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2011 HSC Notes from the Marking Centre – French

Contents

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

Introduction

This document has been produced for the teachers and candidates of the Stage 6 courses in French. It contains comments on candidate responses to the 2011 Higher School Certificate examinations, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabuses, the 2011 Higher School Certificate examinations, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of French.

General comments

Dictionary use

Poor use of dictionaries was an issue for some students. 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–French dictionary with their complements in the French­–English dictionary.

Self-identification

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

Answering the question

The mark allocation 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 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 French.

Use of prepared material

Careful and intelligent inclusion of pre-prepared material that is directly relevant to the writing task can be very effective. This material must, however, 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 part of their response.

French Beginners

Oral examination

General comments

Most candidates spoke well when speaking about their family members, choice of subjects at school, friends and what they did in their free time. However, some candidates were unable to articulate reasons and explanations when questioned by the examiner. If it was not a learnt response, they often floundered. Candidates must demonstrate an ability to apply their understanding of French grammar and vocabulary to discussion of unfamiliar contexts. Candidates also often confused their future plans with immediate plans, after the HSC.

Candidates need to listen to the question and answer appropriately. Too often candidates heard a key word and responded by going off at a tangent. Candidates also need to be aware of the tense in which the question is asked. If it is in the past, the response should also be in the past and not in the future. This error occurred most often when candidates were questioned on the topic of pastimes. They often heard the words le weekend and proceeded to answer by discussing what they were doing the following weekend when the question was asking about what they did last weekend.

In better responses, candidates manipulated tenses and qualified their answers. They used idiomatic expressions well, eg ça va sans dire and par contre. In stronger responses, candidates made comparisons, eg il est plus jeune que moi. Candidates also demonstrated an ability to manipulate grammar and language structures to communicate effectively. They used a wide variety of structures and an extensive vocabulary, and volunteered extra relevant information without prompting. The pronunciation of these candidates was accurate, with only minor imperfections.

In weaker responses, candidates did not sound the ending of third person plural verb forms or sound final consonants. Generally the pronunciation was good, despite common mispronunciations, which included j’ai, je, dans, étudier, sœur and français. Many candidates used the wrong possessive pronoun, eg mon soeur. Adjective agreements proved a problem for many candidates, as did verb endings.

Written examination

Section I – Listening

General comments

Candidates are advised to read questions carefully and follow instructions. Common verbs such as gagner, travailler and voyager, and the numbers 2, 10, 12 and 2000, were often misunderstood. It is equally important not to rely on general knowledge, but to justify answers with close reference to the text. Candidates must also be familiar with the pronunciation of the French alphabet. They are reminded that different text types are used in listening items, including speeches.

Question 1

A sound knowledge of prepositions resulted in better responses from candidates.

Question 2

In better responses, candidates understood that the conversation referred specifically to the end-of-year formal, not just any party. These responses captured the issue of having to decide on what to wear for that specific occasion.

Question 4

Better responses identified and elaborated on the reasons for Xavier’s frustration.

Question 5

Better responses correctly identified the flight number and the precise reason for the delay.

Question 6

Better responses clearly identified the consequences of Élodie’s failure to return her book.

Question 7

1. Candidates needed to clearly understand that letters, not numbers, were required.
   
   
2. Better responses focused on using key vocabulary to produce a clear and logical response.

Question 8

The best responses identified and elaborated on why Sébastien wanted to leave school and not on his mother’s opinion. The word note was not well known, nor was the expression j’en ai marre. The verb gagner needed to be understood in context; he wanted to earn money, not win money. The verb travailler was often misunderstood to mean ‘to travel’.

Question 9

Better responses clearly identified the speaker’s purpose, ie the concept of encouraging students to go on a cultural and linguistic exchange to England. Bourse was not well understood.

Question 10

The best responses clearly identified that Léa would not be suitable for the job, due to her not meeting its requirements. She did not have experience as a receptionist in a hotel and she was not bilingual.

Section II – Reading

Question 11

Better responses correctly identified all required information: pasta with sauce.

