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2015 Notes from the Marking Centre – Chinese Background Speakers

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Chinese Background Speakers course. It contains comments on candidate responses to the 2015 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with:

• the Chinese Background Speakers Stage 6 Syllabus
• the 2015 Higher School Certificate Chinese Background Speakers examination
• the marking guidelines
• Advice for students attempting HSC languages examinations, and HSC Languages oral examinations – advice to students
• Advice for HSC students about examinations
• other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Chinese in Stage 6.

Written examination

Section I – Listening and Responding

Part A

Characteristics of better responses:

• a detailed knowledge of the aural text was demonstrated
• all aspects of the questions were addressed
• candidates demonstrated a thorough understanding of the reasons for Zhiwei’s unwillingness to be a volunteer teacher (Q1b)
• candidates demonstrated understanding of Xiaoyun’s use of persuasive language techniques and content (Q1c)
• questions were answered in clear and comprehensive English.

Characteristics of weaker responses:

• insufficient information was provided to support the answers
• the language techniques used by Xiaoyun were listed (Q1c)
• the aural text was translated rather than addressing the question.

Part B

Characteristics of better responses:

• the issues raised were identified in a logical and coherent response
• candidates demonstrated a perceptive understanding of the opinions of tourists on the consumption of wild game
• the attitudes of the tourists in the two texts were compared and contrasted
• the correct format of a letter was used
• concise and sophisticated language was used.

Characteristics of weaker responses:

• candidates recounted what had been heard
• only one side of the argument was presented
• candidates gave their own personal opinions instead of the opinions of the tourists in the text
• candidates wrote far more than the 200 characters required
• an incomplete or the wrong text type was used.

Section II – Reading and Responding

Part A  

Question 3

Characteristics of better responses:

• candidates demonstrated a perceptive understanding of why the author described herself as ‘a daughter of a refugee’ to her son (Q3a)
• an insightful explanation as to why suffering in real life can be ‘beautiful in literature’ was offered (Q3b)
• a good explanation of how the language features were used to emphasise the mother’s situation and feelings was provided (Q3c)
• relevant information from the text was used to support answers
• precise and refined language was used.

Characteristics of weaker responses:

• candidates paraphrased or copied information from the extract without addressing the questions
• isolated details from the extract were provided without addressing the questions
• the requirements of the questions were not fully addressed, for example some responses focused on explaining the meaning of the phrase ‘a daughter of a refugee’ (Q3a) or elaborated on suffering in real life without addressing why ‘that may be beautiful in literature’ (Q3b)
• candidates listed the language features used by the author (Q3c)
• poor control of language was demonstrated.

Question 4

Characteristics of better responses:

• candidates demonstrated a perceptive understanding of the pressures experienced by the young protagonists as a result of the political era (the Cultural Revolution) portrayed in the film and the socioeconomic climate of the post-Reform and Opening-up era in the novel
• a perceptive analysis was presented with relevant textual references
• candidates demonstrated a thorough understanding of the language features and film techniques used to illustrate the pressures young people faced
• the relationship between the prescribed texts and their related theme or issue was clearly analysed
• a logical and coherent argument was presented using highly sophisticated language.

Characteristics of weaker responses:

• a lack of understanding of the texts, especially how the political and socioeconomic backgrounds intensified the pressures experienced by the protagonists, was shown
• candidates misunderstood that Jing Qiu and Lao San had to hide their love for each other because of traditional Chinese social values (they were not well matched in social and economic status) and not because of the highly political era of the Cultural Revolution.
• a narrative account or trivial incidents in the texts were provided without addressing the question
• some language features or film techniques were listed without elaboration
• not all aspects of the question were answered, for example making reference to only one text instead of two.

Part B

Characteristics of better responses:

• a comprehensive understanding of the issues raised in the text was demonstrated
• candidates expressed clear personal opinions on the issue ‘whether Christmas should be celebrated in China in the context of globalisation’ through a rational analysis of the arguments presented in the text
• highly developed logical and analytical skills were displayed in the presentation of ideas
• the correct text type was used
• an excellent control of language was demonstrated.

Characteristic of weaker responses:

• the main issues of the text and the related prescribed theme were not identified
• the text was summarised or paraphrased
• the text was misinterpreted, for example some responses focused on the discussion of why the Spring Festival should be celebrated
• confused and contradictory viewpoints were presented
• very brief or superficial discussions were provided.

Section III – Writing in Chinese

Characteristics of better responses:

• candidates demonstrated a thorough understanding of the issue of smog in Beijing or how the use of English in Chinese affects the purity of the Chinese language
• a perceptive and logical analysis was presented with appropriate and relevant support of the arguments
• a variety of sophisticated vocabulary and language structures were used
• awareness of audience was maintained throughout the article.

Characteristics of weaker responses:

• the topics were not addressed appropriately
• there was little or no understanding of the requirements of the questions, for example some responses demonstrated no understanding of the meaning of ‘importing English words directly into Chinese’
• candidates did not respond to the question fully, for example some responses only gave a general discussion of the phenomenon of using English words in Chinese without addressing its impact
• unrelated, inconsistent or superficial discussions of the topics were provided
• poor control of Chinese vocabulary and syntax was demonstrated.