EALD Stage 3 Examination 2010

Western Australian Certificate of Education
Examination,
2010
Western Australian Certificate
of Education
Examination, 2010
Question/Answer Booklet
Question/Answer Booklet
ENGLISH AS AN
ENGLISH
AS AN
ADDITIONAL
ADDITIONAL
LANGUAGE/
LANGUAGE/
DIALECT
DIALECT
Stage 3
Stage 3
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ten minutes
two hours and thirty minutes
ten minutes
two hours and thirty minutes
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Standard items:
pens, pencils, eraser, correction fluid/tape, ruler, highlighters, printed English
Standard items:
Special items:
pens, pencils, eraser, correction fluid/tape, ruler, highlighters, printed English

printed
English
language
dictionary and not a thesaurus)
language
dictionary
(non-electronic
Note: dictionaries
must not
contain any handwritten or typewritten notes or
printed
English language
dictionary
other marks and may be inspected during the examination
Note: No
dictionaries
must
not contain
handwritten or typewritten notes or
electronic
dictionaries
are any
allowed
other marks and may be inspected during the examination
No electronic dictionaries are allowed
To be provided by
the candidate
language
dictionary (non-electronic and not a thesaurus)
Special items:
Important note to candidates
No other items may be taken into the examination room. It is your responsibility to ensure that
Important
note
to candidates
you
do not have
any unauthorised
notes or other items of a non-personal nature in the
No
other
items
may
be
taken
into
theunauthorised
examinationmaterial
room. It with
is your
ensure that
examination room. If you
have
any
you,responsibility
hand it to thetosupervisor
you
do
not
have
any
unauthorised
notes
or
other
items
of
a
non-personal
nature
in
the
before reading any further.
examination room. If you have any unauthorised material with you, hand it to the supervisor
before reading any further.
Copyright Curriculum Council 2010
Ref: 10-129
Copyright Curriculum Council 2010
Ref: 10-129
2010/30655
EAL/D
STAGE 3
Structure of the examination

The EAL/D Stage 3 examination comprises a written examination worth 75 per cent of the total
examination score and a practical (oral) examination worth 25 per cent of the total examination
score.
Suggested
working time
(minutes)
Marks
available
Percentage
of total exam
Section One:
Listening
15
15
40
25
25
Section Two:
Reading and
viewing
55
25
25
Section Three:
Extended writing
55
25
25
Total
75
T H I S
Number of
questions to
be answered
The rules for the conduct of Western Australian external examinations are detailed in
the Year 12 Information Handbook 2010. Sitting this examination implies that you agree
to abide by these rules.
2.
Write your answers in Standard Australian English in the spaces provided in this
Question/Answer Booklet. A blue or black pen should be used.
3.
You must be careful to confine your responses to the specific questions asked and to
follow any instructions that are specific to a particular question.
4.
Spare pages are included at the end of this booklet. They can be used for planning your
responses and/or as additional space if required to continue an answer.
Planning: If you use the spare pages for planning, indicate this clearly at the top of the
page.
Continuing an answer: If you need to use the space to continue an answer, indicate in
the original answer space where the answer is continued, i.e. give the page number.
Fill in the number of the question(s) that you are continuing to answer at the top of the
page.
See next page
N OT
1.
D O
Instructions to candidates
W R I T E
I N
Number of
questions
available
Section
AREA
Structure of this paper
STAGE 3
EAL/D
Section One: Listening
25% (25 Marks)
This section has fifteen (15) questions. In this section you are required to listen to two (2)
spoken texts and answer all the questions that follow in the spaces provided.
You will hear each text twice. There will be a short pause at the start of each text to allow
you to read the questions. You should either choose your answers while you are listening or
make brief notes in the space provided to allow you to return to the questions at the end of
the reading. Attempt every question.
Remember each text will be read twice. At the end of the second reading you will be given time
to complete your answers.
Suggested working time: 40 minutes.
DO
Text 1: University Life in Canada. An interview with an exchange student
(14 marks)
NOT
Listen to the text and complete questions 1 to 8.

Space for notes
Question 1
W R I T E
One:
I N
Give two (2) reasons why Catherine decided to study Law after she left
school.
(2 marks)
Question 2
Two:
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T H I S
What did Catherine expect from the exchange program?
A R E A
(a)
(b)
(c)
(d)
(1 mark)
to master another language

to enjoy herself and acquire new knowledge
to explore different areas of study
to have her first experience of snow
Answer:
Question 3
(a)
In which area did Catherine speak French most?
(1 mark)
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(b)
Give two (2) reasons why she did this.

