Marking HSC ESL Paper1 Section2 2010


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HSC ESL examiner report 2010 Paper 1 Section 2

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Marking HSC ESL Paper1 Section2 2010

  1. 1. Marking the ESL HSC Area of Study - Paper 1 Section 2 Report and Strategies
  2. 2. The syllabus - Area of study ‘Belonging’ <ul><li>The Area of Study requires students to explore the ways in which the concept of belonging is considered and expressed in and through texts. Through close language study, and by experimenting with different language choices, students will examine how perceptions of belonging, or not belonging, vary. </li></ul>
  3. 3. Key concepts include (but are not limited to…) <ul><li>How perceptions of belonging are shaped within different contexts </li></ul><ul><li>How a sense of belonging can emerge from connections made with people, places, groups, communities </li></ul><ul><li>How experiences and notions of identity, relationships, acceptance and understanding affect belonging </li></ul><ul><li>How choices not to belong, or barriers prevent belonging </li></ul>
  4. 4. The choices for Prescribed texts: <ul><li>Heat and Dust by Ruth Prawer Jhabvala </li></ul><ul><li>The China Coin by Allan Baillie </li></ul><ul><li>Unpolished Gem by Alice Pung </li></ul><ul><li>Swallow the Air by Tara Winch </li></ul><ul><li>Billy Elliot by Stephen Daldry </li></ul><ul><li>Rabbit Proof Fence by Phillip Noyce </li></ul><ul><li>Immigrant Chronicle by Peter Skrzynecki </li></ul><ul><li>Poems by Emily Dickinson </li></ul>
  5. 5. And drama … <ul><li>Rainbows End by Jane Harrison </li></ul><ul><li>Educating Rita by Willy Russell </li></ul>
  6. 6. General Comments <ul><li>Black pen is easier to read when scanned </li></ul><ul><li>Numbered pages helps to easily establish sequence of the response </li></ul><ul><li>Many students only used one book (3 pages) however better responses were at least 2 books long – students need to be told to ask for more paper! </li></ul>
  7. 7. The marking guidelines <ul><li>In your answer you will be assessed on how well you: </li></ul><ul><li>Demonstrate understanding of the ways language shapes and expresses perceptions </li></ul><ul><li>Organize, develop and express ideas using language appropriate to audience, purpose and context . </li></ul>
  8. 8. The question <ul><li>You have been asked to give a speech to your class on the following topic: </li></ul><ul><li>‘ Acceptance and understanding are necessary for a sense of belonging .’ </li></ul><ul><li>Write the script of your speech. </li></ul><ul><li>In your speech, refer to your TWO prescribed texts and ONE text of your own choosing . </li></ul>
  9. 9. The marking criteria
  10. 10. The marking criteria <ul><li>Highly effective response fully addresses question and demonstrates insightful understanding of belonging </li></ul><ul><li>Comprehensive knowledge of texts and highly developed skills in interpretation </li></ul><ul><li>Incisive understanding of the ways in which ideas are communicated </li></ul><ul><li>Skilful use of language forms and features and highly effective synthesis of ideas and information </li></ul><ul><li>Skilful and efficient use of language with sustained control of expression </li></ul>
  11. 11. Criterion 1 - ‘an Effective response’ <ul><li>Strong emphasis on answering the question as a key criterion </li></ul><ul><li>‘ Speech’ text type NOT vital </li></ul><ul><li>‘ insightful ideas’ required student to have a sophisticated thesis about belonging that connects texts PLUS detailed analysis of other ideas about belonging </li></ul><ul><li>‘ effective’ means consistently addressing question and writing about ideas of belonging </li></ul>
  12. 12. Criterion 2 - knowledge /interpretation of texts <ul><li>Students need to show detailed knowledge of [ideas of belonging in] ALL 3 texts </li></ul><ul><li>For poetry, 2 poems necessary </li></ul><ul><li>Detailed descriptions of events / situations in texts with explanation of how they demonstrate ideas about understanding being necessary for belonging </li></ul><ul><li>At least 3 quotes from each text </li></ul>
  13. 13. Criterion 3 - ‘the ways’ <ul><li>Analysis of language forms and features is mandatory - even if the question doesn’t appear to ask for it </li></ul><ul><li>Analysis of techniques must be directed to how they convey ideas about acceptance and understanding </li></ul><ul><li>Poetry analysis seems to invite greater analysis of techniques than analysis of prose fiction texts </li></ul>
  14. 14. and… <ul><li>For prose fiction characterisation, setting, narrative structure and symbolism are ‘ways’ </li></ul><ul><li>For plays, students must analyse stage directions as well as dialogue etc </li></ul><ul><li>There is a hierarchy of language forms - figurative devices, metonymy, pathetic fallacy will promote more incisive ideas about belonging </li></ul>
  15. 15. Criteria 4 – skilful use of language forms <ul><li>There are 2 main ways students use to structure their responses… </li></ul>
  16. 16. <ul><li>Easy.. </li></ul><ul><li>Introduction </li></ul><ul><li>Prescribed Text 1 </li></ul><ul><li>Prescribed Text 2 </li></ul><ul><li>Related Text </li></ul><ul><li>Conclusion </li></ul>
  17. 17. and harder - the ‘thematic’ way… <ul><li>Introduction </li></ul><ul><li>Theme 1 – Acceptance is necessary for the development of belonging </li></ul><ul><li>Prescribed Text 1 and / or </li></ul><ul><li>Prescribed Text 2 and /or </li></ul><ul><li>Related Text </li></ul><ul><li>Theme 2 – Understanding is necessary for the development of belonging </li></ul><ul><li>Prescribed Text 1 and / or </li></ul><ul><li>Prescribed Text 2 and /or </li></ul><ul><li>Related Text </li></ul><ul><li>Conclusion </li></ul>
  18. 18. Criterion 4 (cont.) <ul><li>The more sophisticated responses used the second, thematic way of structuring – it promoted greater opportunities for synthesis </li></ul><ul><li>Speech form not essential this time </li></ul><ul><li>‘ A’ range texts characterised by sustained integration of ideas that did not need linking words like ‘similarly’ or ‘on the other hand’ </li></ul><ul><li>‘ B’ range ‘effective synthesis’ could be achieved by connectives at beginning of body paragraphs linking discussion of texts </li></ul>
  19. 19. Criteria 5 – use of language <ul><li>‘ Efficient’ means no waffling. ‘Concision’ is valued! </li></ul><ul><li>‘ A’ range scripts use highly sophisticated formal language, complex sentence structure and read like they were written by a native speaker. They also use idioms in a ‘literary’ way. </li></ul><ul><li>‘ B’ range scripts use sustained sophisticated formal language with a few ‘ESL’ type mistakes </li></ul><ul><li>‘ C’ range scripts have quite a few grammatical and other errors, but these do not interfere with meaning, register may vary. </li></ul><ul><li>‘ D’ range – as for ‘C’ but meaning is sometimes compromised </li></ul>
  20. 20. Any Questions?