2009 HSC Notes from the Marking Centre – Croatian Continuers
Contents
- Introduction
- Oral examination
- Section I – Listening and Responding
- Section II – Reading and Responding
- Section III – Writing
Introduction
This document has been produced for the teachers and candidates of the Stage 6 course in Croatian. 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.
This document should be read along with the relevant syllabus, the 2009 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.
Teachers and students are advised that, in December 2008, the Board of Studies approved changes to the examination specifications and assessment requirements for a number of courses. These changes will be implemented for the 2010 HSC cohort. Information on a course-by-course basis is available on the Board’s website.
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 the knowledge, understanding and skills they 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’.
Oral examination
Conversation
Candidates generally demonstrated a high level of competence, with responses demonstrating confidence and fluency. The best responses demonstrated the ability to self-correct and showed accuracy of pronunciation, a range of vocabulary, a good control of syntax and an ability to justify opinions and ideas. These candidates were well prepared and were able to expand their answers appropriately.
Few responses showed a lack of knowledge of grammatical structures and a limited vocabulary.
Discussion
Candidates were well prepared and chose an interesting range of topics for their in-depth study. The best responses demonstrated a range of ideas and opinions, and an ability to argue points of view well. Some topics that lent themselves well to discussion of information, ideas and opinions were clearly linked to other HSC subject areas.
Topics that lent themselves to in-depth study were:
- the spread of the swine flu epidemic
- the global economic crisis
- the causes of World War I
- elite athletes as ambassadors for sport.
If a candidate has a real interest and passion for a topic, such as sport, and researches it in depth, he or she can treat the topic in depth. The best responses demonstrated not only extensive research, but a justification of their points of view as well. They also made references to different sorts of texts.
Weaker responses were typified by a lack of depth of treatment with limited ability to refer to texts and research.
Most candidates demonstrated that they had used a number of resources, including the internet, for their research. Candidates need to be reminded that they should be using at least three different resources: ‘It is expected that at least three different texts will form the basis of the in-depth study, so that the candidate is able to explore their chosen subject in sufficient depth’. (Croatian syllabus)
Few candidates brought supporting objects to the examination. If candidates choose to bring such material to the examination, they are reminded that these should be such items as photographs, pictures and maps. Notes and cue cards are not permitted, and there must be no written information or annotations either in English or in Croatian on the objects. Supporting objects serve only as a prompt and in no way contribute to the mark awarded.
Section I – Listening and Responding
Part A
Question 1
In the weaker responses, candidates had difficulty providing the required advice.
Question 2
In the best responses, candidates referred to the persuasive language used, including the use of flattery.
Question 3
- Weaker responses relied on re-telling the text without reference to language techniques.
Question 4
- The correct answer was (A).
- In the weaker responses, candidates merely retold the content of the text and did not analyse the language features as required.
Part B
General comments
While most responses displayed minor grammatical errors, weaker responses also demonstrated a lack of vocabulary and knowledge of correct grammatical structures, cases particularly. Some of these responses used literal translations of English rather than correct Croatian expressions. The best responses showed both depth of understanding of the texts as well as an ability to manipulate language effectively.
Question 5
In the weaker responses, candidates simply retold the content of the text, and did not make appropriate reference from the text to the requirements of the question, which required reference to the mother’s concerns.
Question 6
- In the weaker responses, candidates had some difficulty explaining the effectiveness of the professor’s arguments, and simply restated the arguments.
Section II – Reading and Responding
Part A
Question 7
- Only the best responses made precise reference to evidence in the text.
Question 8
- This question proved challenging to most candidates.
- In the best responses, candidates demonstrated a comprehensive understanding of the text by referring to the psychological effects of reading the books with occult themes.
- In the best responses, candidates gave specific relevant advice for each parent related to their state of mind and personality.
Part B
The effectiveness of the responses depended on the candidate’s ability to manipulate language authentically and effectively. Only the best responses demonstrated depth and breadth of treatment of relevant information, ideas and opinions. Some of the responses contained good ideas but were not expressed effectively because of a lack of understanding of language structures and difficulties with syntax and grammar, and limited vocabulary. In some weaker responses, candidates wrote well but did not respond to the main points of the stimulus text.
Candidates are encouraged to read the stimulus text carefully, highlighting the main points to which they must respond, including as much relevant information as possible to complete the task. There was incorrect usage of some everyday verbs as well as inaccuracies in grammar, syntax and punctuation. Candidates are encouraged to spend time planning the structure of their responses, and to use paragraphs appropriately.
Candidates are advised to practise writing informal letters, including the date, address and signing off to ensure they know how to use the appropriate conventions of the text type. It is important to construct a letter with an introduction, the body of the letter and a conclusion.
Candidates need to be aware that dialectical forms of language are not acceptable; standard forms must be used at all times.
Section III – Writing
General comments
In the weaker responses, candidates demonstrated limited knowledge and understanding of vocabulary, sentence structures, grammar, syntax, and spelling, and ideas were not expressed clearly. Responses showed an inability to sequence and structure ideas effectively and manipulate language authentically and creatively.
Some candidates produced interesting and creative responses, manipulated language authentically and creatively, and had control of language, grammar and syntax. Some responses showed knowledge of the vocabulary required for the task, although there was frequent misspelling of common words and difficulties with sentence structure.
Candidates need to be familiar with different text types and the features of these so that their responses are appropriate to the genre of the text required. While some candidates used appropriate text types, they were less successful in describing situations and feelings. The better responses were well structured and creative.
2010176
NSW Government