Weaker responses provided few or incorrect details. Les pâtes was often mistranslated as ‘pies’ or ‘pastry’.

Question 12

1. Better responses identified the three required attractions: an elephant ride, Tarzan’s Boat and the Infernal Waterfall.
   
   Weaker responses needed to provide more information. A dos d’éléphant was often mistranslated. Candidates are reminded to translate all relevant information into English.
   
   
2. Better responses linked all the relevant information to provide a comprehensive answer. Both Karl and Bipul liked the Gorilla Mountain: Bipul because he found the gorillas frightening, and Karl because it made him feel like a real explorer.
   
   Weaker responses did not use all the information provided in the text to extract enough detail.

Question 13

1. Most candidates identified that the purpose of Paul’s letter was to thank his teacher. In weaker responses, candidates did not explain that he was thanking Mr Lagrange for helping him make progress in maths.
   
   
2. Better responses clearly identified how Paul’s life was influenced by Mr Lagrange. His extraordinary patience and excellent teaching, in giving Paul clear explanations, helped him to understand complex maths problems. Mr Lagrange’s confidence in Paul and his encouragement motivated Paul to keep his dream of becoming a scientific researcher alive.
   
   
3. In weaker responses, candidates did not include enough specific detail or reused information from part (a). Candidates are reminded that the information from the text must be applied to the question asked. Simply translating the text word for word will not guarantee full marks.

Question 14

1. In better responses, candidates identified that the concert was to raise money for the underprivileged and that the tickets were perceived to be expensive by the writer. The translation of économiser proved challenging, with some candidates thinking it referred to an Economics assignment.
   
   
2. Candidates referred to all three diary entries and provided detailed and focused responses. Most better responses correctly identified the fact that the conversation with Pierre was the turning point for the writer, resulting in the first change in their attitude. Responses that gained higher marks reflected candidates’ awareness of the relevant tenses. This often contributed significantly to the overall understanding of the text as well.
   
   In weaker responses, candidates did not realise that there had been a change of attitude from negative to positive and then back to negative. Responses that mistranslated envie were confused. A number of candidates thought supporter meant ‘support’ and had difficulty in providing a coherent response as a result.

Question 15

1. Better responses included Bruce’s motivation for writing the email as well as a clear explanation for his intended visit to France.
   
   Weaker responses omitted the fact that Bruce was looking for a female singer.
   
   
2. In some weak responses, Eric was identified as female and seize translated as ‘seventeen’. Candidates should be familiar with common Francophone countries.
   
   
3. In better responses, candidates synthesised the information in the text, provided a detailed response and gave a clear description of how Bruce would react, supported by evidence from the text. They also provided a detailed analysis of Bruce’s criteria and enumerated the ways in which Eric’s response failed to meet them.
   
   In weaker responses, candidates confused the names of the two boys. Candidates also need to be aware that the verb retrouver is reflexive.

Section III – Writing in French

General comments

In better responses, candidates showed an ability to move between tenses very effectively and to use other language structures successfully. The word limit was generally respected and all the requirements of the questions were addressed. Candidates responded creatively and did not submit rote-learnt answers. They adhered to the text format and organised information accordingly.

Weaker responses contained numerous language errors. Candidates need to support authentic and original ideas with correct grammar. It is important to avoid literal translations and answer in full sentences. Candidates are reminded of the need to better differentiate between nouns, adjectives, infinitives, conjugated verbs and past participles. Candidates who do not feel very confident in writing are advised to keep their answers simple and to avoid convoluted developments that would require the use of language structures beyond their ability and knowledge.

Part A

Question 16

In better responses, candidates provided all the necessary information (eg price, description of item to be sold and their contact details). The item was described thoroughly (eg une robe blanche en coton avec de la dentelle) and often some explanation was given as to why the object was for sale (eg elle est trop petite pour moi maintenant). Candidates demonstrated a good use of descriptive language and used adjectives correctly (with regard to both agreement and position).

