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5. 2011 HSC Notes from the Marking Centre — Spanish

2011 HSC Notes from the Marking Centre – Spanish

Contents

• Introduction
• Beginners
• Oral examination
• Written examination
  • Section I – Listening
  • Section II – Reading
  • Section III – Writing in Spanish
• Continuers
• Speaking skills
• Written examination
  • Section I – Listening and responding
  • Section II – Reading and responding
• Extension
• Speaking skills
  • Section I – Response to prescribed text
  • Section II – Writing in Spanish

Introduction

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

General comments

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’.

Dictionary use

Poor use of dictionaries was an issue. 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–Spanish dictionary with its complement in the Spanish–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 Spanish. 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 candidate’s 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.

Beginners

Oral examination

Most candidates provided relevant information in response to straightforward questions across a variety of topics. In the best responses, candidates conversed effectively, providing extensive answers in which they displayed excellent control of a range of vocabulary and language structures. These candidates showed evidence of thorough preparation; they had developed a sound vocabulary basis and the ability to manipulate language in past, present and future.

Written examination

Section I – Listening

General comments

Candidates are reminded that they should listen for the essential meaning as well as specific items of information and that they should read each question carefully.

Question 2

In weaker responses, candidates misinterpreted the word colegio as ‘college’ instead of ‘school’ or thought that the child had to visit them instead of the other way around.

Question 3

In weaker responses, candidates entered conflicting or incorrect material in some or all of the time slots.

Question 4

In weaker responses, candidates did not identify the discount.

Question 5

In weaker responses, candidates had some difficulty identifying the change of the meeting time and what the person was required to do.

Question 6

In weaker responses, candidates did not include details such as the fact that the couple was returning to the place they had visited the previous year.

Question 7

In the best responses, candidates identified how the team had won second prize the previous year. In weaker responses, candidates misunderstood that the team had won already or did not include the idea of getting more holidays at the end of the year if they were to win the competition.

Question 8

In weaker responses, candidates did not identify the fact that the speaker, despite her friend presenting a valid argument for staying in her hometown, was still adamant she wanted to leave. Her argument for leaving was that she would have better employment opportunities and, above all, the move would give her a sense of independence.

Question 9

In weaker responses, candidates identified that Rafael was a single father with kids, but did not refer to details such as that he worked from home or that he considered himself a fortunate man.

Section II – Reading

General comments

Students are reminded to take care in the use of dictionaries. They are advised to read the individual texts and all the accompanying questions before consulting a dictionary. Reading the questions carefully, taking note of the marks and number of lines allocated for each question and then identifying the required information in the text itself, before starting to answer questions, is the best way to ensure that responses are relevant.

Question 11

Better responses clearly identified and summarised the three main points in the letter: that students are throwing balls into his garden, that he has spoken to them to no avail and that he demands the school solve the problem or he will call the police. In many weaker responses, candidates had trouble identifying the main points and then summarising them, instead they translated the whole text. Candidates are reminded that being able to summarise information is a specific outcome of the course, ie Outcome 2.3.

Question 12

2. In weaker responses, candidates identified two steps in Pepito’s solution, namely that Alonso should catch a taxi and that Pepito will refund the taxi fare later. Only the better responses referred to Pepito picking Alonso up once training had finished.

Question 13

2. While most responses correctly identified the second title as the better one, only in the best responses did candidates fully justify their answers by clear textual references showing that not only was it an appropriate title but also that the other title was totally inappropriate.

Question 14

1. Better responses clearly identified what Alvaro and Diego have in common, ie that neither had siblings, that both spent a lot of time with their grandparents and that both come from immigrant families. Many good responses alternatively referred to the importance for them of preparing and sharing food from their family’s country of origin. Weaker responses referred variously to small families, having grandparents, eating food and working for small companies.
   
   
2. As in the case of Question 13 (b), the question requires candidates to make a choice and to support it with references to the text. Candidates are reminded that merely quoting sections of the text in Spanish, or even translating them into English, does not necessarily support a choice. The link must be explicitly explained.

Question 15

1. Most better responses clearly explained that Maria is seeking Julio’s advice on how to tell Carla that she no longer wants to travel with her because Julio has given her good advice in the past and because he knows both Carla and herself.
   
   
2. The best responses to this question referred not only to the specific effects on Carla, such as starting university and buying a car, but also to more intangible effects such as Maria’s rejection of her friendship and her initial sense of hurt which is ultimately replaced by a developing sense of maturity and positivity.

Section III – Writing in Spanish

General comments

Most of the best responses displayed originality of ideas while remaining totally relevant to the question. These better responses also featured excellent control of language with few careless errors. On the other hand, many weaker responses were marred by so many errors that they became difficult to understand. Noun/adjective agreement and conjugation of verbs were particularly evident weaknesses. Another feature of these problematic responses was poor dictionary technique.

