2011 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 2011 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 2011 Higher School Certificate examinations, the marking guidelines and other support documents 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 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 far beyond the indicated space 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 that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.
Korean Background Speakers
Section I – Listening and Responding
Part A
Question 1
General comments
Candidates are advised to make careful use of dictionaries. They need to contextualise the meaning from the choices given in the dictionary. When looking for an English equivalent, candidates must ensure that they choose the correct equivalent part of speech as well as the appropriate meaning. Candidates are reminded to cross-reference words from the English–Korean dictionary with their complements in the Korean–English dictionary.
Candidates must ensure that all relevant information contained in the Notes column is transferred to the lined section of the examination paper if they want this information to be considered as part of their response.
Specific comments
- In better responses, candidates provided detailed examples to support their opinions. They clearly explained Jinhee’s point of view on Korean traditional values and linked it well to examples from the text. In weaker responses, candidates only focused on Kyoungsoo’s behaviour rather than analysing Jinhee’s Korean traditional values. Many of the weaker responses did not include examples from the text.
- In better responses, candidates interpreted Kyoungsoo’s values and attitudes well. They justified their opinions successfully by analysing the language that he used. In weaker responses, candidates provided a summary of the text rather than explaining the language usage. Many responses did not have a clear explanation of Kyoungsoo’s values and attitudes.
Part B
Question 2
Candidates are reminded of the importance of adhering to the required word limit and using the correct text type.
In the majority of responses, candidates demonstrated an understanding of the job description raised in the texts, and an understanding of context and audience. Most responses were within the required word limit.
In better responses, candidates demonstrated a comprehensive understanding of the personal profile submitted to Hana Veterinary. They demonstrated a well-developed understanding of context and audience. They also included a good balance in terms of using the information from the classified advertisement and the conversation that the student had with the teacher. In these responses, candidates demonstrated better language use in their answers rather than merely repeating what was said in the listening texts.
In weaker responses, candidates summarised the texts or referred to general information and isolated references from the texts. In these responses, candidates tended to cut and paste from the texts. Some weaker responses demonstrated poor spelling, inappropriate use of vocabulary, poor grammatical structures, and poor sequencing of information and ideas.
Section II – Reading and Responding
Part A
Question 3
The mark value and the number of lines in the short answer questions provide candidates with an indication of the length of the required response.
In better responses, candidates demonstrated a good understanding of the use of visual and auditory images. They analysed the text well and structured logical responses. Such candidates demonstrated a comprehensive understanding of the task and the text. In weaker responses, candidates summarised aspects of the text.
- In better responses, candidates demonstrated a good understanding of the use of visual and auditory images contained in the lyrics of the song. In weaker responses, candidates did not explain how those words were used effectively in the song.
- In better responses, candidates described in detail the lifestyle and culture that are expressed in the lyrics and provided detailed responses with relevant textual references. In weaker responses, candidates merely repeated the song lyrics, without a description of the lifestyle and culture.
- In better responses, candidates demonstrated a perceptive understanding of the use of musical elements and the intention of the composer. In weaker responses, candidates described some musical elements, but did not link this to the composer’s intention in the song.
- In better responses, candidates demonstrated excellent use of textual references. Their responses linked the statement to the song. These responses also demonstrated an excellent control of vocabulary and language structures. In weaker responses, candidates only referred to text and provided few relevant examples to support their response. Weaker responses did not provide an explanation of the relationship between the statement and the song.
Question 4
In better responses, candidates included a balanced response to both texts and focused on the requirements of the question. They provided a sophisticated understanding of the messages in relation to ‘today’s diverse social phenomena’. These responses were well structured and demonstrated flair in the writing style.
In weaker responses, candidates did not refer to both texts. They did not convey an understanding of the messages in relation to ‘today’s diverse social phenomena’. These responses provided a cursory summary of the texts, not related to the main message that the author was intending to convey. Weaker responses demonstrated limited control of language and lacked structure in their writing.
Part B
Question 5
Most candidates demonstrated a good understanding of the unseen text and identified the main issues raised. However, in some responses candidates simply summarised the text without including their own opinions relating to the issues.
In the best responses, candidates wrote a well-structured essay to the magazine demonstrating a good understanding of the stimulus text and also expressing their opinion on changes to the way families operate. In these responses, candidates presented excellent opinions of both positive and negative aspects of the issues while meeting the requirements of the 250–300 word length.
In weaker responses, many candidates identified the issue and selected ideas from the text, but did not present their own opinion on the issues. Some responses demonstrated a limited ability to manipulate language and sequence ideas. Other weaker responses did not properly structure and sequence the information in the required essay format and did not address the text type, context or audience.
Section III – Writing in Korean
General comments
Candidates are reminded that it is possible to gain full marks within the prescribed word limit for a writing task. Nothing is gained by unnecessarily long responses, which often contain irrelevant material and are poorly structured and repetitive. Candidates are reminded of the importance of taking time to prepare and structure their written responses in Korean. This is far more important than writing excessively beyond the word limit.
Candidates must not identify themselves, their school or their teachers in the written responses.
Candidates are advised to read the questions carefully and provide structured answers that specifically address the question.
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.
