2011 HSC Notes from the Marking Centre – Serbian Continuers
Contents
Introduction
This document has been produced for the teachers and candidates of the Stage 6 course in Serbian Continuers. It contains comments on candidate responses to the 2011 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with the relevant syllabus, the 2011 Higher School Certificate examination, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of Serbian.
General comments
Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.
Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing far 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’.
Oral examination
Conversation
In the best responses, candidates responded fluently to the questions, manipulated the language and spoke confidently using a range of vocabulary and structures. They demonstrated depth of treatment by giving mature responses, expanding on ideas and opinions. The language used demonstrated a high level of grammatical accuracy with a sophistication of expression. Weaker responses were characterised by a lack of understanding of the question, short, broken sentences, repetition of words and phrases, limited vocabulary, simple sentence structures and expressions with interference from English. Typically these responses showed little expansion and a lack of ability to provide ideas or opinions. To gain the highest marks, candidates need to go beyond a minimal response, provide detail, expand on ideas, and give and justify opinions.
Discussion
Candidates presented a variety of appropriate studies, most of which were relevant to the syllabus topics.
The best responses demonstrated candidates’ ability to bring both sophistication and depth to a discussion of their study. These candidates made specific and detailed references to texts, often linking ideas in various texts, included quotations and points of view presented in the text, could offer their own opinions based on these, and present and justify arguments. Weaker responses were characterised by a lack of in-depth understanding of the topic with limited ability to present and discuss issues, opinions and/or arguments. A discussion requires more than simply describing or presenting facts and figures. Candidates are advised that, in choosing the topic for the in-depth study, they consider the aspect of the topic that will enable them to take part in a discussion. So a topic, such as a town or city, needs to be researched from the point of view of its historical or strategic significance, for example, and how it is portrayed in a novel or a film, a poem or a song, rather than a simple presentation of its historical landmarks or a candidate’s personal experiences in the place.
Most candidates demonstrated that they could make appropriate references to texts, but not all referenced literary texts as required. Candidates must refer to ‘at least three texts, one of which is a literary text, such as a novel, play, film or poem’ (BOS update to Serbian syllabus). This year’s resources included a variety found on the internet (a perennial favourite), in newspaper articles and literary resources that tended to be film, but also novels and poetry. Candidates need to be reminded that a literary text enables them to bring different perspectives to the study and provides a better platform for a discussion than webpages, conversations with family members, travel brochures or personal experiences, some of which cannot really be considered appropriate as texts for a discussion.
Written examination
Section 1 – Listening and responding
Part A
General comments
Candidates should:
- read all questions and instructions carefully
- consider the value of the question (how many marks it is worth)
- 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 the number of lines available for an answer as an indicator of the length of response required
- ensure their answers are given in the appropriate language
- ensure they support their answer with relevant textual reference wherever appropriate.
Question 2
In better responses, candidates demonstrated not only an understanding of the text but an ability to summarise the main points of the news. Some students simply retold the text, rather than selecting the main points.
Question 3
- In better responses, candidates identified the extent of Jana’s attitude towards work as an obstacle in finding a job, provided detailed evidence, the best of which was supported by textual references.
Question 4
- Most candidates recognised Ms Lukic’s motivation for writing the book with the best identifying that she wanted to write a book that is understandable and enjoyable to read.
- Better responses showed a perceptive understanding of how the interviewer’s point of view was reflected in his language and tone, and supported their answers with relevant textual references. Weaker responses described the interviewer’s point of view without referring to the language and tone used to express it.
Part B
Question 5
Most candidates demonstrated a good understanding of the contrasting views of father and daughter with the best responses supported by textual references.
Question 6
- In better responses, candidates identified the issue being discussed using supporting evidence from the text and also noted the disagreement between Aleksander and Jelena. In weaker responses, candidates tended to retell events rather than identify the issue.
Section 2 – Reading and responding
Part A
General comments
Candidates should:
- read the questions before reading the comprehension texts, as this will allow them to have a general understanding of the theme or topic of the text
- use the number of lines available for an answer as an indicator of the length of response required
- ensure that the questions requiring most marks show the appropriate level of analysis, interpretation or evaluation, as indicated by the question
- ensure their response is consistent with the question asked.
Question 7
- In better responses, candidates summarised the main points clearly, whereas weaker responses tended to focus on one aspect only or simply directly translated the text.
- In better responses, candidates described precisely the personality of the editor as ethical or moral. Weaker responses tended to include literal translations of chunks of text or described how the editor felt rather than describing his personality.
Question 8
- The best responses clearly identified the main points from the first letter.
- Most candidates demonstrated a general understanding of the requirements of this question. However the best responses included relevant details and an accurate, clear explanation of the contrasting views expressed in the first letter (passive approach) compared to the stronger response (action of police, zero tolerance) of the second.
- This question proved challenging for some candidates who did not understand how Novakovic’s language revealed his point of view. In better responses, candidates clearly identified his point of view and showed a perceptive understanding of the language used, supporting their answer with relevant textual references. Weaker responses were characterised by retelling the text without an analysis of the language used.
Part B
Question 9
Most candidates understood the requirements of the task and responded to some or most of the information in the text. However, weaker responses did not include relevant points with some of them not even responding to the text directly. Some candidates demonstrated depth in the treatment of the task and used creative language to express their own ideas and reflections.
Most responses demonstrated at least a satisfactory knowledge and understanding of vocabulary and sentence structures with the best showing sophistication and an extensive knowledge of language and expression. In weaker responses there was influence of English syntax and expressions. Other language errors included congruence, the use of incorrect prepositions (English influence was apparent), incomplete and incorrect words, and a mixing of Cyrillic and Latin scripts. There was a general improvement this year in orthography, punctuation, appropriate use of paragraphs and the general structure and sequencing of responses.
Despite the fact that only a few responses wrote the date properly, the majority of candidates used the required text type. It was noticeable that several responses were too long which seemed to be a result of an inability to express their thoughts concisely.
Section 3 – Writing
Questions 10, 11 and 12
In terms of language, the same issues emerged as in the Reading and Responding Part B, such as congruence, incomplete and incorrect words, use of incorrect prepositions (due to English influences), and the mixing of Cyrillic and Latin scripts. Similarly to the Reading and Responding answers, there was evidence of much better orthography, punctuation, paragraphs and general structure and sequencing of the responses.
Despite the difficulties in writing Cyrillic, a majority of candidates chose this script over Latin in their responses.
Responses generally demonstrated an ability to sequence and structure information and ideas.
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