1、2019 Good Answer GuideBased on the 2018 EAL/D ATAR examinationAnalysis of questions, sample answers, markers comments, suggested approaches and activities.WATESOL Publication: available to purchase at www.watesol.org.au2019 Good Answer Guide: Based on the 2018 EAL/D ATAR Course Examination. Analysis
2、 of questions, sample answers, markers comments, suggested approaches and activities.SCIS No. 1879152ISBN 978-0-7307-4618-8 2019 Westralian Association of Teachers of English to Speakers of Other Languages (WATESOL)All rights reserved. No part of this publication may be reproduced, stored in a retri
3、eval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the Westralian Association of Teachers of English to Speakers of Other Languages.For all copyright requests please email: presidentwatesol.org.auWestra
4、lian Association of Teachers of English to Speakers of Other Languages PO Box 8066, Perth Business Centre, 125 Stirling St, Perth 6000For further information please contact: President WATESOLEmail: presidentwatesol.org.au URL: www.watesol.org.auSCIS record number: 1879152AcknowledgementsThis documen
5、t has been created by a members of the Westralian Association of Teachers of English to Speakers of Other Languages (WATESOL).WATESOL acknowledge the invaluable support of the School Curriculum and Standards Authority (SCSA).This guide would not be possible without the cooperation of EAL/D candidate
6、s who agreed to have their responses appear in this guide. Student works included in the publication were reproduced with permission. The students names were withheld with consent.In the interests of future publications, WATESOL respectfully requests that teachers encourage their students to sign an
7、d return the request for reproduction forms promptly if they are contacted. There were many other fine examples of responses which sadly could not be included in this publication due to not receiving permission for them to be used.Contents58216566IntroductionReading and ViewingExtended WritingCompar
8、e and contrast: Reading &Viewing Extended Response (Synthesis)Compare and contrast: Extended WritingEXAM SECTION 02EXAM SECTION 03Appendix 1aAppendix 1b5Suggestions On How To Use This Guide5Building Your Vocabulary5Using The Marking Keys And Grade-Related Descriptors 6Preparing For The Exam6Dealing
9、With The Examination8Guidelines and Activities 11Section Two: Extended Response (Synthesis)21Guidelines23Exam Section Three: Extended Writing64Activities 5SUGGESTIONS ON HOW TO USE THIS GUIDEEach of the student answers included in this guide was written by a candidate during the 2018 EAL/D ATAR Cour
10、se Examination. They are reproduced just as they were submitted, including the students corrections, additions and crossings-out. Thus, you can see what students at this level are capable of producing under examination conditions. No answer is perfect even those which received full marks and there a
11、re many ways to use them which can improve your own examination strategy, planning and confidence.Use the tables in Appendix 1 to record your analyses of Section Two and Three scripts. Read the responses to the same question, analyse how they are similar and how they differ, using the table to recor
12、d your ideas for discussion in small groups.BUILDING YOUR VOCABULARYWrite down all the words which are unfamiliar to you (if you cant easily reuse them in a sentence then they are unfamiliar and should be written down). Look these words up in a dictionary to check their meaning and in a thesaurus to
13、 find equivalent words. Use the words you found and at least one other equivalent from the thesaurus in sentences. Check these with your teacher for accuracy. Continue to use these words in context so that they become part of your known vocabulary.USING THE MARKING KEYS and GRADE-RELATED DESCRIPTORS
14、 First, read all answers to a question and then rank them in the order you feel is best to least well-done. Note down why you think this is so. Which answers do you think scored full marks?The 2018 EAL/D ATAR Course Examination marking keys can be accessed via SCSAs Extranet (teacher log-on required
15、): https:/senior-secondary.scsa.wa.edu.au/further-resources/past-atar-courseexams/english-as-an-additional-languagedialect-past-atar-course-examsRead the marking keys and decide which mark you would award to each of the sample answers. Discuss your choices with your group members or teacher. Be prep
16、ared to justify your choices by referring to examples from the texts. INTRODUCTION6Use the same procedure with the grade-related descriptors to grade your own practice responses or those written by other students. Grade-related descriptors are available with the EAL/D ATAR Syllabus, accessed via SCS
17、As WACE web pages: http:/wace1516.scsa.wa.edu.au/syllabus-and-supportmaterials/english/english-as-an-additional-language-or-dialectCompare work samples via links from the above URL. The ATAR samples are uploaded progressively. Separate sample scripts from grades and/or comments. Evaluate scripts and