Weaker responses included inappropriate items for sale (eg a sister, a brother or a sock), and did not meet the word requirement of 50 words or showcase many language features. Candidates often provided truncated sentences (eg Prix: 200 euros. Mon contact: 93 70 22 59.)

Question 17

Better responses developed original ideas and described a truly unusual experience in a French-speaking country. The past tense was used very successfully. All the requirements of the question were addressed.

Some weaker answers indicated a poor understanding of the requirements of the task. There was, for example, no mention of a French-speaking country, the narrative did not always relate to a holiday situation, and no reference was made of something unusual happening. Those responses presented many language inaccuracies and the past tense was not even attempted.

Part B

Question 18

Candidates needed to choose carefully between parts (a) and (b) according to their knowledge, as different language structures and expressions were required. In part (a), for example, candidates were required to express their feelings, and while better responses demonstrated these skillfully, some tended to repeat one or two adjectives.

In better responses, candidates presented original letters, coherently giving reasons for either their disappointment (a) or career choice in tourism (b), and using an extensive vocabulary and a wide range of grammatical structures.

In weaker responses, many candidates found the use of pronouns challenging, such as tu dis moi and je demande elle. They did not always use the same register throughout their letters, and this was often due to formulae copied from the dictionary. Candidates should be aware that repeating the same ideas and structures, especially when they are over the word limit, is not good practice. Finally, the conventions for the text type were not always respected.

French Continuers

Oral examination

Overall, candidates were very well prepared, which resulted in interesting and authentic conversations. Candidates engaged in conversations on a variety of topics about their personal world. Their command of the language was demonstrated by the use of topic-specific vocabulary, precise grammar, a range of structures across tenses and correct pronunciation. In response to the initial simple, open-ended questions, candidates gave comprehensive answers that allowed for meaningful conversation. Within each topic, the questions sought to elicit deeper responses and this enabled them to manipulate their knowledge accordingly. This included a mixture of prepared material and spontaneous comments where students linked ideas and gave opinions and feelings.

Weaker performances would have been strengthened by paying attention to the pronunciation of final consonants in words, such as parents, temps, ans and français. There was also frequent mispronunciation of familiar words and phrases, such as cheveux, ancienne, famille, accueil, vie, jeune, seule, je peux, rencontrer, en Europe, pays, gentil and que j’aille. In terms of vocabulary, errors included misuse of words such as occupé, stressé, rendre visite à, Allemagne, meilleur, savoir/connaître and excité, à côté de used as ‘instead of’, and incorrect expressions such as gagner des notes, à part de ça, je ne sais pas qu’est-ce que je veux and faire le bac; c’est chaud. Verbs and tenses were also often confused. Incorrect use of prepositions included sur/dans le week-end, content avec, espérer de, essayer à, travailler chez une pharmacie, préférer de, attendre pour, gagner d’argent and à la France. Pronoun errors included: … les amis que je sors avec, je peux faire confiance dedans, les matières qui j’étudie; je peux voir lui, difficile pour leur and avec il. Anglicisms included: c’est dépendant de, les facilités, les sujets, en le téléphone, dans le matin, une place versus un endroit, and métier/matières.  

Written examination

Section I – Listening and Responding

General comments

Better responses were to the point and specific. In relation to multiple-choice questions, candidates are advised to listen to each question and its related text before selecting the answer that is considered most appropriate. Candidates need to read each question from the paper carefully and pay careful attention to answering what has been asked, not just providing detail from the text. It is important they understand how to answer ‘how’ and ‘why’ questions rather than turning them into language questions. Candidates need to be aware that the candidate’s Notes column is not read and they must transfer any relevant information in it to the answer. Candidates should also ensure their handwriting is legible.

Question 1

Some candidates confused un billet with habillé and incorrectly translated à ma place as ‘at my place’.

Question 2

Candidates often confused Switzerland and Sweden.

Question 3

Some candidates were not able to distinguish between singular and plural as required by the question.

Question 4

Some candidates translated impatient as ‘passionate’.

Question 6

In better responses, candidates answered the question ‘why’ and gave supporting details to illustrate the reasons for Monsieur Lambert’s reaction.