One:
Two:
(2 marks)
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EAL/D
STAGE 3
Space for notes
Question 4
Which group of people do not see themselves as Canadian?
(1 mark)
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Question 5
What are the two (2) aims of this group?
Identify the two (2) main differences Catherine noticed between student
life in Canada and in Australia.
(2 marks)
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I N
Two:
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Question 7
(a)
Which subject or unit did Catherine find the most interesting and
rewarding?
(1 mark)
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(b)
Give the reason for this.
(1 mark)
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Question 8
What difference did Catherine discover between Australia and Canada?
(1 mark)
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W R I T E
One:
T H I S
Question 6
AREA
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N OT
Two:
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D O
One:
(2 marks)
STAGE 3
Text 2: Australia: No Island. A radio talk
EAL/D
(11 marks)
Listen to the text and complete questions 9 to 15.

Space for notes
Question 9
Explain the meaning of the phrase 'No country is an island and certainly
not Australia' in relation to the context of this talk.
(3 marks)
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NOT
Question 10
Why has the Australian Centre for International Agricultural Research
been funding a project to investigate the fungus that causes Panama
disease?
(2 marks)
W R I T E
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I N
Question 11
T H I S
Identify one (1) result of the agricultural research about wheat. (1 mark)
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A R E A
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Question 12
According to the text, what is the most serious problem facing agriculture
in the world today?
(1 mark)
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EAL/D
STAGE 3
Space for notes
Question 13
According to the text, the best reason why there is going to be a greater
need for ingenuity and diversity in Australian agriculture is that (1 mark)
(a)
(b)
(c)
(d)
the seasons will be much colder in the next few decades

the seasons will be much hotter in the next few decades
changes will happen in the places suitable for growing the most
important crops
in Australia, there may be fewer places suitable for growing the
most important crops
According to the text, how can poverty in developing countries best be

