AS 91122 annotated exemplars

An annotated exemplar is a sample of student evidence, with a commentary, to explain key aspects of the standard. It assists teachers to make assessment judgements at the grade.

Download all exemplars and commentary [PDF, 210 KB]

TKI French assessment resources (external link)

For Achieved, the student writes a variety of text types in French to convey information, ideas and opinions in genuine contexts. Communication is achieved overall despite inconsistencies.

This involves writing texts that communicate information and express and justify ideas, and opinions.

This student has written one text about future plans and one opinion piece around friendship. The texts are generally logically structured.

There is evidence of language at the appropriate level. For example, reasonably consistent mastery of the future tense, e.g. “nous aurons une grande maison” and “aujourd’hui je parlerai d’amitiés parmi les adolescents,” and some simple use of the conditional, e.g. “j’aimerais étudier” and “je voudrais vivre.”

There is some evidence of language to justify the information and opinions expressed, e.g. “Je voudrais voyager en Grèce à cause de l’histoire,” although this is done with mixed success, e.g. “Je suis plutôt introvertie, alors je préférée ayant moins d’amis.”

Although there are frequent grammatical inaccuracies and awkward constructions, the intended meaning is generally clear, and communication is achieved overall.

To reach Merit, there would be consistency of level across the two texts. In this submission, the future plans text is closer to Merit than the friendship text.

For Merit there would be additional evidence of mastery of language, which could be expected at this level. For example, fewer errors in lower-level language, e.g. “vous peuvez,” “en Paris,” and “les hommes ont” (sont), “quand j’étée dans l’hôpital,” and additional evidence of mastery of language to justify the ideas and opinions conveyed. In the Friendship text, errors in verb forms, agreements, and sentence structure occur more frequently and significantly hinder communication.

There are no authenticity concerns with regard to this writing.

For Merit, the student writes a variety of text types in convincing French to convey information, ideas, and opinions in genuine contexts. Information, ideas, and opinions are developed and connected in French that is generally credible. A range of language and language features are selected and used that are fit for purpose and audience. Communication is not significantly hindered by inconsistencies.

This involves communicating information and expressing and justifying ideas and opinions in culturally appropriate written French.

This student has written a text about Technology and one about the French ‘Pass Culture’ initiative.

There is evidence of language at the appropriate level and development and justification of ideas. For example, there are explanations and reasons to support her opinions, e.g. “malgré le fait que j’ai déménagé très loin, je parle avec mes amis et ma famille tous les jours,” “Je crois que ce serait bien… parce que sinon les gens trichent,” and “Après avoir réfléchi, j’aimerais le pass culture en Nouvelle Zélande.”

The student has used a wealth of language features to progress and organise her arguments, e.g. “Tout d’abord,” “Pour la plupart,” “Pour commencer,” “Je pense que sur le plan…” and “Il va sans dire que…” This somewhat formulaic language is supported with personal opinions, ideas, and information that are clearly formulated by the student.

For Excellence, there would not be mother tongue interference through the use of English where there is a French word, e.g. movies and thief. There would also be more sustained control of language, such as additional mastery of some of the more basic grammatical features. For example, élision—“je utilise” and article/noun agreement—“la questions.” These are evident throughout both texts.

Errors and inconsistencies do not significantly hinder communication, and the meaning is clear throughout.

There are no authenticity concerns with regard to this writing.

For Excellence, the student writes a variety of text types in effective French to convey information, ideas, and opinions in genuine contexts. Information, ideas, and opinions are developed and integrated in controlled French. A range of language and language features are capably selected and successfully used that are fit for purpose and audience. Communication is not hindered by inconsistencies.

This standard involves communicating information and expressing and justifying ideas and opinions in culturally appropriate written French.

This student has written two different texts: an email to an exchange student before their arrival and an essay on the benefits of second language learning. In both texts, language features are flexibly and appropriately selected for different text types (informal email vs. persuasive essay).

There is successful use of a range of language at the expected level, e.g. “en jouant…,” “puisque je finirai,” “après avoir quitté…,” “plus précisément,” “tu pourrais penser,” and “j'y suis allée il y a quelque mois.”

There is development and justification of ideas that are extended through reasons, explanations, and evaluations rather than simple statements, e.g. “mais néamoins, je crois que cette experience sera le meilleur moment dans ma vie” ; “j’aimerais vraiment devenir professeur de biologie parce que je viens de finir un cours de biologie et il était mon cours préféré!” ; and “Mais quels sont les avantages les plus bénéfiques? En gros, c’est une experience enrichissante, qui peut élargir ses horizons.”

The language is controlled and integrated. There are a range of sentence starters and linking expressions that organise the paragraphs and integrate the supporting detail, e.g. “D’abord,” “Premièrement,” “plus précisément,” “Certes,” “En outre,” “En ce qui me concerne,” and “par exemple.” These largely formulaic expressions are supported with language that presents personal thoughts, ideas, and information.

There are a number of minor errors and some that suggest more English-to-French direct translation, e.g. “j’ai eu envie de travailler où mes parents viennent,” “on pourrait se rencontrer plusiers d’amis étrangers,” and “Dis m’en quand tu es arrivé ici.” However, these do not hinder communication, as meaning is discernible.