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Selection of American K-12 Outstanding Chinese Works (May 2020)

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(CLTA)

(CLTA)(K-12 Working Group)

(The Selection of American K-12 Outstanding Chinese Works)

2019-2020

2020-2021


2019-2020 (CLTA) (K-

12 Working Group)

(The Selection of American K-12 Outstanding Chinese

Works)

Steering Committee

!

ACTFL (American Council on the Teaching of Foreign Languages)

2012 (Proficiency Guidelines 2012, Writing)

(Novice Level) (Intermediate Level) (Advanced Level)

(About the Student) (Assignment Guidelines) (Judge’s Comment)

(Instructor’s Evaluation)

CLTA

······

Bonnie Wang

— Pengpeng Jiang

Xiaoxia Zhang

Dr. Melody Chang

Dr. Henry Ruan

— Zoe Jiang

Lin Zhao


Dear Students,

Congratulations on a job well done. The works contained in these pages are examples of the results that come

from hard work on the journey of language learning, and we are so proud that the students of CLTA member

teachers have produced such an incredible array of well-written pieces on a variety of topics across the

proficiency level spectrum. Each language learner who reaches the Advanced level starts their journey as a

beginner, or "Novice," and this first edition of The Selection of American K-12 Outstanding Works shows that

each step along the way toward higher proficiency is important. As a collective group and as individuals at your

own stage of your journey, you have shown an amazing capacity for pushing your linguistic boundaries and

engaging creatively with the Chinese language.

Now for a little background on the publication you are about to read: in April 2019, the Chinese Language

Teachers Association (CLTA) founded a new group, the K-12 Working Group, with the goal of promoting and

strengthening Chinese language education in K-12 schools. The leaders of the group wanted to highlight the

excellent work already happening around the country, and we decided to do that by creating a new platform for

people to see the results — students' original work. This led to the idea for the first edition of what will become

an annual publication, The Selection of American K-12 Outstanding Works.

While we had not anticipated that our first edition of this new publication would have to come together during

the strange circumstances of the COVID-19 pandemic, the situation in which we found ourselves reminded many

students and teachers alike how important communication is in our world. We truly are connected — as the

spread of the novel coronavirus showed — and in this strange moment when almost everyone on planet Earth is

living through some version of physical isolation from other people, it's through verbal communication and the

written word that we draw on our collective strength to support each other. As Chinese language learners, you

can engage with over a billion more people on this planet, regardless of your physical location. Imagine that!

We hope you continue your language learning journey, and we hope that you continue to use your language

skills to connect with others.

Congratulations again on your achievement in having your work selected for inclusion in this year's Selection,

and we invite you to participate again next year!

Cilei Han & Mairead Harris

CLTA K-12 Working Group



Novice Level

Writers at the Novice level are characterized by the ability to

produce lists and notes, primarily by writing words and phrases.

They can provide limited formulaic information on simple forms

and documents. These writers can reproduce practiced material

to convey the most simple messages. In addition, they can

transcribe familiar words or phrases, copy letters of the alphabet

or syllables of a syllabary, or reproduce basic characters with

some accuracy.

------ ACTFL PROFICIENCY GUIDELINES 2012


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About the Student

As a high school freshman, Madeline started to learn Chinese the last September. Within the past

half year, she learned 4 chapters of Integrated Chinese Level 1 Part 1 (3rd edition) and shows

strong interest and skill in learning. Attached is her original digital work of designing a postcard to

encourage others in this difficult time (school is closed due to Covid-19).

Assignment Guidelines (Instructor: Cilei Han)

At the end of March, my Chinese 1 students were assigned to design a postcard at home. The

requirements were:

1. Put a picture on the postcard that can show one of your hobbies.


2. Introduce your name and family with some details.

3. What did you (and your family) do these few weeks?

4. In this difficult time, what do you suggest others to do to encourage them? And why?

5. Search online and find out how you wish someone good health in Chinese.

6. Ask a question about Chinese language or culture in the end (EN)

It’s an individual, at home, open book assignment. Students had 2 weeks to finish the postcard.

