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?
Q. 40 (Easier section)
Who set up the website?
Q. 43 (Easier section)
Where is the writer of message ‘A’ living now?
12
Identifying the meaning ofIdentifying the meaning of
wwoorrddss
Q. 48 (Easier section)
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
Q. 55 (Easier section)
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
PPaappeerr 22:: MMaarrkkiinngg GGuuiiddeelliinneess
CE English Lang Paper 1B HKDSE Paper 2
Relevance and adequacy of
Language
language patterns, vocabulary,
spelling and punctuation
Content
content for purpose
Accuracy and appropriacy of
Planning & organisation Organisation
Appropriacy of tone, style and
register to genre
PPaappeerr 22:: MMaarrkkiinngg GGuuiiddeelliinneess
CE English Lang Paper 1B HKDSE Paper 2
Relevance and adequacy of
content for purpose
Content
Accuracy and appropriacy of
language patterns, vocabulary,
spelling and punctuation
Language
Planning & organisation Organisation
Appropriacy of tone, style and
register to genre
Paper 2: Marking GuidelinesPaper 2: Marking Guidelines
TTeecchhnniiccaall TTeerrmmss
1. Audience
2. Register
3. Tone
4. Style
5. Genre
6. Text-type
7. Coherent
Paper 2: Marking GuidelinesPaper 2: Marking Guidelines
TTeecchhnniiccaall TTeerrmmss
1. Audience
� The intended readership of the text (as opposed to ‘reader’ – i.e. the marker or examiner)
Paper 2: Marking GuidelinesPaper 2: Marking Guidelines
TTeecchhnniiccaall TTeerrmmss
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.
Paper 2: Marking GuidelinesPaper 2: Marking Guidelines
TTeecchhnniiccaall TTeerrmmss
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.
Paper 2: Marking GuidelinesPaper 2: Marking Guidelines
TTeecchhnniiccaall TTeerrmmss
4. Style
� Variation in a person’s writing. It usually
varies on the informal-formal parameter,
depending on context of interaction.
Paper 2: Marking GuidelinesPaper 2: Marking Guidelines
TTeecchhnniiccaall TTeerrmmss
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
Paper 2: Marking GuidelinesPaper 2: Marking Guidelines
TTeecchhnniiccaall TTeerrmmss
6. Text-type
� A written communicative event with its own
restrictions and conventions
� e.g. a letter, a story.
Paper 2: Marking GuidelinesPaper 2: Marking Guidelines
TTeecchhnniiccaall TTeerrmmss
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
SSuubbccaatteeggoorriieess wwiitthhiinn DDoommaaiinnss
� Content (C)
� Fullfilling requirements of the question
� Relevance
� Development of ideas
� Creativity and imagination
� Awareness of audience
SSuubbccaatteeggoorriieess wwiitthhiinn DDoommaaiinnss
� Language (L)
� Range of sentence structures
� Accuracy of grammar
� Spelling & punctuation
� Appropriacy of vocabulary
� Appropriacy of register, tone & style to genre
and text-type
SSuubbccaatteeggoorriieess wwiitthhiinn DDoommaaiinnss
� Language (L)
� Range of sentence structures
� Accuracy of grammar
� Spelling & punctuation
� Appropriacy of vocabulary
� Appropriacy of register, tone & style to genre
and text-type
SSuubbccaatteeggoorriieess wwiitthhiinn DDoommaaiinnss
� Organization (O)
� Effective organisation of paragraphs
� Cohesive ties
� Coherence & appropriacy of overall structure
SSuubbccaatteeggoorriieess wwiitthhiinn DDoommaaiinnss
� 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
-- AApppprroopprriiaaccyy ooff rreeggiisstteerr eettcc..
� 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
-- AApppprroopprriiaaccyy ooff rreeggiisstteerr eettcc..
� 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)
CandidateCandidate’’s Script: Languages Script: Language
-- AApppprroopprriiaaccyy ooff rreeggiisstteerr eettcc..
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: Languages Script: Language
-- AApppprroopprriiaaccyy ooff rreeggiisstteerr eettcc..
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
-- AApppprroopprriiaaccyy ooff oovveerraallll ssttrruuccttuurree
� 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)
CandidateCandidate’’s Script: Organizations Script: Organization
-- AApppprroopprriiaaccyy ooff oovveerraallll ssttrruuccttuurree
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
CandidateCandidate’’s Script: Organizations Script: Organization
-- AApppprroopprriiaaccyy ooff oovveerraallll ssttrruuccttuurree
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
Paper 2: Marking GuidelinesPaper 2: Marking Guidelines
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
Listening and Integrated Skills DescriptorsListening and Integrated Skills Descriptors
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.
Listening and Integrated Skills DescriptorsListening and Integrated Skills Descriptors
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
Listening and Integrated Skills DescriptorsListening and Integrated Skills Descriptors
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.
Listening and Integrated Skills DescriptorsListening and Integrated Skills Descriptors
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
Part B: Individual response
SSaammppllee 66
Part A: Discussion
� Express their personal views and experience
Part B: Individual response
Questions & AnswersQuestions & Answers
�� PPlleeaassee wwrriittee yyoouurr qquueessttiioonnss oonn aa ppiieeccee ooff
ppaappeerr aanndd hhaanndd iitt ttoo oonnee ooff tthhee aassssiissttaannttss