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2010 HSC Notes from the Marking Centre — Korean

Contents

Introduction

This document has been produced for the teachers and candidates of the Stage 6 courses in Korean. It contains comments on candidate responses to the 2010 Higher School Certificate examinations, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabuses, the 2010 Higher School Certificate examinations, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Korean.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills they have developed through studying the course.

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Background Speakers

Section I – Listening and Responding

Part A

Question 1

General comments

Candidates are advised to make careful use of dictionaries. Candidates are advised to read the question carefully and provide information that is relevant to the question asked.

Specific comments
  1. In better responses, candidates identified two places correctly, Chungaechum and Goolpochun. In some responses, candidates incorrectly named the Environmental Museum as one of the places to visit.
  2. In better responses, candidates concentrated on the effects of the restoration of the environment and elaborated on these effects. In weaker responses, candidates emphasised the restoration methods rather than the outcomes of the restoration.
  3. In better responses, candidates analysed a variety of language features used in the text. In weaker responses, candidates summarised the content of the text without referring to language techniques or features.

Part B

Question 2

Candidates are reminded of the importance of adhering to the required word limit and using the correct text type.

In better responses, candidates demonstrated a comprehensive understanding of the issues. In these responses, candidates compared and contrasted the main issues presented in a sophisticated way. They composed effective arguments with close reference to the texts and with an understanding of context and audience.

In weaker responses, candidates summarised the text or referred to general information by using only isolated references from the texts. In these responses, candidates described the information from an objective view point and not from the perspective of Minsu or Ahrum. In some responses, candidates referred to only one text and did not structure and sequence information and ideas clearly.

Section II – Reading and Responding

Part A

Question 3

Candidates are reminded that they can answer in either English or Korean, but must do so consistently. In better responses, candidates analysed texts and structured a logical responses. Their responses demonstrated a comprehensive understanding of the task and text. In weaker responses, candidates summarised aspects of the text.

  1. In better responses, candidates provided details about the way in which the author explained the difference between ‘tradition’ and ‘convention’. In weaker responses, candidates provided details about either ‘tradition’ or ‘convention’.
  2. In better responses, candidates demonstrated a good understanding of Yeonam Ji Won Park. In some weak responses, candidates did not explain the link between the text and the ‘key to the explanation about the tradition of national culture’.
  3. In better responses, candidates explained the methods used by the author to present his point of view and provided well-rounded answers with relevant textual references. In weaker responses, candidates did not explain the methods used, and only wrote the examples from the text. Some candidates incorrectly included textual reference from the whole text.
  4. In better responses, candidates demonstrated a highly perceptive understanding of the text. Their answers linked the concept Hyo with ‘tradition’. These responses also demonstrated an excellent control of vocabulary and language structures.

Question 4

In better responses, candidates included a balanced response to both texts. They provided a sophisticated understanding of ‘…marginalised life of modern people’. These responses were well structured and demonstrated flair in the writing style.

In weaker responses, candidates did not present a balanced analysis of both texts. They also did not understand the issue ‘…marginalised life of modern people’. These responses demonstrated limited control of language and lacked structure in their writing. Often, in these weaker responses, candidates repeated the plot of the texts, without comparing and analysing the texts.

Part B

Question 5

In the best responses, candidates responded with a well-structured letter to the editor, demonstrating a good understanding of the stimulus text. These candidates successfully identified relevant textual references to support their argument with realistic suggestions for bringing about Korean unification.

In weaker responses, many candidates discussed the issue of Korean unification in general terms but did not address the editor’s point of view. In these responses, candidates also tended to reflect only one side of the argument. Other weaker responses did not properly address text type, context or audience.

Section III – Writing in Korean

General comments

Candidates are advised to read the questions carefully and provide structured answers that specifically address the question. It is important to practise structuring an extended piece of writing using a variety of text types.

Candidates are reminded to write clearly and to pay attention to paragraphing and spacing in sentences. Each paragraph should contain a new idea. Excessive and/or inappropriate use of colloquial language should be avoided.

It is recommended that candidates stay within the word limit and allow sufficient time to plan their responses. Candidates can disadvantage themselves by writing overlong responses, which often lack coherence and structure.

Candidates are advised to take note of the time suggested to complete the task.

Candidates are reminded not to identify themselves or their schools in any way.

Specific comments

Questions 6 and 7

In better responses, candidates expressed their ideas effectively with reference to context, purpose and audience, while organising, sequencing and structuring information and ideas effectively.

In the best responses for both questions, candidates presented and developed a coherent blog article which was well structured, with an introduction, a body with in-depth analysis of the issues and a convincing conclusion. In addition to their conclusions, realistic suggestions were explicitly provided as to the purpose of school or the trend of youth worshipping celebrities.

The weaker responses to these questions contained inaccuracies in written expression, poor sequencing and poor development of ideas sense.

