2012 HSC Notes from the Marking Centre – Swedish Continuers
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Swedish course. 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 developed by the Board of Studies to assist in the teaching and learning of Swedish.
NOTE: Teachers and students are reminded that in 2013, the revised Swedish 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 Swedish 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 a 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 and pictures to the examination.
Conversation
Although all candidates demonstrated fluency, there were some differences in the range of vocabulary used and the sophistication of expression. Candidates stated and substantiated opinions, responded to questions covering the full range of syllabus topics, using a range of tenses and structures. There were minor grammatical weaknesses that differentiated the candidates.
Discussion
Candidates were well prepared and most had chosen suitable topics and showed evidence of research using resources including literary texts. However, there was limited evidence overall of responses demonstrating a perceptive understanding of these resources. Candidates referred to appropriate literary texts such as films, novels and short stories yet tended to focus on facts rather than those aspects of texts that promote discussion. Many responses lacked depth and appeared to rely more on factual presentation than depth of understanding for a discussion.
Written examination
Listening and Responding
Part A
In weaker responses, candidates showed a tendency to translate texts rather than answer the question. This was particularly evident in Question 3 where weaker responses were a retelling of what the coach had decided rather than an interpretation of the decision. In Question 5(b) candidates had to refer to the language as well as the content to analyse the way the interview was conducted. Weaker responses merely translated the text. Candidates are reminded that references to content and language need to be supported with evidence from the text.
Part B
In this part of the examination, weaknesses in vocabulary and grammar often marred the precision of responses. In Question 7, weaker responses did not refer to the changes of attitude that occurred during the conversation and tended to paraphrase, rather than interpret, the content.
Reading and Responding
Part A
Question 8
In Question 8(a), most candidates understood the requirements of the task. In better responses, candidates showed an ability to summarise concisely, within the word limit specified. In Question 8(c), many candidates discussed the linguistic features of the headline rather than commenting on its relevance, as required by the task.
Question 9
Question 9(c) was the most discriminating in that it produced the widest range of responses. Better responses focused on both the purpose and the language used with appropriate reference to the two authors’ letters. In the weaker responses, candidates merely translated the text with little or no evidence of understanding the purpose and no reference to the language, as required in the question.
Part B
Question 10
In better responses, candidates showed evidence of creativity and the appropriate use of the conventions of the text type: a review. These candidates wrote creative reviews reflecting the content of the stimulus text. In weaker responses, candidates not only displayed grammatical inaccuracies, but also an inability to appropriately structure a response to meet the requirements of the text type and task.
Writing
Questions 11 and 12
Most candidates attempted Question 12 (a letter) and responses reflected familiarity with the conventions of this text type, whereas in Question 11 (an article for a magazine) some candidates failed to use the required text type.
Most responses were well expressed in terms of language, but there was a general weakness in terms of depth of treatment of information. Despite this, there were weaknesses evident in language such as prepositions, verb tenses, sentence structure, agreements and authentic vocabulary.
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