appear to plan, which led to confusing arguments, the listing of ideas, and sometimes a lack of development of valid points mentioned in the introduction
• in Question 3, candidates treated the question as being about equal rights, rather than equal opportunities. In Question 4, they ignored the role of men, only addressing the role of women.