NSWTEGL401Apply Critical and Evaluative Language and Learning Skills

Time allowed – Two (2) hours plus Ten (10) minutes reading time

5 Pages in this Question Booklet

TOTAL MARKS AVAILABLE = 80

ALL Questions are to be attempted

Aids to be supplied by the College:

Examination booklets

Instructions to Students:

Mobile phones are to be turned off and removed from your person. You cannot access a mobile phone during this examination.

ALL questions are to be answered in the supplied examination booklets.

This question booklet must be returned at the end of the examination.

The examination contains two parts:

Part 1: Critical Evaluation – 60 marks

Read the text on pages 2- 4 and answer the questions from page 5 in your answer booklet. Part 2: Sustained Response – 20 marks Answer the Sustained Response task from page 6 in your answer booklet.

Aids permitted where indicated:

Standard Dictionaries

Bilingual Dictionaries

Technical Dictionaries

Programmable Calculators

Non-programmable Calculators

No Yes No No No

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PART 1: CRITICAL EVALUATION(Total 30 marks)

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Enlarged version of text from page 2:

My new Mexican friend Ricardo had a problem. He'd woken with a serious toothache and he needed to see a dentist. This, however, was not the major problem.

The problem was he was living in the US but, after just a few weeks, wasn't yet confident with his English. Still, that tooth wasn't going to fix itself.

"So I thought about what I'm going to say to the dentist," Ricardo tells me later, perched behind a bar back in his home town of Puerto Escondido. "I think about what you call the things in your mouth and I know it's 'teeth', so I think about what the plural must be for that. Put an 's' on it and it's 'teeths', right?

"Now, you remember that for Mexicans there is no sound for 'th', so it just comes out like 't'. So I visit the dentist and in front of all the people there I say to the girl at the desk, 'I have pain in my teets.'

"Everybody laughed at me!"

What was worse was that at the time, Ricardo didn't even know what the English word "teats" meant - he just thought everyone was laughing at his pluralisation of teeth.

Embarrassing as it was for Ricardo, I find this story refreshing because it reminds me that we monolingual Australians aren't the only ones who have a problem with language when we travel. It's a worldwide phenomenon.

I've always had a problem with language, in that I speak only one of them. This isn't much of an issue in Australia; in fact, I rarely even notice it. Step off our shores, however, and I find I'm at a severe disadvantage. I'm cut off from the rest of the world. Conversations with possibly very interesting foreigners are reduced to asking for directions to the nearest toilet.

In non-English-speaking countries, I travel around in a bizarre bubble, cut off from the rest of society by my inability to communicate with it.

But hey, travelling life goes on.

I bumble through things, making a fool of myself as I go along. I play little games of charades, tap out pricing negotiations on calculators and feign horror when the price comes back at an unreasonably high amount. It's actually part of the fun of travel and it has to be, because you can try as much as you like but you're never going to master every language on the planet. You might fancy yourself as a linguist but you're always going to end up somewhere where you don't parlez the lingo.

That's when the charades come in, or the desperate search for words in common. (I've found "Cristiano Ronaldo" works - everyone knows him and everyone has an opinion.)

I even once communicated with a friend of a friend through the magic of Google. He spoke no English, I spoke no Portuguese. No problem. He whipped out his laptop, surfed his way to Google Translate and we talked by plugging our conversation into the little space and clicking on "translate". Worked a treat.

Depending on which country I'm in, my language skills range from the rudimentary to the appalling. With Asian languages, I have absolutely no chance. I have enough trouble memorising words, let alone learning

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the different intonations to apply to those words. European languages I've had slightly more success with, although I'm still embarrassingly bad.

I can read menus, I can greet people and I can thank them. I can even ask a few questions; trouble is, if the answers are any more complicated than the silent pointing of a finger in the direction

I need to be going, then I'm completely buggered.

I've learnt to say, "I'm sorry, I can't understand you," in about 10 languages. I've embarrassed myself on countless occasions.

I constantly put words in the wrong places. I've tried to thank someone by saying, "Gracias por favor." In other words, "Thank you please." Que?

