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5. 2011 HSC Notes from the Marking Centre — German

2011 HSC Notes from the Marking Centre – German

Contents

• Introduction
• Beginners
  • Oral examination
  • Written examination
  • Section I – Listening and Responding
  • Section II – Reading
  • Section III – Writing in German
• Continuers
  • Oral examination
  • Written examination
  • Section I – Listening and Responding
  • Section II – Reading and Responding
  • Section III – Writing in German
• Extension
  • Oral examination
  • Written examination
  • Section I – Response to prescribed text
  • Section II – Writing in German

Introduction

This document has been produced for the teachers and candidates of the Stage 6 courses in German. 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 German.

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 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 that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Dictionary use

Poor use of dictionaries was an issue in German examinations. 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 most appropriate meaning. Candidates are reminded to cross-reference words from the English–German dictionary with its complement in the German–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 detail.

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, 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 unnecessarily long responses, which often contain irrelevant material, are poorly structured and repetitive. Candidates are reminded of the importance of taking time to prepare and structure their written responses in German. This is far more important than writing 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 candidate’s time and is disregarded by markers.

Use of Candidate’s Notes column

Candidates must ensure that all relevant information contained in the Candidate’s 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.

Beginners

Oral examination

General comments

In the best responses, candidates correctly used modal verbs, eg können, wollen, dürfen, müssen; subject/verb inversion after time phrases, eg Am Wochenende gehe ich oft ins Kino and subordinate clauses, eg weil, dass, obwohl. The best responses also displayed an ability to use irregular and separable verbs correctly, such as Mein Bruder spricht kein Deutsch, Ich komme sehr gut mit meiner kleinen Schwester aus.

In better performances in the oral examination, candidates communicated relevant information on a variety of topics and used a variety of sentence structures, tenses, adjectives with correct endings and subordinate clauses. Well-prepared candidates answered the questions spontaneously and justified their answers with several explanatory points.

Warum was often misunderstood and welche was not understood by many candidates, which resulted in irrelevant responses. Candidates should also recognise Erzähl mir von …

The majority of candidates used an appropriate phrase in German when they did not understand the question asked by the examiner, such as Wie bitte? or Können Sie das bitte wiederholen/erklären?

Candidates are reminded that:

• if they respond with large slabs of rote-learnt material, they can expect to be interrupted by the examiner and asked other questions
  
• it is perfectly acceptable to correct oneself if a pronunciation or grammatical mistake is made
  
• they should be familiar with common topics, such as school, leisure, family and friends, so that a spontaneous answer can be given
  
• they should speak confidently, using the first person with common regular verbs conjugated correctly
  
• they should be prepared to talk about something that has happened in the past using the perfect tense
  
• they should expect questions which require an answer using the 3rd person singular, such as Was macht deine Mutter in ihrer Freizeit?
  
• they must also recognise the 2nd person plural form ihr and respond appropriately
  
• a variety of adjectives should be used, rather than repeating the same adjective over and over
  
• they should consider the usage of werden and würden.

Written examination

Section I – Listening and Responding

Advice to candidates

Candidates should:

• read the question before listening to the item
  
• write all answers in English, unless otherwise stipulated in the question
  
• use the time given at the end of the paper to read over their answers to ensure they are meaningful and not contradictory.

Specific comments

Question 1

It was necessary to show recognition of endlich and that the parents had finally given in and allowed the girl to have a dog as a pet.

Question 2

Better responses noted that the special offer included a 30% reduction in the cost of the mobile and that one could call in the evenings for half price.

Question 4

Better responses noted that Karl wanted to travel and he was planning to take a gap-year before going to university. That would enable Karl to combine his love for architecture with travelling. Some candidates had difficulty with Wohnblocks, eine Pause machen.

Question 5

In better responses, candidates recognised that Leo was worried about looking silly or embarrassing Anna because of his poor dancing skills. Candidates had to realise that Leo needed to find a partner for the school formal quickly and that Anna probably would not be concerned about his dancing skills because they had known each other for a long time. Some candidates had difficulty with wichtig, schnell.

