SACE Stage 2 Chinese (continuers) key terms

Marks awarded by the student's own school during the year, based on tasks set and marked internally, and later checked against external standards. In SACE Stage 2 Chinese these results count towards the final grade.

Assessment set and marked outside the school by the examining authority rather than by the student's teacher. It usually takes the form of a final written examination and contributes a fixed share of the overall subject grade.

The process in which samples of school-assessed work are reviewed against a common standard so that marks from different schools can be compared fairly. It can adjust school marks up or down.

The written descriptions of what earns each level of achievement in a task. Candidates use them to understand how content, language accuracy and communication are weighted before drafting a response.

The ordered bands, often from A to E, that describe the quality of a response at each level. They show what distinguishes an excellent answer from an adequate one in the same task.

The category of work a candidate must produce, such as a report, a letter, a speech, a recount or an analysis. Recognising the type helps a candidate choose the right layout, tone and register.

The conventional layout and language features expected in a piece of writing, for example the greeting and closing of a letter or the headings of a report. Following conventions shows control of the genre.

The person or group a text is written for, such as a teacher, a friend, a school principal or a newspaper reader. The audience determines how formal, direct or persuasive the language should be.

The reason a text is produced, for example to inform, persuade, entertain, complain or reflect. A clear purpose keeps the content focused and shapes which details are selected.

The level of formality in language, ranging from casual spoken style to formal written style. Choosing the wrong register, such as slang in a formal letter, weakens communication.

The contrast between language suited to writing, which tends to be fuller and more structured, and language suited to speech, which is often shorter and more interactive. Candidates should match style to the task.

Words and structures that link sentences and paragraphs so a text flows, such as conjunctions, pronouns and repeated key words. Good cohesion helps the reader follow the argument without effort.

The way ideas are grouped into paragraphs, each usually built around one main point with supporting detail. Clear paragraphing signals organisation and makes a long response easier to mark.

A claim supported by reasons and evidence, often required in persuasive or analytical tasks. A strong argument stays consistent and answers likely objections rather than listing opinions only.

Facts, examples, statistics or experiences used to support a claim. In an assessed response, evidence should be relevant and specific rather than vague general statements.

The supporting sentences that clarify a point and illustrate it with a concrete case. They turn a bare statement into a developed idea and are usually rewarded in marking.

The organisation of the final paper into sections, with fixed time limits and marks for each part. Knowing the structure helps candidates allocate reading, planning and writing time sensibly.

The planning of minutes across reading, drafting, checking and each exam section. Sensible allocation prevents a candidate from running out of time on a long writing task.

Writing a rough version and then reviewing it for errors before the final copy. Checking should cover grammar, character accuracy, tone and whether every part of the task has been answered.

The skill of extracting meaning from spoken Chinese, including main ideas, specific details and speaker attitude. Candidates often hear a passage more than once and answer questions in the target language or in English.

The skill of understanding written Chinese texts, from short notices to longer articles, and identifying main points, detail and inference. Answers must be based on the text, not on general knowledge alone.

Working out meaning that is implied rather than stated directly, such as a writer's attitude or an unspoken reason. Inference questions require evidence from the text to support the conclusion.

The important words in a question or passage that carry the main meaning and signal what must be answered. Underlining them helps candidates avoid drifting off topic.

Writing the wrong character, or a character that looks or sounds similar to the intended one. Such errors can change meaning, so candidates should check high-frequency characters carefully.

The basic lines used to form characters and the recurring parts that make them up. Recognising components helps candidates remember characters and distinguish ones that look alike.

The two standard written forms of Chinese characters. Candidates should write consistently in the form expected by the task and avoid mixing the two within one response.

Marks such as the full stop, comma, question mark and quotation marks that organise written Chinese. Some Chinese marks differ from English ones, for example the hollow full stop and the enumeration comma.

Correct use of sentence patterns, word order, particles and tense or aspect markers. Errors in these areas can confuse meaning, so accuracy is usually assessed separately from content.

Words placed between a number or demonstrative and a noun, such as 个, 本, 张 or 条. Each noun takes particular measure words, and using the wrong one is a common and noticeable error.

Recurring structures in Chinese, such as 把, 被, 是…的 and comparative forms. Using a range of patterns accurately demonstrates grammatical control beyond simple sentences.

Fixed four-character expressions and conventional phrases with meanings beyond their literal words. Used sparingly and correctly, they show cultural knowledge and enrich expression.

The variety of words a candidate can use appropriately, from everyday terms to more precise or abstract ones. A wider range allows finer distinctions and reduces repeated wording.

Telling apart words with similar meanings by differences in tone, formality, collocation or degree. Choosing precisely improves accuracy, for example between words for 'see' or 'think'.

Knowledge of customs, values and social practices that shape how Chinese speakers communicate, such as politeness routines or attitudes to family and education. It supports interpretation of texts and spoken exchanges.

Language used to show respect and maintain harmony, such as humble terms, indirect requests and appropriate forms of address. Misjudging politeness can make a response sound blunt or rude.

The recurring themes candidates must discuss, such as family, school, health, technology, environment and community. Familiarity with vocabulary for these themes allows fuller, more fluent responses.

The sentence that states the main idea of a paragraph, usually near its start. It guides the reader and keeps the supporting sentences focused on one point.

The closing part of a response that restates the main point and draws the discussion together. A conclusion should follow from the body rather than introduce a new argument.