Annotations
What are the effects of sandstorms on the environment in China?
Investigate a contemporary issue and write a report giving the findings.
Written report – D+
Knowledge and Understanding
Analysis
Application
KU1 D
Basic and general discussion of nature of sandstorms, with no
supporting evidence for any statement or reference to the specific
environmental effect in China. No discussion of various/alternative
opinions. Although does show some knowledge of effects of
sandstorms and possible remedial measures, does not use this
information to directly address the issue.
An2 D
Uses a range of texts (3 texts cited
in bibliography). Little evidence of
synthesis of information. Synthesis
can be demonstrated by evidence
of developing own opinion based
on ideas and opinions from texts,
and comparison of information
from texts, Some in-text referencing
can also help to demonstrate this.
Ap1 D
Little use of statistics, opinions,
ideas and concepts from sources to
illustrate points made in text.
KU2 C
Showed understanding of the nature of a written report, and of a
written text – formal and impersonal language, some nominal
groups, and linking conjunctions.
KU3 D
Findings do not specifically relate to the focus of the investigation.
Information is general, rather than finding the effects of
sandstorms on Chinese environment.
Ap3 C
Uses headings and subheadings to
help meaning. Language used is
quite formal and objective.
Attempts to describe and explain
points being made.
Communication
C1 D
Meaning is sometimes obscure (It
cans reservoir silting and effect the
development and used) but
coherence (how meanings and
sequences of ideas relate to each
other) is lacking at times.
C2 C
Some incomplete sentences and
omission of verbs. Generally simple
sentences.
C3 C
Language is generally formal and
objective. Some use of personal
pronouns (we).
KU4 C
Some use of vocabulary related to topic e.g. deforestation, soil
erosion, environmental awareness.
This is a D+ level written response. The findings do not specifically relate to the posed question, and there is little evidence to support the general statements made, or
evidence of synthesis of information from the texts. The response does demonstrate some understanding of the report genre, generally retained formal language, and
organisation of the information found is organised appropriately.
Page 1 of 4
Stage 2 English as a Second Language annotated student response
Ref: A175722 (August 2012)
© SACE Board of South Australia 2012
Produce an oral reflection on the process and findings of the investigation on the topic, ‘What are the effects of sandstorms on the environment in China? The recorded
discussion provides information about:
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the student’s intentions in carrying out the investigation
the suitability of the sources of information
the planning process for the writing of the report (taking notes, writing an outline, etc.)
how the perceived needs or expectations of the audience influenced the content of the report
findings from the investigation that the student found interesting.
Oral reflection – D
Knowledge and Understanding
Analysis
KU1 D
There was limited reference to the issues in the oral,
and then not always clearly expressed. The reflection
could have demonstrated more knowledge by talking
about the findings that were interesting, or confirmed
or conflicted with his previous knowledge.
An2 D
More specific evidence of where
(websites, factsheets, blogs, books
etc.) the texts were found, and how
the information was recorded
(interviews, surveys, note-taking,
highlighted) could have been provided.
The opportunity to discuss the
suitability or usefulness of resources
was not taken.
KU2 D
There was limited use of the language of reflection or
appraisal. The language used was appropriate to the
social distance between teacher and student.
KU3 D
Although the student was able to show the purpose of
the investigation, there was limited evidence of
reflection on the investigative processes, sources, and
on the final report.
Application
Communication
Ap2 D
Difficulty applying language skills to reflect
on the investigative process, and some
difficulty in making meaning clear.
C1 D
The level of fluency, and lapses in
pronunciation interfered with
meaning.
Ap3 D
Student was partially able to use language of
evaluation, or to express cause and effect.
The student had difficulty in elaborating on
answers or giving reasons for opinions hence
the oral was a series of questions and
answers rather than a discussion.
C2 D
Partial grammatical control and
ability to express complex thoughts.
This restricted the ability to link
thoughts and to expand on
responses.
Ap4 D
Student needed some prompting and
guidance by the teacher, and the responses
were often basic, and unelaborated.
C4 C
The response demonstrated some
ability to sustain spoken interaction
during the oral.
This is a D level oral response. There is insufficient evidence of the abilities to reflect on the investigative process, the sources used, or the degree of success in achieving
the purpose. Responses to teacher questions are brief and unelaborated.
Overall comments
Written and oral combined. This is a D+ level response – 12/30. It does not achieve a pass level because both the report findings and the oral reflection does not show a
full understanding of the requirements of a research task, or that the language skills are sufficiently developed to express information and thoughts in a way that makes
meaning sufficiently clear to a listener or a reader.
Page 2 of 4
Stage 2 English as a Second Language annotated student response
Ref: A175722 (August 2012)
© SACE Board of South Australia 2012
Performance Standards for Stage 2 English as a Second Language
A
Knowledge and Understanding Analysis
Application
Communication
Comprehensive knowledge and
sophisticated understanding of the ideas,
concepts, and issues in texts.
Comprehensive selection and use of
information from a range of sources.
Consistently clear and coherent writing
and speaking, with a sophisticated
vocabulary.