Question 6

1. In better responses, candidates noted that there was now a new bus route and one of the benefits was that it travelled to the city centre, to the shopping centre then directly to the railway station. Vocabulary such as Parkplatz (car park not a park) and Einkaufszentrum caused difficulty for some candidates.
   
   
2. Some candidates had difficulty with numbers, especially those over 20.

Question 7

Correct responses included that Lukas only had a part-time job and therefore could not afford to pay for the total cost of a car by himself. Some candidates had difficulty with the amount of euros that Lukas had already saved. Führerschein was not understood by some candidates.

Question 8

Some candidates did not realise that a Tante-Emma-Laden is a small corner store.

Question 9

Many candidates thought that the girl wanted to do a sport at the youth centre, rather than do a first aid course. Some candidates did not realise that she had had enough of Klaus making all the decisions and for once she wanted to choose what they were going to do. Candidates had difficulty with malen, Erste Hilfe and keinen Spaß.

Section II – Reading

General comments

The best responses to these questions showed a global understanding of the entire text and translated necessary detail accurately. Merely translating the texts word for word does not often guarantee full marks for each question.

The fact that Stefanie had learnt French for five years and was prepared to work in the kitchen was not recognised by some candidates.

Specific comments

Question 10

In weaker responses, candidates did not recognise that one of the reasons for the invitation was that the team had won and played well. Some candidates translated gratulieren as ‘graduate’ rather than ‘congratulate’. The past participle gewonnen was not always handled well.

Question 11

In weaker responses, candidates neglected to mention that Lisa was amazed how Felix managed to get the tickets and that there was no way that she could have queued for hours as he did. The interrogative wie? (how?) was not often understood.

Question 12

1. Better responses included that Marko and his friends couldn’t go canoeing because there were no canoes left. Geldbeutel (wallet) caused difficulty for some candidates.
   
   
2. Candidates gave comprehensive examples of the experiences Marko found exciting. Many candidates failed to pay particular attention to the German grammar in the phrase: Und jetzt habe ich ein tolles Foto von mir mit ihm im Sportwagen. For Marko, it was a real thrill to actually sit in his idol’s racing car and have a photo taken with Sebastian.
   
   Other vocabulary that was not well understood included: gemietet (rented), Beifahrer (passenger) and zeigte (showed).

Question 13

2. In better responses, candidates mentioned that family life had changed because both parents have to work all day and the midday main meal was no longer possible. In weaker responses, candidates did not mention that some parents now have less time to spend with their children in the afternoons.
   
   
3. In better responses, candidates gave some valid reasons why Ganztagsschule is popular. In weaker responses, candidates failed to recognise the term sitzenbleiben (to repeat) and did not state that fewer students have to repeat the academic year. In these responses, the connection with students not having to do their homework alone at home anymore, because they can get help with it at school, was not always made.

Question 14

Candidates are advised to read the questions carefully before answering them. This will ensure that the appropriate information is written in the correct part of the question.

1. In weaker responses, there was failure to realise that Tim thought Karin was mad/crazy to move out of home – where she had it so good – and pay money to rent an apartment with her friend, Irene. Wohnung (apartment), mietest (rent) and verrückt (mad/crazy)were not always well translated.
   
   
2. Weaker responses neglected to mention that one of the benefits of Karin’s current situation was that she had plenty of money left over to go out with her friends regularly.
   
   
3. In most responses, candidates correctly identified that Karin’s siblings annoy her and that Irene would be a great flat mate as she is nice. However, only the better responses also included the fact that, even though Karin knows she won’t be able to save as much money (as she could while living with her parents), she wanted to become independent and fulfil her dream. Geschwister (siblings)was sometimes mistranslated as sister.

Section III – Writing in German

Question 15

Better responses used a variety of adjectives with correct grammatical endings to describe their home town/city. Anziehungskraft (force of attraction) is not the correct usage when explaining what tourist attractions there are in one’s town. Sehenswürdigkeiten is the correct usage.

Question 16

Better responses organised their notice coherently and, not only encouraged people to join the sporting club, but also outlined where and when training would take place, what the costs would be and what ability level was required. Better responses also used the imperative of the du, ihr or Sie form well.

Question 17

In Question 17(a), better responses used a variety of sentence structures and vocabulary, subordinate clauses and appropriate adjective endings to describe and explain why they should be the president of the school German club.

