Written assignment Ab Initio 2013
Topics
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The following is a list of some of the language ab initio topics, with suggestions for a possible written assignment title. This list is not exhaustive. Other titles are possible within a given topic, and topics not listed below are also suitable for the written assignment. It is up to the teacher to judge the suitability of a title within a topic.
Personal details, appearance and character
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Japanese ab initio: Why do Japanese students wear a school uniform whereas Italian students do not?
Daily routines
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Italian ab initio: Why is la passeggiata an important part of daily life in Italy?
Physical health
Mandarin ab initio: Why are early morning exercises considered essential in China?
 Relationships
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French ab initio: The role of women—a French family and an American family
Food and drink
German ab initio: Food and drink festivals in Germany and New Zealand
Shopping
Malay ab initio: Shopping at the market in Malaysia and Canada
Employment
Indonesian ab initio: Young people and part-time employment in Indonesia and Scotland
 Entertainment
Russian ab initio: Young people’s attitudes towards alcohol and smoking in Russia and
Egypt
 Holidays
Spanish ab initio: How is Easter celebrated in Barcelona compared to my community in
Melbourne?
 Education
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Swahili ab initio: The ideal school day—the secondary school education systems of
Kenya and Switzerland
Transport
Arabic ab initio: Finding sustainable methods of transport in Jordan and Greece
 Town and services
English ab initio: The greenest way of getting around a capital city—London versus Paris
Preparation and completion

Teachers should follow these steps to prepare students for the production of the written assignment.
1.
Present the nature of the written assignment to students.
Distribute:
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 list of themes and topics assessment criteria
 model coversheet.
Discuss the above in the target language or language of instruction. Ask students to choose a topic related to the target culture.
2.
Discuss students’ choices and provide guidance.
 Is the topic related to the target culture?
 Is the title appropriate to the task?
 Is it clearly worded?
 Is it clearly focused?
At this stage, the teacher may encourage students to work in small groups—students share information and ideas on each other’s topic.
Ask students to identify at least 2–4 possible sources in the target languages for their written assignment. Remember that sources in another language may also be used.
3.
Explain the formal requirements.
 Verify that students have selected appropriate sources.
 Remind students that the written assignment must be their own work.
 Remind students that no draft of the written assignment is permitted.
 Provide adequate notice of the date on which the written assignment will take place.
 Remind students to bring non-annotated source material, reference material
(including a dictionary) and a pen. The written assignment must be handwritten(for
Japanese and Mandarin only, a pencil may be used).
4.
On the day of the production of the written assignment, supervise the formal writing session.
Ensure that:
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 students’ sources are not annotated students complete and sign the coversheet students are supervised at all times during the production of the written assignment
 all written assignments are collected and attached to the coversheet
 all coversheets are signed by both teacher and students.