2014 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 2014 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 2014 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:
- a wide range of vocabulary and complex sentence structures were used effectively
- the flow of conversation was maintained coherently and confidently
- a good understanding of the topics with detailed elaboration was demonstrated
- pronunciation and intonation was clear and accurate.
Characteristics of weaker responses:
- there was limited understanding of the questions asked
- candidates used a limited range of vocabulary and sentence structures
- candidates struggled with pronunciation and intonation
- short, abrupt or rote-learnt responses were given
- inadequate information was provided without any elaboration.
Written examination
Section I – Listening and Responding
Characteristics of better responses:
- accurate and detailed information was identified
- information from the texts was well analysed
- the changes in the speaker emotions was identified
- a comprehensive understanding of the texts was demonstrated.
Characteristics of weaker responses:
- some detailed information was omitted
- the text was merely translated rather than the questions being addressed
- parts of the texts were misinterpreted.
Section II – Reading and Responding
Characteristics of better responses:
- relevant details from the texts were included to support opinions
- texts were analysed perceptively
- textual references were used effectively to justify a point of view
- the personality of Mark (Q.9c) and emotions of Lanlan (Q.9d) were inferred from the texts
- personal opinions about the issues raised were expressed in appropriate language registers
Characteristics of weaker responses:
- questions were misinterpreted
- insufficient information was given to support answers
- a limited range of vocabulary and sentence structures was used
- limited analytical skills were displayed.
Section III – Writing in Chinese
Characteristics of better responses:
- a wide variety of vocabulary and language structures were used
- correct text-types were used
- the requirements of the questions was addressed in depth
- concern and empathy were expressed when making suggestions
- effective persuasive language was used.
Characteristics of weaker responses:
- incorrect vocabulary and incomplete sentence structures were used
- responses were not sequenced logically
- brief and superficial answers were given
- points of view were expressed without elaboration.