2010 HSC Notes from the Marking Centre — Chinese Background Speakers
Contents
Introduction
This document has been produced for the teachers and candidates of the Stage 6 course in Chinese Background Speakers. It contains comments on candidate responses to the 2010 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 relevant syllabus, the 2010 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Chinese Background Speakers.
General comments
Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.
Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated may reduce the time available for answering other questions.
Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked, or verbs may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.
Section I – Listening and Responding
Part A
Question 1
General comments
In the weaker responses, candidates experienced difficulties in expressing themselves comprehensibly in English.
Candidates are reminded to read questions carefully and focus on the key elements of the spoken text.
Specific comments
- Most of the candidates identified the success of the program with all the relevant textual references. In the weaker responses, candidates did not include all textual references.
- In the better responses, candidates explained the reasons why Lina was a suitable person to be interviewed, with relevant textual references. In the weaker responses, candidates did not relate Lina’s experiences to her selection as a suitable interviewee.
- In the better responses, candidates analysed the interview style with appropriate language techniques supported by textual references. In the weaker responses, candidates simply recounted the sequence of the interview without analysing the interview style. In the weakest responses, candidates did not identify the language techniques relevant to the interview style and they did not refer adequately to the text to support their point of view.
Part B
Question 2
General comments
Candidates are reminded that both texts should be referred to in the response to Question 2.
Specific comments
- In the best responses, candidates demonstrated a comprehensive understanding of both perspectives and compared and contrasted the main issues by analysing the urgency of the need for environmental protection.
- While most candidates wrote effectively in terms of context and audience, a few incorrectly used the speech format instead of a debate.
- Many candidates composed their arguments without referring to the information in both texts.
- In the weaker responses, candidates did not compose their arguments using an appropriate text type. Some wrote a creative writing response focusing on the seriousness of the environmental problems and possible solutions.
Section II – Reading and Responding
Part A
General comments
Candidates are strongly advised to read the abstract carefully and focus on the issues raised. Particular attention should be given to questions that require an extended response.
Question 3
Specific comments
- In the weaker responses, the candidates did not mention that Guo Yan had hidden Wang Qiming’s job rejection letters.
- In the better responses, the candidates explained that Wang Qiming had used rough language to portray his openness, toughness and straightforwardness.
- In the best responses, candidates focused on Guo Yan’s behaviour in relation to its cultural significance.
- In the better responses, the candidates analysed the significance of Wang Qiming cutting his hair as a turning point in Episode 3 and Episode 15. In the weaker responses, candidates focused on retelling the story rather than analysing the significance of the episodes.
Question 4
Specific comments
- Most responses were lucid and coherent. In the better responses candidates related their argument and analysis to the theme of the individual and community.
- Only in the best responses were references to the prescribed texts well integrated into the body of the argument. In a few responses, the examples referred to were not relevant.
- Most candidates demonstrated a better understanding of the text Dayanhe – my wet nurse than the film My 1919 in their responses.
- In some of the weaker responses, candidates tended to recount, summarise and describe rather than evaluate, analyse and interpret. They did not argue a point of view coherently and effectively.
- Generally, the weaker responses were characterised by the incorrect use of characters, syntax errors, poor paragraphing and lack of knowledge and understanding of the course prescriptions.
Part B
Question 5
Specific comments
- In the best responses, candidates demonstrated a high level of understanding of the opinions, ideas and information in the text, provided a comprehensive analysis of Da Cheng’s view, and presented their arguments accordingly.
- In weak responses, candidates discussed the issues without referring to Da Cheng’s viewpoints and provided their own definition of a happy family.
- In weak responses, candidates did not respond to the issues effectively and a few of these referred only to their own personal experiences.
- Weaker responses were characterised by inappropriate written expressions, poor organisation of ideas and incorrect use of characters and syntax.
Section III – Writing in Chinese
General comments
Common weaknesses included problems with written expression, logical sequencing and development of ideas, poor control of paragraphing, incorrect use of characters, idiomatic expressions and syntax, poor time management and poor legibility.
Candidates are advised to read the questions carefully and consider the themes and issues to which the questions are linked. They are also reminded to avoid using words and expressions with which they are unfamiliar and those of a colloquial nature inappropriate to the task. Candidates are reminded that they should allocate their time wisely to avoid abruptly short or incomplete responses.
Question 6
Specific comments
- In the best responses, candidates demonstrated excellent skills in presenting a detailed storyline for a short film which centred on an extended family in China.
- These responses made reference to economic success and the impact of this on families, and concluded by asking for feedback from the production company.
- In weak responses, candidates stressed the impact of China’s economic success on Chinese people instead of focusing on the extended family.
- Weaker responses did not provide detailed ideas with which to create a clear short film script, but wrote a narrative or an essay instead.
- In weak responses, candidates wrote the storyline involving a Chinese family without addressing the impact of economic success.
Question 7
Specific comments
- In the best responses, candidates demonstrated in-depth thinking skills by developing well-structured, well-supported arguments in either the affirmative or the negative.
- In weak responses, candidates focused on the importance of celebrating Chinese New Year without arguing the main issue of ‘whether it will reinforce stereotypes of Chinese people and Chinese culture in the Western world’.
- Weaker responses misinterpreted ‘stereotypes’ as a positive promotion of Chinese culture.
- A few candidates either did not write in the correct format or did not meet the minimum word count requirement.
- Weaker responses argued against the idea of ‘reinforcing stereotypes’, but did not present defensible arguments.
20110092
NSW Government