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5. 2011 HSC Notes from the Marking Centre — Arabic

2011 HSC Notes from the Marking Centre – Arabic

Contents

• Introduction
• Arabic Beginners
• Oral Examination
• Written Examination
  • Section I – Listening
  • Section II – Reading
  • Section III – Writing in Arabic
• Arabic Continuers
• Oral Examination
• Written Examination
  • Section I – Listening and Responding
  • Section II – Reading and Responding
  • Section III – Writing in Arabic
• Arabic Extension
• Oral Examination
• Written Examination
  • Section I – Response to Prescribed Text
  • Section II – Writing in Arabic

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 2011 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 relevant syllabus, the 2011 Higher School Certificate examinations, 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 mark 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 beyond the indicated space 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 that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Dictionary use

Candidates need to contextualise the meaning from the choices given in the dictionary. When looking for an English equivalent, candidates must ensure that they choose the correct equivalent part of speech as well as the most appropriate meaning. Candidates are reminded to cross-reference words from the English–Arabic dictionary with its complement in the Arabic–English dictionary.

Self-identification

Candidates must not identify themselves, their school or their teachers in their written responses. If the question asks you to thank a teacher, describe a school or draft a letter to a friend, you should not include any identifying details.

Answering the question

The mark value and the number of lines in the short answer questions provide candidates with an indication of the length of the required response. Questions will sometimes require the direct translation of material, while other questions will ask for information to be interpreted in some way. In every case, it is essential that candidates answer the question asked and refrain from including large amounts of extraneous material.

Word limits

Candidates are reminded that it is possible to gain full marks within the prescribed word limit for a writing task. Nothing is gained by providing unnecessarily long responses that often contain irrelevant material and are poorly structured and repetitive. Candidates are reminded of the importance of taking time to prepare and structure their written responses in Arabic. This is far more important than writing excessively beyond the word limit.

Use of prepared material

Careful and intelligent inclusion of pre-prepared material directly relevant to the writing task can be very effective. Material, however, must be relevant to the task’s purpose, context and audience. The inclusion of material that is irrelevant is a waste of candidates’ time and is disregarded by markers.

Use of Notes column

Candidates must ensure that all relevant information contained in the Notes column is transferred to the lined section of the examination paper if they want this information to be considered as part of their response.

Arabic Beginners

Oral Examination

Many candidates responded to a variety of questions based on the topics they had studied with some fluency. In weaker responses, candidates used single words and short set formulaic expressions.

Written Examination

Section I – Listening

Question 1

The range of candidates’ responses varied greatly according to their level of understanding of the text. Candidates needed to identify what Salma and Ramy are discussing. Better responses identified the rudeness of loud mobile phone conversations.

In weaker responses, candidates referred only to the fact that two people were talking on the bus.

Question 4

In better responses, candidates demonstrated a good understanding of the purpose of the announcement. This included:

• to tell the school about the success of the excursion to Canberra
  
• to thank the students involved for their good behaviour
  
• to tell the school that it will happen again next year.

Question 7

There was a range of responses from candidates. In the better responses, candidates summarised the main points correctly:

• People travel around the world to taste different food.
  
• Food tourism is becoming more popular.
  
• People are turning away from junk food to healthy food.
  
• Tours targeting young people are planned for next year.

Question 9

In better responses, candidates correctly explained why Bassem was very upset. They mentioned he was repeatedly interrupted by the interviewer who was rude, judgmental and biased towards young drivers.

In weaker responses, candidates made very little reference to the reasons for Bassem’s feelings.

Section II – Reading

Question 12

2. In better responses, candidates correctly identified and demonstrated a thorough understanding of those two guests who had similar experiences, and justified their answer by making reference to the text.

Question 14

3. Responses indicated that many candidates had difficulty understanding the requirements of this question. They made little or no reference to the reasons behind the writing of the text, which included:
   
   • to encourage whole school support and remind students to attend
     
   • to congratulate students on their achievements
     
   • to say farewell to a well-liked sports teacher
     
   • to thank the teacher for many years at the school
     
   • to tell people what he is going to do after teaching.

Section III – Writing in Arabic

Question 17

In better responses, candidates demonstrated a good understanding of the requirements of the question by using some elements of the language of persuasion. They also demonstrated a good understanding of audience, purpose and context relevant to the task.