In Question 17(b), better responses gave comprehensive reasons why people should learn German. In these responses, candidates talked about their experiences of visiting Germany and how knowing German helped them to enjoy their time there. Others talked about how learning German would open up many career opportunities. These responses included a variety of vocabulary, complex language structures, verbs conjugated correctly and a variety of tenses.

Candidates are also advised to use key phrases that they have learnt in class, rather than use the dictionary to translate English sentences word for word. Candidates should also take the time to plan their response so that their writing flows coherently. It should be emphasised again that very brief responses, which do not meet the word limit, cannot demonstrate the range of vocabulary and sentence structures required to answer this question fully.

Continuers

Oral examination

General comments

Most candidates communicated fluently and authentically over a range of topic areas. Better performances communicated relevant ideas and information in greater depth, using appropriate vocabulary with a range of grammatical structures. In the best performances, candidates engaged effectively with the examiner across a range of syllabus topics, manipulating language with a high level of grammatical accuracy in a range of contexts using sophisticated vocabulary.

Specific comments

The course of the conversation is developed primarily based on a candidate’s response. Consequently, it is impossible for a candidate to have a prepared response to every conceivable question. As there are no ‘set’ questions, candidates are reminded that no two examinations will be identical. All examinable topics could be approached from a range of perspectives and not solely be phrased in the du form.

The best preparation candidates could have for this examination consists of being familiar with:

• a range of vocabulary needed to cover the range of syllabus topics, especially their personal world (eg family and friends, school, future plans, free-time activities, etc.)
  
• essential grammatical structures which include, but are not limited to, correct verb forms, perfect tense and word order.

Candidates should consider the use of:

• bekommen versus werden
  
• es handelt sich um
  
• Freund (-e)/Freundin (-nen) and mit meinen Freunden, etc.
  
• ich bin langweilig versus ich habe Langeweile
  
• lernen versus studieren
  
• seit versus für
  
• sich interessieren für
  
• wenn, wann and als (especially when using the past tense).

Candidates are also encouraged to:

• ask for a question to be repeated or rephrased if it has not been understood
  
• elaborate beyond a simple, single-sentence response
  
• incorporate prepared material into responses in a measure and relevant manner.

In better responses, candidates not only demonstrated control of grammatical structures, but also responded to questions with authenticity and sophistication. The best responses displayed a wide range of vocabulary and offered in-depth, relevant responses. While there is no prescription for achieving control, authenticity and sophistication, some of the following may apply:

• engagement with the questions asked and relevant responses
  
• good pronunciation and intonation
  
• consistently accurate use of verb forms
  
• consistently accurate use of tenses
  
• correct use of modal verbs
  
• authentic and idiomatic use of a range of vocabulary
  
• comfortable and natural use of subordination
  
• use of the conditional.

Written examination

Section I – Listening and Responding

General comments

Candidates should ensure they address the question. They should give specific details from the text rather than make generalisations.

All answers are to be given in English, unless otherwise stipulated, including any evidence from the text given to support a response.

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 relevant elements of the answer have not been omitted accidentally.

Specific comments

Question 4

Candidates were required to give detail in their responses to each of the three points.

Question 6

Better responses provided evidence of Max’s inability to compromise and some noted that Max’s new flatmates were not happy that Max played the piano after 10 pm.

Vocabulary that caused difficulty for some candidates included: Radtour, Nordsee, Rudern, rechtzeitig, Klavier, deutlich and Chef.

Section II – Reading and Responding

Part A

Questions 9 and 10

General comments

Candidates are reminded that they must answer all questions fully, provide evidence from the text to support an argument and take into account the mark value allocated to each question. Candidates are also advised to refer closely to the text and not to make generalisations based on their own experiences.

If candidates include quotations in their responses, they need to ensure that they show an understanding of the meaning by paraphrasing or translating the German. Candidates are advised not to repeat the question in the answer – this simply wastes time.

Specific comments

Question 9

2. Some candidates did not understand what was meant by the term dilemma and thus did not answer the question correctly. Better responses understood auf keinen Fall as ‘in no way’ and recognised that the jumper was hand-knitted.
   