In weaker responses, candidates did not understand that a neighbour was complaining about noise, or misinterpreted who was making the noise. Simple vocabulary such as chat/chien and fils/fille were confused.

Question 7

For the most part, candidates provided at least a partial response to the question, with most understanding the idea of plastic surgery and Thierry’s desire to lose weight. In weaker responses, the word ‘extreme’ was placed in the context of extreme sports/holidays rather than Nadine’s reaction to Thierry’s suggestion. There was some misunderstanding of who was going to Tunisia and when.

Question 8

Most candidates provided some information regarding why Sébastien had been invited to give the speech. The word soudain was often mistaken for the ‘Sudan’. Better responses linked the detailed information on what Sébastien had done in his life to why he had been invited to give the speech.

Section II – Reading and Responding

Part A

General comments

Candidates are advised to read all the questions before responding. They are encouraged to highlight key words from a question as well as the sections of the text that are pertinent to a question before answering. Many candidates included evidence from the texts; however, this must be relevant and paraphrased or translated in order to demonstrate a candidate’s full understanding of the material.

In better responses, candidates expressed themselves succinctly and concisely, providing clear links with the texts and supporting their responses with appropriate and unambiguous examples drawn from them.

In weaker responses, candidates who expressed themselves with the use of bullet points would have performed better if they had made obvious links with the texts rather than simply listing details from them. Likewise, the translation of slabs of the texts did not always show a sufficiently deep understanding of the content in relation to what was being asked in the questions.

Question 9

1. Better responses identified that an interview was sought with Cy Adjah because his recent album had been successful in Africa, despite being scarcely known in France. Many candidates interpreted à peine to mean ‘in pain’ or ‘sorrow or sadness’ rather than ‘hardly’ in the context of the passage.
   
   
2. In better responses, candidates identified the contrast between the African continent being rich and its population being poor. They also detected the superlatives l’un des plus riches … l’une des plus pauvres, which indicated their accurate understanding. It is important that when using pronouns such as ‘they’, candidates are clear about who is in fact being referred to in order to avoid ambiguous responses.
   
   In weaker responses, some candidates confused Cy Adjah’s concerns with how he hoped to address them, which was required in question (c).
   
   
3. In better responses, candidates articulated Cy Adjah’s focus on education being the key to changing attitudes and creating a fairer society. They also showed that Cy Adjah directed the message of his songs to the literate, in order to activate political change. Candidates also referred to Cy Adjah personally funding the construction of schools in underprivileged areas in Africa.
   
   In weaker responses, the words analphabétisme and alphabétisme proved challenging. There was frequent mistranslation of fonds récoltés as meaning farming and harvesting rather than Cy’s personal earnings. It is important that candidates do not make up words, such as ‘defavourised’ and ‘alphabetised’, again emphasising the importance of the effective use of dictionaries.

Question 10

1. In better responses, candidates clearly outlined the competitive aspect of the television cooking show.
   
   Reference to the age of the children on the show needed accurate translation of the expression au moins de 12 ans as ‘under the age of 12’.
   
   
2. In better responses, candidates gave a clear interpretation of Gérard’s reaction, and supported this with a number of reasons taken from the text with regard to why he felt this way. The notion of ‘should’ in using the conditional tense provided a stronger response with regard to Gérard’s disappointment, by demonstrating his belief that his daughter should have won rather than simply identifying his disappointment in her not winning. Candidates also correctly translated the adjective in the expression je suis effondré as meaning ‘shattered’ rather than its reflexive meaning of ‘collapsed’.
   
   In weaker responses, when referring to Emilie’s talents, to which the judges seemed blind, some candidates misunderstood ses talents as meanings the talents of all competitors and referred to ‘their talents’ rather than ‘her talents’.
   
   
3. In quoting from the text, it is imperative that the dictionary is used in order to rectify misunderstanding of words such as prodigieux, which was frequently incorrectly translated as ‘prodigal’. To achieve full marks, an answer providing an interpretation of Mathieu’s personality was required, rather than simply translating content.
   