Still, I think the best "lost in translation" story I've ever heard belongs to my old school friend Kylie. She was in Argentina a few years ago during a particularly hot part of the year. One day, a real scorcher, one of the locals asked how she was doing.

"Como estas?" he asked.

"Oh," Kylie said, fanning her face with her hands, "muy caliente."

This was met with a roar of laughter, which was pretty confusing to Kylie because as far as she was concerned, she'd just replied, "Very hot."

Trouble is, "caliente" is a funny word. When applied to something inanimate, such as water, or the weather, it does mean hot. When applied to a person, however, it means something completely different.

So this is how the conversation sounded to the Argentinian guys. "Como estas?" he asked.

"Oh," Kylie said, fanning her face with her hands, "very horny."

_____________________________________________________________________________________

parlez – French word meaning ‘speak’.

Ben Groundwater is Fairfax’s resident globetrotter on a shoestring.

Source: ‘You’re always going to end up somewhere where you don’t parlez the lingo’ (2011) in Travel: The Sun-Herald, Sunday January 23, p.9

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PART 1 – CRITICAL EVALUATION

Total 60 marks

Read the text on page 2 (enlarged version page 3-4) and answer the following questions in your answer booklet.

You must provide evidence from the text to support your response to each question.

1. Identify the type of text and context of the text including its audience and purpose.

10 marks

2. Discuss the tone of the text and the appropriatenessof the tone for its context.

10 marks

3. Identify and analyse the level of language used in the text and evaluate its appropriateness for its context.

10 marks

4. a) Analyse the structure of the written text. 5 marks

b) Assess the appropriateness of the structure for its context including content, purpose and audience.

5 marks

5. Identify two (2) other techniques used in the text. Analyse and evaluate the appropriateness of these two (2) techniques.

20 marks

Total 60 marks

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PART 2: SUSTAINED RESPONSE

Total 20 marks

Instructions:Compose a sustained text in response to the issues raised in the text provided. Write your response in your answer booklet.

Task:The study of second languages in Australian high schools has always been a contested debate. Recently, the debate has moved to the primary school syllabus with many people questioning whether all students in Australia should study a second language before year 7 as planned under the new national curriculum.

Taking into consideration our multicultural diversity and our place within a global society, write a speech to be presented to your TAFE Language and Learning Skills class arguing your point of view as to whether or not primary school students should study a second language as part of their weekly curriculum.

You are not arguing both sides of this issue – you are only arguing your point of view.

Your speech should be between 400-500 words in length.

End of Examination

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MARKING CRITERIA

PART 1 – CRITICAL EVALUATION

1. Identify the type of text and context of the text including its audience and purpose.

Accurately and thoroughly identifies the type of text and context of the text including audience and purposeSupports response with highly relevant and detailed text-based evidence

9-10 marks

Accurately identifies the type of text and context including audience and purposeSupports response with relevant text-based evidence

6-8 marks

Identifies the type of text and context including audience and purposebut with little use of supporting text-based evidence.ORPartly identifies type of text and identifies some aspects of context using limited supporting evidence.

3-5 marks

Identifies type of text or context with limited accuracy and no supporting evidence. 1-2 marks

Answers could include: Text type:

Travel Feature Article from The Sun Herald Newspaper Travel section on Sunday January 23 2011. Journalistic writing Feature article Opinion piece

Purpose: to entertain readers. to provide a humorous take on the barriers language can create for travellers to share humorous recounts of travel experiences in the form of a newspaper feature article.

Audience: regular readers of Ben Groundwater’s column and blog readers of the travel section and those interested in travel articles readers who are attracted to the article by the screenshot used as the graphic in the article. casual weekend readers

Context: a time of high levels of travel to traditionally non-English speaking locations very contemporary newspaper contemporary Australia

2. Discuss the tone of the text and the appropriateness of the tone for its context.

Accurately and thoroughly identifies the type of tone relevant to textProvides an in-depth analysis of the tone identifiedSupports analysis with highly relevant and detailed text-based evidenceProvides a thorough evaluation of the appropriateness of the tone for the text’s context including content, audience and purpose.

9-10 marks

Accurately identifies the type of tone relevant to textProvides a sound analysis of the tone identifiedSupports analysis with appropriate text-based evidenceProvides a sound evaluation of the appropriateness of the tone for the text’s context including content, audience and purpose.

