ap14_chinese_language_interpersonal_writing

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1 2014 SCORING GUIDELINES Interpersonal Writing: 6 EXCELLENT excellence in 5 VERY GOOD Suggests excellence in 4 GOOD 3 ADEQUATE Suggests 2 WEAK Suggests lack of 1 VERY WEAK lack of 0 UNACCEPTABLE Contains nothing that earns credit TASK COMPLETION DELIVERY LANGUAGE USE stimulus with thoroughness and detail Well organized and coherent, with a clear progression of ideas; use of appropriate transitional elements and cohesive devices; well-connected discourse of paragraph length stimulus Well organized and coherent, with a progression of ideas that is generally clear; some use of transitional elements and cohesive devices; connected discourse of paragraph length stimulus but may lack detail or elaboration Generally organized and coherent; use of transitional elements and cohesive devices may be inconsistent; discourse of paragraph length, although sentences may be loosely connected addresses topic directly but may not address all aspects of stimulus Portions may lack organization or coherence; infrequent use of transitional elements and cohesive devices; disconnected sentences addresses topic only marginally or addresses only some aspects of stimulus Scattered information generally lacks organization and coherence; minimal or no use of transitional elements and cohesive devices; fragmented sentences addresses stimulus only minimally Lacks organization and coherence; very disjointed sentences or isolated words Completely irrelevant to the stimulus Not in Chinese characters Blank Consistent use of register Consistent use of register except for occasional lapses May include several lapses in otherwise consistent use of register Use of register is inconsistent or includes many errors Frequent use of register in Constant use of register in Rich and appropriate vocabulary and idioms, with minimal errors Wide range of grammatical structures, with minimal errors Appropriate vocabulary and idioms, with sporadic errors Variety of grammatical structures, with sporadic errors Mostly appropriate vocabulary and idioms, with errors that do not generally obscure meaning Mostly appropriate grammatical structures, with errors that do not generally obscure meaning Limited appropriate vocabulary and idioms, with frequent errors that sometimes obscure meaning; intermittent interference from another language Mostly simple grammatical structures, with frequent errors that sometimes obscure meaning Minimal appropriate vocabulary, with frequent errors that obscure meaning; repeated interference from another language Limited grammatical structures, with frequent errors that obscure meaning Insufficient, inappropriate vocabulary, with frequent errors that significantly obscure meaning; constant interference from another language Little or no control of grammatical structures, with frequent errors that significantly obscure meaning

2 Sample: A 李文静 : 恭喜你快要从高中毕业了! 我最近挺好的, 谢谢你的关心. 关于你邮件里面提的问题, 我觉得你应该去小学. 第一个原因是, 你虽然要高中毕业了, 但是你还是算小孩. 这样, 你可以跟小学的孩子更有相同, 因为你从经也当过小学生, 但是你没有经过老人的生活. 第二, 帮助小学生的另外一个特点是 : 小学的时候有一个大一点的孩子领着他们玩非常好, 也会带给他们很多开心. 关于拟第三个问题, 我觉得学校让学生做这种活动非常好, 因为这样学生也可以带给世界一些帮助, 让别人也感受相学生那么富裕的生活. 我希望我的想法可以带给你帮助. 大卫

3 Sample: B 你好文静! 我认为你应该听你的妈妈因为帮助老人是很好的行动. 虽然你不可以赚钱帮助老人, 你可能有非常好的经验. 再说, 如果你听你的爸爸的建议, 你会玩游戏, 很不健康和不用工. 小也朋友可能烦恼你. 文静, 我建议你决定周末去老人中心. 不但很好的经验, 而且可能很有意思的时间. 我希望你会决定帮忙老人. 再见文静!

4 Sample: C 你好! 我们好? 我的学校也要血生化亚前六十个小时的网服条! 你的功课做前去打在公园! 因为我的学校想要最好学生, 所以天天你们做我们看书我喜欢打篮球! 你也喜欢打篮球? 今年青天你会不会去游泳? 我爱游泳! 我们走一起游泳! 你今年青天见!

5 Interpersonal Writing: Note: Student samples are quoted verbatim and may contain grammatical errors. Overview This task assessed ability in the mode of communication by requiring students to write a response to an received from a friend. Students were allotted 15 minutes to read the and write a response. The response received a single holistic score based on how well it accomplished the assigned task. Students had to be able to comprehend the and then write a response that addresses all the questions posed in the . Sample: A Score: 5 The response addresses all aspects of the stimulus in a connected discourse of paragraph length, with a progression of ideas that is generally clear. It uses a rich and appropriate vocabulary, with sporadic errors ( 从经 ; 富裕 ; 经过 ; 相 ). It includes a variety of grammatical structures, also with sporadic errors ( 跟小学的孩子更有相同 ; 也会带给他们很多开心 ). Sample: B Score: 3 The response addresses the topic directly but does not address all aspects of the stimulus. Portions of the response lack coherence. The response also contains frequent vocabulary errors ( 行动 ; 可以 ; 用工 ; 烦恼 ; 时间 ). Sample: C Score: 1 The response addresses the stimulus only minimally with insufficient and inappropriate vocabulary. It demonstrates a lack of.

ap15_chinese_interpersoanal_writing_ _response

ap15_chinese_interpersoanal_writing_ _response 2015 SCORING GUIDELINES Interpersonal Writing: 6 EXCELLENT excellence in 5 VERY GOOD Suggests excellence in 4 GOOD 3 ADEQUATE Suggests 2 WEAK Suggests lack of 1 VERY WEAK lack of 0 UNACCEPTABLE Contains