Judge’s Comment (by Dr. Melody Chang)

1. k44

455

2. 55

k4455

5

3. “”4“

”55““

“”5“”“

45”》5

4. 5

5. 444…5

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4

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About the Student

Grace started to learn Chinese last September. She loves mermaids, and that’s why she got the

name . Within the past half year, she has learned 4 chapters of Integrated Chinese Level

1 Part 1 (3rd edition) and shows a strong ability to apply what she learns. Attached is her original

hand-written work of introducing the main characters in the movie The Karate Kid (2010).

Assignment Guidelines (Instructor: Cilei Han)

In the beginning of March, we watched the movie The Karate Kid (2010) for about 1 hour in class.

Students were assigned to write a short paragraph (about 30 characters) about the main

characters Dre and Meiying. The goal is to find the characters’ names, nationalities, ages, family

information and hobbies. It’s an individual, on-site and open book assignment. Students had 10

minutes to finish the paragraph.


Instructor’s Evaluation

Grace answered the required questions very clearly in short sentences, including Dre’s basic

information and his unpleasant experience in school (so far). The misuse of , in the sentence

of “Dre ”, is pretty typical among beginners. This work still reflects the ability

that Grace uses the target language and fulfills the necessary linguistic functions.

Judge’s Comment (by Dr. Melody Chang)

44

45

5

44

》5

5

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241 25

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About the Student

Tallulah is currently a 10th grade student. She started learning Chinese in the fall of 2019. She

shows a great deal of interest in learning Chinese. Her handwriting is very pretty. This writing

piece is her work on a mini project last fall.

Assignment Guidelines (Instructor: Henry Ruan)

Write a self-introduction, including information about your family, using the vocabulary and the

sentence structures learned in class. You should use complete sentences in your writing. You

may also include some pictures with your writing to make your writing piece presentable. Do the

best you can!

Instructor’s Evaluation

The student used vocabulary and sentence structures correctly. Although Tallula repeated several

sentence structures, she completed the task by writing complete sentences and she organized


her writing sequence well. Her writing is fluent at her level. Of course, her photos and drawing

made her writing unique and presentable.

Judge’s Comment (by Bonnie Wang)

1. k44

45

2. 5

3.

5

4. k5

5. “”4“”5

6. 5

44

5

Student Artwork Exhibition (Recommended by Cilei Han)

6 (Mitchell Weiss) Lake Oswego High School

The inspiration behind my piece was my Aussiedoodle named “Prince,” who passed away just over

two years ago.

To commemorate his life, I made a ceramic box that holds molds of his paw prints in the shape of

hearts, also made out of ceramic material. The four lateral faces of the box each have a Chinese character

that represents attributes or characteristics of his. represents his bright personality and presence that

could light up a room whenever you were around him. is for his soft hair that he would let you pet for

hours. symbolizes his friendliness and his ability to play and make you laugh. is his calm demeanor

and the way he could reduce your stress with one nudge or gentle pat of his paw.

The box is sealed with a lid detailed by classic white Chinese Clouds and a single pink and white

rose for a handle. With heart paw prints protected by the four walls of these characters, in the same way his

memory is locked in our hearts and lives on inside of us.


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About the Student

Marina ( ) began studying

Chinese in elementary school. It is a

FLEX program with 2 or 3 times a

week for 43 minutes per class. She

is in grade 6 now and has Chinese

class 4 times a week for 43 minutes

per class; this is her 2nd semester of

6th grade; she wrote this poster

recently in grade 6.

Assignment Guidelines

(Instructor: Shufen Li)

To make a Wanted poster using

clothing vocabulary. The poster

needs to include the title, name of

the criminal, photo/image, crime,

physical description, at least 4

clothing items, with appropriate

measure words, color of the clothing

items, and rewards.


