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2012 HSC Notes from the Marking Centre – Arabic

Contents

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

Introduction

This document has been produced for the teachers and candidates of the Stage 6 courses in Arabic. It contains comments on candidate responses to the 2012 Higher School Certificate examinations, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read in conjunction with the relevant syllabuses, the 2012 HSC examination papers, the marking guidelines and other support documents that have been developed by the Board of Studies to assist in the teaching and learning of Arabic.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.

Candidates need to be aware that the mark allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words, which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked, or verbs that are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.

General advice

Dictionary use

Poor use of dictionaries is always an issue in Languages 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-Arabic dictionary with its complement in the Arabic-English dictionary.

Self-identification

Candidates must not identify themselves, their school or their teachers in their written responses. If the question asks you to thank a teacher, describe a school or draft a letter to a friend, you should not include any identifying 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 Arabic. This is far more important than writing excessively beyond the word limit.

Use of prepared material

Careful and intelligent inclusion of material prepared beforehand that is directly relevant to the writing task can be very effective. However, the material 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.

Preparing for the Beginners/Continuers oral examinations

Detailed advice is provided on the Board’s website for teachers and students about the nature and conduct of the HSC oral examinations at www.boardofstudies.nsw.edu.au/syllabus_hsc/languages.html.

However, teachers and students are reminded that:

• Questions will relate to the candidate’s personal world as it relates to the prescribed topics in the syllabus.
• Neither the number of questions nor the number of topics covered by the examination is predetermined. The examiner may ask questions that relate to a previous response made by the candidate or introduce a new topic.
• Candidates should answer each question ONLY with information related specifically to the question asked.
• Candidates who attempt to dominate the conversation with long, rote-learned monologues will be interrupted by the examiner at an appropriate moment.
• Candidates will be asked questions which relate to past, present and future experience.
• If candidates do not understand a question, they may ask for the question to be repeated, clarified or rephrased in the language being examined. Candidates should NOT ask the examiner to translate words or questions.
• Candidates should NOT identify themselves, their teachers or their schools to the examiner.

Beginners

Oral examination

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

Written examination

Section I – Listening

Question 4

The range of candidates’ responses varied greatly according to their level of understanding of the text. Candidates needed to identify who would be able to enter the competition, ie students aged 12–18 who study Arabic and love reading.

Question 5

In better responses, candidates identified Sally’s father as unfair, and justified their opinion based on the fact that he does not respect her wish but makes fun of her art work and demands that she pays him back in obedience.

Question 7

In better responses, candidates were able to justify why Hani’s mother was angry. They referred to Hani’s laziness and indifferent attitude towards the mess in his room, as well as his continuing excuses and false promises to clean it.

Question 8

In better responses, candidates described Rami as a person who is reasonable, happy, optimistic, helpful and honest.

In poorer responses, candidates made very little reference to Rami’s personality.

Question 9

In better responses, candidates identified elements in the text that made the speech effective. They referred to the firm and demanding tone, and used language elements in the text to further explain it.

Section II – Reading

Question 12

(b) In the best responses, candidates demonstrated a thorough understanding of why Kamil was surprised. They referred to his excitement about being accepted to University and his dreams about it.

Question 13

(c) In the best responses, candidates demonstrated a good understanding of Rana’s change of attitude. They identified Rana’s happiness and acceptance of Samita, despite their many differences.

Question 14

(b) Responses indicated that many candidates had difficulty understanding the requirements of this question. Many candidates made little or no reference to the intention of the statements, which was to reinforce the importance of thinking and to urge young people to think more reasonably when it comes to choices about study.

Section III – Writing in Arabic

Candidates demonstrated varying levels of knowledge regarding vocabulary and sentence structure. Candidates should be well prepared for this section of the exam and practise writing regularly.

Question 17

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

Continuers

Oral examination

Most candidates demonstrated an ability to respond to a range of questions in some depth. In the best responses, candidates demonstrated depth of understanding through the presentation of relevant information, opinions and/or comments in a fluent and confident manner. These candidates also demonstrated a high level of grammatical accuracy, and breadth and sophistication of vocabulary and sentence structure. In better responses, candidates spoke with some degree of fluency on a range of topics about their personal world, with only minor inaccuracies in vocabulary and sentence structure.

In poorer responses, candidates did not communicate fluently in Modern Standard Arabic, nor present a variety of ideas and opinions.

