2013 Notes from the Marking Centre – Chinese Continuers
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Chinese Continuers course. It contains comments on candidate responses to the 2013 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with:
- the Chinese Continuers Stage 6 Syllabus
- the 2013 Higher School Certificate Chinese Continuers examination
- the marking guidelines
- Advice for students attempting HSC languages examinations, and HSC Languages oral examinations – advice to students
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Chinese in Stage 6.
Oral examination
Characteristics of better responses:
- language was manipulated effectively in response to a range of questions
- wide vocabulary and advanced sentence structures were used
- candidates displayed fluency in the conversation and accuracy in the pronunciation of Chinese
- flow of the conversation was maintained and points of view justified with reference to personal experiences.
Characteristics of weaker responses:
- errors in the use of Chinese expressions
- incomplete sentences were often used
- rote learned responses
- incorrect pronunciation
- short and abrupt responses.
Written examination
Section I – Listening
Characteristics of better responses:
- identified accurate, detailed information
- analytical skills displayed in the use of the information
- identified the changes of emotions of the speakers.
Characteristics of weaker responses:
- some detailed information was omitted
- responses were just translations of the text
- parts of the aural texts were misinterpreted.
Section II – Reading and Responding
Characteristics of better responses:
- included relevant details from the texts to support opinions
- demonstrated a thorough understanding of the texts
- evidence of perceptive analysis of the texts
- effective use of textual references to justify a point of view
- expressed personal opinions about the issues raised in the text in accurate Chinese.
Characteristics of weaker responses:
- misinterpreted questions
- did not infer details about the personality of Wang Daming
- insufficient textual evidence to support the answers
- incorrect use of vocabulary and wrong sentence structures.
Section III – Writing in Chinese
Characteristics of better responses:
- used a range of vocabulary and language structures
- provided a clear note with a valid excuse
- addressed the content of the questions in depth
- used the correct format
- expressed the correct emotions.
Characteristics of weaker responses:
- inconsistent use of register
- superficial with insufficient detail
- questions misinterpreted
- used incomplete sentences
- poor logical sequencing.
NSW Government