Instructor’s Evaluation

Marina’s () Wanted poster used her teacher as a criminal and the crime is that the teacher

asks students to sing too many songs. It is a very creative poster.

Judge’s Comment (by Zoe Jiang)

1. 、

5

2. 5

3. 5

55

“”“”5

4. 5

5. 5

6. 、5D

5D5

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:5

4

5

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About the Student

Charith Fernando () started taking Chinese class in the 7th grade at Durham Academy

Middle School. He is a 9th grade student and currently enrolled in Novice High Chinese class at

Durham Academy Upper School. This piece was written in April 2020 as an in-class assignment.

Charith enjoys speaking Chinese with his classmates in the Chinese Lab and practicing character

writing in his free time.

Assignment Guidelines (Instructor: Bonnie Wang)

After learning Integrated Chinese Lesson 12, use at least five new vocabulary words to write a

story that happened in a restaurant. Make sure that your story has a beginning, middle, and end,

and that the transitions are smooth and logical.

Judge’s Comment (by Dr. Henry Ruan)

1. 5

—D5


2. 5

3. ; “5”

DD“5”“

5”:5 》5 “”“”5:5

4. 5

5. 5

6. 5

4

》5

Student Artwork Exhibition (Recommended by Bonnie Wang)

62019 (Tigey Jewell-Alibhai) Durham Academy


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About the Student

Mercy Olagunju is currently a 10th grade student. She started

learning Chinese in the fall of 2019 when she was a 9th grade

student. She attended a Chinese Language summer camp

during her middle school years. This is her mini project during

her first year of Chinese.

Assignment Guidelines (Instructor: Henry Ruan)

Write a self-introduction with some family information using

the vocabulary and the sentence structures learned in class.

You should use complete sentences in your writing. You may

also include some pictures in your writing and make your

writing piece presentable. Do the best you can!

Instructor’s Evaluation

The student used vocabulary and sentence structures mostly correctly. She also wrote in

complete sentences, and she organized her writing sequence well. Her writing is fluent at her

level. Of course, her photos and drawing made her writing interesting and presentable.

Judge’s Comment (by Bonnie Wang)

4445

5

5

k5

(

Create with Language》5

) 5

4

12

5

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Intermediate Level

Writers at the Intermediate level are characterized by the ability

to meet practical writing needs, such as simple messages and

letters, requests for information, and notes. In addition, they can

ask and respond to simple questions in writing. These writers can

create with the language and communicate simple facts and

ideas in a series of loosely connected sentences on topics of

personal interest and social needs. They write primarily in the

present time. At this level, writers use basic vocabulary and

structures to express meaning that is comprehensible to those

accustomed to the writing of non-natives.

------ ACTFL PROFICIENCY GUIDELINES 2012


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About the Student

Eddie () is a first-grade student in the

Chinese Language Immersion Track of an IB

International School. Coming from an

English-speaking family, Eddie only learned

Chinese at school. It is the first year that

Eddie learned Chinese pinyin and characters.

Attached is his drawing and writing about his

biomimicry invention of the Science project

assigned during remote learning due to

Covid-19.

Assignment Guidelines (Instructor:

Melody Chang)

This project is part of the IB (PYP) Inquiry

Unit “Where we are in place and time.” After

exploring some knowledge about biomimicry

(imitation from Nature), this project “CREATE

YOUR OWN INVENTION” is for the student

to use inspiration from Nature to invent

something cool.

The content has to include:

1. Knowledge you have learned from Nature

(1) Pick one thing from Nature

(2) What is its cool trait?

(3) What is the cool trait used for?

2. Problem-Solving

A problem you would like to solve or something you have wished for

3. Biomimicry (Imitation from Nature)

How can the cool trait be used in your cool invention?

4. Cool Invention

Show and explain how cool your invention is!


