HKDSE English Language - HKEAA€¦ · A range of text-types will be used ... CE English Lang Paper...

HKDSE English

Language

Revisions, clarifications & concerns

~December 2010

OverviewOverview

� Paper 1 – Relating the exam to the Curriculum & Assessment Guide

� Paper 2 – Marking Guidelines

� Paper 3 – Revised Paper Descriptors

� Paper 4 – Exam admin & Additional Sample Materials

� Questions & Answers

PPaappeerr 11:: RReeaaddiinngg

� Relating the exam to the Curriculum & Assessment Guide

Paper 1: ReadingPaper 1: Reading

Assessment Design of Grading Recommendation Framework Assessment

Tasks

4

RReeaaddiinngg

To assess the ability of candidates to

� Understand and interpret the purpose and meaning of a broad range of texts

� Identify the contextual meaning of words and phrases

� Interpret the tone and mood of a writer

� Distinguish and evaluate views, attitudes or arguments in fairly complex texts

� Understand the use of range of language features

� Interpret, analyse, select and organise ideas and information from various sources

5

ReadingReading

� Consists of two parts:

Part A - Compulsory

Part B - Section 1 (easier)

Section 2 (more difficult)

� Candidates choose either Section 1 or 2

� Candidates attempting Section 2 can attain up to Level 5**

� Candidates attempting Section 1 can attain up to Level 4 only

6

RReeaaddiinngg

� Written texts of varying lengths and levels of difficulty

� Different question types including multiple-choice items, short responses and more extended open-ended

responses

7

DDeessiiggnn ooff aasssseessssmmeenntt ttaasskkss

Reading texts

� A range of text-types will be used

� Continuous texts / non continuous texts

8

TTeexxtt ttyyppeess

� Editorials / newspaper articles

� Feature articles

� Excerpt from novels, short stories, poems

� Personal recounts, interviews

� Book reviews / reports, film reviews, etc

9

TTeexxtt ttyyppeess � Charts

� Advertisements

� Recipes

� Itineraries

� Timetables, etc

Appendix 4, P.151, English Language Curriculum and Assessment Guide (Secondary 4-6)

10

Skills to be assessedSkills to be assessed

� Use linguistic and contextual clues to determine the meaning of the written text

� Identify main and supporting ideas

� Relate cause to effect

� Understand and appreciate the tone, mood and intention of the writer and his/her attitude

P. 24-25, English Language Curriculum and Assessment Guide (Secondary 4-6)

11

IIddeennttiiffyyiinngg ssppeecciiffiicc iinnffoorrmmaattiioonn

Q. 39 (Easier section)

When was this website created?


Who set up the website?


Where is the writer of message ‘A’ living now?

12

Identifying the meaning ofIdentifying the meaning of

wwoorrddss


Look for words or expressions in

message ‘D’ which are opposite in

meaning to: �

a. negative : _________

b. independently : _________

c. admit : _________

13

Identifying the meaning ofIdentifying the meaning of

wwoorrddss Q. 71 (More difficult section)

Look at the idiom below which are used in the

article. Decide which of the options provided is

closest in meaning

a raw deal (line 61)

� unequal gambling opportunities

� uncooked food

� unfair treatment

14

IIddeennttiiffyyiinngg vviieewwss aanndd aattttiittuuddeess


Read the following replies, matching each with ONE of the messages on pages 4-5 of

the Reading Passage booklet �

Despite all the challenges you mentioned, I’d love Hong Kong to.

15

IIddeennttiiffyyiinngg vviieewwss aanndd aattttiittuuddeess

Q. 16 (Compulsory Part)

What is the tone of the last two words, ‘yeah, right’ in line 98?

Q. 68 (More difficult section)

What do you think is the writer’s message?

16

Understanding the developmentUnderstanding the development

ooff aa ppooiinntt ooff vviieeww oorr aarrgguummeenntt

Q. 66 (More difficult)

Give TWO reasons for the girls drifting

apart.

Q. 67 (More difficult)

Based on the poem, who do you think ultimately made the right choice? Give

reasons to support your views. 17

GGrraaddeedd AApppprrooaacchh

Levels 1 – 3

Easier items

Compulsory

items

More difficult

items

Levels 4 – 5

18

GGrraaddiinngg

� Equating the items using statistical means

� Candidates attempting the compulsory and easier sections will be capped at Level 4

� Subject experts will take level of difficulty of the paper and performance of candidates in that year and the level

descriptors into consideration 19

RecommendationsRecommendations Teachers should

� go over the level descriptors with their students carefully

� give advice to their students about which section in the optional tasks they should attempt based on their performance in the sample papers and practice paper (available in 2012)