18、 try to match them to the correct grade/ comment.PREPARING FOR THE EXAMThe EAL/D ATAR Course Examination tests the proficiency of learners of English as an Additional Language or Dialect in terms of listening, reading and viewing, and writing. Other complex skills are also tested, for example, the a
19、bility to analyse, integrate, manipulate, synthesise and logically sequence information and ideas. In your answers to the examination questions, you must demonstrate that you have acquired these skills. You are expected to show that you can use the English language with ease and a degree of original
20、ity.Language skills can not be learnt by swotting the night before the exam; they require constant and regular practice if you wish to develop them to an appropriate standard. You are advised to set aside time to practice them regularly.DEALING WITH THE EXAMINATIONBefore the examination You should h
21、ave some general knowledge about current global issues; knowledge of Australian culture, politics and social issues; and specific knowledge of themes, characters and plots presented in texts you have studied during the year. Make sure you are familiar with the format of the examination paper but be
22、prepared for variations in instructions or layout of specific questions. The examination design brief will outline what the examination may entail. Practise your time management and make sure you know the suggested working time for each section.In the examination Read each question carefully and rig
23、ht to the end! Make sure you fully understand what you are required to do, and also that you follow the instructions that are given with the question. Highlight or underline the key words in the question. Refer back to them while you are planning and writing your response, to make sure you have addr
24、essed all parts of the question.7 Use the order of key words supplied by the questions, particularly for the Extended Writing, to help you structure your response. In other words, answer each part of the question in the same order that is given in the wording of the question. The key words of questi
25、ons, and variations of them, should be used in your response to signal that you are dealing with what the question wants. Legible handwriting is of utmost importance in all sections of the paper. If your examiner cannot decipher your handwriting, what you have to say may not be understood, and this
26、may affect your marks. There is no need to double-space handwritten answers, but leaving a line between paragraphs gives a clear layout that is easy to follow.802EXAM SECTION READING AND VIEWINGGUIDELINES and ACTIVITIESIt is important that students are familiar with current affairs and a range of is
27、sues in contemporary Australian society. In addition to reading fiction and viewing films, choose a range of non-fiction text types such as: letters to the editor, feature articles, online opinion pieces, essays, documentaries, current affairs television shows including panel discussions, and podcas
28、ts. When reading, listening or viewing, practise note-taking of main ideas. Use your notes to write summaries and write reflectively, expressing your own opinion on the issue.Purpose of this section The purpose of a reading and viewing task is to show that you have understood the texts that you have
29、 read and viewed. You must show that you have understood all texts, can identify the main points, and that you can infer meaning in and between texts. Consult the examination design brief on the SCSA website for possible examples of the texts used.It is important to note that you are NOT being marke
30、d on grammar and spelling in this type of task; however, if grammar and spelling errors prevent the marker from understanding your message, you will lose marks.The first step: Previewing the texts (before answering the extended response/synthesis questions) As you read the texts for the first time,
31、highlight what you think are the key words and phrases. If it is an expository text, highlight the thesis and the topic sentences, as these will direct you to the purpose and meaning of the whole text. You could also annotate the text, making short notes about key sections. If there are any words or
32、 phrases you dont understand, use your previewing skills to help you figure out their meanings before you use your dictionary.Student responses can be improved by exemplary planning. You could use a Y chart or one of the organisers below to plan your writing.TOPIC (4 main points regarding treatment)
33、EVIDENCEANALYSIS12349Text 3Text 4Text 5Main point Main point Main point Main point Main point Main point Main point Main point Classroom/ studygroup Activity Students can practise in class using the following process chart:Text One: Main ideasA,B,CText Three: Main ideasB,C,ESentence to introduce mai