Although it is expected that candidates will prepare thoroughly for this examination, they are reminded that they should be able to spontaneously answer questions relating to their personal world. Candidates should also expect that questions may be of varying difficulty, requiring simple to more complex responses. They should be prepared to respond to questions that require them to describe, explain, and justify an opinion. They should expect to be asked to reflect on aspects of the past, present and future.

Candidates can be better prepared for this examination by practising speaking in a variety of contexts and with various people on topics that interest them. They can also prepare by listening to news and media sources that present content in Modern Standard Arabic.

Written Examination

Section I – Listening and Responding

Advice to candidates

Candidates should:

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

General comments

It is important to remember that this examination assesses outcomes 3.1, 3.2, 3.3, 3.4, 3.5 and 3.6. The assessing of outcomes 3.3, 3.4, 3.5 and 3.6 may require identification of the tone, purpose, context and audience of spoken texts, or the interpretation, analysis or evaluation of information. Candidates may also be required to draw conclusions, justify opinions and/or infer points of view, attitudes, or emotions from language and context.

The best responses were given by candidates who not only conveyed the gist of texts and identified specific information through summarising the main ideas, but who also demonstrated a deep understanding of all aspects of the text and conveyed information accurately and appropriately. Candidates are reminded that simple translation of segments of texts that relate to the question without responding specifically to the requirements of the question will not be awarded full marks.

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

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

Specific comments

Candidates should be aware that the examination begins with a familiarisation text and that they are NOT required to answer any questions on it. This text is only to familiarise listeners with the speakers’ voices.

Question 4

In better responses, candidates provided a good explanation of the purpose of the announcement in that it raises awareness about healthy eating and draws attention to the changes made to the canteen’s menu.

Question 5

In better responses, candidates demonstrated a good understanding of the relationship between Hanan and Hazim’s family as portrayed in the conversation through describing that the relationship is based on trust and mutual respect. Hanan’s love for the children is also demonstrated through her treatment of the children and her enthusiasm to be with them, which allow Hazim’s family to depend on her when need be.

Question 6

In most responses, candidates demonstrated some general understanding of the differing experience of the two. In better responses, candidates explained Amal’s positive experience, which allowed her to establish good relationships that explain her excitement about catching up. In contrast, Kama’s negative experiences, as portrayed throughout the conversation, indicate his horror and total rejection of the idea of a reunion.

In poorer responses, candidates identified the difference but did not explain how that difference came about.

Question 8

In better responses, candidates demonstrated a good understanding of the differing attitudes of Maya and her father in regard to her relationship with Rami. They were able to identify Maya’s frustration and therefore her decision to break up the relationship, explaining the factors that have led her to want to do so. These responses compared this with her father’s advocating attitude towards the relationship and his attempts to reconcile between the two through reminding her of Rami’s good feelings and actions.

In poorer responses candidates provided a translation of various segments of the conversation.

Section II – Reading and Responding

Advice to candidates

Candidates should:

• read all questions in English before reading the text in Arabic
• use dictionaries effectively
• only choose ONE answer in multiple-choice questions
• use the time given at the end of the paper to read over their answers to ensure they are meaningful and not contradictory.

Part A

Question 9

1. In better responses, candidates demonstrated a good understanding of how the author remembers his grandfather. They referred to the memories in terms of the grandfather’s physical appearance and his character.

In poorer responses, candidates recalled information from the text, however they did not provide specific information about the grandfather.

2. In better responses, candidates demonstrated a clear understanding of the influence of the grandfather on various aspects of the writer’s life. They made reference to the influence being on personality, attitude to life, the land, etc and also to the career choices the writer has made.

In weaker responses, candidates provided a translation of various segments in the text. There was no evidence of their ability to analyse or draw any conclusions from the text.

Question 10

3. In better responses, candidates demonstrated a good understanding of the views of Samira, Toufic and Ghassan. They identified Samira’s objection to the tradition, Toufic’s support for the tradition and Ghassan’s defensiveness. They compared the views, supporting their answers with good explanations.

In poorer responses, candidates provided a translation of the text without providing a description of the point of views of the three participants.

4. In better responses, candidates demonstrated a good understanding of Ghassan’s negative attitude towards the idea of change. They provided a good explanation of his pride in the tradition and of his understanding of identity and existence. They were also able to reflect on his desire to be distinguished from others.
   

In poorer responses, candidates did not describe Ghassan’s attitude nor did they provide an explanation. Instead they provided a translation of ideas in the text.

