2010 HSC Notes from the Marking Centre — Arabic
Contents
Introduction
This document has been produced for the teachers and candidates of the Stage 6 courses in Arabic. It provides comments with regard to responses to the 2010 Higher School Certificate Examinations, indicating the quality of candidate responses and highlighting the relative strengths and weaknesses of the candidature in each section and each question.
It should be read in conjunction with the HSC examination papers, the HSC Standards Package and the marking guidelines. Teachers and candidates are reminded of the importance of remaining conversant with the current syllabus, the ACE Manual and Board Bulletin notices.
General comments
Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.
Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper), are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing far in excess of the space allocated may reduce the time available for answering other questions.
Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked, or verbs may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.
Beginners
Oral Examination
Many candidates responded to a variety of questions based on the topics they have studied with some fluency. In weaker responses, candidates used single words and short set formulaic expressions.
Written Examination
Section I – Listening
Question 8
The range of candidates’ responses varied greatly according to their level of understanding of the text. Candidates needed to imagine that they were Layla and write a note to Peter providing information on where Peter’s family members were, the need for Peter to make his own dinner and to call his dad if he needed anything.
Question 9
There were a range of responses from candidates. In better responses, candidates based their assumption on evidence from the texts, including Nader’s achievements, personality and weaknesses.
Section II – Reading
Question 13
In most responses, candidates demonstrated a good understanding of the details in the text, but many were unable to determine the likely outcome of Omar’s application. In these responses, candidates mentioned some information relevant to the task but failed to make a justified assertion.
Question 14
- Responses indicated that many candidates had difficulty understanding the requirements of this question. Many candidates described what the three friends are likely to do now rather than comment on their personality or any relevant information that we learn about them from the conversation.
Section III – Writing in Arabic
Candidates’ responses demonstrated varying levels of knowledge regarding vocabulary and sentence structure. Candidates need to be better prepared for this section of the exam and practise writing regularly.
Question 16
Some candidates demonstrated a limited understanding of the audience in this task. They confused the host mother with the biological mother so misunderstood the context. Students are reminded to read the question carefully before starting to write.
Question 17
Many candidates wrote about going out on the day of their final exam without any elaboration of their plans for the future.
Question 18
Most candidates chose part (b). In better responses, candidates demonstrated a good understanding of the requirements of the question by using some elements and language of persuasion. In weaker responses, candidates wrote single short sentences on a new movie that they had seen, without recognising the need to invite and to convince a friend to watch it.
Continuers
Oral Examination
Most candidates demonstrated an ability to respond to a range of questions in some depth. In the best responses, candidates demonstrated depth of understanding through the presentation of relevant information, opinions and/or comments in a fluent and confident manner. These candidates also demonstrated the use of a high level of grammatical accuracy, and breadth and sophistication of vocabulary and sentence structure. In their responses, candidates spoke with some degree of fluency on a range of topics about their personal world, with only minor inaccuracies in vocabulary and sentence structure.
In poorer responses, candidates did not communicate fluently in Modern Standard Arabic, nor present a variety of ideas and opinions.
Although it is expected that candidates will prepare thoroughly for this examination, they are reminded that they should be able to spontaneously answer questions relating to their personal world. Candidates should also expect that questions may be of varying difficulty, requiring some simple to more complex responses. They should be prepared to respond to questions that require them to describe, explain and justify an opinion. They should expect to be asked to reflect on aspects of the past, present and future.
Candidates can be better prepared for this examination by practising speaking in a variety of contexts and with various people on topics that interest them. They can also prepare by listening to news and media sources that present content in Modern Standard Arabic.
Written Examination
Section I – Listening and Responding
General comments
It is important to remember that this examination assesses outcomes 3.1, 3.2, 3.3, 3.4, 3.5 and 3.6. The assessing of outcomes 3.3, 3.4, 3.5 and 3.6 may require identification of the tone, purpose, context and audience of spoken texts, or the interpretation, analysis or evaluation of information. Candidates may also be required to draw conclusions, justify opinions and/or infer points of view, attitudes or emotions from language and context.
