english as an additional language dialect stage 3 examination report 2009_pdf (1)

2009 examination report: EALD Stage 3 1 TRIM: 2010/2263 PDF:2010/7565

Report on the 2009 WACE examination in

English as an Additional Language or Dialect

Stage 3

Stage 3 of the EALD course was examined separately for the first time in 2009. The examining panel prepared a sample written paper that was sent to schools early in the year. The final written examination conformed closely with the sample paper in structure, range and difficulty. This report was compiled from reports by the chief examiner and the chief markers of the practical and written examinations respectively. The opinions and recommendations expressed are not necessarily representative of, or endorsed by, the Curriculum Council. The marking keys appended to the report were prepared by the examining panel, and modified as appropriate at the pre-marker meetings. They are not intended as a set of model answers, and are not exhaustive as regards possible alternatives. They represent a standard of response that the examiners deemed sufficient to earn full marks. Teachers who use these keys should do so with their original purpose in mind. Practical examination The practical examination was worth 25% of the total examination and had an examination time of approximately 30 minutes. Candidates were given one visual stimulus with focus questions to which they prepared responses. The interview consisted of an introductory conversation, a discussion of the focus questions and a discussion of a number of general questions. Each candidate was assessed by two examiners, and all interviews were recorded. Candidature

Year Number who sat

Number of absentees

2009 758 13 Summary This was the first year of implementation of practical examinations in this course, as well as the first year of separate examinations for each stage of the course. The markers were well prepared as regards both the assessment process and the technological and logistical aspects of the examination (which involved large numbers of overseas candidates). The markers expressed satisfaction with the format and standard of the examination. The raw mean of 68.03% was much higher than the desirable mean of 60%. The standard deviation was 14.44, compared with the desirable standard deviation of approximately 15%. The spread of marks was excellent, ranging from 18% to 98%. There was no adverse feedback. Comments on specific elements Each candidate was allowed 30 minutes, including time for the markers to reconcile. On the whole, markers found this time to be more than adequate, since there was a high degree of agreement on marks. In the general discussion, it was noticeable that candidates were not as familiar as expected with the content focus of ‘Language and empowerment’, and this element needs to be dealt with more effectively.

2009 examination report: EALD Stage 3 2 TRIM: 2010/2263

The weighting of some sub-components was frequently commented upon by the markers. These sub-components included body language (too highly rated, and not assessable for overseas candidates) and grammar/vocabulary (probably too lowly rated). Concern was also expressed as to whether some of the candidates were actually eligible for the examination, as it seemed that they had been speaking English for most of their life. This matter has been reviewed by the course advisory committee for 2010 and after. Written examination The written paper consisted of three sections and had a working time of two and a half hours. In Section One: Listening, candidates were required to respond to two aural texts, one a lecture and the other an interview (these texts were common to both Stage 2 and Stage 3). Section Two: Reading and Viewing was in two parts, the first consisting of comprehension questions on written texts and an image, and the second, an extended synthesis. In Section Three: Extended Writing, candidates chose one from five questions that required them to demonstrate their ability to write at length, using the generic conventions of an academic essay, a formal letter, a feature article or the text of a speech. As with several other examinations in 2009, this examination was marked online. This meant that each script was independently assessed by a number of markers, who were allocated different items in different sections of each script. Each item was double marked and, if necessary, referred to a third marker. Candidature

Year Number who sat

Number of absentees

2009 760 11 Summary The raw mean for the written paper was 47.21%, significantly lower than the desirable mean of 60% and lower than the mean for the total examination (practical and written combined) of 64.06%. Candidates performed much better on the practical examination than on the written. Nevertheless, the statistical data indicates that the internal reliability of the written paper was high at 0.78 (0.85 for the total examination). The spread of marks was excellent, with scores ranging from 0% to 92% (7% to 94% for the total examination). The examination was considered by markers to be a fair and balanced sampling of the syllabus. Most candidates attempted most sections of the paper, and the length of the examination seems to have been appropriate. There was no adverse feedback on the written examination. Comments on specific elements Section One: Listening –Text 1 (12 marks) Mean score 9.39 Range of marks allocated 0–12 This part of the section was generally very well handled by candidates. Questions 3 and 5 proved to be good discriminators. The multiple-choice question may have benefited from more effective distractors since almost all candidates answered it correctly. Section One: Listening – Text 2 (13 marks) Mean score 8.54 Range of marks allocated 0–13 This part of the section was more challenging than the first, and Questions 9, 11, 14 and 15 wee good discriminators, with many candidates able to provide only partial answers.


