Vietnamese Continuers exam papers
Vietnamese Continuers 2019 HSC exam pack
2019 Vietnamese Continuers HSC exam papers
Vietnamese Continuers HSC Exam paper - transcript - audio 2019
Marking guidelines
Marking guidelines are developed with the examination paper and are used by markers to guide their marking of a student's response. The table shows each question and the criteria with each mark or mark range.
Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.
Marking feedback
Select from the link(s) below to view feedback about how students performed in this year’s examination.
Use the feedback to guide preparation for future examinations. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Feedback on practical examination
Oral examination
Conversation
Students should:
- be prepared to talk about 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.
In better responses, students were able to:
- respond in depth to a range of questions
- elaborate and provide opinions and justification for their responses
- use appropriate vocabulary and grammatical structures to answer each question effectively
- use connectives and expressions of cause and effect to respond logically and coherently
- use language structures to demonstrate reflection on aspects of their personal world
- respond from the perspective of various people in their personal world such as parents, siblings and friends.
Areas for students to improve include:
- providing responses to questions asked by the examiner and not giving pre-prepared irrelevant answers
- substantiating ideas and comments with appropriate examples
- avoiding repetition of the same vocabulary, expressions and grammatical structures throughout the conversation.
Discussion
In preparation for the Discussion, students should:
- choose a topic that has good quality reference texts and sources available
- prepare for the discussion by referring to at least three texts in their research
- ensure that one of the texts used in their research is a literary source.
During the Discussion examination, students should:
- support their discussion with evidence from the texts that they have sourced
- express and justify opinions and points of view on the in-depth study topic
- reflect on their research findings to indicate how the research helped them to express opinion/change opinion or develop a new perception about the in-depth study topic
- manipulate language to respond in a coherent and logical way to the questions asked
- use a variety of relevant vocabulary, grammar, sentence structures and expressions
- avoid responding with pre-prepared responses that do not address question asked
- avoid relying on general knowledge about the topic of in-depth topic.
In better responses, students were able to:
- discuss their chosen topic from a variety of perspectives as presented in the texts used for research
- use a variety of language structures to reflect on ideas, values, beliefs, practices expressed in texts
- respond personally and critically using a variety of vocabulary and sentence structures
- make specific and perceptive textual references
- compare and contrast views related to the topic.
Areas for students to improve include:
- choosing a topic that enables a sophisticated and perceptive discussion
- demonstrating evidence of research by providing examples from texts sourced
- demonstrating ability to reflect on findings and perspectives presented in the texts
- presenting their own ideas and opinions and supporting them with textual references
- using a variety of vocabulary, expressions and language structures relevant to the in-depth topic of study.
Feedback on written examination
Section I
Listening and Responding
Students should:
- make notes in the Candidate’s Notes column on the right-hand side of the page
- respond in English or Vietnamese as required by question
- 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:
- synthesise the ideas presented in texts and respond to all parts of the question appropriately and accurately
- identify and explain the purpose and the audience in texts
- explain attitudes and relationship of speakers and provide examples to support ideas
- show their understanding of the text by making detailed reference to the text.
Areas for students to improve include:
- reading the questions carefully to address the requirements of the question
- providing a variety of textual references to support their answer
- referring to both content and language when required by the question.
Section II
Reading and Responding
Part A
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:
- address in their response all the key words and main points required by the question
- provide all relevant references to the text in the response using their own words
- refer to the content and language of the text (Q8c,9b).
Areas for students to improve include:
- identifying the key concepts and main ideas that needed to be included in their answers
- providing textual evidence to support their response.
Part B
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
- edit their work to ensure clarity of the response.
In better responses, students were able to:
- respond to key information in the whole stimulus text
- manipulate language creatively and authentically to respond to the ideas in the text
- sequence and structure ideas and information coherently and effectively.
Areas for students to improve include:
- avoiding introducing irrelevant ideas and information that does not demonstrate understanding of the text
- using own words to express ideas and information instead of repeating, translating or paraphrasing words or expressions from the stimulus text
- sequencing their writing in a logical manner
- using connectives to present ideas coherently
- using a range of relevant vocabulary and sentence structures.
Section III
Writing in Language
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.
In better responses, students were able to:
- reflect on the experience of how the television show they have watched has affected their own view of the world (Q11a)
- present and explain a variety of relevant information and ideas to write an authentic diary in which they plan on how to persuade their parents (Q11b)
- support their ideas with a range of appropriate examples
- structure their responses coherently and logically
- use a variety of sophisticated vocabulary and sentence structures with good manipulation of language features.
Areas for students to improve include:
- providing depth in their presentation of ideas
- supporting ideas with a range of appropriate examples
- avoiding the repetition of similar ideas through paraphrasing
- structuring ideas and information in a logical manner
- using a range of vocabulary and sentence structures.
HSC exam resources
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Vietnamese Continuers Syllabus
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