Comprehensive knowledge and
understanding of the relationship
between contexts and texts.
Thorough knowledge and understanding
of the ways in which texts are composed
for specific purposes and audiences.
Comprehensive analysis of the
relationship between the purpose,
structure, and language features of a
range of texts.
Highly effective location, recording,
analysis, and synthesis of ideas,
information, and opinions from a range of
texts.
Comprehensive knowledge and
understanding of context-specific or
technical vocabulary.
B
Precise use of formal and objective
language.
Productive interaction with other people
in order to obtain or convey information
and opinions.
Fluent use of interpersonal language to
sustain spoken interaction.
Usually clear and coherent writing and
speaking, with a sound vocabulary.
Effective analysis of the relationship
between the purpose, structure, and
language features of a range of texts.
Effective and considered selection and
use of information from a range of
sources.
Detailed knowledge and understanding of
the relationship between contexts and
texts.
Effective and considered location,
recording, analysis, and synthesis of
ideas, information, and opinions from a
range of texts.
Systematic meaning that is conveyed
and exchanged appropriately in familiar
and unfamiliar contexts.
Effective and considered knowledge and
understanding of context-specific or
technical vocabulary.
Evidence of sophisticated grammatical
control and complexity.
Comprehensive use of text-appropriate
language features to make meaning.
Well-considered knowledge and
understanding of the ideas, concepts,
and issues in texts.
Effective and considered knowledge and
understanding of the ways in which texts
are composed for specific purposes and
audiences.
Page 3 of 4
Complex meaning that is conveyed and
exchanged appropriately in familiar and
unfamiliar contexts.
Effective use of text-appropriate
language features to make meaning.
Evidence of sound grammatical control
and complexity.
Proficient use of formal and objective
language.
Effective use of interpersonal language to
sustain spoken interaction.
Effective interaction with other people in
order to obtain or convey information and
opinions.
Stage 2 English as a Second Language annotated student response
Ref: A175722 (August 2012)
© SACE Board of South Australia 2012
C
Knowledge and Understanding Analysis
Application
Communication
Considered knowledge and
understanding of the ideas, concepts,
and issues in texts.
Appropriate analysis of the relationship
between the purpose, structure, and
language features of a range of texts.
Appropriate selection and use of
information from a range of sources.
Generally clear and coherent writing and
speaking, with an appropriate
vocabulary.
Appropriate knowledge and
understanding of the relationship
between contexts and texts.
Appropriate location and recording, and
some analysis and synthesis of ideas,
information, and opinions from a range of
texts.
Some considered knowledge and
understanding of the ways in which texts
are composed for specific purposes and
audiences.
Simple meaning that is conveyed and
exchanged appropriately in familiar and
unfamiliar contexts.
Evidence of appropriate grammatical
control and complexity.
Some considered use of text-appropriate
language features to make meaning.
Appropriate use of formal and objective
language.
Appropriate interaction with other people
in order to obtain or convey information
and opinions.
Appropriate use of interpersonal
language to sustain spoken interaction.
Partial selection and use of information
from a narrow range of sources.
Occasionally clear and coherent writing
and speaking, with a restricted
vocabulary.
Some considered knowledge and
understanding of context-specific or
technical vocabulary.
D
Some recognition and understanding of
the ideas, concepts, and issues in texts.
Some recognition and understanding of
the relationship between contexts and
texts.
Some recognition and awareness of the
ways in which texts are composed for
specific purposes and audiences.
Partial recognition of the relationship
between the purpose, structure, and
language features of a range of texts.
Some location, recording, and description
of ideas, information, and/or opinions
from a text.
Some recognition and understanding of
context-specific or technical vocabulary.
E
Limited recognition or awareness of the
ideas, concepts, and issues in texts.
Limited awareness of the relationship
between contexts and texts.
Limited recognition or awareness of the
ways in which texts are composed for
specific purposes and audiences.
Limited recognition or awareness of
context-specific or technical vocabulary.
Page 4 of 4
Limited recognition of the relationship
between the purpose, structure, and
language features of a range of texts.
Attempted location and recording and
recount of simple ideas, information, or
opinions from a text.
Partial meaning that is conveyed and
exchanged in a narrow range of familiar
and unfamiliar contexts.
Evidence of partial grammatical control
and complexity.
Partial use of text-appropriate language
features to make meaning.
Restricted use of formal and objective
language.
Some interaction with other people in
order to obtain or convey simple
information and opinions.
Basic use of interpersonal language to
sustain spoken interaction.
Limited selection and use of information
from a narrow range of sources.
Limited clarity and coherence in writing
and speaking, with a limited vocabulary.
Limited meaning that is conveyed and
exchanged in a narrow range of familiar
contexts.
Evidence of limited grammatical control
or complexity.
Attempted use of text-appropriate
language features to make meaning.
Attempted interaction with other people in
order to obtain or convey simple
information and opinions.
Attempted use of formal and objective
language.
Attempted use of interpersonal language
to sustain spoken interaction.
Stage 2 English as a Second Language annotated student response
Ref: A175722 (August 2012)
© SACE Board of South Australia 2012