ABSTRACT
The purpose of this paper is to discuss the written performance of six students of diverse abilities on Chinese Integrated skills in Hong Kong Public Examination. These students are the candidates who sat in the Hong Kong Certificate of Education Examination (HKCEE) in 2007. The identity of these students was masked. Their written responses to Chinese Integrated Language Skills (Paper Five) with grading from level 1 to 5* were collected from Hong Kong Examinations and Assessment Authority (HKEAA), which took over responsibility of the HKCEE, after the public examination completed. This paper employs Systemic Functional Linguistics (SFL) as the main theoretical framework to analyse the organisation of their texts above the clause and around the clause based on Shum’s study (2010). The aim of this study is to investigate language features in cohesion of written texts, which indicate different levels of performance in Paper Five. This paper provides insights on features of written texts in order to differentiate written performance for Paper Five.