The best responses were given by candidates who not only conveyed the gist of texts and identified specific information through summarising the main ideas, but who also demonstrated a deep understanding of all aspects of the text and conveyed information accurately and appropriately. Candidates are reminded that simple translation of segments of texts that relate to the question, without responding specifically to the requirements of the question will not be awarded full marks.
Specific comments
Candidates should be aware that the examination begins with a familiarisation text and that they are NOT required to answer any questions on it. This text is only to familiarise listeners with the speakers’ voices.
Question 3
In some responses, candidates provided an analysis of the language techniques that are used to appeal to the audience rather than referring to how the content does this. Candidates need to be aware that unless the question asks specifically about the use of language techniques or style, they are NOT required to refer to them.
Question 6
In many responses, candidates demonstrated a limited understanding of the requirements of this question. In the better responses, candidates described how Nada’s feelings changed during the conversation. These emotions included elements of surprise, happiness, disappointment and anger.
Question 7
In most responses, candidates demonstrated a limited understanding of the requirements of the question. Instead of explaining Farid’s dilemma of having to please both his mother and Nadine, and the implications of his actions on his relationship with her, many candidates recounted what Farid and Nadine said to each other in the conversation.
Candidates needed to use evidence from the text to support their answer, but not use quotes in Arabic as their reference, without explaining how they reveal the dilemma.
Question 8
In most responses, candidates demonstrated an understanding of the general information in the text. Many, however, failed to explain the impact of Janine’s father’s new job on him and his family. Candidates recognised information relevant to the question, such as ‘earning more money’ but were unable to elaborate on the actual effect such as ‘providing a better standard of living’. Candidates needed to mention the financial, emotional and social effects of the new job.
Section II – Reading and Responding
Part A
Question 9
- Although many candidates demonstrated an understanding of the purpose of Rouba’s letter, many failed to articulate the link between the problems she is experiencing and the claims made by Sadek Atta in his article.
- Candidates demonstrated some understanding of the claims made by Sadek Atta but elaborated unnecessarily on the solutions he proposes in the article. Candidates needed to explain the main issues of how sharing computer use among family members has become like a battle.
Question 10
- Although many candidates revealed a literal understanding of the sentences in this question, the underlying significance was not very well commented on. Candidates needed to explain how these sentences reflect the father’s view and attitudes in the conversation that is taking place. In the best responses, candidates demonstrated an excellent understanding of the relationship between the father’s frustration and his wish to not only force his ideas on his children but also to close the subject altogether. These candidates also referred to the symbolic representation of the window as being the children’s outlooks and ambitions which the father wants to suppress.
- In better responses, candidates demonstrated a sensitive understanding of the issues in the text. They extrapolated ideas that dealt with the generation gap, gender discrimination, cultural values, and differing outlooks. In poorer responses, candidates mainly retold what was happening in the conversation without any evidence of analysis and interpretation.
Part B
Question 11
The majority of the candidates demonstrated some understanding of the purpose, context and audience of the text. In better responses, candidates demonstrated an excellent understanding of the main issues raised and presented a well-supported and structured response. These candidates demonstrated a clear understanding of Laila’s personality as portrayed throughout the text to justify her acceptance of the invitation.
In poorer responses, candidates made no or little reference to the textual clues that portray Laila’s personality and her interests. Some of these candidates demonstrated a limited understanding of the requirements of the task by not accepting the invitation.
Section III – Writing in Arabic
General Comments
In many cases, the level of Arabic used by candidates in this section was quite commendable. However, some candidates demonstrated limited understanding of the requirements of the task.
Question 12
In better responses, candidates wrote a message explaining why they spent the money that was given to them to do the grocery shopping on something else. However, many candidates paid very little attention to the word limit required to answer this question.
In poorer responses, candidates did not only demonstrate limited understanding of the key words in the question, but wrote excessively and unnecessarily beyond the required word limit.
Question 13
- Almost two-thirds of the candidates chose this question. In better responses, candidates demonstrated a good understanding of the reflective nature of the task. In these responses, candidates wrote effective and well-structured speeches that are appropriate for the audience, purpose and context of the task. Such responses demonstrated an ability to manipulate language structures to produce a coherent and effective reflection on their experience of not having access to mobile phones, computers and television.