Instructor’s Evaluation

Eddie researched the cool traits of the immortal Jellyfish through

the internet and books. Scientists have discovered that there is a

species of jellyfish that can live forever. They don't die, instead

transforming themselves back into their juvenile polyp state. Due

to the Covid-19 pandemic and the stay home order, Eddie always

wishes that he could go back to school. So, when Eddie learned

about the cool trait of the immortal jellyfish, he was very excited.

Inspired by the cool trait of the immortal jellyfish, he wanted to

invent a medicine which could cure the death that Covid-19 brings. As he said, “with the medicine,

we can all go back to school.” The best part of his work is when Eddie combined his creative ideas

and his good wish into an invention, which offers a great solution to the Covid-19 problem we are

all facing right now. For a first grader, Eddie expresses his ideas clearly in the targeted language—

Chinese.

Judge’s Comment (by Zoe Jiang)

u5

5

4

5

512

125

125

5

( 5

) 、5

4

D5

4D

5

》5


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About the Student

Nick Du is a 4 th grade student in

Ranch Heights Elementary School.

He is a hardworking learner currently

enrolled in Tulsa Chinese School.

Assignment Guidelines

(Instructor: Yi Yu)

A gift that is valuable.

Instructor’s Evaluation

!

Judge’s Comment

(by Pengpeng Jiang)

D5

5

、55、5

55

5

(、D:5

)、、5

4125


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About the Student

Sara () started her Chinese learning in the seventh grade. This writing assignment was

written in January 2020 as a term writing project. Sara is currently a Chinese 1 student in the

eighth grade at Shady Side Academy Middle School. She will attend Shady Side Academy High

School this fall. She plans to continue studying Chinese at the high school.

Assignment Guidelines (Instructor: Mandy Fong)

Compose an essay using your knowledge of the Chinese language. Students can choose one of

the five topics assigned, which include my family, my best friends, a letter to my friend in China,

my school, and an animal report. A list of phrases and sentence patterns is given to encourage

students to think and incorporate those in their writing.

Judge’s Comment (by Dr. Henry Ruan)

5

D、5

5

44》D5

(

5

) 5

4

4》5

。5

Student Artwork Exhibition

(Recommended by Melody Chang)

6

Eddie Tu

The International School


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About the Student

Brandon () is a first-grade student in

the Chinese Language Immersion Track

of an IB International School. Coming from

an English-speaking family, Brandon only

learned Chinese at school. It is the first

year that Brandon learned Chinese pinyin

and characters. Attached is his drawing

and writing about one thing he observed

from Nature in his neighborhood.

Assignment Guidelines

(Instructor: Melody Chang)

This assignment was assigned not long

after the school closed and students

learned from a distance. The assignment

is for students to write a journal based on

their observation from nature. Students

have to pick one thing from nature in their

neighborhood and write about their

observations from nature. They may also

draw or take photos of the thing they

chose from nature.


Instructor’s Evaluation

Brandon made a very good observation

of his favorite flower- the dandelion. He

observed that dandelions have yellow

petals that soon turn into puff balls that

disperse seeds. Based on his

observation, he used an analogy

making the connection between the

dandelion flower and the sun, the moon

and the stars. Through Brandon’s

writing, you can clearly see how he

depicted his observation of the

dandelion through the lens of his

imagination of outer space- the sun, the

moon, and the stars.

Judge’s Comment (by Zoe Jiang)

u

5

D5

12412412 125D

5》5

5

( 12412

12545

) 、5

4

5

125

55


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About the Student

Tharindu Fernando () started taking Chinese class in the 7th grade at Durham Academy

Middle School. He is a 11th grade student and currently enrolled in Intermediate Mid Chinese

class at Durham Academy Upper School. This piece was written in April 2020 as a letter to his

pen pal. He is an excellent Chinese student and peer tutor with high motivation and diligent work

ethic. Tharindu won the Intermediate Group Speech Eloquence Award at the North Carolina

Chinese Speech Contest in 2018 and 2019, and Top 3 Awards at the North Carolina Chinese

Writing Contest in 2019 and 2020.