Question 17

In some weaker responses, candidates listed the sites on the maps with little or no elaboration. In the better responses, candidates used the stimulus text creatively with the information given. They described their impressions of the suburb and the relevance of particular sites to them personally, eg being able to walk to school or catching trains into the city.

Question 18

Candidates are advised to take careful note of the text type and tense required. In this case it was an article, not a speech nor a letter to a friend and required good control of the past tense. In an article, of course, the importance of planning and organising the response is even greater than in more informal types of writing. Even some otherwise excellent responses lacked appropriate paragraphing.

1. Many better responses combined personal experience of the language-learning process with a description of the broader benefits, such as overseas trips and future employment possibilities.
   
   
2. The events described ranged from school concerts and sports carnivals to street fairs and community fundraising functions.

Continuers

Speaking skills

General comments

Most candidates were well prepared. In better responses, candidates sustained a fluent and effective conversation with depth, covering a range of topics.

It is important to note the common use of false friends and anglicisms by candidates, eg:

• marcas when referring to notas
  
• crecer más músculos instead of aumentar la musculatura
  
• shopping when referring to centro commercial
  
• trabaja con los disabilitados instead of trabaja con minusválidos
  
• se mira un poquito pobre instead of se ve un poquito pobre
  
• no tengo relativos instead of no tengo familia.

Other common errors were incorrect use of verb tenses and conjugation, eg:

• nunca ha pensado instead of nunca he pensado
  
• James vivo conmigo instead of James vive conmigo
  
• en el futuro quería estudiar instead of en el futuro quisiera estudiar
  
• yo me encanto or yo gusta instead of a mí me encanta or a mí me gusta
  
• yo fue instead of yo fui.

There was misuse of the subjunctive, eg: cuando termino el colegio instead of cuando termine el colegio and the incorrect use of ser and estar and, in weaker responses, yo estoy el último instead of yo soy el último. Candidates should be careful to avoid literal translations such as: mi hermana es veinte años instead of mi hermana tiene veinte años.

Weaker responses demonstrated inaccuracies in gender, number and adjective/noun agreements, eg:

• hay mucho músicas instead of hay mucha música
  
• son muy simpático instead of son muy simpáticos
  
• todas los días instead of todos los días.

Written examination

Section I – Listening and responding

Specific comments

Question 5 (a)

The best responses demonstrated a good understanding of the degree of justification of the brother’s refusal to lend his sister any more money, ie that he was very justified because she never repays the money she borrows, he works hard for his money while she does not understand the value of money, she has enough shoes anyway.

Question 6

The best responses, included an accurate and clear explanation for Mr Castro’s frustration, ie that his son was performing poorly and the school had not contacted him, that the principal could not explain why his son was performing poorly and that the school did not seem to care about his son.

Question 7

In the best responses, candidates identified the many reasons for Camila’s distress after the phone call with the radio personality. Translation of the text without a clear and logical explanation of cause and effect is not helpful. The better responses tended to be written logically and often sequentially, referring to the causes of Camila’s distress and explaining why they had caused her such distress.

Section II – Reading and responding

Specific comments

Question 8

1. In weaker responses, candidates did not identify that the announcement was specifically directed to the ‘members’ of the youth club.
   
   
2. In weaker responses, candidates did not explicitly identify the language techniques or the message. Consequently, these candidates had difficulty relating these techniques to the focus of the question, ie the text uses emotive language, un verano inolvidable, to appeal to their emotions and encourage the club members to participate in the Descubre tu ciudad program.

Question 9

3. In weaker responses, candidates did not identify that part of Martin’s reason for contributing to this article was to ensure that others learn from his mistakes.
   
   
4. Candidates correctly identified both Roberta’s advice – to be open to opportunities – and Ignacio’s point of view – that you should not deviate from your plans for any reason. Weaker responses did not include an evaluation of the likelihood of Ignacio following Roberta’s advice.  
   
   
5. In better responses, explanations were clear and logical, always relating an experience with the title. The best responses linked the fact the Pancho, as a landscape gardener, literally worked ‘with his hands’.

Question 10

Candidates are reminded to read the stimulus text carefully in order to identify the points they need to address. There were a number of candidates whose responses did not address all relevant information on the stimulus text. Some responses did not reach the minimum number of words required while others produced responses that were overlong and poorly structured.

Section III – Writing in Spanish

Question 11

A few candidates misunderstood the text type and some had problems adhering to the number of words required. Grammatical accuracy as well as gender and number coherence were major issues in some responses.

Question 12

1. Better responses were written using the correct text type and adhered to the word limit. These responses demonstrated a consistency in the use of tense, addressed the correct audience (either one parent or both parents) and included a plausible explanation. Some weaker responses were too verbose or did not specifically address the purpose.
   