5. In better responses, candidates identified how the language of the text reflected Sami’s attitude, which they identified as sarcastic and angry. They made reference to the sarcastic tone and the rhetorical questions he uses in order to invoke them to think more seriously about the issue being discussed. These candidates also referred to word choice and techniques of repetition, exaggerations and exclamation. Finally these candidates demonstrated an understanding of the change in Sami’s tone. They made reference to his serious tone, which urged the others to use logic and common sense.
   

In weaker responses, candidates provided examples and/or quotations from the text without a real analysis of how language reflected attitude.

Part B

Question 11

General comments

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

It is recommended that candidates:

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

Specific comments

In better responses, candidates demonstrated a good understanding of text. They communicated ideas effectively, using a variety of language structures creatively. These candidates responded to complaints made in the letter. They wrote a letter to the school principal that addressed the problem and justified why he/she ought to change his/her mind about cancelling the Year 12 formal. They used a variety of language structures to try and persuade the principal to reconsider the decision. In doing so, they manipulated the information in the text using ideas such as the good behaviour of the majority of the students and their immense positive involvement in the community. They further used the text to suggest a way of making up to the neighbours, commented on the principal’s unfairness in the decision and also made appeals on the grounds that it was the new students’ conduct that caused the problem in the first place.

In weaker responses, candidates made minimal reference to the details in the letter and wrote a reply that had no textual basis. Many candidates just copied information from the text without properly addressing concerns.

Many of the responses lacked the cultural element of respect when addressing an adult such as a school principal. This was evident in the incorrect use of the imperative form of the verb and thus demonstrated a limited understanding of the nature and audience of a formal letter.

Section III – Writing in Arabic

General comments

In many cases, the level of Arabic used by candidates in this section was quite commendable. However, some candidates demonstrated limited understanding of the requirements of the task.

Question 12

In better responses, candidates demonstrated a clear understanding of the audience, purpose and context of the task. However, some had difficulties differentiating between ‘faulty’ and other problems related to mobile phones. Most candidates outlined the problem and suggested solutions. Most candidates demonstrated clear and satisfactory command of the language, relevant to the task. These included:

• first person voice
• short sentences
• descriptive expressions – adjectives, verbs, etc.

In weaker responses, candidates demonstrated limited understanding of the key words in the question, and did not provide a problem nor did they demand a solution. In addition, some candidates wrote using the dialect form of the language and others wrote excessively and unnecessarily beyond the required word limit.

Question 13

In this question candidates were required to persuade, not just simply describe. Candidates are reminded that the required word length is approximately 200 words. Candidates are also encouraged to re-read what they have written for accuracy and coherence.

(a) In better responses, candidates demonstrated a good understanding of describing their achievements and dreams and how they can benefit their society if they are chosen. In these responses, candidates wrote effective and well-structured speeches that are appropriate for the audience, purpose and context of the task. Such responses demonstrated an ability to manipulate language structures to produce a coherent and effective persuasive speech, outlining their talents and the reasons they should be chosen to receive the scholarship. In these responses, candidates expressed their motivation, feelings, attitudes and the outcomes of their experience. These responses included the following elements:

• achievements, attitude and outcomes
• reference to dreams, education, financial difficulties, family situations and their hard work
• reference to why they should be chosen
• reference to outcomes of their success upon completing this assignment.

In weaker responses, candidates focused on listing some good achievements without using persuasive language. Their answers were also short.

(b) In better responses, candidates demonstrated a clear and comprehensive understanding of the required task with clear understanding of the audience, purpose and context. They described their artistic or sporting talents, and achievements and how their work is positively affecting their society. These responses also demonstrated an ability to manipulate language structures to produce a coherent and effective persuasive speech. In these responses, candidates expressed their motivation, feelings, attitudes and the positive outcomes, which would inspire others in their community. These responses included the following elements:

• talents, achievements, positive attitude and outcomes
• reference to dreams, education, financial difficulties, family situations and their hard work
• reference to the reasons they should be chosen
• reference to outcomes of their success if they won the competition.

In weaker responses, candidates provided a listing of some good qualities or talents rather than a persuasive speech about why they should be chosen. They wrote short texts with some language related to the task. Some of these responses were very brief and therefore they did not demonstrate the range of vocabulary and sentence structures required in the response.

Extension

Oral examination

General comments

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

Candidates are reminded that in this part of the examination they must not simply read out the notes they wrote in the 7-minute preparation time. They should use any notes they have as a guide only. Candidates should also adhere to the time limit that is specified for this examination, which is 2.5 to 3 minutes.

