Study Guide

Field 101: Chinese (Mandarin)
Written Performance

Sample Directions for Written Performance

This section of the test consists of two written assignments. You should use your time to plan, write, review, and edit your responses to the assignments. Read the assignments carefully before you begin to write. Think about how you will organize your responses.

Your responses must be written in the target language. Your final response must be written on the response sheets (2 for each written assignment) provided. Please label your response sheets with the appropriate assignment (e.g., "Written Expression Assignment 1"). Your response sheets must be scanned using the scanner provided at your workstation.

Instructions for scanning your Response Sheets are available by clicking the "Scanning Help" button at the top of the screen.

You may use the erasable notebooklet to make notes, write an outline, or otherwise prepare your responses. However, your final responses to the assignments must be written on the response sheets and scanned using the scanner provided.

A list of suggestions is provided to help direct your responses for the assignments. It is not necessary that you cover every point on the list, nor are you limited in your responses to those points indicated. You are, however, required to write about the general assignments that you are given, and part of your score will be based on the degree to which you elaborate on the assignments by addressing either the suggested points or points of your choosing.

Your responses will be evaluated on the basis of the following criteria.

Be sure to write about the assigned topics. You may not use any reference materials during the test. Your written responses should be your original work, written in your own words, and should not be copied or paraphrased from some other work. Remember to review your work and make any changes you think will improve your responses.

Any time spent responding to the assignments, including scanning the response sheet(s), is part of your testing time. Monitor your time carefully. When your testing time expires, a pop-up message will appear on-screen indicating the conclusion of your test session. Only response sheets that are scanned before you end your test or before time has expired will be scored. Any response sheet that is not scanned before testing ends will NOT be scored.

Select the Next button to continue.

Sample Written Performance Assignment A

Imagine that you have a Chinese acquaintance who is a teacher in China and who is collecting stories to share with her class. She sends you an e-mail asking you to describe a memorable experience you had while studying a language other than your home language. Writing in Chinese, respond to the e mail. In your response, you may wish to include, but are not limited to, the following:

Your response must be written in Chinese characters (Traditional or Simplified).

Sample Response for Written Performance Assignment A

[TRADITIONAL CHARACTERS]

學習英文的難忘經歷

我從初中開始學習英文， 連頭帶尾地算起來，已經二十多年了。在這漫長的學習期間，有過很多難忘的事，其中最具有戲劇性的一件事，現在想起來覺得很有意思，寫在這裏和大家分享一。

有一回，快到聖誕節了，我出差在外地，晚上在旅館裏沒事，就想給我的一個美國朋友寫封信，寄些我和家人的照片。我寫好信後，把它封在信封裏。第二天好不容易找到一個郵局寄走了我對朋友的思念。一周以後，我回到我的辦公室，有同事告訴我有一封外國來信，我一看，我寄到美國的信正靜靜地躺在我的辦公桌上！原來我把信封的寫法弄混了，寫到美國的信，用的是中國式的信封寫法。所以我的落款就成了投遞的對象，等于我自己給自己寫了一封信！氣煞我也！我立即跑到附近的郵局，用一個大信封套住寄回來的信，寧可超重也要讓我的在美國的朋友知道這封信的故事！

此可謂買個教訓是也！這是一件難堪的事，也是一件只有在搞笑電影裏才可以看到的事，算是終身難忘了！如果用自己的母語寫信怎麽會有這樣的故事呢？我也常常拿這個故事對我的美國學生現身說法，告訴他們寫中國信與寫美國信的差別。

[SIMPLIFIED CHARACTERS]

学习英文的难忘经历

我从初中开始学习英文， 连头带尾地算起来，已经二十多年了。在这漫长的学习期间，有过很多难忘的事，其中最具有戏剧性的一件事，现在想起来觉得很有意思，写在这里和大家分享一。

有一回，快到圣诞节了，我出差在外地，晚上在旅馆里没事，就想给我的一个美国朋友写封信，寄些我和家人的照片。我写好信后，把它封在信封里。第二天好不容易找到一个邮局寄走了我对朋友的思念。一周以后，我回到我的办公室，有同事告诉我有一封外国来信，我一看，我寄到美国的信正静静地躺在我的办公桌上！原来我把信封的写法弄混了，写到美国的信，用的是中国式的信封写法。所以我的落款就成了投递的对象，等于我自己给自己写了一封信！气煞我也！我立即跑到附近的邮局，用一个大信封套住寄回来的信，宁可超重也要让我的在美国的朋友知道这封信的故事！

此可谓买个教训是也！这是一件难堪的事，也是一件只有在搞笑电影里才可以看到的事，算是终身难忘了！如果用自己的母语写信怎么会有这样的故事呢？我也常常拿这个故事对我的美国学生现身说法，告诉他们写中国信与写美国信的差别。

Sample Written Performance Assignment B

Imagine that you would like to attend a seminar for teachers of Chinese that is being held in Tientsin. As part of your application for the seminar, you need to write a short essay about what you think are the most important benefits people receive from traveling to a country other than their own. Writing in Chinese for an audience of educated adults, discuss your opinions on this topic. In your response, you may wish to include, but are not limited to, the following:

Your response must be written in Chinese characters (Traditional or Simplified).