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 essay that was well structured with an introduction, a body with in-depth analysis of the issues, and a convincing conclusion.
Weaker responses to these questions contained inaccuracies in written expression, poor sequencing, a lack of cohesiveness and irrelevant ideas.
Korean Continuers
Oral examination
Conversation
In better responses, candidates communicated with a high level of fluency and excellent pronunciation. They demonstrated a natural flow in communication combined with grammatical accuracy. Candidates were able to initiate and maintain the conversation and present their own opinion and ideas clearly.
In weaker responses, candidates tended to lack confidence. These candidates included simple information in a passive manner and offered limited opinions. They provided their answers in simple sentence structure and spoke with a lack of fluency. They did not distinguish the past and future tenses and made frequent mistakes in grammar, particularly using particles.
Discussion
Most candidates seemed to be prepared for a discussion on their chosen topic. They chose a range of topics, such as famous Korean people, tourist attractions in Korea, hanbok, etc.
In better responses, candidates demonstrated depth in the treatment of the chosen topic through the development of information, ideas and opinions. They also referred to the texts studied and consistently justified their point of view. They made perceptive references to the sources used, including a literary source, 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 presented simple information without an in-depth understanding of the chosen topic or treated the chosen topic at a superficial level. In some responses, candidates answered questions with a low level of grammatical accuracy and did not use vocabulary as sophisticated as that used in the presentation of their topic.
Written examination
Section l – Listening and Responding
General comments
Candidates are advised to make careful use of dictionaries. They need to contextualise the meaning from the choices given in the dictionary. When looking for an English equivalent, candidates must ensure that they choose the correct equivalent part of speech as well as the appropriate meaning. Candidates are reminded to cross-reference words from the English–Korean dictionary with their complements in the Korean–English dictionary.
Candidates must ensure that all relevant information contained in the Notes column is transferred to the lined section of the examination paper if they want this information to be considered as part of their response.
In better responses, candidates inferred, evaluated and analysed information, emotions, points of view and attitudes from the texts.
Candidates are advised to read the questions and carefully focus on the key words in each question – for example, ‘purpose’, ‘how’ and ‘why’ – and address the answer from this perspective.
Specific comments
Question 1
In the best responses, candidates identified the purpose of the announcement – that is, that all Year 11 students were to go to the library at lunchtime to hear about the summer camp.
Question 2
- In better responses, candidates clearly outlined that, following the conversation, Jina will call Jenny to find out whether she wants to do part-time work at the Korean Festival and to let Junsu know. In weaker responses, candidates responded that Jina was calling Jenny to ask her to come to the Korean Festival.
Question 4
In better responses, candidates stated which job Youngsu would take and included relevant information from the text to justify their response.
Question 5
In better responses, candidates outlined how Anna felt about the incident. They clearly analysed her feelings and supported their opinion with examples from the text.
Part B
Question 6
In better responses, candidates clearly outlined the purpose of the call and composed the message that Jinu left for Hena, providing details. They demonstrated a clear understanding of the text and conveyed all relevant information in the message. Candidates displayed strong summarising skills based on a perceptive understanding of the issues raised in the text.
Question 7
In better responses, candidates demonstrated a clear understanding of the text and provided relevant information.
Section ll – Reading and Responding
Part A
The mark value and the number of lines in the short-answer questions provide candidates with an indication of the length of the required response. Questions will sometimes require the direct translation of material; other questions will ask for information to be interpreted in some way. In every case, it is essential that candidates answer the question being asked and refrain from including large amounts of extraneous material.
Question 8
- In better responses, candidates clearly identified the link between exercise and obesity. In weaker responses, candidates listed the statistics but did not draw any conclusions.
- In better responses, candidates provided details about eating habits and drew conclusions.
Question 9
- In better responses, candidates clearly identified the reasons Mr Park moved to Canada, mentioning both for education purposes and to improve his children’s English.
- Most candidates demonstrated an understanding of the reasons Mrs Lee’s husband wants to move back to Korea. In weaker responses, candidates did not identify that Mr Lee had an apartment and some real estate in Korea that he could sell and then use the money to start a new business.
- In the most effective responses, candidates clearly outlined the ways Mr Park and Mrs Lee differ in their feelings about returning to Korea. In better responses, candidates justified the statements made with references to both texts. In weaker responses, candidates provided a summary of the blogs.
Part B
Question 10
Most candidates demonstrated a clear understanding of the required text type as they responded effectively in a conversation format. Most candidates responded to the information and ideas of the text appropriately, providing opinions and ideas on the main issues raised in the text.
In better responses, candidates clearly articulated their own opinions on the main issues raised in the newsletter. They demonstrated depth in the treatment of the task and their responses were well organised.
In weaker responses, candidates did not seem to understand the main issue and tended to copy information from the text provided.
Section lll – Writing in Korean
Question 11
Most candidates organised information and ideas, meeting requirements of the task appropriate to the text type. All candidates demonstrated a clear understanding of the speech format and included an appropriate opening and conclusion.
In better responses, candidates demonstrated depth and breadth in the treatment of the task through interesting and creative writing that contained authentic ideas and information.
In weaker responses, candidates did not maintain the reader’s interest. These responses were often marred by incorrect usage of tense and spelling and were limited in scope
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