combated?
(1 mark)
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Two:
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End of Section One
D O
One:
N OT
Give two (2) reasons why Australia has been an important contributor to
agricultural research.
(2 marks)
W R I T E
I N
Question 15
T H I S
Question 14
AREA
Answer:
See next page
STAGE 3
DO
NOT
W R I T E
This page has been left blank intentionally
I N
T H I S
A R E A
See next page
EAL/D
EAL/D
Section Two: Reading and viewing
STAGE 3
25% (25 Marks)
This section has five (5) questions. Answer all questions in your own words.
Read the three (3) texts and answer the questions that follow, relating your answers to the
texts.
Planning: If you use the spare pages for planning, indicate this clearly at the top of the page.
Continuing an answer: If you need to use the space to continue an answer, indicate in the
original answer space where the answer is continued, i.e. give the page number. Fill in the
number of the question(s) that you are continuing to answer at the top of the page.
Suggested working time: 55 minutes.
Many of the language and literacy controversies around the new literacies are a media beat-up.
Clearly, there are members of the community who are uneasy with any changes in language and
learning and the media often fan the flames of resistance. Issues about children becoming
hyperactive, about cyber bullying, and the growing rate of print illiteracy - all as a result of texting have been exploited by various newspapers and TV programs. And much of this information in the
media has little substance.
Sensationalist stories like these add to the general belief that there is a drop in educational
standards, when there is no supporting evidence. David Crystal, who has undertaken one of the
few serious studies of texting, confidently states that all the popular beliefs about texting are wrong.
Text messaging is a language created by the young. To start with, only 20 characters were
available on mobile phones, and the screens were small. But these factors were a challenge rather
than obstacles to the net generation who worked out it was much cheaper to text than call. The
texting language that young people invented was an elegant solution: it was playful, creative, fast
and fun. It was also simple: it combined imagination and practicality.
Texting has helped create the networked society; it is one of the most popular ways of keeping in
touch. Parents think it necessary for children to have phones as a safety measure. Children think
elderly parents should have mobiles so they arent isolated. Bosses think workers need them so
they can be contacted. Sisters going shopping need them to keep track of each other in the store.
In a world where the old communities of neighbourhood, interest and workplace have often
disappeared, texting is at the centre of virtual communities that are very real - particularly to the
young.
They are an expansion of the repertoire: new literacies for new times. And educators would be
better served by treating texting as a serious literary/language form and by studying its potential and
limitations. Far from undermining literacy, studies demonstrate that texting is linked positively with
achievements in literacy - particularly for those who have been disenchanted with the old forms.
Melbourne University has found that for some students who find writing difficult, texting can lead to
enthusiasm for learning and improved literacy.
See next page
T H I S
I N
Many are the protests about texting, and many of the protesters are outraged and angry. And there
are protests from all manner of people: parents, teachers, politicians. Urban myths abound to
support this stand, such as that texting fogs your brain like cannabis; it replaces speech among
teenagers; it reduces literacy capacity; and it deprives children of sleep.
W R I T E
This change in communication, in social and language patterns, has happened so quickly that some
members of the community have not been able to keep up. There is probably more antagonism
towards the mobile phone and texting than there is to any other new literacy. This could be
because it impacts on the mature generation (particularly teachers and parents). The mobile phone
and texting are an ever-present reality - and interruption - in daily life, whereas the internet does not
intrude on the street, in public transport, at the movies, or around the dinner table.
N OT
In little more than a decade, mobile phones have transformed our lives. Young people cant live
without them: their mobiles are grafted onto their fingertips. Only adults ever forget to take their
mobiles with them. Mobile phones have created countless possibilities for instant communication;
they have constructed a networked society. And they have brought with them new customs,
conventions and criticisms.
AREA
(4 marks)
D O
Text 3: Txtng new language, new literacies
STAGE 3
EAL/D
Question 16
Explain what the metaphor mobiles are grafted onto their fingertips suggests about young
people and mobile phones.
(2 marks)
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Question 17
According to the author, why do teachers and parents object to texting?
(2 marks)
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NOT
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W R I T E
I N
T H I S
A R E A
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EAL/D
10
Text 4: Linguistic diversity in cyberspace
STAGE 3
(3 marks)
There has been widespread discussion recently about the issue of linguistic diversity in
cyberspace. Some experts estimate that nearly three quarters of the pages on the internet,
excluding emails, forums and non-public pages, are written in English.
Has the arrival of new technologies had a strong effect on the issue of linguistic diversity?
However, there is a strong risk that oral languages will suffer a loss of the status which will
remain with written languages, the only ones which seem to have a chance of finding a place in
cyberspace. Do we realise how serious will be the problems which will arise from this new
division between languages?
If we intend to preserve linguistic diversity and to promote it in cyberspace, we must take into
account the many appropriate levels of action and interventions, as suggested by the UN
Recommendation concerning the Promotion and Use of Multilingualism and Universal Access
to Cyberspace. Multilingualism in cyberspace must be promoted by governments, the private
sector and the whole of society.
Here are two significant steps to be taken to achieve this goal: the scientific description and
transcription of unwritten languages, so as to provide them with stable writing conventions.
Two important undertakings are the generalisation of Unicode1, which allows some minority
languages to reach a broader audience than previously. Another is the growing interest of IT
companies in new languages, illustrated by Microsofts decision in 2004 to launch a Kiswahili
edition of its Office software. Kiswahili is a widespread East African language, spoken by over
50 million people.
1
Unicode a system that enables people to use computers in any language.
See next page
T H I S
I N
W R I T E
Is this dominance of a select club of languages the only possible compromise between the
supremacy of English and a multicultural cluster of languages that would only be able to
communicate among themselves by means of automatic translation? Is this the price to be
paid for the emergence of a linguistically better balanced internet?
N OT
Although the dominance of English on the internet appears to be declining, only a very limited
number of languages are replacing it. At their current state of development, certain
technologies, such as methods of webpage referencing or search engines, tend to consolidate
the position of the most commonly used languages, since they favour the most frequently used
sites.
D O
In the year 2000, more than half of internet users had a mother tongue other than English, and
since then, the figure has been steadily rising. In fact, the internet helps to bring language
communities together, as can be seen by the dynamics of the Spanish-speaking internet.
China should soon outstrip Japan in terms of internet growth. The dominance of English on the
web does not always lead to cultural homogeneity.
AREA
There are several thousand languages which are hardly ever used in cyberspace, and this
automatically marginalises the cultures which these languages represent. Among the many
reasons for this situation is that unwritten languages (of which there are about 6000 in the
world) have no chance of being used as languages of communication on the internet.
STAGE 3
11
EAL/D
Question 18
According to the text, modern technologies have influenced the range of languages used in the
world today.
Complete the table below with brief notes under each heading.
(3 marks)
Effects of new technologies

on linguistic diversity
Ways to preserve linguistic diversity
DO
NOT
W R I T E
I N
T H I S
A R E A
See next page
EAL/D
12
(3 marks)
Give three (3) ideas about the relationship between humans and technology suggested by the
cartoon.
(3 marks)
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Three:
N OT
Two:
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D O
One:
I N
Question 19
W R I T E
I can be upgraded, can you?
T H I S
AREA
Text 5: Cartoon
STAGE 3
STAGE 3
13
Question 20
EAL/D
(15 marks)
Extended answer Synthesis of texts.