   Better responses clearly identified the relevant quotes that alluded to Mathieu’s somewhat arrogant and boastful personality.
   
   
4. All aspects of both Caroline and David’s texts were necessary in order to provide a more balanced answer. It was important to consider each of the original ideas that Caroline had in order to contrast these with David’s response.
   
   Better answers made reference to both the content and tone of David’s response.
   
   In weaker responses, some candidates focused too much on either the content or tone. Some translated gentil as ‘gentle’, rather than ‘kind’ or ‘nice’. In addition, time could have been better spent on explaining how David’s tone was perceived from the manner in which he presented his ideas.

Part B

General comments

A major focus of this question is on comprehension. Candidates need to demonstrate their understanding of the text by responding in an appropriate manner to the key points. It is important for candidates to identify the correct text type and to use the appropriate format and language when answering. Candidates are reminded that information from the text should be manipulated appropriately and not simply transcribed. Candidates should allocate enough time to carefully check their work, as overly long responses often result in insufficient time to check and correct errors.

Question 11  

In their response, candidates were required to respond to Christophe’s fear of expulsion from school so close to writing the HSC and to give Christophe advice on how to explain the situation to his parents and headmaster. Some candidates mistakenly wrote a response that related to their own life experiences without actually linking it to the text. The tu form was required and some candidates used incorrect register or were inconsistent in their use of correct register. Candidates needed to respond to the following key elements:

• Christophe was not at fault and he tried to stop his friend
  
• Christophe’s concern regarding how to explain the situation to his parents and what their reaction might be
  
• Christophe’s concern regarding how to tell the headmaster and what his reaction might be
  
• Christophe’s fear of possible expulsion or the effect that this event may have on his future so close to writing the HSC
  the use of the fire hydrant and it being set off, which resulted in a teacher’s injury.

In better responses, candidates successfully referred to the above key elements and wove in some extra details regarding anecdotal situations from their own lives to try to empathise with or advise Christophe. Candidates manipulated language authentically and creatively. These responses were characterised by the use of a varied vocabulary and range of expressions. They also demonstrated good control of different tenses, eg the correct use of the passive tense when required.

In weaker responses, candidates did not respond to the key elements of the text but rather wrote about content that did not address Christophe’s requests or situation. Some responses were marred by a poor knowledge of verbs and an incorrect spelling of basic words. There was some confusion between défaute and faute,and parler and dire. Some candidates struggled with the correct use of direct and indirect object pronouns. Some responses showed a weak use of reflexive verbs or reflexive pronouns.

Section III – Writing in French

General comments

Candidates are reminded that they need to plan their responses and carefully select material that is relevant to the text type and that answers the question. Going off at a tangent and inserting pre-learnt paragraphs detracts from candidates’ responses, no matter how impressive the standard of writing in French is in these paragraphs. Candidates are advised to set aside time to check their writing and to use the dictionary to check gender and spelling. Many inadvertent errors could have been avoided by more careful proofreading.

Question 12

The text type of a postcard meant that, in general, candidates’ answers were succinct and the suggested word length was adhered to. Some responses, however, fell short of the word length. Postcards that were too long lacked authenticity, showed inadequate planning and poor selection of material and often poorly proofread. Postcards that were too short were not descriptive enough. The register of language used by candidates was generally appropriate, yet many candidates used endings that were incorrect in using the formal imperative form.

Candidates should always read the question carefully to ensure that they answer the question. They are reminded that the development of ideas beyond two to three sentences is necessary. Candidates are encouraged to demonstrate their grammatical knowledge while being reminded that tenses and structures need to be well manipulated, and used naturally and appropriately. It is not advantageous for a candidate to use a formulaic approach or to insert rote-learnt expressions. Using complex structures that did not fit the context or the text type impeded candidates’ communication more often than it enhanced it. Candidates who deliberately completed a checklist of every tense, si clauses, subjunctives and other convoluted language structures rarely produced postcards that were natural or appropriate.