   
3. In better responses, candidates noted that Blaues Meer supported Susi by remarking that people would laugh at her if she wore the jumper, agreeing that she should throw it away and even suggesting she tell her grandmother that it was lost. Some candidates even noted that Blaucs Meer says it is not Susi’s fault.
   
   
4. In better responses, candidates understood einverstanden and gave full details about the shopping trip. The better responses made a clear link between Roter Wolf’s attitude and his advice, giving details from the text to support this. Language style needs to be referred to only when specifically asked for.

Question 10

1. In better responses, candidates identified two reasons, ie that the article was written to give advice about who is suitable to do the astronomy course and to provide information, as not much is known about the course.
   
   
2. Deprimiert (depressed) was often mistranslated as ‘disappointed’ or ‘upset’.
   
   
3. In better responses, candidates gave full details about the school excursion, noting the atmosphere was great. They also referred to the fact that Robert found astronomy more fun than any other subject.
   
   
4. In better responses, candidates identified the tone of the two students in the last two paragraphs. They then supplied details from the text to support this. The idea of das kleinere Übel caused difficulty for some candidates.

Part B

Question 11

General comments

Better responses were contextualised and made some reference to the positive aspect(s) of a new radio station. Candidates understood that they were seeking to be chosen as an interviewee. The responses to the three main focus areas/questions in some way reflected this. Better responses were well-structured, logical and appropriate to the task, and clearly demonstrated an understanding of the stimulus text by providing well-supported comments. These responses reflected good control of the language, with grammatical structures and vocabulary appropriate to Stage 6.

In better responses, candidates addressed the context and the three main focus areas, clearly demonstrating that they were in fact reading and responding; in other words, addressing all aspects of each of the focus areas.

Some candidates simply focused on a particular word in a focus area/question – such as Kindheit – and proceeded to tell the story of their childhood, rather than focus on one event/episode from their childhood. Similarly, simply describing their personalities didn’t address the request in the text – to link this to an object that they value and to elaborate on why they value it.

Unfortunately many weaker responses included irrelevant material, which wastes time and gains nothing.

It is recommended that candidates:

• read the stimulus text carefully – more than once – to ensure they have understood both the general message and the finer detail
  
• identify the elements of the text requiring comment, ensuring that good comprehension is reflected in the response
  
• take time to plan the response in its entirety, to 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 which clearly addresses the requirements of audience, purpose and context
  
• communicate their ideas in the most authentic and accurate way possible
  
• ensure their response is the required length (approximately 200 words)
  
• refer to the stimulus text for the correct gender and spelling of key words
  
• take time to review and edit their response, ensuring that both language and spelling are as accurate as possible, including fundamentals of the language such as subject/verb agreement, tenses, past participles and word order.

Section III – Writing in German

Question 12

In better responses, candidates wrote effectively and appropriately with an awareness of audience, purpose and context. Most responses from candidates were creative and used authentic language.

Most candidates produced a piece of writing that met the required word length (approximately 75 words) and addressed the question with relevant information. A well-thought-out answer that met this count, demonstrated the writer’s ability to manipulate vocabulary, language structures and features scored much better than an overlong and poorly structured response.

Candidates are encouraged to take the time to identify the key points and ensure they have correctly understood the intent of the question. Candidates should then plan their answer accordingly. This should ensure their response is relevant. Some candidates missed the idea of a new neighbour. In the best responses, candidates wrote effectively in relation to the audience using the correct register (Sie).

Question 13

In this question candidates should focus on the purpose of the task: to evaluate, reflect or persuade – not simply describe. Candidates are also encouraged to re-read what they have written for accuracy and coherence.

Better responses demonstrated a variety of grammatical structures and a wide range of appropriate vocabulary, with language that was manipulated authentically and creatively. This is achievable within the specified word limit. Lengthy responses often lack a coherent sequence of ideas and structure, and can result in irrelevance.

1. Candidates are reminded to focus on the purpose of the question: to persuade your classmates to host an exchange student, not just become an exchange student. Correct addressing of peers (use of the ihr form) was evident in better responses. This meant that candidates were able to appeal directly to their classmates.
   
