WACE ATAR English as an Additional Language or Dialect
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ExploreAbout this exam
The WACE ATAR English as an Additional Language or Dialect course is a Western Australian senior-secondary subject designed for students whose first language or dialect is not English and who have had limited exposure to English-speaking environments. It is an ATAR pathway subject, meaning results can contribute to a tertiary entrance rank, and it is particularly relevant for students who arrived in Australia relatively recently or who use another language at home. The external examination is written and organised into three sections: comprehension of written and multimodal texts, a response to one or more texts in analytical or persuasive mode, and an extended response. Across these sections the exam tests reading accuracy and inference, recognition of how language features and stylistic choices create meaning, control of register and structure, and the precision and range of your own vocabulary, grammar and mechanics. Preparation works best as a long project rather than last-minute cramming: read widely across essays, journalism, speeches and short fiction; keep a vocabulary log of useful academic and persuasive phrasing; practise timed comprehension under exam conditions; and draft, then redraft, analytical and persuasive pieces with explicit attention to paragraph structure, cohesive devices and sentence variety. Teachers and the School Curriculum and Standards Authority publish the authoritative syllabus, past examinations and marking information, and candidates should consult those directly for current specifications.
What you'll study
About WACE ATAR English as an Additional Language or Dialect preparation
Who is the EAL/D ATAR course intended for?
It is designed for students whose first language or dialect is not English and who have had limited immersion in English-speaking contexts, typically including recent migrants and international students. Eligibility rules exist because the course is not intended for students with substantial English-speaking backgrounds. Check your school's advice and the authority's current eligibility requirements before enrolling.
What does the external examination look like?
It is a written examination in three sections: comprehension of written and multimodal texts, a response to a text or texts in analytical or persuasive mode, and an extended response. Each section rewards close reading, clear structure and control of language rather than memorised content. The authority publishes the current syllabus and specimen materials.
How long is the exam and how many marks is it worth?
Those details change and are set by the School Curriculum and Standards Authority, so this page does not quote them. The authority's website publishes the current syllabus, examination structure and weighting information. Always rely on the official documents for your year, not on second-hand summaries or older study guides.
How hard is the exam, realistically?
Most candidates find the comprehension section manageable but time-pressured, and the extended response the hardest to do well. The difficulty lies less in obscure content than in sustaining accurate, well-structured English under time limits. Students who read widely and practise timed writing consistently tend to find the gap between school assessment and the exam small.
Can I retake the examination if I do badly?
Retake and repeat arrangements are governed by the authority and by your school's senior-secondary enrolment processes, and they vary by year and circumstance. This page does not state a policy. Ask your school's curriculum or examinations coordinator, and check the authority's website for the current rules on repeating a course or sitting the examination again.
Should I study comprehension or writing first?
Start with comprehension, because the analytical vocabulary you build there feeds directly into your writing. Once you can identify purpose, tone and language features quickly, move to paragraph-level writing practice, then full timed essays. Keep vocabulary and grammar review running throughout rather than leaving it to the end.
What are the most common ways candidates lose marks?
Typical problems include misreading the question and writing a general essay, describing what a text says instead of analysing how language creates meaning, weak paragraph topic sentences, and informal register in analytical writing. Grammar slips such as tense inconsistency and comma splicing also cost marks. Reading the question twice and planning for two minutes prevents many of these.
How should I prepare for the multimodal comprehension section?
Practise reading images, headlines, layout and colour alongside written text, and always ask how each element positions the reader. Build a habit of annotating purpose, audience, tone and persuasive technique as you read. Use the authority's past or specimen papers where available, and time yourself so annotation does not consume your writing time.
Does my school mark align with the exam?
Not automatically. School assessments are set and marked internally, while the external examination is marked against the authority's standards, and moderation adjusts school marks across the state. Ask your teacher how your work compares with the syllabus standards, and use the authority's published marking information to see what high-scoring responses look like.