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2011 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 2011 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 2011 Higher School Certificate examination, the marking guidelines and other support documents 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 far beyond the indicated space 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 that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Section I – Listening and Responding

Part A

Question 1

General comments

In stronger responses, candidates used language effectively and used textual references aptly to support their points. Weaker responses tended to be descriptive rather than analytical. Some candidates only translated or provided a linear recount of the content of the aural text and these responses were marked with spelling and syntactical errors.

Candidates are reminded to read the questions both in Chinese and in English to clarify the intent of the questions.

Specific comments

  1. Most candidates identified the reason for Liu Lan’s accusation and established the link between Zhang Biao’s business and its detrimental effect on the environment.

  2. In better responses, candidates identified the passion of the female speaker and how she stressed the importance of the various ways of protecting the environment. In weaker responses, candidates simply relied on their general knowledge to list activities that damaged the environment.

  3. In stronger responses, candidates managed to perceive the emotions displayed by the two speakers and successfully gave opinions about their interaction using relevant textual references.

    In weaker responses, candidates misinterpreted the question and only gave their personal opinions about the importance of environmental protection. Some of them were judgemental in their responses, condemning either the male or the female speaker. In some very weak responses, candidates simply wrote about the language techniques instead of addressing the question.

Part B

Question 2

General comments

Nearly all candidates identified the main issues in the two texts and used the correct text type.

Specific comments

In the best responses, candidates compared and contrasted the opinions of the mother and son, providing an effective argument with an excellent control of vocabulary and language structures.

Many candidates exhibited a comprehensive understanding of the conflict between Ah Ming and his parents, and developed a lucid and coherent argument about the main issues raised.

In weaker responses, candidates tended to recount, summarise or describe rather than compare, contrast and discuss.

In other weaker responses, candidates used a limited range of language structures and vocabulary, and often wrote with incorrect Chinese characters.

Section II – Reading and Responding

Part A

General comments

Candidates are strongly advised to read the extract carefully and focus on the issues raised. Particular attention should be given to questions that require analytical skills and an extended response.

Specific comments

Question 3

  1. Most candidates identified the author’s intention.

  2. In better responses, candidates explained the symbolic meaning of the grafted plant and reflected the emotions of the author at the time. Some weaker responses misinterpreted the colours of the flowers of the grafted plant as the representation of the Nationalist Party or the political situation in Taiwan.

  3. In the best responses, candidates analysed the changes in the author’s emotions and compared and contrasted the strong sense of attachment she had for Taiwan in the past, as well as her current sense of detachment, loneliness and alienation. In weaker responses, candidates copied chunks of information from the extract or paraphrased information from the extract without addressing the question.

  4. In better responses, candidates used relevant references to explain why the extract was placed last and how it related to the other texts. In the best responses, candidates successfully analysed the sudden realisation of the author about the inconspicuous distinction between the ‘original text’ and the ‘translated text’ and how Thomas Mann had inspired her, which subsequently caused her to toast him at the conclusion of the series of eight articles.

Question 4

In better responses, candidates succeeded in relating their arguments and analysis to the theme of Global Issues.

The best responses integrated aspects of the prescribed text into the body of their argument.

In weaker responses, candidates tended to respond with irrelevant or inaccurate textual references.

Generally, in weaker responses candidates referred to Global Issues rather than the theme of Chinese Communities Overseas. Other characteristics included syntax errors, poor paragraphing, and a lack of knowledge and understanding of the course prescription.

Part B

Question 5

In the best responses, candidates demonstrated a high level of understanding of the issue – the maintenance of Chinese culture – raised in the text, provided a coherent argument against the symbolism of the sculpture, and presented their opinions effectively.

In weaker responses, candidates discussed the issues without referencing information and ideas from the text. They did not respond to the key ideas effectively. A few candidates provided their own suggestions for the cultural centre, which was outside the scope of the text and the question.

Weaker responses were characterised by inappropriate written expression, 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, sequencing and the development of ideas; poor control of paragraphing; incorrect use of characters; idiomatic expression and syntax; poor time management; and poor legibility.

Candidates are advised to read the questions carefully and to consider the contemporary issues and text types 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

In the best responses, candidates demonstrated a perceptive understanding and excellent argumentation skills in addressing the topic that ‘Education is the only way to freedom from poverty’. These responses often made reference to ‘education’ in its broader sense and to both financial and spiritual ‘poverty’.

In weaker responses, candidates stressed the importance of education but did not discuss how it could play an important role in freeing oneself from poverty. Some candidates did not write in the required text type. Some did not meet the minimum amount of the word requirement.

Question 7

In better responses, candidates demonstrated in-depth thinking skills by developing well-structured and well-supported arguments as to how listing Mother’s Day as a public holiday in China would enrich Chinese culture.

In weaker responses, candidates presented arguments as to why Mother’s Day should be listed as a public holiday, but did not address the reasons why this could enrich Chinese culture.

Weaker responses focused on praising the role of mothers in families and in society in general, but did not discuss whether Mother’s Day should be listed as a public holiday and how it could enrich Chinese culture.

Some candidates did not write in the correct text type. Instead of writing an article, they wrote a letter to the editor. Some did not meet the minimum word requirement.

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