2013 Notes from the Marking Centre – Chinese Extension
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Chinese Extension 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 Extension Stage 6 Syllabus
- the 2013 Higher School Certificate Chinese Extension 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:
- manipulated language effectively in a well-constructed argument within the time frame
- used wide vocabulary and advanced sentence structures
- presented a clear view point that was logically sequenced
- clarity of speech with accurate pronunciation.
Characteristics of weaker responses:
- did not maintain a cohesive argument with relevant supporting evidence
- used incomplete sentences
- used incorrect pronunciation.
Written examination
Section I – Response to Prescribed Text
Characteristics of better responses:
- more than just a translation of the text
- a perceptive analysis of the personality of Liu Cheng with textual evidence
- a thorough understanding of the whole film demonstrated by their analysis of how the relationship between Liu Cheng and Xiaochun changed
- the feelings and emotions of Xiaochun were acknowledged from the extract.
Characteristics of weaker responses:
- the changes in the relationship between Liu Cheng and Xiaochun were not identified
- insufficient textual evidence to support the answers.
Section II – Writing in Chinese
Characteristics of better responses:
- used a range of vocabulary and language structures
- developed a well-supported, sophisticated and comprehensive argument
- displayed logical thinking and analytical skills in the development of the argument.
Characteristics of weaker responses:
- inconsistent use of register
- focused on certain aspects of the topics without elaboration
- limited range of vocabulary and sentence structures.
NSW Government