Section Two: Reading and Viewing (25 marks) Mean score 12.7 Range of marks allocated 0–24 This section was challenging for some candidates. On the whole, candidates attempted fewer comprehension questions on the written text than on the visual text, suggesting that the visual text was highly accessible. Questions 16 and 17 proved more challenging than Questions 19 and 20, and Question 18 was well answered by the majority of candidates. Question 21 (the extended synthesis) was well handled by the majority of candidates although a fair amount of plagiarism from the text was evident. Some candidates provided tangential responses to the question, indicating that they had misunderstood the gist. Feedback suggests that the first reading text should be less demanding (given the allocation of marks) or that it should be used in the extended response section as well. Alternatively, the distribution of marks within this section could be reconsidered. Section Three: Extended Writing (25 marks) Mean score 14 Range of marks allocated 4–24 Question 22 The feature article genre was the second least popular choice and received the lowest mean score, suggesting that candidates found it more challenging than other choices. The demands of referring to text (s) outside of an essay context made this task a good indicator of a candidate’s ability to apply the language and text knowledge they had learnt throughout the course. Generally, this reference was superficial. Few responses demonstrated an awareness of the desired audience. Question 23 There were some good responses to the speech option and a moderate number of candidates chose to address it. Although a familiar genre, it required thought and the ability to articulate a world view, rather than one that focused on more parochial matters. Some candidates wrote essays with ‘introductions’, demonstrating a lack of awareness of the generic conventions. Question 24 This was the second most popular option and produced some very good responses. However, like the previous option, some candidates failed to reproduce the conventions of the letter genre and wrote essays that began and ended with salutations. These candidates were penalised for not addressing the requirements of the question. Question 25 This was the least popular question. Many responses were superficial or did not show an awareness of audience. Question 26 This was by far the most popular choice in this section, attracting both excellent responses with extensive referencing and very poor responses which failed to address the requirements of the question. Poor responses in this section tended to be personal recounts of candidates’ experiences, and did not use the prompt to provide a targeted discussion of the issue and of texts exemplified this issue. Issues for the course advisory committee to consider It would be helpful if professional development were provided for both local and overseas schools to help them with the ‘Language and empowerment’ focus in Stage 3.


Acknowledgements The chief examiner and chief markers thank all those who were involved in the development of the examinations materials and in the marking process, and acknowledge the unstinting technical support of Jonathon Bromage and Neil Berry from SIDE. Eve White Sophia Sabatier December 2009 2009 examining panel Chief examiner: Sophia Sabatier Examiner: Jeffrey Grey Examiner: Toni Dobinson Chief marker (practical): Eve White Chief marker (written): Gemma Contos


2009 WACE English as an Additional Language or Dialect

Stage 3

Marking key for the practical examination

Interview

General questions

Task achievement – Responding to familiar questions and interacting appropriately with the examiners

0–4 5–8 9–12 13–16 17–20 Responds to questions mostly appropriately, in simple, fragmented speech. A small range of connectors is used. Reliance on gesture may be evident.

Responds with short, simple, connected phrases which may appear mechanical or ‘learnt’ at times. Attempts to use appropriate register and non-verbal skills.

Responds clearly to questions, using a limited range of cohesive devices. Opens and closes the interaction appropriately and uses politeness conventions.

Participates clearly and effectively, taking turns where appropriate. Is able to address follow-up questions or interjections politely.

Engages confidently in discussion, using language flexibly. Shows control over vocabulary. Handles follow-up questions or interjections well.

Prepared responses to focus questions

Content

0–2 3–4 5–6 7–8 9–10 Is very brief or irrelevant. The connection between the few ideas that occur is not clear.

Is presented in short connected utterances. Few abstract ideas and a limited range of cohesive devices. Shows some ability to ask and answer straightforward questions.

Is relevant to the task, with sufficient ideas clearly structured to present and justify a point of view. Shows ability to ask and answer some unprepared questions.

Is relevant to the task, with generally well structured and developed ideas presenting and justifying a point of view. Shows ability to ask and answer unprepared questions.

Is relevant to the task, with well- structured ideas developed in depth and presenting and justifying a point of view. Shows ability to ask and answer unprepared questions of some complexity.

Grammar and lexis 0–2 3–4 5–6 7–8 9–10

Uses simple sentences with frequent errors. Repetitive use of basic vocabulary means that only broad meaning is conveyed.