Better responses were thoughtful, planned, well-structured and logically developed. They described impressions of Australia rather than recounted travel stories, hotels, holiday experiences and future plans. They demonstrated an accurate and natural use of structures and expressions, and were well proofread.

Responses that did not read well as authentic postcards relied far too heavily on complex and contrived language. Weaker responses were written as if translated from English. Common errors included the misuse of basic vocabulary, eg le code postale for la carte postale, c’est chaud for il fait + weather expressions; doubling up of pronouns and the definite article, eg mon l’hôtel; misuse of verb aller for venir;basic verb conjugations; reflexive verb conjugations; poor use of the à construction, eg au Sydney, en Brisbane and à l’Australie; confusion of avoir for être verbs in the perfect tense, eg j’ai arrive; adjectival agreements; adverbial placement; poor use of the de construction, eg de le instead of du; and poor spelling.

Question 13

Candidates are reminded that they can achieve top marks only if they specifically address the task with well-selected information. Many responses that demonstrated an extensive knowledge of French missed out on top marks because some parts of the responses were irrelevant to the question. Answers must be carefully planned beforehand so that each paragraph contributes to fulfilling the requirements of the question. Responses that attempted to manipulate the question to fit a pre-prepared but unsuitable answer, or which added in chunks of irrelevant, rote-learned material that did not address the topic, were not well rewarded. For parts (a) and (b), the best answers were those scripts that stayed in touch with the key words from the questions: ‘persuade’, ‘change his/her mind’ and ‘justify’. Candidates are also reminded that the first criteria for a good piece of writing is, above all, an ability to demonstrate accuracy and consistency of fundamental structures. Top marks were not awarded if the information was not presented in a coherent and structured sequence. Some answers were unnecessarily long. On the other hand, a number of responses did not meet the word count of approximately 200 words. It is essential that candidates manage their time so that they can fulfill the requirements of this final question.

Among the most common grammatical mistakes were: the surprisingly inconsistent use of tu/vous (in a majority of scripts); basic conjugation of verbs in the present tense and the passé compose; use of reflexive verbs; confusion between the imparfait and the passé compose; the position of pronouns; use of prepositions; confusion between savoir and connaître; misuse of the verb manquer; anglicisms; inaccuracy of idiomatic phrases; faux-amis; and basic negligence with adjectival agreements.

Better responses generally addressed the requirements of both questions successfully. They demonstrated a good attempt at a variety of sentence structures and tenses (eg si clauses, expressions in the subjunctive mood, rhetorical questions), appropriate idioms and expressions, and a broad range of relevant vocabulary.

In weaker responses, as regards part (a), candidates did not always refer to the refusal of the invitation and merely described the advantages of going to the major event. Similarly, in weaker responses to part (b), candidates did not really justify their decision and dismissed the fact that their mother/father was upset. A misuse of the dictionary was obvious in many responses. Many candidates did not distinguish between a noun, adjective or verb category, or between contexts and language registers. Candidates are reminded to learn key phrases like ‘to be alone’, ‘to make a decision’, ‘to have an argument’, ‘to leave a place/someone’, ‘to attend’, ‘to worry’, ‘to be ok’ or ‘to change one’s mind’, which were often needed for parts (a) and (b). 

French Extension

Oral examination

General comments

In better responses, candidates presented a logical and well-structured argument, supported with relevant ideas and examples. They structured their argument within the time allocation and communicated their ideas confidently and fluently, with authentic intonation and pronunciation. These responses were also characterised by a consistently high level of grammatical correctness, as well as a sophisticated vocabulary and sentence structure. These responses also showed evidence of candidates having read the question carefully, identifying the prescribed issues relating to the question and using their preparation time judiciously to plan their argument. They began with a brief introduction and a conclusion that synthesised their ideas.

In weaker reponses, some candidates wasted time by giving a lengthy introduction, repeating the question, using an abundance of set phrases, or giving an opinion as to whether the question was difficult or pertinent. As both questions began with the phrase ‘To what extent ...’, it was not appropriate for candidates to start their response with Je suis d’accord avec ... or Je ne suis pas d’accord avec ...