   
2. Candidates are reminded to focus on the purpose of the question: to reflect on your feelings about leaving school, not just describe your school and school routine. Correct addressing of peers (use of the ihr form) was evident in better responses. Better responses were also well sequenced with consistent reflection throughout.

Common errors included:

• inconsistent use of second person plural (ihr)
  
• incorrect auxiliaries used with past participles (especially sein)
  
• incorrect past participles
  
• poor subject/verbal agreement
  
• use of Student (instead of Schüler)
  
• misuse of wollen in place werden
  
• misuse of the dative case.

Extension

Oral examination

General comments

Candidates should choose the question wisely and prepare a well-structured answer with an introduction, main body and conclusion. Candidates should avoid the repetition of material or ideas, and should try to organise their response within the specified time limit.

Candidates are also reminded to write only keywords/notes in the box on the examination paper. Candidates should not write out a full response in the box and read directly from this, as this practice prevents them from demonstrating fluent and confident communication (refer to relevant marking guideline). An in-depth response could involve providing both sides of the argument, allowing candidates to show a wider perspective. In the case of questions with two parts, candidates are reminded to address both parts, in order to provide a complete response.

Specific comments

Question 1

Candidates either agreed or disagreed with the first part of the question and gave examples of the types of stress experienced in senior school. For the second part of the question, better responses not only discussed the pros and cons of a part-time job, but also linked their ideas to the first part of the question.

Question 2

Candidates discussed the advantages of winning a lot of money versus the merits of working hard and thus gaining a sense of achievement. Some better responses discussed the concept that money alone cannot buy happiness – it is often the simple things in life that make us the happiest – such as relationships with friends and family.

Written examination

Section I – Response to prescribed text

Question 1

General comments

Most candidates demonstrated a sound understanding of Die Fernsehshow and were familiar with the given extracts and content of the story. Many had an in-depth understanding of the characters and their motives and drew on evidence from the text to support their responses. They had carefully considered the themes of the story, understood the relationship of the characters between each other and had formed a viewpoint on the intended effect of events on the reader.

The best responses clearly addressed each element of the questions asked and provided a perceptive, well-considered range of ideas and viewpoints with strong supporting evidence from the text. They were not contradictory, repetitive or vague, and did not rely heavily on re-telling of the story.

Candidates are reminded that excessive quoting from the text (especially when written in English) is usually unnecessary, unless clearly required by the question.

Specific comments

1. There were two different approaches to this question – both equally valid. The first related to the quote in the context of the story, often including reference to the exaggerated tone of the remark. The second focused on Hermann Hermann’s intentions towards Rosa and/or his audience in making this remark, usually in light of his personality (eg pretending to flatter and flirt, but actually patronising and subtly spiteful). A range of valid interpretations were presented. Some responses incorrectly indicated that Marlene was another candidate on the show.
   
   
2. Better responses provided a good insight into a number of language features in the quote (eg the imperative nature of the internal monologue). They also referred to the impact of these words on Rosa at this point in the story, often referring to her feelings of frustration/panic etc. as she struggled with her failing memory, while trying to maintain her dignity. Some responses incorrectly thought that Streng dich an! referred to ‘strength’.
   
   
3. The best responses usually identified Hermann Hermann as both villain and victim, with sound supporting evidence from the text, although it was also possible to argue strongly for one character description or the other. The responses gaining full marks had an in-depth understanding of the motivations for Hermann Hermann’s behaviour and had clearly considered the factors that drove him to behave as he did. These responses also addressed the second part of the question – the effect on the reader – and supported the conclusions drawn with perceptive and insightful comments. Some responses referred to the fake world of reality shows and the desperation of the presenter to stay young. Others compared Hermann Hermann’s attitude to ageing with that of Rosa. A range of interesting and different viewpoints were given and all valid interpretations were acceptable.
   
   
4. Hedwig’s reaction could be explained in a number of ways, depending on the interpretation of her character, motives and the reasons why Rosa acted as she did. The best responses established the features of the relationship between the two women without relying on a long recount of the story. These provided a number of different reactions from Hedwig, supported with evidence from the text. Some candidates included an interesting comment on the effect this would have had on Hedwig’s on-going relationship with Rosa, although this was not an essential part of the response.