Is reliant on simple sentences. Errors are frequent, particularly when complex sentences are attempted. Vocabulary

Demonstrates variable control of a range of structures with errors quite frequent in more complex structures; however,

Demonstrates general control of a range of grammatical structures and subject-specific vocabulary in both rehearsed and spontaneous

Demonstrates control of a wide range of grammatical structures with few errors, and the use of subject-specific vocabulary in


generally consists of familiar words and collocations and word formation tends to be inaccurate.

meaning is still clear. Vocabulary is sufficient for the communicative purpose.

speech. Errors do not impede communication.

both rehearsed and spontaneous speech.

Fluency/pronunciation 0–2 3–4 5–6 7–8 9–10

Has insufficient control of the English language sound system and its patterns of stress and intonation, making comprehension except for a few isolated words impossible for the listener.

Is often unclear in sections due to pronunciation difficulties, due to influence of L/D1.

Shows developing control of the sound system and stress and intonation patterns of English so that some words or phrases may be unclear to the listener.

Is generally clear and fluent with appropriate use of stress and intonation. Slight pronunciation interference from L/D1 may be evident but not impede communication.

Is generally clear and fluent, using stress and intonation to highlight significant points and supporting detail. The L/D1 accent may be evident but does not impede communication in any way.

Communication strategies 0–2 3–4 5–6 7–8 9–10

Uses very few communication strategies. There is no awareness of register. Body language and notes are relied on too heavily as communication tools.

Shows limited awareness of appropriate register and simple repair and clarification strategies. Non-verbal language or notes may be relied on heavily as communication tools.

Uses communication strategies including some ability to seek and give clarification, turn-taking and some non-verbal language. Some lapses in register may occur. Reliance on notes may be evident.

Uses communication strategies including the sustained use of an appropriate register with few lapses, some ability to use repair strategies for clarification, turn-taking and appropriate non-verbal language. Use of notes enhances communication.

Uses communication strategies including the sustained use of appropriate register, repair strategies for clarification, turn-taking and appropriate non-verbal skills. Use of notes enhances communication.

Open questions

Understanding of an interaction with course context 0–2 3–4 5–6 7–8 9–10

Establishes no link between issue and the unit description. Uses few examples in explanation of this issue. Own opinion is brief and unsubstantiated. Response may be rote - learned.

Attempts to explain the link between issue and the unit description. Uses few relevant examples to support the discussion of this issue or own opinion.

Establishes the link between issue and the unit description. Uses examples to support discussion of this issue and to explain own opinion.

Establishes the link between issue and the unit description. Uses relevant examples to maintain a coherent evaluation of this issue and to explain and develop own opinion.

Establishes and explains the link between issue and the unit description. Uses relevant and well-developed examples to maintain a coherent analysis and


evaluation of this issue and to explain and develop own opinion.

Sociocultural understandings and analysis 0–2 3–4 5–6 7–8 9–10

Shows little awareness of specific cultural constructions of a particular group or cultural variations in attitudes towards an issue. Identifies some basic, superficial features of the chosen issue.

Shows some awareness of specific cultural constructions of a particular group or cultural variations in attitudes towards an issue. Identifies superficial features of the chosen issue.

Attempts to explain specific cultural constructions of a particular group or cultural variations in attitudes towards an issue. Identifies cultural representations of the chosen issue.

Explains cultural constructions of a particular group or cultural variations in attitudes towards an issue. Identifies and compares cultural representations of the chosen issue in some depth.

Clearly explains specific cultural constructions of a particular group or cultural variations in attitudes towards an issue. Identifies and compares cultural representations of the chosen issue.


Has insufficient control of the English language sound system and its patterns of stress and intonation, making comprehension except for a few isolated words impossible for the listener.




Is generally clear and fluent, using stress and intonation to highlight significant points and supporting detail. The L/D1 accent may be evident but does not impede communication in any way.


Error density is high in almost all utterances. Limited flexibility is shown in the use of tenses, lexis and conjunctions. Response may be rote-learned.

Uses simple sentences, verb tenses and conjunctions correctly. Can use basic and familiar vocabulary correctly.

Attempts to use complex sentences, verb tenses, conjunctions and some cohesive devices although some inappropriacies are evident. Use of vocabulary is mostly correct.

Uses complex sentences, verb tenses, conjunctions and cohesive devices mostly correctly. Attempts to use vocabulary for comparison, contrast and persuasion.