20

D. …… bit I can certainly say that things have changed positively in general. Sure enough, there are a lot of things and issues that we want resolved, but I cannot deny that the HKSAR government has been working hand in hand with the general public to make Hong Kong a better to live in. ChineseKong

I , a

love nd I

Hong Kong. am also prou

I d

am proud to be to be from Hong

C.Y. H. (England)

� �

PPaappeerr 22:: WWrriittiinngg

� Marking Guidelines:

� Nature & purpose of marking guidelines

� How appropriacy is tested

� Relate the guidelines to a candidate’s script

Level DescriptorsLevel Descriptors

&& MMaarrkkiinngg GGuuiiddeelliinneess

� Level Descriptors � Audience:

� All end users- subject experts to general public

� Purpose: � Explicit statements of standards for guidance in

grading � Explicit statements of standard of candidate for

end users

� Language used: � Non- technical - for non-experts

Level DescriptorsLevel Descriptors

&& MMaarrkkiinngg GGuuiiddeelliinneess

� Marking Guidelines � Audience:

� Subject experts – markers

� Purpose:

� Explicit statements of levels of performance for marking

� Language used: � Technical – for experts

Paper 2: Marking GuidelinesPaper 2: Marking Guidelines

OOvveerrvviieeww

� 7 levels

� 3 domains

� Total: 21 points

PPaappeerr 22:: MMaarrkkiinngg GGuuiiddeelliinneess

CE English Lang Paper 1B HKDSE Paper 2

Relevance and adequacy of Content

content for purpose

Accuracy and appropriacy of Language

language patterns, vocabulary,

spelling and punctuation

Planning & organisation Organisation

Appropriacy of tone, style and

register to genre



Relevance and adequacy of

Language



Content

content for purpose

Accuracy and appropriacy of



register to genre



Relevance and adequacy of

content for purpose

Content

Accuracy and appropriacy of



Language



register to genre


TTeecchhnniiccaall TTeerrmmss

1. Audience

2. Register

3. Tone

4. Style

5. Genre

6. Text-type

7. Coherent



1. Audience

� The intended readership of the text (as opposed to ‘reader’ – i.e. the marker or examiner)



2. Register

� A speech variety used by a particular group

of people, usually sharing the same

occupation or the same interests. It can

distinguish itself by specialized lexis and

grammatical structures e.g. legal English,

language used by football fans etc.



3. Tone

� Variation in a person’s writing. This can vary

in several ways e.g. on the impolite-polite

parameter, on the serious-humorous

parameter, depending on context of

interaction.



4. Style

� Variation in a person’s writing. It usually

varies on the informal-formal parameter,

depending on context of interaction.



5. Genre

� A written communicative event with recognisable

characteristics. These will depend on: the purpose

of writing; who the author and the audience is and their relation; text conventions etc.

� e.g. recipe, incident report, research article, business letter replying to a complaint



6. Text-type

� A written communicative event with its own

restrictions and conventions

� e.g. a letter, a story.



7. Coherent

The property a text has when the content is

structured in a logical and recognizable

manner.

SSuubbccaatteeggoorriieess wwiitthhiinn DDoommaaiinnss

� Content (C)

� Fullfilling requirements of the question

� Relevance

� Development of ideas

� Creativity and imagination

� Awareness of audience


� Language (L)

� Range of sentence structures

� Accuracy of grammar

� Spelling & punctuation

� Appropriacy of vocabulary

� Appropriacy of register, tone & style to genre

and text-type


� Organization (O)

� Effective organisation of paragraphs

� Cohesive ties

� Coherence & appropriacy of overall structure

Sample Question 6:Sample Question 6:

CCoonntteenntt-- AAwwaarreenneessss ooff aauuddiieennccee

� Author:

� Originally from HK just returned after 7 years

away

� Audience:

� A friend overseas who either:

� Doesn’t know Hong Kong

� Is also from Hong Kong originally

� Knows Hong Kong but isn’t from here

SSaammppllee QQuueessttiioonn 66:: LLaanngguuaaggee

--AApppprroopprriiaaccyy ooff rreeggiisstteerr eettcc..

� Register, Tone & Style:

� No specialized vocab expected – apart from in-jokes

between friends

� Tone – possibly humorous, ironic, friendly,

depressed…

� Style – informal (vocab, grammar structures, set

phrases, connectors etc.)

SSaammppllee QQuueessttiioonn 66:: LLaanngguuaaggee

--AApppprroopprriiaaccyy ooff rreeggiisstteerr eettcc..