Sample Response for Written Performance Assignment B

[TRADITIONAL CHARACTERS]

去外國旅行的好處有很多，比如能够使人增長見識，開闊眼界等等，但是在我看來，最有意義的或者說最有趣的大概是感受文化的差异。我在美國訪學的一年中感受到很多這樣的文化震撼。比如和朋友一起出行，基本是AA制。如果跑長途，租車、加油、住宿、吃飯、參觀費各自輪流來，雖然沒有算得那麽清，但都是這個模式。對這種文化開始覺得不習慣，不符合中國人的交友方式，但是長久下來，覺得人際交往變得比較簡單，用不著像在國內這麽累。老是要考慮怎麽還人情，還什麽樣的人情。

誠實地活著，也是一種值得思考和學習的文化震撼。學會說NO，這是中國人在美國必須過的一關。我們太習慣說YES，而不習慣也不喜歡說NO，這樣的結果常常是使自己變得不誠 實。明明不喜歡，明明做不到，我們常常勉强自己說YES,讓自己做違心的事。

學會誇贊別人也學會接受誇贊，這也是美國文化中值得學習的地方。中國人比較含蓄，常常采取一切都在不言中的方法爲人處世，我們不習慣誇獎別人，尤其不習慣誇獎家人，對別人誇贊自己的美言也總是回答“哪里哪里”，好象別人說的是假話。實際上，我們心裏美滋滋的。

這些文化差异讓我反思自己的往常習慣，覺得自己的做法應該改進。我不再對所有的事都說YES，如果我覺得我做不到，或者我很不喜歡，我一定會說NO，我不再刻意地去說YES的做法解放了我自己，讓我更真實地活著。可以真心地面對朋友和自己。我也開始有意識地誇贊我的學生，讓他們從我這裏得到鼓勵和自信，更好地溝通師生之間，學生才會有更大的學習積極性。對家人也是一樣，多表揚多鼓勵也是一個潤滑家庭關係的好辦法。對別人對自己的誇贊，也用一種常態的心去待之，只要是善意的表揚都大大方方地接受，過譽之辭只要不是虛僞也都當做是對自己的勉勵。至于AA制，在現在的中國，在大多數人的觀念中，還不容易施行，我耐心地等待著時機，幷且慢慢開始在極少數朋友中實行。

這樣實踐著，就覺得人生有了一點進步，洋爲中用，活學活用，至少大方向應該是不錯的吧。

[SIMPLIFIED CHARACTERS]

去外国旅行的好处有很多，比如能够使人增长见识，开阔眼界等等，但是在我看来，最有意义的或者说最有趣的大概是感受文化的差异。我在美国访学的一年中感受到很多这样的文化震撼。比如和朋友一起出行，基本是AA制。如果跑长途，租车、加油、住宿、吃饭、参观费各自轮流来，虽然没有算得那么清，但都是这个模式。对这种文化开始觉得不习惯，不符合中国人的交友方式，但是长久下来，觉得人际交往变得比较简单，用不着像在国内这么累。老是要考虑怎么还人情，还什么样的人情。

诚实地活着，也是一种值得思考和学习的文化震撼。学会说NO，这是中国人在美国必须过的一关。我们太习惯说YES，而不习惯也不喜欢说NO，这样的结果常常是使自己变得不诚实。明明不喜欢，明明做不到，我们常常勉强自己说YES,让自己做违心的事。

学会夸赞别人也学会接受夸赞，这也是美国文化中值得学习的地方。中国人比较含蓄，常常采取一切都在不言中的方法为人处世，我们不习惯夸奖别人，尤其不习惯夸奖家人，对别人夸赞自己的美言也总是回答“哪里哪里”，好象别人说的是假话。实际上，我们心里美滋滋的。