Question 1

In better responses, candidates presented and developed a coherent argument, supported by well-explained ideas and information on the topic of whether the challenges of migration are felt mainly by young people. In these responses, candidates stated their position and gave two to three ideas to support this position. These included challenges and needs of young people facing a new society and a new language. These candidates also gave a good conclusion.

In many responses, however, candidates presented a monologue on the impact that immigration has on an individual’s life while paying little or no attention to the key element of the question, which is young people.

Question 2

In better responses, candidates presented and developed a coherent argument, supported by well-explained ideas and information on the topic of whether or not success is determined by education alone. In these responses, candidates provided a personal definition of the word ‘success’ and based their arguments on this definition. They made references to various elements of success and argued that success is relative and should not be determined by education alone. They presented ideas on how achievement of personal goals, educational excellence, reaching satisfaction and even feeling happy in life could also mean success.

In many responses, however, candidates either agreed or disagreed with the statement but did not justify their opinion with relevant ideas. These responses also drifted away from the main argument in the question.

Written examination

Section I – Response to Prescribed Text

Part A

Question 1

1. In the best responses, candidates provided a good description of the narrator’s first impression of Fred as old, weak and hopeless.

2. In better responses, candidates included a good explanation of the saying referring to the village views on marriage and how that saying refers to Fida’s situation. In some weaker responses, candidates explained the meaning of the saying in general.

3. In better responses, candidates presented a good comparison between Simon and Fida referring to their social status, education, and age gap. They made reference to content and explained how language was used to reveal these differences.

In weaker responses, candidates were only able to show the difference in age.

(d) In better responses, candidates demonstrated a comprehensive understanding of the prescribed issues that the statement may relate to. They identified and explained how the issue of immigration and integration in the prescribed text is reflected in the extract. They made reference to why people migrate out of their country based on Fida’s and Fred’s experiences. They commented on Fred’s inability to fully integrate as he decides to go back to his homeland for marriage.

In weaker responses, candidates presented a set of ideas without a link to the issue. Some recounted part of the story without referring to the issues. Some even made changes to the content of the prescribed text.

Part B

Question 2

In the best responses, candidates wrote a script of a conversation between the Abu Rashid and his friend, the lawyer’s father. They manipulated language authentically and creatively to reflect on the type of relationship between the two men. In these responses, candidates demonstrated a thorough understanding of the details of the story and were able to take the persona of both characters and reflect upon them well through their attitudes and opinions. Such responses included reference to the following:

• simplicity and humility of the lawyer’s father due to him being illiterate just like Abou Rashid
• sharing of food, sitting on the floor, etc
• his understanding and kindness when it come to repaying debts
• the shared views on overcoming the difficulties.

In weaker responses, candidates retold the events of the story or made very little reference to the events, details or information in the story. Some of the scripts of the conversations contained no textual evidence and hence led to a contradictory ending and even to major changes in the prescribed text such as changes to the lawyer’s attitude and personality.

Section II – Writing in Arabic

General comments

In better responses, candidates presented and developed a sophisticated and coherent discussion that treated relevant ideas and supporting evidence in depth, while relating these to the specific audience, purpose and context appropriate to each question. They demonstrated a high level of grammatical accuracy and sophistication in vocabulary and sentence structure.

Question 3

In better responses, candidates wrote an article in which they presented a well-developed discussion of the question. They presented ideas on whether parents are still not accepting the mixed marriage giving the reasons and commenting on why parents still reject the idea. The text type structure followed was:

• a title
• an introduction – an introductory statement showing stance or direction of discussion
• a discussion whether or not parents must give away their fear related to mixed marriage
• a concluding statement reinforcing the main idea, making a recommendation, etc.

In weaker responses, candidates presented ideas without showing their relation with the key words in the question.

Question 4

In better responses, candidates wrote an article in which they discussed whether demands of contemporary life are creating difficulties to the young people in building their future. The text type structure followed was:

• introduction – an introductory statement showing stance or direction of discussion
• a discussion on whether or not demands of contemporary life have an impact on the future of the young generation
• examples of ideas such as:
• • • studies
    • marriage
    • unemployment
    • new fashion
    • technology
• a concluding statement reinforcing the main idea, making a recommendation, etc.

In weaker responses, candidates presented ideas without showing their relationship with the key words in the question.