The baccalaureate exam continues, the dissatisfaction is gathered. Although there were no major incidents, the Romanian language skills test has been discussions in the chancellery.
The test of linguistic skills in Romanian, which started on January 27, was an easy exam, accessible to all children and without a very big stake, Ruxandra Achim, Romanian teacher at the “Il Caragiale” College, confessed from Bucharest. “This skills exam does not fall. You can not be rejected, because it is noted by granting some qualifications. His stake is different, that is, it allows you to participate in the written tests in the summer ”, explains the teacher. “The topics were in accordance with the model that the students received at the beginning of November. There are functional texts where children must recognize aspects related to the context of communication, transmitter, receiver, purpose, type of text and functional style. There were also advertising texts, where certain features were required. Obviously, the students had to express their opinion on certain aspects. For example, the importance of travel, the importance of experience in human evolution ”.
The texts received by children are non -literary. “There are sometimes border texts, that is, memorialistic – epistolary. They are fragments of laws, but these are not a novelty. We do nothing wrong when we specify these things. All were traveled according to the program. They have met over the three and a half years of high school with such texts. So they didn’t put them in a mess. In general, they did well. An advanced rating could be taken easily”.
The children were asked to understand the text received to adapt to the given communication situation, to logically organize their speech, to support a certain point of view. “We have some well -defined criteria. We follow in what way they are capable of using the literary language in an opinion discourse, in identifying certain features of functional styles in the given texts ”.
However, there were many students who were put in a mess. “There were problems in confusing certain styles. Perhaps confusions related to highlighting certain facts, certain ideas. That is, this terminological distinction, to understand what differences exist between the idea and the fact, because in subject 1C it must relate to content aspects. And one of the content aspects is this distinction. Idea, argument, fact, opinion. And here some were a little confused.
