Swedish Continuers 2016 HSC exam pack (archive)

Students should:

• ensure that their response is in keeping with the context, purpose and audience required by the question
• respond using all the conventions of the type of text required by the question
• address all parts of the question
• respond in Swedish using their own words, original expressions, sentence structures and ideas
• avoid using expressions used in other parts of the examination in their response to question
• adhere to the length requirement for this section
• edit their response for clarity.

In better responses, students were able to:

• provide a variety of well-structured ideas supported with appropriate examples
• use a variety of appropriate vocabulary and a range of sentence structures
• structure their responses logically and sequentially.

Areas for students to improve include:

• addressing all the key words and requirements of the question
• providing a variety of ideas that go beyond a superficial response to the requirements of the question
• using a variety of vocabulary and sentence structures and avoiding repetition of ideas
• structuring the response logically and coherently
• using appropriate connectives to facilitate clarity of sentences
• using dictionary appropriately to ensure correct word or words are used in the context of the question.

Characteristics of better responses:

• candidates chose a topic that allowed in-depth research
• candidates chose topics where a variety of sources were readily accessible
• candidates chose sources that presented different perspectives
• texts were appropriate and were used consistently to support the point of view
• the processes involved in obtaining information were discussed
• findings were reflected upon and the effectiveness of the research evaluated
• at least three texts were used, one of which was a literary text
• used sophisticated language structures with and grammatical accuracy.

Characteristics of weaker responses:

• choice of topic did not allow for in-depth discussion
• inability to make appropriate reference to texts
• over-reliance on general or superficial knowledge and personal experience
• an opinion or point of view was not expressed
• texts and research were not linked to the topic
• did not use at least three texts in research, one of which was a literary text.

Characteristics of better responses:

• detailed and relevant responses to the questions were given
• perceptive understanding of the aural text was demonstrated.

Characteristics of weaker responses:

• aural text was translated rather answering the question
• responses lacked detail and depth.

Characteristics of better responses:

• demonstrated a thorough understanding of the elements used by the writer to engage the readers and included reference to content, language features and style (Q8)
• candidates demonstrated a thorough understanding of the texts and used the information and ideas to produce a well-structured formal letter using their own words (Q9)
• a variety of language expressions and techniques appropriate to the purpose of the task were used (Q9)
• correct manipulation of grammar was evident.

Characteristics of weaker responses:

• literal translations of texts were given rather than analysing the information and ideas and responding to question
• ideas were not organised in a logical and coherent manner
• a limited range of language expression appropriate to the task was evident.

Characteristics of better responses:

• inclusion of a variety of suggestions for a healthier life style and use of expressions of encouragement (Q10) and persuasive language (Q11)
• a range of vocabulary and language structures was used to express ideas and opinions
• grammar was used correctly and in a sophisticated manner
• responded creatively to the requirements of the task.

Characteristics of weaker responses:

• the purpose and audience was not addressed
• ideas were not organised to create a meaningful text in Swedish
• the requirements of the question were not addressed.