In weaker responses, candidates wrote single short sentences or wrote in incomprehensible language.

Arabic Continuers

Oral Examination

Although it is expected that candidates will prepare thoroughly for this examination, they are reminded that they should be able to answer questions that relate to their personal world spontaneously. Candidates should also expect that questions may be of varying difficulty, requiring simple or 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 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.

Most candidates demonstrated an ability to respond to a range of questions in some depth. In the best responses, candidates demonstrated a 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 a 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 weaker responses, candidates did not communicate fluently in Modern Standard Arabic, nor did they present a variety of ideas and opinions.

Written Examination

Section I – Listening and Responding

General comments

It is important to remember that questions may require candidates to identify the tone, purpose, context and audience of spoken texts, or to interpret, analyse or evaluate information. Candidates may also be required to draw conclusions, justify opinions and/or infer points of view, attitudes or emotions from language and context. Candidates are reminded that the simple translation of segments of texts that relate to the question without responding specifically to the requirements of the question will not result in full marks.

Candidates should refrain from simply retelling the text, and ensure they address the question. They should not make generalisations but give specific details from the text. If points are written in the Notes column, candidates should transfer these into the answer space. Points in the Notes column cannot be marked.

Candidates are encouraged to read over their answers at the conclusion of the Listening section to ensure that what they have written makes sense and that there are no missing words.

Better 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.

Advice to candidates

Candidates should:

• read all questions in English before listening to the item in Arabic
  
• ensure that ALL relevant information is transferred from the Candidate’s Notes column to the lines provided for the response – information in the Candidate’s Notes column is not considered part of the answer
  
• use dictionaries effectively
  
• choose only ONE answer in multiple-choice questions
  
• use the time given at the end of the paper to read over their answers to ensure they are clear, relevant and not contradictory.

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 many responses, candidates provided a good description of Nabil’s personality by referring to the fact that he is not only lazy but very spoilt. In better responses, candidates identified and explained his manipulative nature.

Question 5

In many responses, candidates gave a good description of the various tones in the voicemail message. Candidates, however, needed to explain that initially the tone is polite and appreciative and that as Amal’s calls are not returned, her tone of voice becomes very frustrated until, finally, she becomes sarcastic and angry.

Question 6

In better responses, candidates identified the central issues in the text: that students are under enormous pressure to do well and that something needs to be done about it. These include the tackling of the problem both at home and at school, the need for a balance in the students’ lives, and the need for a change in their attitudes towards homework.

In weaker responses, candidates wrote a summary of some ideas present in the text.

Question 7

In most responses, candidates wrote an email that included an apology, explanation and a justification, and concluded with an invitation.

In weaker responses, candidates did not write an email but explained what happened in the text.

Question 8

In most responses, candidates identified some aspects of language that reveal the feelings of the speaker. Many, however, did not explain the fact that the text begins with a sigh and ends with another sigh, which exposes the painful disappointment the speaker is feeling. The speaker’s use of negative connotations also reveals her anger and rage towards her boss, and her use of sarcasm in the concluding remarks reflects her despair.

Section II – Reading and Responding

Advice to candidates

Candidates should:

• read all questions in English before reading the text in Arabic
  
• use dictionaries effectively
  
• use the time given at the end of the paper to read over answers to ensure they are clear, relevant and not contradictory.

Part A

Question 9

3. In the best responses, candidates discussed Dr Kamel’s justification, and related this to issues presented in the text. They demonstrated a good understanding of the financial support given by the government and also of the fact that the increase in life expectancy is a global issue.
   
   
4. In better responses, candidates explained the quotes given by Suleiman and referred to his negative opinion of the government, and that he was not convinced or satisfied with Dr Kamel’s responses. These candidates analysed the tone in the two quotes and revealed the distrust and sarcasm behind the words used by Suleiman.
   
   In weaker responses, candidates provided a literal translation of the quotes but did not explain how they reflected the distrust and the sarcasm.

Question 10

2. In better responses, candidates demonstrated a good understanding of the point Salem is trying to make through the statement, that is, that people can be misled by appearances. They also referred to the importance of character, as people should be judged on their inner qualities.
   
   
3. In many responses, candidates demonstrated a good understanding of the double standards used in the media, and Salem’s thoughts in relation to this topic.
   
   In weaker responses, candidates did not demonstrate an understanding of what Salem was referring to, nor did they explain why the comment was made.
   
