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2012 HSC Notes from the Marking Centre – Korean Background Speakers

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Korean Background Speakers. It contains comments on candidate responses to the 2012 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 relevant syllabus, the 2012 Higher School Certificate examination, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of Korean Background Speakers.

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 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 that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

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

2. In better responses, candidates provided detailed examples to support their opinions. They clearly explained what the interviewee regrets about his past.
   
   In weaker responses, candidates only focused on the interviewee’s feelings without providing detailed examples from the text.
3. In better responses, candidates referred to a range of techniques used by the interviewer to maintain audience interest and provided detailed examples from the text.
   
   In weaker responses, candidates provided a summary of the text rather than explaining the interview techniques.

Part B

Question 2

In the majority of responses, candidates demonstrated an understanding of context and audience. They used information from both texts to compare and contrast the issues raised. Most responses were within the required word limit and addressed the purpose of the email.

In better responses, candidates demonstrated a comprehensive understanding of the problems of people in South Korea who live apart from their loved ones. They demonstrated a well-developed understanding of context and audience. They also included good suggestions to deal with current economic and social issues faced by North Korean defectors. In these responses, candidates demonstrated good control of vocabulary and language structures.

In weaker responses, candidates focused on statistical figures presented in the texts or used incorrect data in their responses. In these responses, candidates tended to summarise from the texts. Some weaker responses demonstrated poor spelling, inappropriate use of vocabulary, poor grammatical structures, and poor textual references.

Section II – Reading and Responding

Part A

Question 3

In better responses, candidates analysed the text well and structured logical responses. Such candidates demonstrated a comprehensive understanding of the task and the text. In weaker responses, candidates did not substantiate their responses with an explanation or analysis.

1. In better responses, candidates correctly identified the other accident in addition to Hyunseo’s accident in scene 15.
   
   In weaker responses, candidates provided irrelevant information not related to Hyunseo’s accident.

2. In better responses, candidates explained Gangdu’s behaviour with provided reasons to support their answer.
   
   In weaker responses, candidates listed Gangdu’s behaviour without any explanation.

3. In better responses, candidates demonstrated a thorough understanding of the film techniques used for the difference in atmosphere between scene 44 and scene 77.
   
   In weaker responses, candidates described only the atmosphere.

4. In better responses, candidates explained the significance of the title with relevant textual references from the extract provided and the film.
   
   In weaker responses, candidates could not explain the significance and provided only a few examples from the text.

5. In better responses, candidates demonstrated a highly perceptive understanding of the extracts provided. Their answers were linked to the concept of ‘the importance of family in Korean society’. These responses also demonstrated an excellent control of vocabulary and language structures.

In weaker responses, candidates provided examples without analysis.

Question 4

In better responses, candidates provided a balanced response to both texts and focused on the requirements of the question. They demonstrated a sophisticated understanding of the texts in relation to ‘an individual’s life is enormously affected by a changing society’ and an excellent ability to analyse the way in which language is used to explore this issue. 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. These responses demonstrated limited control of language and lacked structure in their writing. In many cases, in these weaker responses, candidates simply summarised the texts without presenting their own opinion on the issue.

Part B

Question 5

In better responses, candidates demonstrated a comprehensive understanding of the issues raised in the texts. They composed an effective argument with close reference to the texts and demonstrated a highlydeveloped understanding of context and audience. They also demonstrated excellent language structure, words and vocabulary.

In weaker responses, candidates referred to general information, either without referring to the texts or by using only isolated references from the texts.

Candidates are reminded that they should be able to demonstrate the convention of a text type correctly, and structure and sequence information to effectively convey their opinions and ideas.

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 for both questions, candidates presented and developed a coherent opinion article which was well structured, including an introduction, a body with in-depth analysis of the issues and a convincing conclusion. In Question 6, realistic suggestions were explicitly provided as to the purpose of social networks or the trend of young people worshipping celebrities. In Question 7, climate and sociocultural factors were also wellconsidered in relation to the food cultures of Australia and Korea.

Weaker responses to these questions contained inaccuracies in written expression, poor sequencing and poor development of ideas These candidates also often wrote less than the required amount.