In poorer responses, candidates reflected mainly on the week-long camp without any reference to the key idea in the question: that is, the unavailability of any forms of communication. In these responses, candidates recounted what they did at the camp and how they felt about it in general. - In the majority of the responses to this question, candidates demonstrated a limited understanding of the key personal aspect in the question. The better responses provided a reflective speech which included their ideas and views on the importance and the positive impact of Arabic heritage on their lives.
In the poorer responses, candidates provided a reflection or a set of ideas relating to Arabic heritage in general, without explaining how this has affected or benefited them personally.
Extension
Oral Examination
General comments
Overall, candidates exhibited confidence in expressing their opinions on the chosen question. Most candidates demonstrated a good level of competency in Arabic. They presented their monologue with some degree of fluency and used a range of vocabulary combined with sound sentence structure.
Candidates are reminded in this part of the examination that they must read the entire question/statement and refer to the key words in the question in order to respond correctly. Candidates should also adhere to the time limit that is specified for this examination which is 2.5 to 3 minutes.
Question 1
In better responses, candidates presented and developed a coherent argument, supported by well-explained ideas and information on the topic of whether wealth is the basis of accepting others.
In many responses however, candidates presented a monologue on the impact that money has on an individual’s life, while paying little or no attention to the key element of the question.
Question 2
In better responses, candidates presented and developed a good and coherent argument, supported by well-explained ideas and information on the topic of whether conflict is unavoidable in a multicultural society.
In many responses however, candidates presented a monologue on how certain minorities are discriminated against in a multicultural society or whether multiculturalism is good or bad, without addressing the key elements in the question.
Written Examination
Section I – Response to Prescribed Text
Part A
Question 1
- In the best responses, candidates provided a good description of each character and identified the relationship.
- In better responses, candidates included a good explanation of how the text revealed the strength of the characters’ love. They identified their sacrifices, unselfishness and loyalty, using evidence from the text.
In some poorer responses, candidates identified only the sacrifices made by the two characters, without mentioning their loyalty and the promises they made. - In better responses, candidates presented a thorough understanding of the role of destiny in life. Candidates explained how destiny can be merciful on one hand, but can also be harsh. Candidates explained this through a close reference to the events from the text, including the wonderful time the two characters spent together, as well as the sacrifices and decisions that brought their relationship to an end and separated them from each other.
- In better responses, candidates demonstrated a comprehensive understanding of the issue of ‘Pressure on the individual’, with reference to the text. These candidates identified various types of pressures such as decision making, family pressure and social pressure, and explained how each is portrayed and revealed through the characters and their actions as well as through the events that take place in the story.
Part B
Question 2
In the best responses, candidates took on the person of the writer and manipulated language authentically and creatively to reflect the reasons behind Fida’s marriage and the impact of that marriage on her. These responses also demonstrated an ability to reflect on the issue of under-age marriage and traditions related to marriage in a way that demonstrated a perceptive understanding of the issues in the story.
In poorer responses, candidates retold the events of the story or gave a general explanation of the statement without any reference to the events or information in the story. Some candidates wrote about the language techniques instead of discussing the issues raised in the statement.
Section II – Writing in Arabic
General comments
In better responses, candidates presented and developed a sophisticated and coherent discussion that treated relevant ideas and supporting evidence in depth, while relating these to the specific audience, purpose and context appropriate to each question. They demonstrated a high level of grammatical accuracy and sophistication in vocabulary and sentence structure.
Question 3
In better responses, candidates presented a well-developed discussion of the question. They presented ideas on how modern communication tools, such as mobile phones and the internet, have abolished the geographical borders between nations. Candidates supported their discussions by referring to a variety of examples such as globalisation and the concept of the global village. In these responses, candidates wrote effectively, drawing some very logical conclusions.
In poorer responses, candidates made reference to advantages and disadvantages of modern communication or wrote about communication within a country. They did not make reference to geographical borders which were the key words in the question.
Question 4
In better responses, candidates discussed how various factors, such as family, technology and work can cause stress to the individual. In these responses, candidates presented well-developed, logical and coherent discussion and made use of relevant examples to support their claims.
In poorer responses, candidates did not refer to modern life but rather wrote about pressure on people in general.
20110228
NSW Government