   
4. In many responses, candidates identified what Zahia thinks of her friend. They explained that she thinks her friend has rushed into making decisions about her boyfriend by basing her judgment on appearance. She did not give her parents a chance to say what they thought.
   
   In weaker responses, candidates retold what Zahia’s friend did without analysing Zahia’s opinion about her friend’s actions.
   
   
5. In better responses, candidates analysed the effectiveness of Maruf’s argument. They justified their opinion by referring to Maruf’s personal experiences that provided grounds for his argument. They extracted information from the text that related to the positive impact of physical appearance on an individual, such as boosting confidence and enhancing relationships with others.

Part B

General comments

In the best responses, candidates addressed the range of issues, questions and comments raised in the text, and provided interesting responses supported by a sound knowledge of Arabic. Their responses were well structured, logical and appropriate to the task, and clearly demonstrated an understanding of the stimulus text by providing well-supported comments and suggestions. These responses reflected good control of the language, with grammatical structures and vocabulary appropriate to Stage 6.

It is recommended that candidates:

• read the stimulus text more than once carefully to ensure they have understood both the general message and any important detail
  
• identify the elements of the text requiring comment, ensuring that a good understanding of the text is reflected in the response
  
• take time to plan the response. This will ensure that the response is well structured and the ideas flow logically
  
• begin with an appropriate introduction, clearly relevant to the task
  
• develop a response that clearly addresses the requirements of audience, purpose and context
  
• be aware of their own strengths (and limitations), and communicate their ideas in the most authentic and accurate way possible
  
• use the dictionary judiciously. The dictionary should not and cannot be a substitute for a sound knowledge base. If used, it is important that care is taken to select the appropriate word or phrase
  
• ensure their response meets the syllabus requirements (approximately 200 words)
  
• take time to review and edit their response, ensuring that both language and spelling are as accurate as possible. This includes fundamentals of the language, such as subject–verb agreement, tenses and word order
  
• practise the range of text types outlined in the syllabus as much as possible in preparation for the examination.

Question 11

In better responses, candidates dealt well with all the elements of the text. They communicated ideas effectively, using language and structures creatively. In these responses, candidates responded to the comments and questions in both the email and the attachment. They provided a reply and justified it by manipulating the information in the text to serve their purpose. They paid attention to elements such as the location, facilities, security, and cost of sharing the accommodation in their responses. Other elements in the text they referred to included:

• the girls’ study at university
• opinion of campus accommodation
• sharing of bathrooms, etc
• opinion on shared private accommodation:
  • security issues
  • easy access
  • location – close to university, beach, shops, etc
  • convenience – no need for private or public transport
  • separate bedrooms
  • rent and how it would be paid, etc
• the girls’ being best friends – trust, family’s acceptance, etc.

In weaker responses, candidates made little reference to the stimulus text.

Section III – Writing in Arabic

Question 12

In better responses, candidates wrote a postcard telling their friend about a musical or play they had recently watched. Some of these responses also included a recommendation. They showed good evidence of the use of the language appropriate for the task, which included consistent use of the first person and of a range of appropriate descriptive expressions.

In weaker responses, candidates included significant amounts of irrelevant pre-learned material, which often exceeded the required word limit.

Question 13

1. Very brief responses that do not meet the word limit cannot demonstrate the range of vocabulary and sentence structures required to answer the question fully. In better responses, candidates demonstrated a good understanding of the reflective nature of the task. In these responses, candidates wrote an effective and well structured diary entry appropriate to the purpose and context. They manipulated language structures to produce a coherent and effective reflection on the cancellation of a trip they had been planning. In these responses, candidates expressed their feelings of disappointment, anger and despair, and explained why they felt that way.
   
   In weaker responses, candidates focused on explaining the cancellation with little or no reflection of its effect on them.
   
   
2. Very brief responses that do not meet the word limit cannot demonstrate the vocabulary and range of sentence structures required to answer the question fully. In better responses, candidates provided a reflective diary entry that included the effect that meeting a famous sports personality had on them and how this meeting has motivated them in various ways. They made reference to the redirection of personal goals, working harder at school to achieve their goals, being more helpful to others, being independent, patient etc. They also included feelings of excitement, overwhelming happiness, respect, admiration, etc.
   