Continuers

Oral Examination

Conversation

In better responses, candidates were well prepared and spoke with depth, providing detailed and relevant information to a range of questions. Questions were answered with a high level of grammatical accuracy. Candidates used sophisticated vocabulary and a range of sentence structures. They conversed using correct verbal endings and expressed their ideas effectively. Their responses were fluent and confident.

In weaker responses, candidates did not provide depth and they did not always respond with relevant information. They provided very brief answers and spoke with a lack of fluency. They did not use past and future tenses well and made frequent mistakes in grammar, particularly using particles.

Discussion

Candidates were generally well prepared for this section and many engaged in a meaningful discussion. They chose a wide range of topics such as traditional culture, contemporary music, food, Hanryu, etc. In better responses, the topics chosen were well defined and related directly to the syllabus. Candidates provided detailed and in-depth information and justified their point of view. Candidates generally discussed their topics in depth.

In better responses, candidates provided detailed information, demonstrating understanding and insight into their topics. They responded to a wide range of questions with depth. They made perceptive references to sources used, providing information about their reliability and usefulness.

In better responses, candidates spoke with a high level of grammatical accuracy and used a range of vocabulary and sentence structures. They discussed and substantiated a point of view effectively and consistently, supporting their opinions with reasons and/or examples. They also used correct pronunciation.

In weaker responses, candidates provided a superficial account of their research and their responses lacked depth. They did not always understand the questions asked and did not answer them with sufficient depth and detail. In some responses, candidates did not answer questions with the same degree of grammatical accuracy and sophistication of vocabulary as that used in the presentation of their topic. Candidates should expect to be asked questions that require them to discuss their topics broadly and justify their points of view rather than only answer questions that relate to their topics on a superficial level.

Written Examination

Section l – Listening and Responding

General comments

Candidates are advised to make good use of the ‘Candidate’s Notes’ column. They are also advised to transfer all the information they have written from the ‘Candidate’s Notes’ column that they want to be considered as their response.

In better responses, candidates were able to infer, evaluate and analyse information, emotions, points of view and attitudes from the texts.

Candidates are advised to read the questions carefully, focus on the key words in each question; for example, ‘purpose’, ‘how’, ‘why’ and address the answer from this perspective.

Specific comments

Question 1

In correct responses, candidates explained why Minji was so happy (ie Minji desperately wanted to go to the concert, but could not get the ticket).

Question 3

  1. In better responses, candidates included a comprehensive justification of their opinion.

Question 4

In better responses, candidates stated the changes in the female speaker’s attitude and supported this with relevant information from the text.

In weaker responses, candidates provided a summary of information not necessarily related to the question.

Question 5

  1. In better responses, candidates constructed their answer logically. In providing the reasons why Hena was so upset with Minsu, they often analysed the nature of Hena’s and Minsu’s relationship.

Section ll – Reading and Responding

Part A

Candidates should read the questions and texts carefully and respond with relevant information accordingly.

Question 8

  1. In better responses, candidates identified the reasons Seolnal has significant meaning to Koreans. In weaker responses, candidates summarised the content of the text without answering the question.
  2. In better responses, candidates identified four main trends from the text and elaborated their answer with detailed information. In weaker responses, candidates provided general information on people’s activities during Seolnal and did not identify any new trends.

Question 9

  1. In better responses, candidates identified the trip to Seorak mountain as the most enjoyable trip that Anna had experienced and justified their response. In weaker responses, candidates listed Anna’s favourite trips.
  2. Most candidates demonstrated an understanding of the methods Anna used to win over her students.
  3. In the most effective responses, candidates made a clear statement of how likely Anna was to go back to Korea, with close reference to the interview. In better responses, candidates justified the statements made. In weaker responses, candidates provided a summary of the interview.

Part B

Question 10

In better responses, candidates wrote creatively and authentically. The key points raised in emails 1 and 3 were clearly understood and the message to complete the email communication as a whole was delivered. Responses were clear and, for the most part, grammatically accurate. They demonstrated depth in the treatment of the task and their responses were well organised.

In weaker responses, candidates omitted reference to some of the main points, and their responses lacked grammatical accuracy. When two texts are provided, it is essential to read both texts before considering a response.

Section lll – Writing in Korean

Question 11

Most responses were relevant, demonstrating depth, a good knowledge of sentence structure and a range of vocabulary. For the most part, candidates structured their responses coherently, with the better responses showing clear planning and a knowledge of the conventions of text types. In most cases, responses were interesting and creative.

In better responses, candidates presented their ideas concisely and met the word limits.

In weaker responses, candidates did not provide breadth and depth and did not manipulate language to meet the specific requirements of the task. Candidates are reminded that they must maintain appropriate verbal endings throughout any text they compose.

20110108

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