UNDERSTANDING THE LANGUAGE CRITERION IN THE HKDSE (PAPER 2)

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UNDERSTANDING THE LANGUAGE

CRITERION IN THE HKDSE (PAPER 2)

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BEING ABLE TO …

use the criterion to inform our teaching

raise learners’ awareness of the criterion and what it means to be an effective writer

use the criterion when responding to and grading students’ writing

use the criterion when following up on identified students’ needs eg formative uses of

summative assessment (FUST)

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FOCUSSING ON GRAMMAR, USING A GENRE- BASED PERSPECTIVE, TO…

explore the demands of DSE questions

recap the criterion for DSE writing (Paper 2)

consider the text grammar that might typify written texts required on Paper 2 compare the use of text grammar in students’ writing on Paper 2

consider the needs of students based on their writing and implications for future

practice

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UNDERSTANDING THE COMMUNICATIVE AND LITERACY DEMANDS OF A

QUESTION: DSE PAPER 2B

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DEMANDS OF A QUESTION

GENRE

SOCIAL AND COMMUNICATIVE PURPOSE AUDIENCE

RHETORICAL STRUCTURE

TONE, REGISTER, STYLE

TEXT GRAMMAR

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WHAT ARE THE DEMANDS OF THESE QUESTIONS FROM PAPER 2B IN 2018

Q2: Learning English through Sports Communication

Q4: Learning English through Social Issues

Q5: Learning English through Debating

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(RE)FAMILIARISING OURSELVES WITH

THE CRITERION FOR DSE PAPER 2

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LEVEL 7

CONTENT LANGUAGE ORGANISATION

 Content entirely fulfils the requirements of the question



 Spelling and punctuation are almost entirely

correct



 Text is organised

extremely effectively, with logical development of ideas



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LEVEL 7

CONTENT LANGUAGE ORGANISATION

 Totally relevant

 All ideas are well developed/supported

 Creativity and

imagination are shown when appropriate

 Shows a high awareness of audience

 Very wide range of accurate sentence

structures, with a good grasp of more complex structures

 Grammar accurate with only very minor slips

 Vocabulary well-chosen and often used

appropriately to express subtleties of meaning

correct

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

 Cohesion in most parts of the text is very clear

 Cohesive ties throughout the text are sophisticated

 Overall structure is coherent, extremely sophisticated and

entirely appropriate to the genre and text-type

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WHERE MIGHT GRAMMAR BE ASSESSED?

 Creativity and

 Shows a high awareness of audience

structures, with a good grasp of more complex structures

 Grammar accurate with only very minor slips

 Vocabulary well-chosen and often used

correct

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

 Cohesion in most parts of the text is very clear

 Cohesive ties throughout the text are sophisticated

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WHERE MIGHT GRAMMAR BE ASSESSED?

 Creativity and

 Shows a high awareness of audience

structures, with a good grasp of more complex structures

 Grammar accurate with only very minor slips

 Vocabulary well-chosen and often used

correct

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

 Cohesion in most parts of the text is very clear

 Cohesive ties throughout the text are sophisticated

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GROUPS AND PHRASES

Verb groups

 Tense and aspect

 Voice

 Imperatives

 To infinitives

 Gerunds

 Modals

Other groups and phrases

 Noun group

 Adverb groups

 Adjective group

 Prepositional phrases

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CLAUSES

To interact

 making statements

 asking questions

 making commands

 making offers

Other types of clauses

 dependent

 independent

 embedded

 relative

 etc

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SENTENCES

 Combining clauses in a sentence

 linking clauses together (coordination), binding clauses together (subordination)

 Meaning relationships between clauses

 and, or, but / how when where why / ie eg

 Quoting and reporting speech and thoughts

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COHESIVE DEVICES:

CREATING LINKS IN TEXTS

• by making links to people, places and things (reference)

• by omitting and replacing words in texts

• by making links between sentences

• by creating patterns of vocabulary

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COHESIVE DEVICES:

CREATING LINKS IN TEXTS

• by making links to people, places and things (reference)

• pronouns (he, she, it) demonstratives (this, that, those, the), comparatives (same, other, similar, better)

• by omitting and replacing words in texts

• I’m not going to the beach tomorrow. I’ve got one.

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•

by making links between sentences

• add new meanings (and, also, in addition), sequence meanings (then, afterwards), show reason, result, purpose (so, therefore, for this reason), contrast (however,

instead)

• by creating patterns of vocabulary

• repeat words, use synonyms (angry, annoyed), use antonyms, use predictable

combinations (eg kitchen, cooker, fridge, cupboard), express relationships between

a thing and its parts (tree, branches, leaves, roots), express relationships between

different types of things (vehicle, car, the BMW)

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EXPECTATIONS OF A TASK: TEXT

GRAMMAR

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PAPER 2A 2018

You are Chris Wong, the class teacher of 6A. You will be taking your class on a school trip next month to sky100 shown in the poster below.

Write a letter to parents giving them the necessary information about the trip. You may use the

mindmap to help you write the letter.

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EXPLORING THE GRAMMATICAL DEMANDS OF A TEXT: WHAT ARE OUR EXPECTATIONS?

Content Language Organisation

Audience Range of sentence

structures (including complex structures) Accuracy of grammar

Choice and appropriacy of vocabulary

Register tone and style

Organisation of text and logic of development of ideas

Cohesion Cohesive ties

Coherence of overall structure and appropriacy to the genre and text-type

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COMPARING STUDENTS’ WRITING

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LOOK AT T H E 5 SA M PLES OF ST U D EN T S' W R IT IN G FOR QU EST ION 1.

Which might be an example of a level 1, 2, 3, 4 and 5 script?

Rank them from strongest to weakest

taking into account CLO.

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ANALYSING AND EVALUATING STUDENT'S

WRITING

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Look at the sample of student's writing assigned to you. What are the strengths and weaknesses of the student's use of grammar in the text in relation to the assessment criterion discussed?

Highlight the relevant parts of the text.

Share your observations with others.

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RESPONDING TO STUDENTS’ NEEDS

IN OUR TEACHING

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YOUR OWN BELIEFS AND EXPERIENCES

What adjectives would you use to describe how you feel about “marking”?

Frustrating (Ferris, Pezone, Tade and Tinti, 1997)

Gruelling and anxiety-ridden (Stern and Solomon, 2006) Tedious and unrewarding (Hyland and Hyland 2019)

A feeling that time isn’t well spent – students continue to make the same errors

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CONFLICT BETWEEN BELIEFS AND PRACTICES (LEE, 2009)

Teachers focus on form but believe that there is more to good writing than accuracy Teachers correct all mistakes but believe selective marking is better

Teachers locate and correct errors for students but they believe students should learn to identify and correct their own errors

Teachers use error codes but think students have limited ability to decipher them

Teachers use grades but almost certain that they distract students’ attention from teacher feedback

….

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WHY THE CONFLICT!?

School policy

Pressure of exam culture

Believe students are unable to self-correct / too dependent on the teacher Time – so much to cover

(Lee 2009)

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