Part B

Question 2

In the best responses, candidates demonstrated a perceptive and sensitive understanding of the story Kein Job für eine Lady and of the requirements of the task.

The best responses to this task demonstrated:

• flair and originality
  
• a perceptive and sensitive understanding
  
• an ability to organise information and ideas to meet the requirements of the task
  
• an ability to manipulate language authentically and creatively
  
• the correct text type
  
• the purpose for which they were writing
  
• working within the parameters of the story without straying into creating their own story.

Candidates were required to demonstrate thorough knowledge of the story by using relevant examples from the entire story and through the appropriate analysis of these examples. They not only needed to describe the previous day’s events, but also demonstrate a change in the Lady’s demeanour after her success. Most students knew the story extremely well. Some candidates developed a perceptive relationship between the Lady and Allan, whose real role is as a sounding board. Candidates are also advised to consider carefully the nature of that relationship as well as the character of the Lady herself. Some assigned views to Allan that are not in keeping with his persona in the story. Similarly, other candidates did not completely come to terms with the subtleties of the Lady’s character – particularly regarding her views about men. They failed to demonstrate thorough knowledge of the story, did not use relevant examples nor provide appropriate analysis of these examples. They not only needed to describe the previous day’s events, but also to demonstrate a change in the Lady’s behaviour and/or demeanour.

Some issues were:

• subject-verb agreement
  
• correct choice of prepositions and case
  
• tenses, verb forms and word order
  
• double infinitives
  
• anglicisms and inefficient use of the dictionary
  
• punctuation
  
• spelling, particularly of words like Mann, man, wenn, wen, dass, das
  
• appropriate register – use of du.

Section II – Writing in German

Questions 3 and 4

General comments

Most candidates presented well-developed arguments, using a range of vocabulary and sentence structures to support their point of view. They directly answered the question and developed a coherent, well-structured argument that was supported by a range of examples. These candidates wrote within the parameters of an essay for a newspaper competition. Some however, wrote newspaper articles. Candidates are reminded to check the instructions for the question to avoid losing marks unnecessarily.

In preparing for this part of the examination, candidates should:

• carefully consider which question to answer, choosing the one for which they can provide a range of ideas and well-supported arguments
  
• plan their response, writing a quick plan
  
• ensure that they are writing in the correct text type
  
• provide a relevant introduction and a convincing conclusion in keeping with the text type
  
• give a response that has breadth and depth
  
• write accurately, aiming to use a variety of structures, tenses and vocabulary in clear paragraphs
  
• use appropriate cohesive/linking devices to introduce new paragraphs and ideas
  
• engage the interest of the reader of an essay for a competition (eg by using a rhetorical question and interesting facts).

Candidates should also allow time to review their responses, especially regarding:

• verb-subject agreement
  
• correct tenses
  
• word order
  
• spelling
  
• legibility of their handwriting
  
• punctuation, particularly the use of commas
  
• text type, register (du, ihr, Sie and related forms), audience and purpose
  
• modal verb forms
  
• use of pronouns and possessive adjectives
  
• correct use of man, particularly in cases other than the nominative
  
• logical flow of the argument.

Specific comments

Question 3

Most candidates agreed with the topic statement, but sometimes had difficulty linking their responses directly to the question. In the best responses, candidates discussed effectively both aspects of the importance of teaching tolerance in schools and that it was not a waste of time. In weaker responses, candidates dealt solely with the ideas of tolerance or discrimination without relating their ideas back to the set question.

In weaker responses, candidates demonstrated problems with gender, subject–verb agreement, modal verb conjugation or the use of man and with relative clauses. In better responses, candidates tended to sound more authentic as they included correct idiomatic expressions and rhetorical devices. Weaker responses contained a number of lexical errors and anglicisms.

Question 4

In the best responses, candidates showed evidence of careful planning, well-thought-out arguments and the accurate use of a wide variety of vocabulary, idiomatic expressions and structures. Some candidates extended the ideas of Recyceln und Reparieren beyond the literal, to recycling and repairing ideas and mindsets, demonstrating perception and creativity. Candidates should also be mindful of the correct spelling of the key concepts associated with each theme.

Most candidates explained why Recyceln und Reparieren should be the motto of today’s world in an effective way.