2014 Notes from the Marking Centre – Arabic Extension
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Arabic Extension 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:
- the Arabic Extension Stage 6 Syllabus
- the 2014 Higher School Certificate Arabic 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 Arabic in Stage 6.
Oral examination
Characteristics of better responses:
- arguments were presented coherently and fluently
- arguments were supported logically
- depth and breadth were shown in the treatment of the question
- sophisticated vocabulary and sentence structures, and a high level of grammatical correctness were featured
- candidates exhibited confidence in presenting ideas and used a range of expressions to engage the audience.
Characteristics of weaker responses:
- the topic in the question was spoken about generally
- rote-learnt slabs of information that relate to a word in the question were included
- there was confusion as to what the question was asking
- repetition in vocabulary and language expression was evident
- the structure of an argument was lacking.
Written examination
Section I – Response to Prescribed Text
Part A
Characteristics of better responses:
- relevant details from the text to support their opinions were included
- there was a perceptive interpretation and analysis of the issue discussed
- meaning from the text to explain the transformation of Yasmine was inferred
- a broad understanding of the prescribed text was demonstrated
- a good understanding of specific details in the prescribed text, such as reflecting on the opposing views about the green building, was demonstrated.
Characteristics of weaker responses:
- various segments of the story were translated without addressing the questions
- examples that were neither appropriate nor supportive of their explanation were included
- a lack of real engagement with the different elements of the question was demonstrated.
Part B
Characteristics of better responses:
- a perceptive insight into the factors contributing to the character’s loss of her name was demonstrated
- the stimulus text was accurately and adequately addressed with detailed explanation
- all aspects of the question were comprehensibly covered
- the issue was skilfully explored supported by relevant textual knowledge.
Characteristics of weaker responses:
- the story was retold
- detail and analysis was lacking
- a set of ideas was presented without linking them to the issue or text
- a holistic understanding of the text was not demonstrated.
Section II – Writing in Arabic
Characteristics of better responses:
- a high level of grammatical accuracy and sophistication of vocabulary and sentence structure was demonstrated
- a well-structured and convincing article was formulated
- breadth and depth in the treatment of relevant ideas was demonstrated
- a sophisticated discussion of the key elements of the statement was presented and developed.
Characteristics of weaker responses:
- only one part of the question was addressed
- depth, substance and structure were lacking
- a range of ideas was presented, however these ideas were not developed into a logical argument
- the idea of tolerance was confused with forgiveness.
NSW Government