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: 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