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)
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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)
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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
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2. 5
3.
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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. 、
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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
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2. 5
3. ; “5”
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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)
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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)
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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)
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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
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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)
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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)
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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
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Student Artwork Exhibition
(Recommended by Cilei Han)
”6
Claire Johnston
Lakeridge High School
6
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.
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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)
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About the Student
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Assignment Guidelines (Instructor: Yingdong Yuan)
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Instructor’s Evaluation
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Judge’s Comment (by Xiaoxia Zhang)
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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)
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Instructor’s Evaluation
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Judge’s Comment (by Dr. Henry Ruan)
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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.
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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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Assignment Guidelines (Instructor: Xinyan Miao)
2019 5
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Instructor’s Evaluation
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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
、
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5
5 D》5
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About the Student
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Assignment Guidelines (Instructor: Yingdong Yuan)
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Instructor’s Evaluation
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Judge’s Comment (by Xiaoxia Zhang)
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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
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(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)
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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