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Chinese / Year 9 and 10 / Understanding / Systems of language

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Discuss key stylistic features of different text types, including classical literature (ACLCHU259)

  • identifying stylistic features of formal text types, for example, 作业报告 ;倡议书;竞选演说
  • comparing the way an argument is developed in different languages, for example, in English the writer’s position is stated upfront whereas in Chinese it is generally left until the conclusion
  • analysing how to position oneself when writing for different purposes, for example, in persuasive and evaluative writing (说服: 独生子女政策给中国的发展带来了很多好处; 议论: 独生子女政策对中国的发展利弊参半)
  • exploring how to incorporate statistical data, quotations and research-based evidence in academic texts, for example, 据统计, 计划生育政策实行以来, 中国的人口少生了三亿
  • identifying features of classical writing such as 虚词 particles 之、乎、者、也, and word reductions such as 若 (犹如,好像) 父(父亲,爸爸)
  • exploring writing techniques in classical Chinese, such as the four steps in composing an essay (起承转合)
  • using terms derived from classical literature in their own writing, for example, 世有伯乐,然后有千里马;千里马常有,而伯乐不常有。(韩愈:《杂说(四)》)
  • determining the relevance and value of成语 and 歇后语 in developing their own writing
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
ScOT terms

Literary styles,  Chinese languages,  Chinese literature

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