Uses complex sentences, verb tenses conjunctions and cohesive devices correctly. Can use vocabulary for comparison, contrast and persuasion.


General questions

Task achievement – responding to familiar questions and interacting appropriately with the examiners

0–4 5–8 9–12 13–16 17–20 Maintains the conversation with short, simple, connected responses. Speech may appear mechanical or ‘learnt’ at times. Attempts to use appropriate register and non-verbal skills.

Responds clearly to questions, using a limited range of cohesive devices. Opens and closes the interaction appropriately and demonstrates an understanding of politeness conventions.

Participates clearly and effectively, taking turns where appropriate. Is able to address follow-up questions or interjections confidently and politely.

Engages confidently in discussion, using language flexibly. Shows control over vocabulary when conveying ideas. Handles follow-up questions or interjections well.

Responds and interacts appropriately at all times using correct grammar, vocabulary and communication strategies. Pronunciation is clear and discourse is fluent.

Prepared responses to focus questions

Content 0–2 3–4 5–6 7–8 9–10

Is characterised by short connected utterances linked by a limited range of cohesive devices. Few abstract ideas. Shows some ability to answer straightforward questions. No understanding of the sociolinguistic implications of language in SAE is shown.

Is relevant to the task, with sufficient ideas clearly structured to present and justify a point of view. Shows ability to ask and answer some unprepared questions. Little understanding of the sociolinguistic implications of language in SAE is evident.

Is relevant, with generally well structured and developed ideas presenting or justifying a point of view. Shows ability to answer unprepared questions. An understanding of the sociolinguistic implications of language in SAE is developing.

Is relevant to the task, with well structured ideas developed in depth and presenting and justifying a point of view. Can answer unprepared questions. An understanding of the sociolinguistic implications of language in SAE is evident.

Is relevant, well-structured and ideas are well supported. Unprepared questions are answered effortlessly and appropriately. A sound understanding of the sociolinguistic implications of language in SAE is evident. The ability to create humour may be evident.


Is reliant on simple sentences. Errors are frequent particularly in complex sentences. Vocabulary generally consists of familiar words and collocations and word formation tends to be inaccurate.

Demonstrates variable control of a range of structures with errors quite frequent in more complex structures; however, meaning is still clear. Vocabulary is sufficient for the communicative purpose.

Shows general control of a range of grammatical structures and subject-specific vocabulary in both rehearsed and spontaneous speech. Errors in spontaneous speech do not impede communication.

Demonstrates control of a wide range of grammatical structures with few errors, and the use of subject-specific vocabulary in both rehearsed and spontaneous speech.

May contain the occasional grammatical error but these are of the kind made by native speakers. Lexical choice wide-ranging, appropriate and reflects understanding of implied meaning.


Fluency/pronunciation

0–2 3–4 5–6 7–8 9–10 Is often unclear in sections due to pronunciation difficulties, due to influence of L/D1.



Is generally clear and fluent, using stress and intonation to highlight significant points and supporting detail. The L/D1 accent may be evident but does not impede communication.

Is clear and fluent, using stress and intonation to highlight significant points and supporting detail. The L/D1 accent may be evident but does not impede communication.

Communication strategies 0–2 3–4 5–6 7–8 9–10

Shows limited awareness of appropriate register and simple repair and clarification strategies. Non-verbal language or notes may be relied on heavily as communication tools.

Demonstrates some ability to seek and give clarification, take turns and use some non-verbal skills. Some lapses in register occur. There is a tendency to rely on notes.

Uses communication strategies including the sustained use of an appropriate register with few lapses, some ability to use repair strategies for clarification, turn-taking and appropriate non-verbal skills. Use of support strategies enhances communication.

Uses communication strategies including the sustained use of an appropriate register, repair strategies for clarification, turn-taking and appropriate non-verbal skills. Use of support strategies enhances communication.

Consistently uses communication strategies effectively including the sustained use of an appropriate register, repair strategies for clarification, turn-taking and appropriate non-verbal skills. Use of notes enhances communication.

Open questions

Understanding of an interaction with course context Attempts to explain the link between issue and the unit description. Uses few relevant examples to support the discussion of this issue or own opinion.

Establishes the link between issue and the unit description. Uses examples to support discussion of this issue and to explain own opinion.

Establishes the link between issue and the unit description. Uses relevant examples to maintain a coherent evaluation of this issue and to explain and develop own opinion.