这些文化差异让我反思自己的往常习惯，觉得自己的做法应该改进。我不再对所有的事都说YES，如果我觉得我做不到，或者我很不喜欢，我一定会说NO，我不再刻意地去说YES的做法解放了我自己，让我更真实地活着。可以真心地面对朋友和自己。我也开始有意识地夸赞我的学生，让他们从我这里得到鼓励和自信，更好地沟通师生之间，学生才会有更大的学习积极性。对家人也是一样，多表扬多鼓励也是一个润滑家庭关系的好办法。对别人对自己的夸赞，也用一种常态的心去待之，只要是善意的表扬都大大方方地接受，过誉之辞只要不是虚伪也都当做是对自己的勉励。至于AA制，在现在的中国，在大多数人的观念中，还不容易施行，我耐心地等待着时机，并且慢慢开始在极少数朋友中实行。

这样实践着，就觉得人生有了一点进步，洋为中用，活学活用，至少大方向应该是不错的吧。

Performance Characteristics for the Written Performance Assignment

Development fullness of development of topic
Communication effectiveness of communication, including sociocultural appropriateness
Coherence coherence and flow of language
Vocabulary command of vocabulary and idiomatic expressions
Syntax and Grammar command of syntax and grammatical structures
Mechanics command of spelling, diacritical marks, and punctuation

Score Scale for the Written Performance Assignment

The four points of the score scale correspond to varying degrees of performance. The following statements describe typical responses at each score point.

Score Point Score Point Description
4 The "4" response gives evidence of strong skills of written expression.
  • The candidate fully addresses the assigned topic, through narratives, descriptions, and arguments. The candidate develops the topic by extensive elaboration of specific points written in a series of paragraphs.
  • The message is effectively communicated in a socioculturally appropriate manner that demonstrates a strong awareness of writing for a variety of specific audiences.
  • The candidate's ideas are clearly presented and well organized; the flow of language is smooth, transitions are effective, and cohesive devices are controlled.
  • The vocabulary used reflects a precise, varied, and broad command of the language and use of appropriate idiomatic expressions.
  • There is control of grammar with only minor syntax errors that do not interrupt communication. The candidate exhibits command of verb forms and all time frames, and uses a variety of well-constructed sentences, demonstrating command of subordination.
  • Spelling, diacritical marks, and punctuation are mastered, although not perfect.
3 The "3" response gives evidence of satisfactory skills of written expression.
  • The candidate adequately addresses the assigned topic, through simple summaries and factual narratives and descriptions. The candidate develops the topic by some elaboration of specific points in texts of paragraph length and structure.
  • The message is generally effective although command of sociocultural aspects of the language may be uneven. Writing shows a satisfactory sense of audience.
  • The candidate generally communicates clearly; awkwardness in organization or flow of language does not impede communication. The candidate is generally able to combine and link sentences and to incorporate some cohesive devices.
  • Vocabulary and idiomatic expressions are generally effective.
  • There is sustained control of simple linguistic constructions and grammar but uneven command of more complex constructions, including subordination; the candidate exhibits satisfactory control of verb forms and can narrate and describe in different time frames.
  • The writer may make some errors in spelling, diacritical marks, and punctuation.
2 The "2" response gives evidence of limited skill in written expression.
  • The candidate addresses the assigned topic in a limited way through simple summaries, descriptions, and narrations of paragraph length. The candidate provides minimal elaboration.
  • The message is somewhat effective and may reveal some sociocultural inappropriateness. Writing shows some sense of audience.
  • The candidate's ideas may be unclear; the flow of language may be intermittently uneven. The candidate has some ability to connect sentences into paragraphs and uses a limited number of repetitive cohesive devices.
  • Vocabulary and idiomatic expressions are somewhat effective, but may be simple and repetitive.
  • Grammatical presentation is flawed, even though information may be advanced; the candidate exhibits some control over simple and complex linguistic constructions, including subordination. There is evidence of lack of control of verb forms; the candidate uses different time frames, but inaccurately and inconsistently.
  • While showing some control of mechanics, the candidate regularly makes errors in spelling, diacritical marks, and punctuation
1 The "1" response gives evidence of a lack of skill in written expression.
  • The candidate ineffectively addresses the assigned topic, using only statements, questions, short messages, and notes. The candidate provides virtually no elaboration or text of paragraph length and structure.
  • The message fails to communicate effectively and demonstrates little or no sociocultural appropriateness. The writing shows little or no sense of audience.
  • The candidate's ideas are confused and lack organization; flow of language is consistently uneven; the candidate is largely unable to combine and link sentences or to incorporate cohesive devices.
  • Command of vocabulary and idiomatic expressions is inadequate.
  • Errors in grammar, syntax, and verb formation are numerous and impede communication. The candidate shows little control of simple linguistic structures, no control of more complex structures, and is unable to narrate or describe in basic time frames.
  • Mistakes in spelling, diacritical marks, and punctuation are so numerous and serious that little communication is possible.
U The response is "unscorable" because it is not on the given topic, illegible, not in the appropriate language, or too short to score.
B There is no response to the assignment.