6-8 marks

Identifies the type of tone relevant to textProvides a limited analysis of the tone identifiedProvides limited evidence to support analysisProvides a limited evaluation of the appropriateness of the tone for the text’s context.

3-5 marks

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Identifies the type of tone relevant to text with limited accuracyProvides little or no analysis of the tone identifiedProvides little or no evidence to support analysisProvides little or no evaluation of the appropriateness of the tone for the text’s context.

0-2 marks

Tone is light-hearted, humorous, personal, subjective This tone is appropriate for the more light-hearted, casual section of a weekend paper which aims to entertain a

relaxed weekend reader and creates a more personal connection with the intended audience, thus effectively engaging them. Also appropriate for this subject matter.

3. Identify and analyse the level of language used in the text and evaluate its appropriateness of the structure

Accurately and thoroughly identifies the level of language used in the textProvides an in-depth analysis of the level of language identifiedSupports analysis with highly relevant and detailed text-based evidenceProvides a thorough evaluation of the appropriateness of the level of language for the text’s context including content, audience and purpose.

9-10 marks

Accurately identifies the level of language used in the textProvides a sound analysis of the level of language identifiedSupports analysis with relevant text-based evidenceProvides a sound evaluation of the appropriateness of the level of language for the text’s context including content, audience and purpose.

6-8 marks

Identifies the level of language used in the textProvides a limited analysis of the level of language identifiedProvides limited evidence to support analysisProvides a limited evaluation of the appropriateness of the level of languagefor the text’s context.

3-5 marks

Identifies the level of language used in the text with limited accuracyProvides little or no analysis of the level of language identifiedProvides little or no evidence to support analysisProvides little or no evaluation of the appropriateness of the level of language for the text’s context.

0-2 marks

Use of informal, conversational language and phrases “whipped out”, “worked a treat” etc which is appropriate for this section of the paper, a feature article with this subject matter and meets the expectations of readers of this entertainment-focused section of the newspaper. This informal level of language also effectively engages the reader’s attention.

4a) Analyse the structure of the written text.

Accurately and thoroughly identifies the structure relevant to text Provides an in-depth analysis of the structure identified Supports analysis with highly relevant and detailed text-based evidence

4-5 marks

Accurately identifies the structure relevant to text Provides a sound analysis of the structure identified Provides relevant evidence to support analysis

2-3 marks

Identifies the structure relevant to text with limited accuracy Provides little or no analysis of the structure identified Provides limited or no evidence to support analysis

0-1 mark

Structure – starts with personal example of Ricardo, then the author expresses his thoughts on how Ricardo’s story is universal (so it starts small with one person and then moves out to show how it is a common story). Author shares his own experiences and strategies being what he can and can’t do and finishes with another friend’s story – an amusing, cheeky way to end the text.

4b) Assess the appropriateness of the structure for its context including content, purpose and audience.

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Provides a thorough evaluation of the appropriateness of the structure for the text’s context including content, audience and purpose.

4-5 marks

Provides a sound evaluation of the appropriateness of structure for the text’s context. 2-3 marksProvides a limited or no evaluation of the appropriateness of structure for the text’s context. 0-1 mark

This structure is appropriate for a feature article and arouses the reader’s curiosity regarding the topic. The final punch line keeps the reader entertained and highly engaged until the end of the article and makes a positive and humorous final impression.

5) Identify two (2) other techniques used in the text. Analyse and evaluate the appropriateness of these two (2) techniques

For each technique the student identifies, use the following marking criteria. Maximum 10 marks for each technique.

Text 1 Text 2Accurately and thoroughly identifies the techniqueProvides an in-depth analysis of the technique identifiedSupports analysis with highly relevant and detailed text-based evidenceProvides a thorough evaluation of the appropriateness of the technique for the text’s context including content, audience and purpose.

9-10 marks 9-10 marks

Accurately identifies the techniqueProvides a sound analysis of the technique identifiedSupports analysis with relevant text-based evidenceProvides a sound evaluation of the appropriateness of the technique for the text’s context including content, audience and purpose.

