2009 HSC Notes from the Marking Centre Arabic
Contents
Introduction
This document has been produced for the teachers and candidates of the Stage 6 course in Arabic. It provides comments with regard to responses to the 2009 Higher School Certificate Examination, indicating the quality of candidate responses and highlighting the relative strengths and weaknesses of the candidature in each section and each question.
It should be read in conjunction with the HSC examination papers, the HSC Standards Package and the marking guidelines. Teachers and candidates are reminded of the importance of remaining conversant with the current syllabus, the ACE Manual and Board Bulletin notices.
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 a guide 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 which are not included in the glossary, such as 'design', 'translate' or 'list'.
Continuers
Oral Examination
Most responses demonstrated an ability to initiate and maintain a conversation in Arabic. The best responses demonstrated depth of treatment through the presentation of relevant information, opinions and/or comments in a fluent and confident manner. These responses also demonstrated use of a high level of grammatical accuracy, and breadth and sophistication of vocabulary and sentence structure.
In better responses, candidates although with some degree of fluency on a range of topics about their personal world, demonstrated a sound use of the language with minor inaccuracies in vocabulary and sentence structure.
Weaker responses did not demonstrate an ability to communicate fluently in Modern Standard Arabic and did not 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 some simple to more complex responses.
Written Examination
Section I – Listening and Responding
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. It may also require candidates to demonstrate an ability 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 also by candidates who demonstrated a deep understanding of all aspects of the text and conveyed the information accurately and appropriately. Candidates are reminded that simple translation of segments of texts that may appear to be relating to the question without responding specifically to the requirements of the question is inadequate to access the high mark ranges.
Specific Comments
Question 3
Most responses demonstrated the understanding that Walid and Amani were discussing movie stars and personal trainers. In the better responses, candidates demonstrated a good understanding of the stars’ need for a personal trainer in their lives. They further explained the impact of these trainers on the lives of stars.
Question 5
Most responses demonstrated an understanding that the circus was more than a job for Elissa. The better responses explained Elissa’s decision to work in the circus in light of the nature of her personality and love for people and adventure. Poorer responses compared Elissa’s life before and after the circus without clear explanation of her decision to work in a circus.
Question 7
- In the better responses, candidates demonstrated a good understanding as to why Mrs Dalal is a suitable guest for this program. They clearly linked the content of the interview to the program name. They based their responses on the fact that although Mrs Dalal is old and a grandmother, she is an example of someone who has achieved what could be considered by many as impossible.
The better responses explained what made the interview effective in terms of the individual’s ambition by not only referring to Mrs Dalal and her achievement but also by analysing aspects of the interview such as the intended audience, the tone of the speakers and the messages or advice given to the audience throughout the interview. Poorer responses merely recounted Mrs. Dalal’s life without clear reference as to how this had made the interview effective.
Section II – Reading and Responding
Part A
Question 8
- In the better responses, candidates demonstrated a good understanding of why Hanan initiated the chat room conversation. They identified her need to talk to someone and the fact that it was her friend’s birthday.
- Better responses demonstrated a comprehensive understanding of how Jenna is advising her friend to not only appreciate what she has but also to reconsider her situation and think hard as to whether she can really come back.
- Most responses demonstrated a good understanding of Hanan’s personality by describing her as being a sensitive and negative person. Better responses based their description on her choice of words, tone of voice and her attitude towards her situation thus drawing conclusions that she is antisocial, unadaptable and ungrateful.
Question 9
- In the better responses, candidates indicated that the reasons for writing to Hoda were to answer her questions which she posted on the net regarding some youth issues. They justified why people wrote to Hoda Farah by referring specifically to her experience in education.
- Most candidates demonstrated the ability to extrapolate the types of questions that were used in the survey. Although minor differences existed as to how the questions were specifically asked, responses demonstrated a thorough understanding that the questions asked were about work, support, future plans, and one’s own perception of personal success. Poorer responses explained what the questions may be based on but did not provide any actual or specific questions.
- Better responses demonstrated a good understanding of how Nour’s father’s ongoing emotional and academic support has contributed to the formation of Nour’s strong, confident and determined personality and how this in turn has lead to his success. Poorer responses identified some aspects or examples in the text of details of what Nour’s father did, without any interpretation or reflection.
- In the better responses, candidates demonstrated a perceptive understanding of the way in which Ziad’s frustration is expressed in his letter by referring to his negative attitude towards himself and life in general. They discussed his decision to speak about his failures rather than successes which is evident in his opening remarks and the sarcastic tone. These candidates also reflected on aspects of the content which reveal Ziad’s bitter feelings of loneliness and boredom and explained how his choice of words reflected that. In these responses, candidates also referred to the repetition of certain words that reveal Ziad’s despair and misery and explained how all of these elements lead to the peak of his frustration which is evident when he states that he is hallucinating.
