Armenian Continuers 2022 HSC exam pack (archive)

Students should:

• be prepared to communicate on a variety of topics relating to their personal world
• elaborate and provide relevant details to address the questions in a way that engages with the examiner
• express ideas and opinions that justify their point of view by providing depth and insight in their responses, rather than only giving short pre-prepared responses
• 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:

• use appropriate language features and structures and respond in full sentences
• manipulate grammar to respond to questions
• respond with complex sentences using correct syntax
• make use of appropriate and meaningful idiomatic expressions.

Areas for students to improve include:

• revising tenses and conjugation of verbs
• using prefixes and suffixes appropriately
• revising correct sentence structure and using more complex sentences
• responding to questions such as ‘Why?’ with an explanation and justification of opinion
• avoiding translating vocabulary and expressions literally from English to Armenian
• avoiding giving single word responses and having long pauses between responses
• avoiding using English words, phrases and expressions.

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 the in-depth study topic
• reflect on their research findings to help them express opinions or develop new perceptions about their in-depth topic
• 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 the question asked
• avoid relying on general knowledge about the in-depth topic.

In better responses, students were able to:

• ensure that sources chosen were relevant to the topic of in-depth study
• substantiate their point of view with evidence from their research
• compare the validity and reliability of their texts
• analyse and evaluate information about their topic
• demonstrate knowledge of the issues aligned with their topic of in-depth study
• explain how their research impacted on their views and helped them gain a better understanding of the in-depth topic
• provide insightful conclusions regarding issues raised in their research
• manipulate the language to present their point of view and arguments
• use complex sentences and suitable idiomatic expressions to strengthen and support their opinions.

Areas for students to improve include:

• avoiding having too many sources and referring to them superficially
• avoiding depending on unreliable websites for their research on their topic of in-depth study
• ensuring that they are not recounting information learned from their sources without expressing an opinion
• not presenting their general knowledge as research
• expressing a point of view rather than just listing facts without comments
• learning relevant vocabulary and expressions appropriate to topic of in-depth study.

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• 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:

• express how the speaker creates a sense of urgency for the listeners to register for the tour quickly ‘as it is a chance of a lifetime’. These students included content and language used to entice the listeners (Q2)
• identify and explain that Eva’s feelings towards her neighbours ranged from being initially excited/happy about the friendship, grateful about being connected to Armenian culture, frustrated/disappointed by the noise created by the neighbour’s children, to feeling apprehensive/worried about how to tell the neighbours about the noise without offending them (Q3b)
• compare the speakers’ views, stating in what way the views were similar and how they differed. These students expressed that both the speakers were concerned about their friend Reuben not being engaged in his studies but differed in that Garo was more critical of Reuban wasting opportunities in the last year of school, whilst Sara was more sympathetic and felt Reuben needed support from his friends (Q4)
• identify how the speaker outlined all the advantages to the listeners if they took up the opportunity offered, for example, ‘Such advantages will not be offered anywhere else …’. These students were able to identify that the speaker appealed to their sense of community, for example, ‘can benefit your family, community and your country’ and further encouraged the listeners by referring to his own experience (Q5b)
• identify all aspects of the father’s attitude towards Anna’s unexpected news and how he expresses the range of feelings behind his attitude during the conversation, for example, using strong language at the beginning, such as դա անմտութիւն է, ես քեզ թոյլ չեմ տա կեանքդ կործանել, to gentler tone when he says դու տաղանդաւոր երաժիշտ ես, and a return to a dismissive tone when he says դու ոչ մի տեղ չես գնալու (Q6b).  

Areas for students to improve include:

• using sentence structures and expressions in both Armenian and English that make sense
• providing all necessary detail to address the key requirements of the question, for example, referring to Eva’s feeling feelings towards her neighbours (Q3b)
• avoiding long unpunctuated sentences and paragraphs
• writing clearly and legibly for clarity of understanding.

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:

• understand the difference between the ‘hype’ created by programs and articles on health and fitness centres about what to do to be healthy and fit, and the contrast with the reality. For example, the simple things the author lists, such as eating well and walking, can bring about good health (Q7)
• discern that the article was an advertisement for an expensive treadmill and not much to do with promoting good health (Q8b).

Areas for students to improve include:

• avoiding being misled by the title of the text, for example, Ապրի'ր առողջ մինչև 100 տարեկան because the text is not about living healthily for a long time but about persuading readers to buy the treadmill (Q8)
• focusing on key words in a question, for example, ‘to what extent’ (Q8b).

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
• plan effectively to organise their thoughts, paying attention to purpose, audience, context and the type of text required in question
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• use authentic language with appropriate use of metaphors, idioms and sayings when responding to Stepan’s first email, for example, մտահորիզոններս կը ընդլայնէ, աւելորդ պերճանքներ թոյլ չեմ տար
• use of persuasive language effectively, for example, անկախութիւնը լաւ է, իսկ ընտանիքէն կախեալ ըլլալը աւելի լաւ է
• use sophisticated vocabulary appropriate to the context, for example, գերյոգնածութիւն, կուտակւել, ճշմարտօրէն կը սատարեն
• use compound and complex sentences appropriately
• link ideas cohesively and structure their response logically.

Areas for students to improve include:

• revising vocabulary, using appropriate words suited to context and applying correct spelling conventions
• avoiding writing ideas in an unstructured way that impedes understanding by reader
• writing legibly for clarity of understanding.

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence
• use the appropriate register and conventions of the type of text required
• commence and conclude appropriately
• 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
• proofread and edit their work 
• adhere to the suggested word length.

In better responses, students were able to:

• use metaphors and similes to impress a potential employer, for example, ամենակարևորը որ մենք փորձենք ձախողութիւնէն չվախնալ՝ որովհետև կամենալը կարենալ է
• plan and structure the response with an effective introduction, development of ideas and appropriate conclusion for the context of a formal speech (Q11)
• use creative and authentic expressions, for example, Ու՞ր գացին տարիները ..., անհատականութիւնս կերտեց (Q11)
• use appropriate vocabulary and sentence structure for an interview or speech.

Areas for students to improve include:

• avoiding the use of pre-prepared text that does not make sense within the context of the question
• revising tenses and verb conjugations.