2013 Notes from the Marking Centre – Heritage Chinese
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Heritage Chinese 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 Heritage Chinese Stage 6 Syllabus
- the 2013 Higher School Certificate Heritage Chinese 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:
- effective research with a clear thesis
- in-depth analysis displaying a sophisticated synthesis of findings
- a perceptive reflection on the issues discussed
- clarity and fluency with accurate pronunciation
- good control of vocabulary and syntax.
Characteristics of weaker responses:
- minimal supporting texts incorporated in the discussion
- little evidence of research
- lack of analysis and reflection of the resources used
- inconsistent discussion
- lack of control of language coupled with inaccurate pronunciation.
Written examination
Section I – Responding to texts
Characteristics of better responses:
- relevant details from the text included to support opinions
- effective synthesis of aural and written texts
- a perceptive understanding of the emotions displayed in the context of global citizenship and Chinese identity in an international context
- a thorough understanding of the difference between Chinese and Western cultures.
Characteristics of weaker responses:
- poor translation of texts
- misinterpretation of questions
- little reference to the related issues
- little or no evidence of analysis and rationalisation
- incomplete sentences.
Section II – Creating texts in Chinese
Characteristics of better responses:
- use of a range of vocabulary and sentence structures
- a perceptive understanding of the topics and related issues
- logical thinking and analytical skills displayed in the elaboration
- a perceptive understanding of the views of young people in the age of technology
- a perceptive understanding of the feelings and emotions of the young Chinese generation when their traditional social values undergo challenges.
Characteristics of weaker responses:
- misinterpretation of the question
- a recount of the question
- not linked to the prescribed issues
- poor control of vocabulary and sentence structures.
NSW Government