Poorer responses demonstrated a general understanding of Ziad’s frustration in the letter but did not refer to both language and content in an explanation of how this frustration is expressed.
Part B
Question 10
Better responses demonstrated a comprehensive understanding of the main issues raised, and presented a well-supported and structured response. Poorer responses dealt with some examples given in the text without developing these into a coherent response. They recounted events without any reflection. Some of these responses demonstrated a limited understanding of the requirements of the task by not realising the apologetic nature of the text given.
Section III - Writing in Arabic
Specific Comments
Question 11
- In the poorer responses, candidates wrote generally about an Arabic capital city without any reference to the chosen postcard.
- In the better responses, candidates wrote the message of apology effectively, manipulating vocabulary and language structures authentically and creatively. Poorer responses demonstrated only a basic understanding of vocabulary and sentence structures with little that was relevant to the task.
Question 12
- Better responses demonstrated a good understanding of the reflective nature of the task. In these responses, candidates wrote well structured articles that were appropriate to audience, purpose and context. Such responses demonstrated an ability to manipulate language structures to produce a coherent and effective text.
- The majority of the responses, however, demonstrated a lack of understanding of the reflective nature of the task. In the better responses, candidates demonstrated a clear understanding of the purpose of the task by writing a reflection on a disappointing celebration. In the poorer responses, candidates wrote a recount of an event or a series of events that led to a disaster. At best, these responses concluded with a remark that indicated a sense of disappointment.
Extension
Oral Examination
General Comments
Overall, candidates exhibited confidence in expressing their opinions on the chosen questions. Most demonstrated a good level of competence in Arabic. They communicated effectively with some degree of fluency and used a range of vocabulary combined with good level of sentence structure.
Poorer responses often demonstrated a good level of grammatical accuracy, but did not present and support an argument.
Question 1
Better responses demonstrated an excellent ability to present and develop a good and coherent argument, supported by well-explained ideas and information on how wealth and poverty contribute or could contribute to the loss of values and morals. In such responses, candidates spoke confidently with a high level of grammatical accuracy using a range of language structures.
Question 2
The better responses presented and developed an argument on how adversity is a test of friendship and supported their claims with a range of relevant ideas. Poorer responses demonstrated a limited understanding of the requirements of the question by describing the qualities of a good friend.
Question 3
In the better responses, candidates argued as to whether ‘all’ cultural changes are positive and supported their claims with a variety of relevant ideas and examples. In the poorer responses, candidates made little reference to the key terms in the question ‘all’ and ‘changes’ and presented general information relating to education and customs.
Written Examination
Section I – Response to Prescribed Text
Part A
Question 1
- In the better responses, candidates explained the link between the gift and the title of the story, by explaining how the gift represents the roots which will metaphorically connect Ni’mat to the soil of her homeland just as the roots of the plant which will be planted into the soil.
- The better responses included a good explanation of how Ni’mat’s anxiety, fear and despair are conveyed through the language of the extract. In these responses, candidates made reference to the word ‘choice’ and the use of short sentences that suggest the anxiety and fear of the upcoming events. Candidates also made reference to the recurring images of death and destruction that give a sense of Ni’mat’s horror and despair. They provided examples of the use of simile, metaphor and alliteration to support their answers. In the poorer responses, candidates described some feelings, but did not explain how the language of the text reflected those feelings.
- The better responses presented a clear analysis of how the issues of immigration and integration are addressed in the story. They made reference to the specific extract as well as to the story as a whole. These responses demonstrated a perceptive understanding of the reasons and decisions made in regard to immigration and integration. They explored the impact of immigration on individuals as conveyed through Ni’mat’s experience. They concluded from the story that complete integration into a strange land is almost impossible. Poorer responses presented a recount of Ni’mat’s experience rather than an analysis of how the issue of immigration and integration is addressed in light of Ni’mat’s experience.
Part B
Question 2
In the best responses, candidates demonstrated a sensitive and perceptive understanding of the prescribed text through the production of the script of conversation where the writer reflects on the two events in the story. In such responses, candidates took on the persona of the writer and manipulated language authentically and creatively to reflect the message of the text. In the poorer responses, candidates retold the events of the story.
Section II – Writing in Arabic
General Comments
Better responses 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
Better responses presented a well-developed discussion of the topic of the question. They presented ideas on how parents’ expectations do not reflect the ambition of this generation due to the differing cultural perspectives and global changes such as the technological revolution and the ever-increasing generation gap. In these responses, candidates wrote effectively and logically. In the poorer responses, candidates made reference to parental duties and/or gave advice on the treatment of children.
Question 4
The better responses demonstrated a good understanding of the key terms in the question. They discussed the way in which various factors, such as culture, traditions, socio-economic status and discipline in an individual’s upbringing lead him/her to make certain decisions. These coherent and well-supported responses with relevant examples and evidence. In the poorer responses, candidates discussed the individual’s conduct rather than the process of decision making.
2009971
NSW Government