1. Home
  2. HSC
  3. HSC Exams
  4. 2014 HSC Exam papers
  5. 2014 HSC Notes from the Marking Centre — Arabic Continuers
Print this page Reduce font size Increase font size

2014 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 2014 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with:

Oral examination

Characteristics of better responses:

  • language was manipulated effectively in response to a range of questions
  • ideas were linked
  • the vocabulary used was sophisticated and accurate
  • reflective language and structure were used to speak about the past, present and the future
  • opinions were presented fluently and points of view were justified.

Characteristics of weaker responses:

  • prepared answers were used that lacked relevance to questions
  • incomplete sentences were often used
  • set phrases or single words were often used
  • some questions were misunderstood
  • tenses and pronouns were used incorrectly.

Written examination

Section I – Listening and Responding

Characteristics of better responses:

  • a clear understanding of the requirements of the questions was demonstrated
  • all aspects of the questions were covered
  • a holistic understanding of the text was demonstrated
  • the differences and similarities of both characters were explained with evidence (Q.7)

Characteristics of weaker responses:

  • answers were simply translations of text and did not fully address the question
  • content only was referred to, rather than language and content (Q.6)
  • evidence to justify the student’s opinion was not provided and not all aspects of the questions were covered.

Section II – Reading and Responding Part A

Characteristics of better responses:

  • relevant details from the texts were included to support opinions
  • candidates explained, evaluated, compared, contrasted and analysed where required
  • holistic understanding of the texts was demonstrated
  • information from the texts was used to draw logical conclusions or present opinions.

Characteristics of weaker responses:

  • answers were simply translations of text and did not fully address the question
  • the specific requirements of the question were not met, drawing on common experiences from their life instead of from the texts
  • only part of the question was covered; for example, the success of the project was noted, but candidates did not include the unsuccessful elements (Q.8), or only one aspect of Salma’s personality was considered (Q.8).

Section II – Reading and Responding Part B

Characteristics of better responses:

  • relevant details from the text were included
  • an excellent understanding of the purpose, audience and context of the response was demonstrated
  • creativity and authenticity in style and use of language was evident
  • ideas were logically and coherently structured with the use of connecting words and expressions, appropriate punctuation and paragraphing.

Characteristics of weaker responses:

  • ideas were expressed briefly, without appropriate elaboration
  • answers were simply translations of text
  • language structures were limited
  • responses were often poorly structured and contained repeated linguistic or syntactic errors.

Section III – Writing in Arabic

Characteristics of better responses:

  • a thorough understanding of the requirements of the task was demonstrated
  • the control of language was effective and maintained throughout
  • a wide range of vocabulary that showed feelings and emotions was used
  • ideas were communicated clearly using structures to suit the audience, purpose and context
  • grammar was accurate.

Characteristics of weaker responses:

  • ideas presented were irrelevant to the purpose of the task
  • words, expressions and ideas were repeated
  • ideas and sequencing was poorly organised
  • grammar and spelling were inaccurate.
Print this page Reduce font size Increase font size