6-8 marks 6-8 marks

Identifies the techniqueProvides a limited analysis of the technique identifiedProvides limited evidence to support analysisProvides a limited evaluation of the appropriateness of the technique for the text’s context.

3-5 marks 3-5 marks

Identifies the techniqueProvides little or no analysis of the technique identifiedProvides little or no evidence to support analysisProvides little or no evaluation of the appropriateness of the technique for the text’s context.

0-2 marks 0-2 marks

Possible Techniques: 1st person narrative - personalises the writing so the reader feels the author is speaking directly to them = more

involving for the reader. Uses direct speech – direct quotes from Ricardo. Puts the reader in the scene, in the conversation and creates

immediacy. Discussion of a problem with various examples makes an effective and convincing argument that appeals at a personal

level. Visual imagery – showing the reader how it feels travelling around the world in a language-bubble. Descriptive language – describing methods of communication. “parlez the lingo” combination of French and Aussie slang – could be alienating – also reinforces the differences in

language Negative descriptors of language skills “rudimentary to appalling” which emphasises the struggles the travellers have. Use of humour throughout the text effectively entertains .. Use of example from foreign languages to help emphasise the problem Graphic – screen shot from a film – Caucasian face looking lost and isolated in what appears to be an Asian country with

non-English signage etc. This possibly recognisable scene and actor arouses curiosity. The image has large visual weight, taking up half the article’s space and therefore grabs the reader’s attention. Use of pull out to effectively grab attention

Marking Criteria:PART 2: SUSTAINED RESPONSE

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Criterion 1: Applies the mechanics of English appropriate to this type of text, its audience and purpose.

Very High (5) Demonstrates skilful control of the mechanics of English (spelling, sentence and paragraph structure, punctuation) Consistently uses mechanics of English appropriate to this type of text, its audience and purpose

High (4) Demonstrates effective control of the mechanics of English (spelling, sentence and paragraph structure, punctuation) Consistently uses mechanics of English appropriate to this type of text, its audience and purpose

Medium (3) Demonstrates adequate control of the mechanics of English (spelling, sentence and paragraph structure, punctuation) Uses mechanics of English appropriate to this type of text, its audience and purpose

Low (2) Demonstrates limited control of the mechanics of English (spelling, sentence and paragraph structure, punctuation) Limited use of the mechanics of English appropriate to this type of text, its audience and purpose

Very Low (1) Demonstrates elementary control of the mechanics of English

Criterion 2: Applies language techniques appropriate to this type of text, its audience and purpose. (These could include: word choice, level of language, tone, validity of argument)

Very High (5) Demonstrates sophisticated and engaging use of language techniques appropriate to this type of text, its audience and purpose

High (4) Demonstrates effective use of language techniques appropriate to the type of text, its audience and purpose

Medium (3) Demonstrates sound use of language techniques appropriate to the type of text, its audience and purpose

Low (2) Attempts to use language techniques appropriate to the type of text, its audience and purpose

Very Low (1) Demonstrates elementary use of language techniques of limited relevance to the type of text, audience and purpose.

Criterion 3: Uses structure appropriate to the text type.

Very High (5) Skilfully applies a structure of information appropriate to text type

High (4) Effectively applies an appropriate structure of information appropriate to text type

Medium (3) Demonstrates sound use of structure of information appropriate to text type

Low (2) Attempts to use appropriate structure of information for the text type

Very Low (1) Demonstrates elementary use of structure appropriate to text type

Criterion 4: Writes a sustained text in response to issues raised in texts provided in Part 1 of SAE.

Very High (5) Composes a sophisticated, sustained text of at least 400 words in response to issues raised in the texts provided Uses highly detailed and relevant content appropriate to the type of text, its audience and purpose

High (4) Composes a sustained text of at least 400 words in response to issues raised in the texts provided Uses detailed and relevant content appropriate to the type of text, its audience and purpose

Medium (3) Composes a sustained text of at least 300 words in response to issues raised in the texts provided Uses relevant content appropriate to the type of text, its audience and purpose

Low (2) Composes a text of at least 200 words in response to issues raised in the texts provided Uses content appropriate to the type of text, its audience and purpose

Very Low (1)

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Writes a text in response to some issues raised

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