Texts 3, 4 and 5 explore and outline the relationship between technology and its impact on
communication.
Drawing on all three texts and on your own knowledge and experience, discuss some of the
ways in which technology can empower or disempower different groups of people as they
attempt to communicate with one another.
Suggested length: 250350 words
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W R I T E
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I N
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T H I S
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A R E A
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EAL/D
14
STAGE 3
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T H I S
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AREA
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W R I T E
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I N
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N OT
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D O
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STAGE 3
15
EAL/D
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W R I T E
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End of Section Two
See next page
EAL/D
EAL/D
16
16
Section Three: Extended writing

Section Three: Extended writing
STAGE 3
STAGE 3
25% (25 Marks)
25% (25 Marks)
This section has five (5) questions. Answer one (1) question only.
This section has five (5) questions. Answer one (1) question only.
Question 22
(25 marks)
Question 22
(25 marks)
Write a feature article for a magazine for young people in which you urge greater awareness
Write
a featureinarticle
for a magazine
youngfor
people
in which
youaction
urge and
greater
awareness
of biodiversity
your country.
Outline for
reasons
the need
to take
provide
ideas for
of
biodiversity
in
your
country.
Outline
reasons
for
the
need
to
take
action
and
provide
ideas for
doing this.
doing this.
Question 23
Question 23
(25 marks)
(25 marks)
This year (2010) has been named The United Nations International Year for Bringing Cultures
This
year (2010)
has
been named
UnitedinNations
forspecific
Bringing
Cultures
Together.
Prepare
a speech
to be The
broadcast
supportInternational
of this goal,Year
giving
examples
Together.
speechand
to be
broadcast
in experience.
support of this goal, giving specific examples
from texts Prepare
you havea studied
from
your own
from texts you have studied and from your own experience.
Question 24
Question 24
(25 marks)
(25 marks)
When people succeed in life, it is because of hard work. Luck has nothing to do with it.
When people succeed in life, it is because of hard work. Luck has nothing to do with it.
Write an essay in response to this statement, outlining your own views on the statement, and
Write
an essay
response
to this
statement,
outliningyour
youropinion.
own views on the statement, and
referring
to textsinyou
have read
or viewed
to illustrate
referring to texts you have read or viewed to illustrate your opinion.
Question 25
Question 25
(25 marks)
(25 marks)
There is nothing wrong with downloading films, music and other copyright material accessible
There
is nothing
from the
internet.wrong with downloading films, music and other copyright material accessible
from the internet.
To what extent do you agree or disagree? Write an essay expressing your views on this
To what extent
do you agree
or disagree?
Write an essay expressing your views on this
statement
and referring
to specific
examples.
statement and referring to specific examples.
End of questions
End of questions
T H I S
Write a letter to your local Member of Parliament, in which you outline the most pressing issue
Write
a letter
to your
localMake
Member
of Parliament,
in which
most
for young
people
today.
practical
suggestions
aboutyou
howoutline
to dealthe
with
thispressing
issue. issue
for young people today. Make practical suggestions about how to deal with this issue.
I N
(25 marks)
(25 marks)
W R I T E
Question 21
Question 21
N OT
10 minutes planning
10
40 minutes
minutes planning
producing your writing
40
yourwork
writing
5 minutes
minutes producing
proofing your
5 minutes proofing your work
55 minutes total
55 minutes total
D O
Suggested working time:

Suggested working time:
AREA
Spare
pages
are included
at thespace
end ofif this
booklet.
They can
used for planning your
responses
and/or
as additional
required
to continue
anbe
answer.
Planning: If you use the spare pages for planning, indicate this clearly at the top of the page.
Continuing
Planning: If an
youanswer:
use the Ifspare
pages
indicate
this clearly
at the indicate
top of the
you need
tofor
useplanning,
the space
to continue
an answer,
inpage.
the
Continuing
an answer:
If youthe
need
to useisthe
space toi.e.
continue
anpage
answer,
indicate
original answer
space where
answer
continued,
give the
number.
Fillin
inthe
the
original
space where
answer
is continued,
i.e. give
number answer
of the question(s)
thatthe
you
are continuing
to answer
at the
the page
top ofnumber.
the page.Fill in the
number of the question(s) that you are continuing to answer at the top of the page.
STAGE 3
I am responding to Question
17
EAL/D
__________________________________
Planning
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I N
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T H I S
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A R E A
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EAL/D
18
STAGE 3
Production of extended written response

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Text 2
Frison, Emile (January 30, 2010). Australia. No Island.

