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2013 Notes from the Marking Centre – Korean Background Speakers

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Korean Background Speakers 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 Korean Background Speakers Stage 6 Syllabus
• the 2013 Higher School Certificate Korean Background Speakers 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 Korean in Stage 6.

Section I – Listening and Responding

Characteristics of better responses:

• responses were not simply a translation of the text
• relevant, detailed examples were provided to support opinions
• information from both texts was used to compare and contrast the issues raised in the texts
• a well-developed understanding of language techniques, tone, context and audience was demonstrated
• responses were within the word limit with evidence of a good control of vocabulary and language structures.

Characteristics of weaker responses:

• responses were often simply a translation of the text
• responses focused on factual information without providing detailed explanation
• a limited understanding of context and audience was demonstrated, often using the incorrect text type
• vocabulary and grammatical structures were inappropriately used and spelling was poor
• insufficient textual references were used.

Section II – Reading and Responding

Characteristics of better responses:

• relevant details from the poem were included to support opinions
• poetic expressions and features were discussed
• candidates’ opinions were expressed with close reference to the text
• good analysis of the way in which language was used to convey meaning was demonstrated
• a thorough exploration was provided of the issues faced by young people as presented in the song.

Characteristics of weaker responses:

• poetic language was identified without commenting on how it was used to evoke the mood
• no relevant details from the poem were included
• the poetic expressions were explained without examples from the text to support responses, and in some cases the poetic techniques mentioned were irrelevant to the text
• some responses were a summary of the unseen text.

Section III – Writing in Korean

Characteristics of better responses:

• a range of vocabulary and language structures was included
• ideas were effectively expressed according to context, purpose, audience and text type
• the essay included an introduction, a body with in-depth analysis of the issues, and a convincing conclusion
• a variety of information and ideas was presented logically
• a good understanding of issues was demonstrated and some solutions were provided.

Characteristics of weaker responses:

• register was used inconsistently
• personal opinions related to the topic were presented without using these to form a persuasive or coherent argument
• there were inaccuracies in written expression, poor sequencing, a lack of cohesiveness, and irrelevant ideas
• language was manipulated poorly
• ideas were not structured and sequenced correctly
• the correct text type was not used
• responses were not the appropriate length (350 words).