� Genre:

� Not rigid enough to talk about full set of recognizable

characteristics or discourse community

� Text-type:

� Letter writing conventions esp. beginning and ending

� May be flouted since is intimate, informal letter

Sample Question 6: OrganizationSample Question 6: Organization

-- AApppprroopprriiaaccyy ooff oovveerraallll ssttrruuccttuurree

� Various approaches possible – narrative,

argumentation, even combination of both

� Possible conventional letter introduction and

ending (though not entirely necessary)

CandidateCandidate’’s Script: Contents Script: Content

–– AAwwaarreenneessss ooff AAuuddiieennccee

� Quite strong in places:

Intro, ending, remembering promise (para.5)

� Doesn’t really establish strong idea of whether it

is a foreign friend / from Hong Kong etc.

� Friend would have to be interested in Hong

Kong transport, crowdedness and reclamation

� In places reads like an essay on reclamation

for teacher (paras. 5 & 6)

CandidateCandidate’’s Script: Contents Script: Content

–– AAwwaarreenneessss ooff AAuuddiieennccee

5 Maintains the reader’s interest and shows general awareness of audience throughout

4 Mostly maintains the reader’s interest and shows some awareness of audience

3 Engages the reader’s interest sporadically

and shows occasional awareness of audience

Candidate’s Script: Content

– Awareness of Audience

5 Maintains the reader’s interest and shows general awareness of audience throughout

4 Mostly maintains the reader’s interest and shows some awareness of audience

3 Engages the reader’s interest sporadically

and shows occasional awareness of audience

CCaannddiiddaattee’’ss SSccrriipptt:: LLaanngguuaaggee

-- AApppprroopprriiaaccyy ooff rreeggiisstteerr eettcc..

� Register / Style (good points):

� Attempts to make informal:

� Interactive: You think I am telling lie? (para. 2)

� Phrases: long time, no see, (para. 1) Ah!, (para. 5), I am really surprise (para. 4)

� Connectives: Anyway (para. 7); and, before,

although

� Avoidance of academic connectors (moreover,

nevertheless etc.)

CandidateCandidate’’s Script: Languages Script: Language


� Register / Style (weak points):

� Formal vocabulary of economics essay

� wider transportation network linking place together

(para. 3); economic development (para 6); I can

not comprehend the reclamation (para. 5)

� Rhetorical question

� Is that worthy giving up the memory and trade for economic development? (para. 5)

� Formal cohesive devices

� as (meaning because) (para. 3, 4 & 5)

� that fact (para. 5)

CCaannddiiddaattee’’ss SSccrriipptt:: LLaanngguuaaggee


� Tone

� Friendly – previous promise to send photo (para. 5)

� Intimate- The only thing I feel sad is I could not go to

school with you. (para. 1)

� Incongruous questions- Do you think I am fool? (para. 7)

� Public rhetoric: Is that worthy giving up the memory and trade for economic development? (para. 5)

� Depressed telephone call: thanks for listen to me. (para. 7)



5 Register , tone and style are appropriate to the genre and text-type

4 Register , tone and style are mostly appropriate to the genre and text-type

3 There is some evidence of register, tone

and style appropriate to the genre and text-

type



5 Register, tone and style are appropriate to the genre and text-type

4 Register, tone and style are mostly appropriate to the genre and text-type

3 There is some evidence of register, tone

and style appropriate to the genre and text-

type

CandidateCandidate’’s Script: Organizations Script: Organization


� Opening paragraph and closing conventional

� Overall structure- argumentation through a weak

narrative structure

� Incoherence: Do you think I am fool? Anyway,

thanks for listen to me. (para. 7)



5 Overall structure are coherent and appropriate to the genre and text-type

4 Overall structure is mostly coherent and appropriate to the genre and text-type

3 A limited range of connectives and

sequencers are used appropriately



5 Overall structure is coherent and appropriate to the genre and text-type

4 Overall structure is mostly coherent and appropriate to the genre and text-type

3 A limited range of connectives and

sequencers are used appropriately

CCaannddiiddaattee’’ss SSccrriipptt:: OOvveerraallll MMaarrkk

Content (C) 4

Language (L) 4

Organization (0) 5

Total Marks (out of 21) 13


CCoonncclluussiioonn

� Standards-referenced marking gives us the opportunity and the responsibility to take all aspects of performance in the Marking Guidelines into account when judging candidates’ work

Paper 3:Paper 3:

LLiisstteenniinngg aanndd IInntteeggrraatteedd SSkkiillllss

� Revised Paper Descriptors

LLiisstteenniinngg aanndd IInntteeggrraatteedd SSkkiillllss DDeessccrriippttoorrss

LLeevveell 55

Integrated Skills

• All Data File instructions are interpreted and followed appropriately.

• Relevant information is located and transferred appropriately from complex texts.