Assignment Guidelines (Instructor: Bonnie Wang)

Write a letter back to your pen pal, who is also a high school student taking Chinese class. Tell

them about your current life and ask several appropriate questions to them.

Judge’s Comment (by Zoe Jiang)

5

D5

u5

、51 0. 2

5

D5

1212

5125》

5》

5

5

( 5

) 、5125

1212

4

5

55


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About the Student

Grace Lei () began to learn Chinese as soon as she was old enough to do so; this piece

was written during her first year of middle school. As a student at Mount View Middle School,

Grace has had Chinese class every Sunday from kindergarten to now. Grace has joined many

extracurricular activities that her Chinese school offered throughout her years of learning Chinese.


Assignment Guidelines (Instructor: Jing Dai)

200-300

555

5

Judge’s Comment (by Dr. Henry Ruan)

1. 444:5

2. D、5

3. 》5

4. 5

5. 5

6. 5

4

、5

Student Artwork Exhibition

(Recommended by Cilei Han)

”6

Claire Johnston

Lakeridge High School

6

5

5


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About the Student

Zoe Yu started learning Chinese when she was in 7th grade. This is my second year tutoring her

Chinese. Zoe is very interested in Chinese language and culture. She is also a hard-working

student who always discovers different ways to improve her Chinese skills.

Assignment Guidelines (Nominator: Pei-Ying Gosselin)

I assigned Zoe a writing assignment “Why do you learn Chinese? What is the impact of learning

Chinese on you?” Within this topic, my student has to use the Chinese writing framework learned

in class in four paragraphs: introduction, elucidation of the theme, transition to another viewpoint

and summing up. In addition to the structure of the paragraphs, my student also needs to use

explanations or examples to support arguments and use different transitional words to make

sentences and paragraphs more coherent.

Judge’s Comment (by Zoe Jiang)

1.

u5

2. 、D5

3. “”4“”4“u”“”5

5

“”

“”5》5

4. 5

5

5. “......”, “............”, “D......

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4

5

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About the Student

Mira Pickus () started taking Chinese class in 9th grade at Durham Academy Upper School.

She is an 11th grade student and currently enrolled in Intermediate Chinese class. This piece was

written in January 2020 as a class work. Mira is a highly motivated and intelligent Chinese student.

She enjoys singing in Chinese and catching up Chinese TV dramas. She won the Intermediate

Group 3rd Place at the North Carolina Chinese Speech Contest in 2019, and the Novice Group

1st Place at the North Carolina Chinese Writing Contest in the same year.

Assignment Guidelines (Instructor: Bonnie Wang)

Write a short essay on why you choose to study Chinese. Every year I ask students to write about

why they choose to study Chinese, and present to the whole class. The purpose of this

assignment is to truly find their internal motivation and practice how to support their opinions using

more and more advanced structures.

Judge’s Comment (by Zoe Jiang)

1. “” 、

5

2. 5

5

3. 5“

”5》“

:”5

4. 5

5. “............”, “............”, “D......

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6. 、5》

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4

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About the Student

Cindy Zhan () http://hccs-md.org::5

5

Assignment Guidelines (Instructor: Yingdong Yuan)

65 ]

:5 1: xx 2:

350-400 :5

Instructor’s Evaluation

55

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5

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Judge’s Comment (by Xiaoxia Zhang)

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5

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3. ,5““ ”“ ”“ “” “

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5. 5

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About the Student

The student, Mira Solomon () , started taking Chinese in her ninth grade year in high school

and has finished one and a half years of regular Chinese class (3 to 4 hours per week). She is an

outstanding student in the second-year Chinese honor program in our school.