Question 1

In better responses, candidates addressed both aspects of the question: whether school encourages students to conform rather than to develop their individuality. Examples frequently dealt with the wearing of a uniform, the laws against le port du voile in French schools, being able to choose one’s school subjects, and being encouraged to be creative and to express one’s opinion. Some excellent responses were those that drew comparisons between the French and Australian school systems.

In weaker responses, many candidates ignored the aspect of the question regarding whether school encourages students to develop their personality, or they changed the meaning of the question and responded as if it was asking what was more important: conforming to the group or being an individual. In many instances, candidates relied on memorised material that had only a tenuous link to the question being asked.

Question 2

Although attempted by fewer candidates, there were some excellent responses to Question 2. In these, candidates stated that the acceptability of alcohol consumption was defined by the group. Many candidates felt that the consumption of alcohol was acceptable as long as it was done in moderation. They referred to the all-pervasive nature of alcohol in sport, movies and advertising.

Written examination

Section I – Response to Prescribed Text

Part A

General comments

It is most important to address the requirements of questions. Candidates need to read each question thoroughly to ensure they have comprehensively covered all aspects required. A number of candidates gave general answers without referring to specific examples from the given extract to support and justify their responses. Generally, a sound understanding of the settings, events, characters and their portrayal, and issues was evident, with many candidates offering perceptive interpretations and analysis.

Quotations in the question needed to be paraphrased into English, or translated then interpreted if required. Candidates are advised to use the reading time productively to discriminate between the requirements of all the questions, as some responses overlapped and repeated content that was not always relevant. The mark allocation for each question gives an indication of the amount of detail that is required in a response. Candidates need to remember that the quality, not quantity, of their response is important in demonstrating their understanding when justifying a point of view. Copying quotations or large tracts from a given extract is not advised.

Question 1

1. In better responses, candidates explained that this was a reference to Baptistine, an immigrant woman from Piedmont, Italy, who lived with her husband at Le Plantier on Jean’s land, and that she and Manon were extremely fond of, and close to, each other. Responses that explained the reference la Piémontaise as highlighting Baptistine’s outsider status in Les Bastides, because she was not from the village, were also accepted.
   
   In weaker responses, candidates only referred to the language that Baptistine spoke and neglected to mention her relationship with Manon, or they only mentioned that Baptistine taught Manon about the hills and animals and how to survive in nature; however, this content was what was required in part (b). In such responses, candidates did not recognise that this was a direct reference to Baptistine and instead referred to it as a language or an area, or they thought that it referred to Baptistine’s relationship to the land and her connection to nature.
   
   
2. In better responses, candidates explained the way in which the use of language evoked the interconnectedness of both characters to nature. This extract is rich in examples of how Manon had become like a wild animal through her relationship with the land, her ‘friendship’ with the trees, and the solitude she experienced in the hills; she had become like a fox, a part of the natural world, connected and surviving within it.
   
   In weaker responses, the mere naming of language devices such as simile, personification or metaphor without explaining how these devices evoked the natural world and its interconnection to nature did not meet the requirements of the question. Some responses discussed Manon only and not Baptistine, which was a requirement of the question. Responses that ranged outside the prescribed lines of the given extract in the question could not be accepted.
   
   
3. It was important to deal with the relationship from both sides rather than concentrate only on Manon’s relationship with her father. Most candidates found a range of examples from within the extract to illustrate the relationship between Jean and Manon. A few possible references in the extract include: Jean could be viewed as Manon’s caring guide and her mentor on moral issues, whether it be on eating little birds or living in the city. He also shields her from the reality of their financial circumstances and attempts to present life in a positive manner to her. He is also her intellectual guide in teaching her about history and literature, and they share the joy of making music together. Manon is shown to trust and adore her father, laughing with him and hanging on to his every word, preferring to stay indoors and listen to him and spend time with him. Because of his deformity, she cares for his wellbeing, unlacing his work boots, ensuring he has the best food and a full glass.
   
   In weaker responses, a few candidates said that Jean was dictatorial and authoritarian, but there was no evidence of in this extract and this was not substantiated by any relevant quotes.
   
