Korean Continuers 2020 HSC exam pack

Students should:

• be prepared to communicate on a variety of topics relating to their personal world
• answer the question asked rather than presenting pre-prepared responses
• express their ideas and opinions and justify their point of view
• elaborate using a variety of vocabulary, phrases and expressions suitable to the question asked
• use a range of tenses and be prepared to reflect on the past, present and future
• manipulate the language to fulfil the requirements of the question
• avoid the repetition of the same vocabulary, phrases, expressions and grammatical structures
• be prepared to be interrupted by the examiner
• use Korean to ask for repetition and/or clarification of the question.

In better responses, students were able to:

• consistently expand their responses by providing a range of ideas, reasons and opinions
• use a variety of sentence endings in the right context, for example, I think (~고 생각해요), seems like (~것 같아요), indirect speech (~다고 했어요)
• speak confidently and clearly with good pronunciation
• self-correct mistakes.

Areas for students to improve include:

• responding in full sentences and avoiding single word answers
• avoiding repeating the question phrase in their answers without further elaboration
• accurately using Korean numerals, adverbial structures, adjectival phrases and tense
• responding to in-depth follow up questions such as hypothesis, justification or reflection
• avoiding English words and phrases, especially when asking for repetition of the question/s.

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• read the question carefully and respond to all parts of the question
• support their responses with relevant evidence from the text
• transcribe their response on to the lines, using the space allocated beneath the question
• use the number of lines as an indication of the required length of the response
• support their responses with reference to relevant content and language, using their own words
• avoid translating the text as part of their response.

In better responses, students were able to:

• summarise the main points in the text to respond to the question accurately (Q4)
• justify their opinions with relevant and specific references from the text (Q7)
• analyse how persuasive language techniques are used in a text and their effect on the audience (Q8).

Areas for students to improve include:

• avoiding writing all details in the text when asked to summarise the main points
• writing responses in their own words rather than translating segments from the text that do not answer the question correctly.

Students should:

• read the title, questions and the whole text before responding
• use only the lines or space beneath the question for the response
• support their responses with reference to content and language, using their own words
• be succinct in their responses, addressing the relevant details required by the question and avoiding repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and respond in relation to the context of the text
• read the whole text in order to demonstrate understanding of relevant information and ideas
• identify the key issue(s) and provide examples to substantiate their response when asked to analyse or evaluate information
• draw a conclusion or justify a point of view using their own words
• provide a succinct response of main points or ideas when asked to summarise
• avoid providing a literal translation of text
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• draw conclusions from the text supported by appropriate references and examples (Q9b)
• assess the extent of attitudes and feelings based on the information and ideas of the text (Q10d).

Areas for students to improve include:

• demonstrating a more holistic understanding of texts that is beyond the literal understanding, and using this understanding to respond to questions appropriately and correctly
• paying special attention to the requirements of every question
• including specific reference to content and language where required.

Students should:

• respond to the question asked in relation to the text
• read the entire text in order to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response and not just respond to questions asked in the text
• focus on all relevant information and key points raised in the text in order to respond to comments made, requests for advice, issues discussed, and observations made
• use the appropriate register throughout the response
• provide a creative and authentic response in relation to the text and question
• use a variety of vocabulary and expressions and a range of grammatical structures
• plan effectively to organise their thoughts, paying attention to purpose, audience, context and the type of text required in question
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• demonstrate an in-depth understanding of all ideas and information contained in the stimulus texts (letter 1 and letter 3)
• write a response (email 2) that reflects the ideas in letters 1 and 3
• demonstrate an excellent ability to organise and structure ideas and information logically and coherently
• use their own words in responding to the various ideas in the text with a range of vocabulary and a variety of sentence structures.

Areas for students to improve include:

• expressing ideas derived from the information in the text rather than from general knowledge
• elaborating on their responses with examples from the text
• organising their ideas in a logical manner appropriate to the text type and its language conventions.

Students should:

• address all parts of the question
• use the appropriate register and conventions of the type of text
• commence and conclude appropriately
• use the correct tense for the requirements of the question
• sequence their response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• proofread and edit work
• adhere to the suggested word length.

In better responses, students were able to:

• write appropriately for the audience, purpose and context of the task
• include relevant ideas and information appropriate to the idea of visiting a place for the ‘first’ time
• sequence and structure their responses using appropriate language conventions, correct grammatical structures and a range of vocabulary and sentence structures.

Areas for students to improve include:

• including a variety of ideas in their responses
• paying special attention to spelling and grammar
• writing for the purpose and audience specified in the question.

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence
• use the appropriate register and conventions of the type of text required
• commence and conclude appropriately
• manipulate the language to suit the requirements of the task
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• proofread and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• write appropriately for the audience, purpose and context of the task using a persuasive style
• include a variety of ideas and information appropriate to why the grandmother should take you with her (Q13a) or why the parents would let you have the party (Q13b)
• expand on their ideas and support them with appropriate examples
• sequence and structure their responses using appropriate language conventions, correct grammatical structures and a range of vocabulary and sentence structures
• use language conventions and stylistic elements of an email.

Areas for students to improve include:

• including a variety of ideas in their responses
• paying special attention to spelling and grammar
• writing for the purpose and audience specified in the question.