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2014 Notes from the Marking Centre – Chinese Background Speakers

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Chinese Background Speakers 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 Background Speakers Stage 6 Syllabus
• the 2014 Higher School Certificate Chinese 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 Chinese in Stage 6.

Section I – Listening and Responding

Part A

Characteristics of better responses:

• a detailed knowledge of the aural text was demonstrated
• all aspects of the questions were addressed
• a logical argument was formulated as to whether Xiaomei had been effective in convincing Dongdong to reconcile with his parents (Q.1c)
• relevant information was identified to support the answers
• questions were answered in clear and comprehensible English.

Characteristics of weaker responses:

• insufficient or irrelevant information which did not support answers was provided
• the language techniques used by Xiaomei were listed without analysing their effectiveness on Dongdong (Q.1c)
• the aural text was translated without addressing the questions
• questions were answered using incomprehensible English.

Part B

Characteristics of better responses:

• the issues raised were identified in a coherent response
• a perceptive analysis was presented of the effectiveness of economic measures to save water and Xiaolu’s stance on water saving (Q.2)
• the attitudes of the people in the two texts was compared and contrasted
• the correct text type was used
• highly precise and sophisticated language was used.

Characteristics of weaker responses:

• candidates recounted what had been heard
• a general comment on water saving was presented without any textual references
• candidates wrote far more than the 200 characters required
• the wrong text type was used.

Section II – Reading and Responding

Part A

Question 3

Characteristics of better responses:

• there was a perceptive analysis of the grievances of the villagers, the personality of Wu and the criticism of Chinese society, demonstrating understanding of the extract and the prescribed text
• relevant information from the text was provided to support answers
• beliefs, attitudes and personality were inferred from features of language in the text
• precise and refined language was used.

Characteristics of weaker responses:

• candidates paraphrased or copied from the extract without addressing the question
• very brief responses without relevant textual support were provided
• candidates focused on the portrayal of the image of Wu instead of analysing his character
• the requirements of the questions were not fully addressed; for example, some responses focused on the criticism of social issues while environmental issues were not addressed.

Question 4

Characteristics of better responses:

• a perceptive understanding of the texts was demonstrated
• a perceptive analysis of the question was presented
• relevant references from the texts were included to support opinions
• the relationship between the prescribed texts and their related theme or issue was analysed
• a logical and coherent argument was presented using precise and sophisticated language.

Characteristics of weaker responses:

• a lack of understanding of the texts was displayed
• a narrative account of the texts was provided which did not address the question
• not all aspects of the question were answered, for example, making reference to only one text instead of two
• lengthy or redundant sentences were used.

Part B

Characteristics of better responses:

• a comprehensive understanding of the issues raised in the text was demonstrated
• clear and effective arguments were presented by using personal opinions and textural references which canvassed the issues
• analytical skills were displayed in the logical presentation of ideas
• the correct text type was used
• an excellent control of language was demonstrated.

Characteristic of weaker responses:

• the text was summarised or paraphrased
• the definition and the structure of the family was focused on, rather than stating an opinion on the issues raised or making textual references
• personal examples which were unrelated to the issues were used
• confused and contradictory viewpoints were presented
• very brief and superficial discussions were provided.

Section III – Writing in Chinese

Characteristics of better responses:

• a thorough understanding of the concept of global citizenship and the role of China in the context of globalisation was demonstrated
• perceptive and logical analyses were presented with appropriate and relevant supporting evidence
• a variety of sophisticated vocabulary and language structures were used
• awareness of audience was maintained throughout the speech.

Characteristics of weaker responses:

• there was little or no understanding of the questions
• candidates did not respond to the question fully; for example, by not addressing the statement that ‘the world needs China’
• inconsistent, superficial or unrelated discussions of the topics was provided
• inappropriate vocabulary and redundant sentences were used.