Establishes and explains the link between issue and the unit description. Uses relevant and well-developed examples to maintain a coherent analysis and evaluation of this issue and to explain and develop own opinion.

Response demonstrates an intimate understanding of the course studied and incorporates well-chosen examples appropriately. Issues are analysed and evaluated and own opinion is confidently argued.

Sociocultural understandings and analysis 0–2 3–4 5–6 7–8 9–10

Shows some awareness of specific cultural constructions of a particular

Attempts to explain specific cultural constructions of a particular group or

Explains cultural constructions of a particular group or cultural variations in attitudes

Clearly explains specific cultural constructions of a particular group or cultural variations

Specific cultural constructions of particular groups or


group or cultural variations in attitudes towards an issue. Identifies superficial features of the chosen issue.

cultural variations in attitudes towards an issue. Identifies cultural representations of the chosen issue.

towards an issue. Identifies and compares cultural representations of the chosen issue in some depth.

in attitudes towards an issue. Identifies and compares cultural representations of the chosen issue.

cultural variations in attitudes towards an issue are identified and critiqued confidently. An in-depth cultural comparison of the chosen issue is made.





Is generally clear and fluent, using stress and intonation to highlight significant points and supporting detail. The L/D1 accent may be evident but does not impede communication.

Is clear and fluent, using stress and intonation to highlight significant points and supporting detail. The L/D1 accent may be evident but does not impede communication in any way.


Uses simple sentences, verb tenses, conjunctions and some simple cohesive devices correctly. Can use basic and familiar vocabulary correctly.

Attempts to use complex sentences, verb tenses, conjunctions and some simple cohesive devices although some inappropriacies are evident. Use of vocabulary is mostly correct.

Uses complex sentences, verb tenses, conjunctions and cohesive devices mostly correctly. Attempts to use vocabulary for comparison, contrast and persuasion.

Uses complex sentences, verb tenses, conjunctions and cohesive devices correctly. Can use vocabulary for comparison, contrast persuasion and argument.

Use of linguistic features is highly flexible and errors are few.


Marking key for the written examination

Section One: Listening 25 Marks Text 1: Lecture - Ageism in the workplace 12 marks

12 Question

Possible answers (versions in different words are acceptable)

Marks allocated

1 Chronological; assumed to be the most reliable indicator of changes in the human mind and body

1(must have both)

2 chronological biological psychological social

1mark for any two or three, 2 for

all four 3 Because they see themselves as being younger than they really are

It is generally viewed in a negative way 1 mark 1 mark

4 (d) 1 mark 5 Prejudice and discrimination against old people

Discrimination against workers of any age in the workplace 1 mark 1 mark

6 Less pay for the same work Wage rates set according to age

1 mark 1 mark

7 Because it is based on stereotypes handed down from generation to generation.

1 mark

8 To ensure age diversity in workplaces 1 mark

Text 2: Interview with a firefighter 13 marks

9

Because he has spent 36 years in the fire service/ is now Deputy Chief Fire Officer at the Metropolitan Fire Board in Victoria/ has a very important position in the Metropolitan Fire Board

Because ‘hot’ is relevant to fire. A ‘hot seat’ is a difficult/dangerous position one that is under pressure/scrutiny

Responsible/focus/trusted – lead community decision Authority

1 mark for any one of these to a

maximum of 2 marks.

1mark

10 It is important for the firefighters not to risk their own lives / in order to help others. No point dying trying to save someone. Can’t save someone if you’re dead

2 marks

11 A parent wanting to go back and rescue a child from a burning house. (People who don’t want to be saved/want to stay to protect their assets). Do you try and restrain a person from doing it and then try and do it yourself, Or if it’s too dangerous for anyone, what do you do?

1 mark

1 mark

1 mark

12 Saving life Saving property Saving the environment

2 marks for all three, 1

mark for one or two

13 (c) 1 mark

14 To honour the trust placed in them by the community Expectation.

1 mark


15 Respecting the fact that people are at their lowest ebb Not taking sick leave unless sick Not wasting community money Giving the best possible value

2 marks (one mark

each for any two)

Section Two: Reading and Viewing 25 Marks

Part A

Text 3 Governor General’s speech 4 marks

16 (i) That the victims and helpers will build up again what has been destroyed. (‘Lives, property and community were destroyed’ in the bushfires) (ii) That we must remember and accept what has happened (in order to make us stronger and wiser)

1 mark 1 mark

17 Repetition of words such as ‘must’ or brief sentence patterns. Inversion of usual word order Use of inclusive (first person pronoun) ‘we’ Paradoxes (oxymorons) Poetic language Rhetoric

2 marks

(1 mark for each of any

two)

Text 4: Facebook and the commodification of relationships 4 marks

18

People who: work from home who are freelance workers are consultants have difficulty forming social relationships – social phobias, autism want to construct a particular identity/want to represent themselves

to friends as they want to be seen. who do not have regular interaction in a workplace.