   
4. Candidates are reminded that it is better to paraphrase an extract/the text rather than provide direct quotations, as this shows an understanding of the content. They must ensure that such paraphrasing is relevant to the question. Candidates are advised that when they encounter a question that is worth more marks, they must ensure that they have a range of ideas to address the question adequately. They must also ensure that any quote they provide is treated fully. It is advisable to take the time to note down some main points to ensure that major concepts are covered. This will help structure a clear, logical response and avoid repetition or restriction of the response to a limited set of ideas.
   
   In better responses, candidates explained and interpreted the quote in context. They linked it to the extract and the rest of the novel, and extrapolated from it Jean’s refusal to acknowledge any weaknesses or failings or that things were not going according to plan. These responses expanded on the idea that Jean’s refusal to acknowledge, for example, that the meat was not as succulent as perhaps other fare, was representative of his behaviour throughout the novel and in this extract.
   
   Weaker responses commented only on Jean’s optimism or his belief in nature, that is, his approach to life, without reference to his obstinate refusal to heed reality.

Part B

Question 2

Candidates are advised to carefully consider the text type and to use language that is appropriate for the character from whose perspective they are writing. They should also use a stimulus quote effectively and in context, rather than simply copying phrases from it in a random fashion. In the context of this question, references to the sequel film or book should be avoided.

In better responses, candidates authentically reproduced the ‘voice’ of le Papet, showing some remorse for his behaviour, but not overly so. They clearly recounted his actions leading up to Jean’s death, giving a clear explanation and justification for why he behaved the way he did. They were also able to give a good deal of relevant information, demonstrating a perceptive and deep understanding of the prescribed text. The quote was also creatively used as a stimulus for the account, and ideas were well synthesised.

In weaker responses, candidates either misinterpreted the question by writing a letter or a will, or were confused about le Papet’s final motivation and made him too angry or too remorseful. They often failed to show sufficient depth of knowledge of the prescribed text, focusing too much on irrelevant events or situations and not enough on César’s behaviour and his justifications for it. Other candidates simply retold the story without linking their response to the question. There was also some confusion as to the meaning of la Routine.

Section II – Writing in French

General comments

In better responses, candidates presented and developed a sophisticated, clearly structured argument, supported by a range of relevant ideas that were treated in depth. They showed a good understanding of the context and purpose of the question and manipulated language effectively, achieving a consistently high level of grammatical correctness and using a sophisticated vocabulary and range of sentence structures. By addressing the audience at the beginning and end, and involving the audience through the use of rhetorical questions, some candidates were able to engage well with their imaginary audience.

In weaker responses, candidates relied heavily on rote-learnt material, resulting in responses that were either slightly or completely off topic. Some attempts at including highly sophisticated language lacked authenticity. A number of responses contained lexical and/or grammatical errors, which detracted from the overall quality of the response. The most common errors involved verb endings and conjugation, agreements and genders (including words that appeared in the question, eg la instead of le before multiculturalisme), as well as anglicisms. While most candidates adhered to the suggested word length, some responses were short or unfinished. Candidates are reminded to try to stick to the work limit as lengthier responses often lost the thread of the argument.

Question 3

Better responses referred to both sides of the question (ie, the competing demands of food production and the protection of the environment) and supported their point of view with a range of relevant, concrete and well-developed examples. Their arguments were presented clearly in the introduction and developed in depth in the body of the speech, rather than merely presented as a list of ideas.

Weaker responses that contained generalisations or sweeping statements that were not backed up by relevant examples lacked depth. Sometimes candidates had difficulty linking their responses directly to the question and struggled with the idea of food production, instead relying on rote-learned material about the environment.

Question 4

In better responses, candidates began by defining multiculturalism before developing a mature and convincing argument to justify that it works well in Australia. The treatment of Aborigines and refugees was explored.

In weaker responses, candidates focused mainly on the variety of food available in Australia. Some candidates, in trying to provide both sides of the argument, lost the thread and sometimes contradicted themselves.