   In weaker responses, candidates provided a recount of their meeting rather than a reflection or an explanation of how the meeting benefited them personally.

Arabic Extension

Oral Examination

General comments

Overall, candidates exhibited confidence in expressing their opinions on the chosen questions. Most candidates demonstrated a good level of competency in Arabic. They presented their monologues with some degree of fluency and used a wide vocabulary combined with sound sentence structure.

Candidates are reminded in this part of the examination that they must not read from the notes they have written in the preparation time, but use them as a guide only. Candidates should also adhere to the time limit that is specified for this examination, which is approximately three minutes.

Question 1

In better responses, candidates presented and developed a coherent argument, which was supported by well-explained ideas and information. Candidates stated their point of view and gave two to three ideas in support. They also concluded their responses well.

In weaker responses, candidates presented a monologue on the effect that immigration has on an individual’s life while paying little or no attention to the key subject of the question, which was young people.

Question 2

In better responses, candidates presented and developed a good and coherent argument, which was supported by well-explained ideas and information on the topic. In these responses, candidates provided a personal definition of the word ‘success’ and based their arguments on this definition. They referred to various elements of success.

In weaker responses, candidates but did not justify their opinion with relevant ideas. They also tended to digress from the main line of argument.

Written Examination

Section I – Response to Prescribed Text

Part A

Question 1

3. In better responses, candidates included a good explanation of how the mother’s attitude changes throughout the story, from passive and submissive to a more active and determined position as she witnesses the deterioration of her daughter’s health.
   
   In weaker responses, candidates often referred only to the extract.
   
   
4. In better responses, candidates presented a thorough understanding of the suspense-filled atmosphere created in the extract. They defined the elements that created this atmosphere, which included the patterns of questions that mother and daughter ask each other, the use of short sentences, and the vivid description of the daughter’s strange behaviour.
   
   In weaker responses, candidates did not identify the sense of atmosphere but rather described the attitudes of the characters.
   
   
5. In better responses, candidates identified and explained how the issue of ‘pressure on the individual’ is reflected in the reasons why the parents reacted in the way they did to the passerby, or how the issue of ‘the global village’ reflects on the fact that children/societies bear the consequences of their parents’/leaders’ actions.
   
   In weaker responses, candidates identified one or more issues but did not demonstrate how the statement related to these issues. They also did not explain how the statement is related to the events/information in the story.

Part B

Question 2

In the best responses, candidates manipulated language authentically and creatively in the script of a conversation between the two main characters in which they reflect on the decisions made by the male character and the response of the female character. In these responses, candidates demonstrated a thorough understanding of the details of the story and were able to adopt the personas of both characters.

Such responses included reference to the following:

• their five-year relationship
  
• how they cannot get married – diplomatic position policy
  
• his work and the new position
  
• family commitments – both hers and his
  
• social and peer pressure
  
• their attitudes towards the future
  
• their acceptance of their circumstances.

In weaker responses, candidates either retold the events of the story or made very little reference to the events, details or information in the story.

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 of each question. They demonstrated a high level of grammatical correctness and sophistication in their vocabulary and sentence structure.

Question 3

In better responses, candidates wrote an article in which they presented a well-developed discussion on the statement. They presented ideas on whether living a simple life has become a thing of the past. In these responses, candidates wrote effectively, drawing some very logical conclusions. Such responses included:

• a title
  
• an introduction or introductory statement that established the line of argument
  
• a discussion of the topic
  
• supporting evidence relating to:
  
  • cultural differences
    
  • technological revolution
    
  • globalisation
    
  • materialism, etc
• a concluding statement that reinforced the main idea or made a recommendation.

In weaker responses, candidates confused a ‘simple life’ with an ‘easy’ life.

Question 4

In better responses, candidates wrote an article in which they presented a well-developed, logical and coherent discussion on the extent to which technology plays a role in widening the gap between generations, which was supported by relevant examples. Elements of these responses included:

• an appropriate title
  
• introduction or introductory statement that established the line of argument
  
• a discussion of the topic
  
• supporting evidence relating to:
  
  • cultural differences
    
  • technological revolution
    
  • use of technology in schools, universities, work places, etc
    
  • means of communication using technology
• a concluding statement which reinforced the main idea or made a recommendation.

In weaker responses, candidates did not address the key element in the question, which was the widening of the generation gap, but rather discussed the advantages and disadvantages of technology.