2 marks

(1 mark for each of any

two)

19 (a) That they will destroy ‘real’ (face to face) relationships as we know them (b) That social networking sites may eventually commodify relationships (commercialise)

1 mark

1 mark

Text 5: Cartoon 2 marks

20 He believes providing images expresses love / he doesn’t understand her wants / he looks for a quick fix. (Pragmatic, practical)

She wants real concrete symbols of love/she wants the real thing (see, feel, touch)

She is disappointed

1 mark for any of these 1 mark for either of these

Part B Synthesis of texts 15 marks

21 Influence on relationships of increased use of the online environment as expressed in Texts 4 & 5. Points of synthesis – changes discussed in both texts. Online environment substitutes for face to face interaction Online environment intrudes into our lives Online environment interferes with/enhances relationships Online environment is not ‘real’ Widespread use of online environment leads to re-conceptualizing of values like love and friendship


Other changes, as discussed in either text The expectation that roses and chocolates in any form would make a woman happy – (stereotype) Creating and manipulating identity through the online environment Factors which remain unchanged/uninfluenced Male attitudes to romance compared with those of females Male interpretation of love as doing things for his partner There is more than one way of expressing values All relationships are complex and changing

Synthesises the ideas from both texts, providing substantial evidence and explanation. Textual references are relevant and competently integrated. A coherent, well-integrated answer showing clear understanding of texts.

13–15 marks

Comments on both texts, synthesising ideas and supporting with sufficient evidence, though not always fully supported/explained. Quotations from texts integrated using appropriate conventions. A clearly organised answer showing a fairly good understanding of texts.

11–12 marks

Comments on texts, showing basic understanding and synthesis of ideas, although register may be inconsistent at times. Gives ideas and evidence from both texts, although some irrelevance may occur and reference to texts may appear disjointed.

8–10 marks

Attempts to address the question and synthesise content but gives superficial comment on the topic and does not refer to both texts, or gives inadequate references.

5–7 marks

Limited response indicating little understanding of topic or ideas in texts. References are irrelevant or non-existent.

0–4 marks

Note: writing is not being assessed in this question. As long as the ideas are clear, weaknesses in punctuation, grammar, spelling etc. do not adversely affect the mark.

Section Three: Extended Writing 25 Marks

Criteria for Questions 22 to 26 Mark allocation

Addresses the task comprehensively, demonstrating a mastery of the genre required and providing a coherent, clear and relevant response showing depth of thought and thorough support of ideas/points made.Uses language flexibly and confidently, with virtually complete accuracy in a wide range of simple and complex grammatical structures and a varied vocabulary suitable for audience and purpose. Creates a strong and consistent personal ‘voice’.

22–25

Addresses the task fully, showing control of the genre required and providing an organised answer with effective support of ideas/points made. Demonstrates sound control of language to convey ideas, with few errors in a wide range of simple and complex grammatical structures and the use of varied vocabulary suitable for audience and purpose. Creates a personal ‘voice’, with some lapses in consistency.

18–21

Addresses the task, providing an adequately structured answer although supporting examples or discussion of texts may not be developed in depth. Uses language with sufficient accuracy to convey ideas in a range of complex and simple grammatical structures; shows a sense of audience and purpose in the choice of vocabulary which may appear somewhat restricted. A sense of personal ‘voice’ may be missing.

13–17


Provides a superficial response to the task; lapses in register may be evident. Shows some control over structure of response but provides either few, or irrelevant and rambling, examples in a poorly linked text. Errors are quite frequent though ideas can be understood. There is little sense of audience or purpose and no ability to convey a personal ‘voice’.

9–12

Provides a brief or irrelevant response to the task, showing little or very simplistic organiwation of ideas in the genre required. Language control and vocabulary are simple or too limited to convey many ideas or any sense of audience and purpose; errors occasionally impede understanding.

0–8

End of marking keys

english as an additional language dialect stage 3 examination report 2009_pdf (1)

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