Assignment Guidelines (Instructor: Dr. Zhaohui Cheng)

44

444u4

5] 100 150

5

Instructor’s Evaluation

5

D

“... ...” 4“”4“”4“”5

D5

5”“5

5

Judge’s Comment (by Dr. Henry Ruan)

5

D、5

4 D444444

4 》5

5

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4

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5


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About the Student

Lorem Mingni Fu () began studying

Chinese in kindergarten at an immersion

Chinese school, and she continues the

immersion program at Tillicum Middle

school. She is a seventh grader in Tillicum

Middle school right now.

Assignment Guidelines

(Instructor: Zhiling Hu)

The assignment was assigned as a summer

project at the end of last school year. Students

chose a method (journal, PowerPoint, blog etc.) to

record what they did over the summer and

presented it at the beginning of this school year.


Judge’s Comment (by Zoe Jiang)

1.

5

4》4、

…5

2. D、

“:

” 、5

3.

“” 5

“”

“” “” “” 5》

5

4.

5

5.

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, D, “” :

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6.

5、

5

4

D5

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8 16

5 8 16

5

5

5


Advanced Level

Writers at the Advanced level are characterized by the ability to

write routine informal and some formal correspondence, as well

as narratives, descriptions, and summaries of a factual nature.

They can narrate and describe in the major time frames of past,

present, and future, using paraphrasing and elaboration to

provide clarity. Advanced-level writers produce connected

discourse of paragraph length and structure. At this level, writers

show good control of the most frequently used structures and

generic vocabulary, allowing them to be understood by those

unaccustomed to the writing of non-natives.

------ ACTFL PROFICIENCY GUIDELINES 2012


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About the Student

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5

…5 D

5

5


Assignment Guidelines (Instructor: Xinyan Miao)

2019 5

5

Instructor’s Evaluation

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5

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D5

Judge’s Comment (by Lin Zhao)

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》5

4

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About the Student

Haoai Li () came to us in upper elementary school. After arriving in the U.S., Haoai’s

Chinese learning got interrupted until she picked up Chinese again in 9th grade at the public high

school. Fluent in Chinese, Haoai enjoys learning how to write Chinese characters and about

Chinese culture.

Assignment Guidelines (Instructor: Yuhsin Lee)

Write a 2-3-minute Chinese speech for our school’s annual speech and talent contest. The topic

scope is unlimited as long as it is positive and reflects good taste appropriate for the school setting.

Haoai wrote a speech to enter into the speech competition. Unfortunately, the speech competition

conflicted with her school drill team tryout. Originally, Haoai planned to use the script for other

local Chinese speech competitions as well. However due to the Coronavirus outbreak, all other

competitions were cancelled as well. Fortunately, at least she can enter into the CLTA-USA

outstanding Chinese works competition.

Instructor’s Evaluation

The piece expresses the writer's growth and her psychological journal to become a stronger,

healthier and happier person. The piece uses an array of beautiful figures of speech, including

analogy, metaphor and personification. It goes beyond external physical description to penetrate

deep into the writer’s emotional and psychological struggles. Various connectors clearly organize

her thoughts cohesively and develop her thoughts into powerful stories. The writer also

courageously allows the reader a glimpse into her mind, partially solving the puzzle of her

grimness that overshadows her stellar academic performance. The writing surpassed merely

communication into the realm of a piece of art.

Judge’s Comment (by Dr. Henry Ruan)

5

5

》5

5

5 D》5

55

( 》5

) 、》5

45


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About the Student

uJack Ren:HCCS-MD::5

5

Assignment Guidelines (Instructor: Yingdong Yuan)

65 ]

:51: xx 2:

350-400 :5

Instructor’s Evaluation

u5

55D

555

Judge’s Comment (by Xiaoxia Zhang)

5

、5

、、5

5

( 5

) 5

5

4

55


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About the Student

Trista is a girl from a Chinese family. She loves Chinese culture and language. She studies

Chinese very hard and conscientiously. She is the best student in my class. From last year until

now, I found her Chinese writing has improved greatly, and is now comparable to that of senior

Chinese elementary school students. She volunteered to participate in this Chinese works

competition. I think she has the ability to compete and I am happy to recommend her.