• Contrasting views and attitudes in complex written texts are evaluated.

• The content is complete and relevant to the writing task/purpose.

• There is a wide range of written sentence structures, and the use of language structures, spelling and punctuation is highly accurate.

• Register, tone and style are appropriate, and appropriate features of the genre are used.

• The organization is wholly coherent.

Data FileData File

� Graphs showing viewing figures/advertising revenue

� Transcript of interview with producer

� Minutes of Programme Planning Group meeting

� Spoken text of studio audience views on Flatmates

Listening and Integrated Skills DescriptorsListening and Integrated Skills Descriptors

LLeevveell 55

� Covers all Data File instructions

� Locates and transfers from transcript, spoken

text and graphic information

� Evaluates letter of complaint and feedback from

studio audience completely and relevantly

� Embedding/emphatic structures/repetition/

acknowledgement-response patterns

� Connective phrases/words/logical organization

of ideas in paragraphs


LLeevveell 33

Integrated Skills

• Some Data File instructions are understood and followed appropriately.

• Most relevant information is located, understood and transferred appropriately from straightforward texts on familiar themes.

• Some of the content relevant to the writing task/purpose is included.

• Some fairly complex written sentences are accurately constructed and punctuated.

• Register, tone and style are appropriate in straightforward, familiar types of writing, and features of familiar genres are used.

• The organization is coherent in parts of the text.


LLeevveell 33

� Acknowledgement is more of a repetition

� Locates and transfers from transcript, spoken text and

graphic information, though not always completely and sometimes not in own words

� Evaluation is not expected and none is given

� Fairly complex structures occur

� Tone and style appropriately polite and informal

� Mostly coherent, but some ideas are poorly

foregrounded and linkage between them is not always

logical, so affecting overall understanding


LLeevveell 11

Integrated Skills

• A few Data File instructions for simple tasks are followed in part.

• Some relevant information is located and transferred from short simple texts.

• Relevant content is included in the writing task if detailed cues have been given in the text(s).

• In parts, simple basic structures and punctuation are accurate enough to be understood.

• Basic features of familiar genres are used.

• One or two links are made between sentences.


LLeevveell 11

� Acknowledgement is very basic with unclear referent

� Material from spoken text, transcript and minutes is included, but no reference to graphs.

� Paragraph about the meeting shows basic progression from decision, reason and hoped for consequence

� Addresses the complainant, suggests that action will be taken, tries to conclude (if inarticulately) with a hope for the complainant’s understanding/appreciation of the (few) points made

Paper 4: SpeakingPaper 4: Speaking

1 Updates of exam administration

2 Additional sample papers

Exam AdministrationExam Administration

� Guidelines for Candidates Handbook

– published 2011

� Seating arrangement

Time durationTime duration

Preparation time: 10 minutes

Examination time: � Group of 4 candidates

Discussion: 8 minutes

Individual response: 1min per candidate

� Group of 3 candidates

Discussion: 6 minutes

Individual response: 1 min per candidate

Paper designPaper design

Part A Discussion

� Reading passages: short written texts, pictures to generate discussion and guide talk

� Wide range of sources: newspapers, magazines, advertisements, brochures, letters, book/film reviews etc.

� Contextualised rubrics

Paper designPaper design

Part B Individual Response

� Examiner will ask each candidate one question based on the group discussion task

� Refer to notecard and information derived from the discussion or express new ideas

Assessment CriteriaAssessment Criteria

� Pronunciation and delivery (fluency, voice

projection, intonation)

� Communication strategies (managing and

maintaining interaction)

� Vocabulary and language patterns (level of

accuracy in spoken discourse)

� Ideas and organisation (range of relevant

ideas and development of ideas)

SSccoorriinngg

� Marks will be awarded from 0 – 7 in each of the

domains

� The maximum mark is 28 marks

� Candidate will be assessed independently by

two examiners (total marks 56 marks)

SSaammppllee 44 Part A: Discussion

� Express their personal opinions (concerns about

each food)

� Twist

� Deciding which food to write about

� How to write the article

Part B: Individual response

SSaammppllee 55 Part A: Discussion

� Give feedback on an advertisement – may need to describe some aspects of the advert

� Evaluate the slogan and graphics

� Suggest ways to improve the advert


SSaammppllee 66

Part A: Discussion

� Express their personal views and experience


Questions & AnswersQuestions & Answers

�� PPlleeaassee wwrriittee yyoouurr qquueessttiioonnss oonn aa ppiieeccee ooff

ppaappeerr aanndd hhaanndd iitt ttoo oonnee ooff tthhee aassssiissttaannttss

HKDSE English Language - HKEAA€¦ · A range of text-types will be used ... CE English Lang Paper...

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