Swedish 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 Swedish 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
• use correct word order in sub-clauses
• make use of appropriate and meaningful idiomatic expressions.

Areas for students to improve include:

• revising tenses and irregular verb conjugations
• avoiding using English sentence structure with prepositions
• translating vocabulary and expressions literally from English to Swedish
• using prefixes and suffixes appropriately
• responding to questions such as ‘Why?’ with a justification or point of view.

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 topic of in-depth study.

In better responses, students were able to:

• ensure that sources chosen were relevant to the topic of in-depth study
• discuss how their research impacted on their views and helped them gain a better understanding of the in-depth topic
• come to insightful conclusions regarding issues raised in their research
• use specific vocabulary and expressions relating to the topic
• use complex sentences and suitable idiomatic expressions to strengthen and support their opinions.

Areas for students to improve include:

• avoiding having too many sources
• avoiding listing facts without expressing a point of view
• avoiding unreliable websites for their research on their topic of in-depth study
• recounting information learned from their sources without expressing an opinion
• presenting their general knowledge as research.

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:

• include all aspects that Erik will consider and take into account when choosing a sport for school, such as, that the sport should ‘build up a sweat’, be safe and be an opportunity for building team spirit and collaboration (Q2b)
• identify that Freya’s father was very positive and supportive of her job offer and that his reaction also includes his nostalgic reminiscing on his own travelling experiences when he was her age (Q3a)
• state that Freya is likely to accept the offer and mention her consideration of both the advantages and disadvantages of accepting the job offer in her decision-making process (Q3b)
• provide both reasons why Micke is reviewing the movie, that is, because chess has become an Olympic game and because the director of the film has just won a movie award (Q4a)
• say that Micke liked the movie because it was humorous and made an unforgettable impression even though it was made on a low budget with only three actors (Q4b)
• include that Magnus and Annette both agree that the environment is a major consideration on how they will vote as well as including how the different parties will deal with issues regarding their respective professions (Q5).

Areas for students to improve include:

• taking a stance that Freya is likely to accept the job offer, instead of only listing pros and cons about taking the job (Q3b)  
• addressing the key words in a question, for example, ‘Why’, ‘Explain’ ‘How likely …’, ‘Justify your response …’ ‘How’, ‘Compare’.

Part A

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 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:

• identify that the theme of the three exhibitions is gender equality and link the content of each exhibition to the theme (Q7)
• take a stance that the Audrey Svensson Museum is more likely to attract visitors and provide evidence from the text to justify their point of view, for example, the exhibitions are interactive, appeal to the senses, provide opportunity for visitors to meet actors who have played the part of Audrey. These students refer to the persuasive language in the text, such as ‘It is a must to visit …’, ‘café that serves award winning food’, ‘entry …free for children…up to 18 …’ ‘don’t want to miss the year’s biggest event …’ (Q8).

Areas for students to improve include:

• avoiding including information that is not in the text (Q7)
• understanding the meaning of rösträtt (right to vote) in the text (Q7)
• avoiding listing information without comparing (Q8)
• arranging the information in a logical comparative order (Q8).
• referring to language and content from the text as required by the question (Q8).

Part B

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:

• write a clear message outlining all the instructions for Malin’s father. For example, he needs to be home at 4pm, pick up the brother and his friends after the movie and pick up Malin at her friend’s house, as well as include a detailed shopping list from the mother and the brother
• write the message using informal, familiar tone of a daughter to her father.

Areas for students to improve include:

• including all key information for the message to the father and structuring the message so it is clearly understood by the father
• using informal language used to address a father.

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 the conventions of a review (Q10) or informal letter (Q11)
• use the language of evaluation and a range of adjectives to describe the accommodation, for example, äckligt, smutsigt, magnifikt (Q10), and a range of insightful and realistic advice to their younger self, for example, Oroa dig inte, allt kommer bli bra! (Q11).

Areas for students to improve include:

• structuring the content so it flows and links to the next paragraph
• avoiding using the same vocabulary and expressions throughout the response
• using only basic sentence structures
• revising basic linguistic structures such as agreement det stor huset; articles en/ett; word order in subordinate clauses and placement of inte; the infinitive verb att har
• avoiding using English vocabulary, phrases and expressions, such as stanna på hotell instead of bo på hotel, högskolan instead of högstadiet/gymnasiet.