Retrieved <February 5, 2010> from
www.abc.net.au/rn/perspective/stories/2008/2150181
ACKNOWLEDGEMENTS
Section
Section One
Two
Text 4
Adapted from UNESCO,(2005) Linguistic Diversity in Cyber Space in Towards
Section Two Knowledge Societies pp.155-156
Retrieved < February 22nd, 2010> from www.unesco.org/publications
Text 3
Adapted from Spender, Dale ( 24/7/09) TXTNG new language-new literacy
Retrieved
<February12,2010>
from Can you? [Cartoon]. Retrieved February
Text 5
Bacall,
A. (n.d.).
I can be upgraded.
www.onlineopinion.com.au/view.asp?article=9205
2, 2010, from Cartoonstock website:
http://www.cartoonstock.com/cartoonview.asp?start=&search=main&catref=aban
Text 4
Adapted from UNESCO,(2005) Linguistic Diversity in Cyber Space in Towards
366&MA_Artist=Bacall%2C+Aaron&MA_Category=Not+Selected&ANDkeyword
Knowledge Societies pp.155-156
=Computers&ORkeyword=&TITLEkeyword=&NEGATIVEkeyword=.
Retrieved < February 22nd, 2010> from www.unesco.org/publications
Bacall, A. (n.d.). I can be upgraded. Can you? [Cartoon]. Retrieved February
2, 2010, from Cartoonstock website:
http://www.cartoonstock.com/cartoonview.asp?start=&search=main&catref=aban
366&MA_Artist=Bacall%2C+Aaron&MA_Category=Not+Selected&ANDkeyword
=Computers&ORkeyword=&TITLEkeyword=&NEGATIVEkeyword=.
D O
N OT
W R I T E
I N
Text 5
AREA
Frison,
2010).
Australia.
No Island.
AdaptedEmile
from (January
Spender,30,
Dale
( 24/7/09)
TXTNG
new language-new literacy
Retrieved
<February
5,
2010>
from
Retrieved <February12,2010> from
www.abc.net.au/rn/perspective/stories/2008/2150181
www.onlineopinion.com.au/view.asp?article=9205
T H I S
Text
Text 2
3
This examination paper apart from any third party copyright material contained in it may be freely copied, or communicated
on an intranet, for non-commercial purposes in educational institutions, provided that it is not changed and that the Curriculum
Council is acknowledged as the copyright owner. Teachers in schools offering the Western Australian Certificate of Education
(WACE) may change the examination paper, provided that the Curriculum Councils moral rights are not infringed.
Copying or communication for any other purpose can be done only within the terms of the Copyright Act or with prior written
permission of the Curriculum Council. Copying or communication of any third party copyright material can be done only within
the terms of the Copyright Act or with permission of the copyright owners.
This examination paper apart from any third party copyright material contained in it may be freely copied, or communicated
Published by the Curriculum Council of Western Australia
on an intranet, for non-commercial purposes in educational institutions, provided that it is not changed and that the Curriculum
27 Walters
Driveoffering the Western Australian Certificate of Education
Council is acknowledged as the copyright owner. Teachers
in schools
OSBORNE
PARK
WA 6017
(WACE) may change the examination paper, provided
that the
Curriculum
Councils moral rights are not infringed.
Copying or communication for any other purpose can be done only within the terms of the Copyright Act or with prior written
permission of the Curriculum Council. Copying or communication of any third party copyright material can be done only within
the terms of the Copyright Act or with permission of the copyright owners.
Published by the Curriculum Council of Western Australia

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EALD Stage 3 Examination 2010

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Structure of the examination

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Structure of this paper

Section One: Listening

25% (25 Marks)

Text 1: University Life in Canada. An interview with an exchange student

Listen to the text and complete questions 1 to 8.

What did Catherine expect from the exchange program?

to master another language

In which area did Catherine speak French most?

Give two (2) reasons why she did this.

See next page

Give the reason for this.

See next page

Text 2: Australia: No Island. A radio talk

Listen to the text and complete questions 9 to 15.

See next page

the seasons will be much colder in the next few decades

According to the text, how can poverty in developing countries best be

End of Section One

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This page has been left blank intentionally

Section Two: Reading and viewing

Text 3: Txtng new language, new literacies

Text 4: Linguistic diversity in cyberspace

Unicode a system that enables people to use computers in any language.

See next page

Effects of new technologies

Ways to preserve linguistic diversity

See next page

See next page

I can be upgraded, can you?

Extended answer Synthesis of texts.

See next page

See next page

End of Section Two

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Section Three: Extended writing

Suggested working time:

Production of extended written response

Additional working space

Additional working space

Frison, Emile (January 30, 2010). Australia. No Island.

Published by the Curriculum Council of Western Australia

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