Assignment Guidelines (Instructor: Liping Chen)

Using Chinese to tell a story of a student's real daily life or some significant event in society around

them. Not only describing items, activities and processes, but also expressing a student's own

experience through her feelings and thoughts.


Judge’s Comment (by Pengpeng Jiang)

54

45

5

““

5《5

5

( D 5

) 5

45

(Dr. Henry Ruan) 2008-2012 (College Board) AP

(Teachers College at Columbia University)


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About the Student

Yao Wang ( ) began to study Chinese in

kindergarten, and she grew up in a family that values

Chinese culture and traditions. She is a middle school

student and studies Chinese at a Sunday Chinese

school. This was a great piece of writing done by Yao and

it shows the great effort she has put into learning for so

many years.

Assignment Guidelines

(Instructor: Lei He)

This piece was written last year when we wrote about If

You Could Transform Yourself Into… All the students

used their imagination and told stories that we had never

thought of. Students first brainstormed various ideas

who/what they want to transform into, from imaginary characters like a bird, a cloud etc. to real

persons like the CEO of Apple company, the principal of a school and so on. Then, they were

guided by the teacher on how to structure and organize their ideas into writing. Students enjoyed

expressing and imagining their stories that and also relating their imagination and dreams with

their lives.


Judge’s Comment (by Bonnie Wang)

u5

12

、5

5

4

5

( 、5

) D…

5

4

》1D

21D25

512

…5

Student Artwork Exhibition (Recommended by Bonnie Wang)

6 •

2019

(Justin Cobb)

Durham Academy


2020

STEM

(Zoe Jiang) (Issaquah School District)

2018 2014-2015 2018-2019


The Selection of American K-12 Outstanding Chinese Works (

) is an annual digital magazine dedicated to the publication of writing submitted by K-12

learners of Chinese as a foreign language for the purpose of promoting Chinese language and

culture studies in North America. It provides a platform for learners to practice their craft as

writers and to share their ideas, inspiration, and successes in their Chinese learning. It is also an

essential, authentic and rich writing assignment resource for primary and secondary teachers.

CLTA Headquarters

Dept. of Modern Languages

Carnegie Mellon University

5000 Forbes Ave. Pittsburgh, PA

15213-3890, U.S.A.

Email: CLTA@Andrew.cmu.edu

K-12 Working Group

K12workinggroup@gmail.com

Cilei Han

Mairead Harris

Zoe Jiang

Dr. Henry Ruan

Bonnie Wang

Regional CLTA Association K-12 Representatives:

CLTAC

Jing Liang

Lowell High School

jingliang88@gmail.com

CLTA -GNY

Dr. Henry Ruan

Loomis Chaffee School

henryruan@hotmail.com

CLTA-IN

Chunmei Guan

Logansport High School

guanchunmei@gmail.com

CLTA-NC

Bonnie Wang

Durham Academy

bonnie.wang@da.org

CLTA-NCR

Xiaoxia Zhang

Baltimore International Academy

xiazhang0918@hotmail.com

NECLTA

Yixing Chen

Newton North High School

pangxingxing@hotmail.com

CLTA-OK

Pengpeng Jiang

Jenks Southeast Elementary

jiangpengpengedu@gmail.com

CLTA-OR

Dr. Melody Chang

The International School

melody.yychang@gmail.com

CLTA-TX

Yuhsin Lee

Carroll High School

cltatx@gmail.com

CLTA-VA

Lin Zhao

Loudoun County Public Schools

Lzhao2014@gmail.com

Fei Reed

Sidwell Friends School

reedf@sidwell.edu

CLTA-WA

Zoe Jiang

Skyline High School

jianglo@hotmail.com


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