2015 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 2015 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 2015 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 Continuers in Stage 6.
Oral examination
Characteristics of better responses:
- language was manipulated effectively in response to a range of questions
- wide vocabulary and sophisticated sentence structures were used
- ideas were communicated fluently and appropriately justified
- creativity and authenticity were demonstrated.
Characteristics of weaker responses:
- incomplete sentences were often used
- inaccuracies in grammar and pronunciation were evident
- responses contained repetition of vocabulary and expression
- prepared responses were used.
Written examination
Section I – Listening
Characteristics of better responses:
- requirements of the question were understood and addressed
- ideas were well structured and explained
- relevant details from the text were included to support opinions
- an analysis on how Adel succeeded in convincing his mother to reconsider her decision was included (Q6)
- responses were supported with reference to the text when explaining what the interview revealed about Mr Ayman’s character (Q7).
Characteristics of weaker responses:
- candidates demonstrated a poor grasp of the question, resulting in a vague translation
- insufficient details were provided
- translations of the conversation were given instead of an analysis of how Adel succeeded in convincing his mother (Q6)
- language techniques were listed without explaining their significance (Q8).
Section II – Reading and Responding
Part A
Characteristics of better responses:
- all aspects of the question were addressed
- a holistic understanding of the text was demonstrated, for example a good understanding of how Rim felt about the move (Q9c)
- a good variety of questions that highlighted students’ opinions and recommendations about the camp experience were included (Q10d)
- all similarities and differences in attitudes were clearly shown in a coherent way (Q10e)
- how meaning is conveyed in the text was explored rather than providing quotations.
Characteristics of weaker responses:
- analysis was not provided when it was required
- ideas were repeated and/or expressed briefly
- the purpose of the survey was not understood (Q10a)
- only part of the question was covered, for example comparing Rima and Hiyam’s attitude without support from the text (Q10e).
Part B
Characteristics of better responses:
- an understanding of the email was demonstrated and details about the experience on the cruise were provided
- tone and attitude of both gratitude and complaint were evident
- a variety of vocabulary and a range of expressions were used
- different tenses were used appropriately
- ideas about the various problems encountered were developed in depth.
Characteristics of weaker responses:
- the key elements of the email were not addressed, but rather phrases from the email were copied
- irrelevant aspects/ideas were included
- isolated elements in the text were addressed.
Section III – Writing in Arabic
Characteristics of better responses:
- ideas were sequenced coherently and effectively with a high degree of accuracy
- authentic and appropriate manipulation of a wide variety of structures was demonstrated
- creative and relevant responses were provided which demonstrated depth and breadth
- the purpose of the task was maintained throughout.
Characteristics of weaker responses:
- inconsistent and incorrect use of tense were apparent
- depth and detail were lacking
- scattered ideas were used without linking them to the question.
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