Armenian Continuers 2019 HSC exam pack (archive)

Students should:

• be prepared to talk about a variety of topics relating to their personal world
• answer the question asked rather than presenting pre-prepared responses
• express their ideas and opinions and justify their point of view
• be prepared to respond to questions from a different perspective
• elaborate using a variety of vocabulary, phrases and expressions suitable to the question asked
• use a range of tenses and be prepared to reflect on the past, present and future
• manipulate the language to fulfil the requirements of the question
• avoid the repetition of the same vocabulary, phrases, expressions and grammatical structures
• be prepared to be interrupted by the examiner
• use Armenian to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• answer a range of questions relating to their personal world
• express an opinion and reflect on their personal world
• adapt their responses to meet the requirements of the questions
• use correct grammar, sentence structures and expressions
• use a range of vocabulary, phrases and expressions
• respond to questions fluently and with correct intonation and pronunciation.

Areas for students to improve include:

• avoiding responding with pre-prepared answers that do not address the question asked
• revising vocabulary, expressions and sentence structures relating to the syllabus topic and their personal world
• supporting their comments with examples from their personal world.

In preparation for the Discussion

Students should:

• choose a topic that has good quality reference texts and sources available
• prepare for the discussion by referring to at least three texts in their research
• ensure that one of the texts used in their research is a literary source.

During the Discussion examination

Students should:

• support their discussion with evidence from the texts that they have sourced
• express and justify opinions and points of view on their in-depth study
• reflect on their research findings to help them express opinions or develop new perceptions about their in-depth study
• manipulate language to respond in a coherent and logical way to the questions asked
• use a variety of relevant vocabulary, grammar, sentence structures and expressions
• avoid responding with pre-prepared responses that do not address question asked
• avoid relying on general knowledge about the in-depth study.

In better responses, students were able to:

• make meaningful links between their information and their texts
• analyse their research from different perspectives
• compare and contrast information and ideas in their texts
• synthesise information researched and use it to support their point of view
• use a variety of vocabulary, expressions and grammatical structures correctly
• express their ideas in a logical and coherent manner.

Areas for students to improve include:

• giving a critical analysis of the information researched and avoiding recounting information
• choosing topics for in-depth study that will facilitate a sophisticated discussion about issues raised in their research.

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• respond in English or Armenian as required by question
• read the question carefully and respond to all parts of the question
• support their responses with relevant evidence from the text
• transcribe their response on to the lines, using the space allocated beneath the question
• use the number of lines as an indication of the required length of the response
• support their responses with reference to relevant content and language, using their own words
• avoid translating the text as part of their response.

In better responses, students were able to:

• demonstrate that the son was able to reassure the mother that entering the competition just before his final examinations would not impact on his results (Q1b)
• explain why Mr Johansen was impressed by his experience in Armenia by referring to the language that he used, for example, ‘as if we had appeared in a fairy tale’, ‘only a crown was missing on my head’, ‘my happiness was unlimited’ (Q3b)
• include the range of Hasmik’s feelings to the news that her brother will not be travelling with her to Europe but rather going to Armenia to participate in the ‘diaspora’ program, for example, initially she is angry and upset, jealous because she misses out and then in the end happy for the opportunity her brother has been given (Q4)
• support the comparison of the speakers’ point of view on the value of traditional Armenian dress by providing evidence from the text, for example, the grandfather uses expressions such as ‘your grandmother has kept her costume like the light in her eye’, those costumes are out history’, ‘ in the threads of those costumes lies the breath of your forefathers’; on the other hand the granddaughter says disparaging things, for example, ‘Those clothes she has kept are from time of pre-Christianity’, those costumes have lived their century’, ‘they must be preserved in museums’ (Q6b).

Areas for students to improve include:

• addressing all key words in the question and including all necessary details
• avoiding the inclusion of irrelevant details.

Students should:

• read the title, questions and the whole text before responding
• use only the lines or space beneath the question for the response
• support their responses with reference to content and language, using their own words
• be succinct in their responses, addressing the relevant details required by the question and avoiding repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and respond in relation to the context of the text
• read the whole text in order to demonstrate understanding of relevant information and ideas
• identify the key issue(s) and provide examples to substantiate their response when asked to analyse or evaluate information
• draw a conclusion or justify a point of view using their own words
• provide a succinct response of main points or ideas when asked to summarise
• avoid providing a literal translation of text
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• include that the purpose of the article was not only to inform the parents about the new initiative but also to invite the parents to volunteer their help (Q7a)
• demonstrate how the writer conveys his feelings by referring to the language he uses, for example, ‘I had the most unforgettable best two weeks of my life’, ‘Your garden reminded me of heaven’, ‘I am so grateful you asked me to come’ (Q8).

Areas for students to improve include:

• providing an explanation when quoting from the text.

Students should:

• respond to the question asked in relation to the text
• read the entire text in order to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response and not just respond to questions asked in the text
• focus on all relevant information and key points raised in the text in order to respond to comments made, requests for advice, issues discussed and observations made
• use the appropriate register throughout the response
• provide a creative and authentic response in relation to the text and question
• use a variety of vocabulary and expressions and a range of grammatical structures
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• commenced the email appropriately, for example, Ահա վէրջապէս կ՚առնեմ այդ հրաշալի նամակը որուն անհամբեր կը սպասէի ...
• congratulate Vardan on his graduation from the university
• refer to why Vardan says ‘I am truly jealous’
• discuss their new business venture, referring to what Vardan says he will do and what Hagop himself will need to do to prepare for new business venture
• mention challenges that they may face and how to deal with competitors
• refer to employment of new staff and the need to have someone who speaks more than one language
• respond to Vardan’s request that he aks his father if they can borrow his car to make deliveries for the first few months.

Areas for students to improve include:

• addressing all main points in Vardan’s email
• avoiding using phrases from the stimulus text
• using of a wider range of vocabulary and voiding repeating the same sentence structures throughout the response
• revising grammar and syntax.

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence their response logically for maximum effect
• use the appropriate register and conventions of the type of text required
• use the conventions of the style of writing required by the question
• use language appropriate for the context, purpose and audience of the question
• support their ideas and opinions with appropriate examples
• manipulate the language to suit the requirements of the task
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• use the dictionary effectively by selecting vocabulary to suit the context
• proof read and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• write creatively and imaginatively about their dreams (Q10)
• demonstrate depth of treatment, authenticity and originality, for example, Անհատը որ իր լեզուն ու մշակոյթը չգիտէր, ուրուական մըն է մայրենի հողի վրայ ... (Q10)
• use appropriate vocabulary in the context of the story that they have imagined (Q10)
• address the audience appropriately (Q11)
• use respectful language for the parents and language that can be understood by students in their final year of primary school (Q11)
• discuss both the challenges and opportunities ahead of the students in secondary school (Q11)
• offer suggestions, for example Ծնողներ, կ՚ուզեմ ձեզմէ խնդրել որ բնաւ չճնշէք ձեր զաւակներուն և ակնկալութիւններ չունենաք (Q11).

Areas for students to improve include:

• revising grammar rules
• maintaining the appropriate register throughout the response
• using expressions and sentence structures to capture the readers imagination (Q10)
• applying the conventions of writing a script to a speech (Q11).