2012 HSC Notes from the Marking Centre – Croatian Continuers
Contents
Introduction
This document has been produced for the teachers and candidates of the Stage 6 course in Croatian Continuers. It contains comments on candidate responses to the 2012 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 2012 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Croatian.
NOTE: Teachers and students are reminded that in 2013, the revised Croatian Continuers syllabus and examination specifications will be examined for the first time.
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 that are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.
Oral examination
General comments
The oral examination for Croatian Continuers consists of two sections: the Conversation and the Discussion. The duration of the oral examination is approximately 7 minutes for Conversation and approximately 8 minutes for Discussion.
In the Conversation, the examiner will ask the candidate questions about his or her personal world (for example his/her life, family and friends, interests and aspirations) 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 questions the examiner asks may relate to a previous response made by the student or introduce a new topic. Candidates should answer each question only with information related specifically to the question asked. Candidates are encouraged to respond in such a way that they demonstrate knowledge and understanding of a range of structures and vocabulary, but not through the inclusion of material irrelevant to the question asked. If they do not understand a question, candidates may ask for the question to be repeated, clarified or rephrased in the language being examined.
In the Discussion, the examiner will ask the candidate a series of questions relating to the student’s in-depth study. The subject of the study will relate to one or more of the prescribed themes or topics and involve the in-depth study of at least three texts, one of which will be a literary text, such as a novel, play, film or poem. Students should be prepared to discuss issues related to the study as well as the texts/resources studied. Students must not bring objects such as photographs, posters or pictures to the examination.
Conversation
In the best responses, candidates spoke fluently and used sophisticated vocabulary and structures, and displayed an excellent knowledge of grammar and syntax. They elaborated on the information and ideas in their responses and gave appropriate, sustained justification of their opinions.
Weaker responses were typified by the use of English words and limited Croatian vocabulary. Grammatical structures showed weaknesses and there were often long pauses and hesitation which reflected a lack of fluency and an inability to sustain conversation.
Discussion
In better responses, candidates showed a depth of preparation and thorough research of the chosen topic. There were appropriate references to literary and other sources and these candidates were able to present and justify a point of view. They could compare and contrast issues arising from the topic.
In weaker responses, candidates referred to limited source material, or referred to texts but could not discuss them. Some tended to rely on personal experiences or on what they had learned in another subject, rather than research that included literary texts. In these answers, candidates showed repetition of ideas and information and an inability to discuss in any depth or to justify a point of view.
Listening and Responding
Part A
Question 1
Most candidates identified the target audience of the advertisement.
Question 2
Generally this question was well answered and candidates demonstrated a very good understanding of the speaker’s attitude.
Question 3
Most candidates demonstrated a comprehensive understanding of the reasons given.
Question 4
Generally well answered but some responses provided too little relevant information.
Question 5
In most responses, candidates demonstrated some understanding of how Marko convinces Lea but few included relevant textual references. In better responses, candidates identified and explained language techniques. In weaker responses, candidates retold the content rather than identify language techniques used.
Part B
Question 6
This was a generally well-answered question with most information included. In weaker responses, candidates included relevant information but with grammatical errors.
Question 7
(b) In most responses, candidates retold the content rather than using textual references to support the answer. Some candidates identified language features but did not express themselves using appropriate language concepts in the Croatian language.
Reading and Responding
Part A
Question 8
(a) Most candidates correctly identified that the purpose was to inform her readers and describe her experiences, ie to be informative and persuasive.
(b) Most candidates showed a good understanding of the content but few expressed how language techniques and textual references were used to convey the writer’s experiences.
Question 9
(a) Most candidates identified what was special about the Rijeka carnival.
(b) Responses showed some understanding of the ways the carnival has changed over time. Most candidates contrasted past and present, but very few referred to the increasing numbers and the inclusion of children. Candidates are reminded of the need to include all relevant detail in their answers.
(c) This question was well answered by most candidates. They compared, by using relevant textual references, the traditional role of the bellringers in the past to their role today.
(d) Most candidates identified the tone of the article but failed to substantiate this with textual references. In weaker responses, candidates retold the content.
Part B
Question 10
The stimulus text included a wide range of details which allowed for creativity in responses. In general, most candidates responded to the task effectively and included relevant information. In better responses, candidates showed a good understanding of the stimulus material and showed creativity in their answers. These responses were also well structured, with an introduction paragraph, some development and a conclusion. In weaker responses, candidates used only points from the text without elaboration and creativity. Grammar and sentence structure were also weaknesses.
Writing
Questions 11 and 12
Most candidates chose to answer Question 11, and used the correct text type, that is, the text of a speech. In better responses, candidates gave strong arguments and supported these with effective examples. They wrote satisfactory conclusions. Some candidates showed clear understanding of the topic but did not express themselves effectively. Although many candidates demonstrated their understanding of vocabulary, they had problems with correct spelling and many had difficulties with grammar and syntax.
Candidates who responded to Question 12 had similar language difficulties to those who answered Question 11. Responses to this question showed greater difficulty with the narrative text type, with most lacking creativity in description and plot development.
NSW Government