   
2. Candidates are strongly advised to adhere to the word limit. Overlong responses were repetitive and lacked coherence and relevance. A small percentage did not interpret the question adequately. Candidates are encouraged to read the question carefully in order to address the requirements correctly.
   
   In better responses, candidates used the subjunctive mood and past tenses effectively. Some candidates had difficulties in conveying the sense of ‘experiencing something new’ and incorrectly used experienciar.
   Common errors included:
   
   Yo esto instead of estoy, a venido instead of ‘he venido
   Misspelling of verbs such as hacer and haber, ie without the ‘h’.
   Conjugations of verbs such as tener and estar.

Extension

Speaking skills

General comments

In better responses, candidates presented and developed a logical, well-structured argument within the time allocation giving relevant examples to support their argument. These responses were well explained and linked to the question asked. Better responses demonstrated a high level of linguistic competence and communicated ideas confidently and authentically, with only minor inaccuracies.

Candidates are advised to begin concluding their argument after two and a half minutes, ie upon hearing the first bell, and should aim to finish speaking by the time they hear the second bell.

Candidates are also reminded to write only keywords/notes in the box on the examination paper to help organise the response. Candidates should not write out a full response in the box and are not to read these notes in their responses. The use of the impersonal pronoun also allows for a more sophisticated response.

Candidates are encouraged to read widely in order to develop an opinion on topics relating to the prescribed issues.

Question 1

In better responses, candidates referred to the range of examples from technology or the mass media to explain why young people were more interested in themselves than others. Alternatively some better responses referred to the importance of being interested in oneself as a way of survival in society.

Some weaker responses relied on rote-learned material on one or all the prescribed issues but irrelevant to the question. 

In poorer responses, candidates confined their argument to their own experiences or recited lists of information or examples without developing an argument.

Question 2

In better responses, candidates linked the question to the prescribed issues, using sophisticated structures and complex ideas to illustrate their argument. They included a balanced argument on whether young people today have or do not have good role models. Poorer responses confined their argument to their own or their family’s experiences of having good role models.

Section I – Response to prescribed text

General comments

Most candidates demonstrated an understanding of the film, settings, events, portrayal of characters and the prescribed issues. These were evident in their perceptive interpretations and analyses of the extract. However, a number of responses were general in nature and did not include any supporting statements or specific examples.

Question 1

1. In better responses, candidates provided sufficient evidence to demonstrate a thorough understanding of the relation between Alberto’s language and the issue of division in society.
   
   
2. This question required candidates to make specific reference to the music as a film technique in both Scenes A and B. In better responses, candidates provided a perceptive and comprehensive analysis of the use of music as a film technique. In the weaker responses, candidates approached the question by giving a general explanation about the use of the music in the film, but did not apply this to the scenes in question.
   
   
3. In better responses, candidates discussed perceptively through specific references how Errent’s character had developed. In weaker responses, candidates recounted examples but lacked depth or relevance to the question.

Question 2

Candidates should ensure that they are thoroughly familiar with the details of the entire story and that they have a good understanding of the characters and the motives for their behaviour. Before starting their response, candidates are advised to take time to plan its content and structure.

In better responses, candidates provided a perceptive response and reflected on the persona of Moncho and his impressions of the encounter with Ernesto, using appropriate language, tone and accurate references to the text. These candidates demonstrated originality and flair as well as the ability to manipulate language authentically.

In weaker responses, candidates relied on retelling the story and general, vague, or sometimes incorrect, references to the text. Candidates appeared to be writing about a character of their own creation. It was apparent that some candidates had only a limited knowledge of Moncho’s character, as reflected in this scene and in the context of the whole extract. Some candidates responded using very sophisticated and formal structures that do not accurately reflect the character from the film.

Section II – Writing in Spanish

General comments

Most candidates demonstrated a good understanding of the prescribed issues. The text type proved to be challenging, as it required the conventions of a formal letter to be adopted. Even in the better responses, candidates did not maintain the conventions of the letter format beyond the introductory greetings. Many candidates found the sustained use of the formal register ‘usted’ very challenging.

Question 3

Better responses demonstrated a very good interaction with the audience, for example by using such devices as rhetorical questions. Weaker responses supported their point of view by the use of a wide range of examples, but did not always treat these with sufficient depth.

Question 4

Better responses presented and developed a sophisticated, coherent argument to present their point of view on the topic. They supported their argument with relevant ideas and evidence in depth, while relating these to the specific audience, purpose and context appropriate to the question. They displayed a high level of grammatical accuracy and sophistication in vocabulary and structure.

Weaker responses relied on pre-learnt material on the issues of discrimination due to physical appearance, without appropriately linking this material to the question. A number of responses did not adhere to the convention of the text type and did not fully address audience, purpose and context.