34、n themes across textsOwn opinion on first common themeOwn opinion on second common themeAny other part of the questionText Two: Main ideasB,C,DCommon main ideas:B,CExplain first common theme Examples from texts one, two and threeExplain second common theme Examples from texts three, four and fiveThe
35、y can then use these main ideas to write up a textual analysis or a thematic analysis (shown below). The class can be guided in joint construction (e.g. on an interactive whiteboard) before students undertake their own synthesis.Repeat for third and fourth common themes as needed.In the example belo
36、w, the student listed the main points of each text, then used three different coloured highlighters to indicate the common themes, ie. which information can be compared and contrasted in the same paragraph.10It is useful for students to analyse sample responses such as those included here and work b
37、ackwards, identifying main points and mapping from which texts the supporting evidence is drawn. Also compare the different responses, noting your analysis on the table in Appendix 1a.Students should practice the language of synthesis: Text 3 is a/an _(graph)_ titled _. Text one and Text two both pr
38、esent: arguments concerning a case for/against. ideas about opinions on portray the experience of Text one presents the idea that . Conversely, Text two presents the idea that Text two supports the idea that by stating that. /by describing /by presenting Likewise. /similarly. /in contrast With refer
39、ence to Text 3, it is evident that As stated in Text 3, Examples given include For instance/ for example/ such as The text provided valuable insights into It is also mentioned in the text that He expresses the idea that / She focuses on /Collins elaborates on (NB: the convention is to refer to autho
40、rs by surname only) / The text emphasises Students will also benefit from opportunities to use the language of graphs and tables (see useful references below) and practice analysis of other images, especially cartoons:http:/www.ieltsonly.co.uk/vocabulary/ielts-writing-saying-what-a-graph-shows/ http
41、s:/ http:/www.admc.hct.ac.ae/hd1/english/graphs/ 11SECTION 2: READING AND VIEWING SHORT ANSWER QUESTIONSGeneral CommentsAnswers need to be brief and relevant. Including too many extra details is not always a good idea. This may cost you marks if it seems that you are unsure of the correct answer and
42、 simply putting down as many details as possible in the hope that one of them is right. Extra detail is permissible, if this clarifies the initial response. The 2018 EAL/D ATAR Course Examination marking keys can be accessed via SCSAs Extranet (teacher log-on required): https:/senior-secondary.scsa.
43、wa.edu.au/further-resources/past-atar-courseexams/english-as-an-additional-languagedialect-past-atar-course-examsSECTION 2: EXTENDED RESPONSE (SYNTHESIS)General commentsThe synthesis question is your opportunity to demonstrate your reading comprehension and critical thinking skills. You are expected
44、 to analyse and discuss links between the texts, and not merely summarise or list the ideas of the texts. Higher marks are awarded to responses that show deeper engagement with the topic and texts by comparing and discussing ideas in some detail and by giving thoughtful personal reflection with spec
45、ific examples.Question 21(15 marks)Texts 3, 4 and 5 explore the technology being used in different contexts for surveillance.Synthesise three main facts and opinions presented in Texts 3, 4 and 5 about surveillance. Refer to all three texts and to your own knowledge and experience.Suggested length:
46、250-300 wordsTo “synthesise” is to integrate elements from several sources into a coherent whole. This question gave students the opportunity to explore and evaluate whether surveillance is having positive or negative effects on our ways of living by drawing together and examining ideas from four so
47、urces the three texts in the examination paper and the students own knowledge and experience. 12Main facts and opinions about surveillance presented in the texts: Parents have the right to monitor their children to protect them (T3) Monitoring devices are useful and protect people/public/children (T
48、3, T4, T5) Monitoring devices are increasingly being used for public surveillance (T4, T5) Monitoring devices erode privacy (T3, T4, T5) Monitoring devices violate human rights/people have rights to privacy and independence (T3, T4, T5) Use of monitoring devices is convenient (for individuals, famil
49、ies, buiness, government) (T3, T4, T5)A synthesis response should be both articulate and concise. Therefore it is essential to gather, clarify and organise your main points and examples before you begin to write. Most good answers showed evidence of this preparation in their planning. Two out of the
50、 three sample responses in this section include plans. The sample without a plan would have been stronger if it had been supported by a detailed plan. (See planning suggestions provided.)The synthesis response should be organised into thematic paragraphs, in which each point related to the topic is
