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2012 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 2012 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 2012 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 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 that are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.

Section I – Listening and Responding

Part A

Question 1

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

Candidates should read the questions both in Chinese and in English to clarify the intent of the questions. In Part A, candidates must answer all the questions in English. No marks will be awarded to those questions answered in Chinese.

  1. The majority of candidates were able to identify who Lu Da Ming was.
  2. In the better responses, candidates were clear and precise in explaining why Sun and Lu planted so many trees.

    In the weaker responses, however, candidates did not grasp the gist of the question, and simply provided a vague translation of the aural text with key words missing.
  1. In the better responses, candidates were able to identify the goals of the speech. They analysed clearly and perceptively what strategies had been used and why with relevant textual references.

    In the weaker responses, candidates just gave a detailed recount of what had happened instead of addressing the question. Some candidates gave a list of irrelevant language features or provided some general information about environmental protection unrelated to the speech. A few candidates attempted the questions in Chinese.

Part B

Question 2

Nearly all the candidates responded using the correct text type and were able to identify the issues in the stimulus text.

In the best responses, candidates were able to provide a detailed and perceptive analysis of the relationship between individuals, society and family through comparing and contrasting their opinions of the two families. They also demonstrated a high level of sophistication in the language used.

In better responses, candidates were able to express their views about the two families with relevant textural references. Some capable candidates managed to analyse how the families influenced our society as a whole.

In weaker responses, candidates tended to recount, summarise or describe without analysing the relationship between the families and society.

Section II – Reading and Responding

Part A

Candidates should 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.

Question 3

  1. Most candidates explained the meaning of the name of the wet nurse. In weaker responses, candidates tended to provide too much information such as giving a brief summary of the whole poem or focusing on the feelings the poet had for the wet nurse.
  2. In better responses, candidates identified the language/techniques the poet used in conveying his respective feelings of gratitude, compassion etc for the wet nurse. In the mid-range responses, candidates focused on the portrayal of the image of the wet nurse instead of expressing the feelings the poet had for her.

    In weaker responses, candidates gave a superficial summary of the poem without identifying the feelings of the poet.
  1. In better responses, candidates were perceptive enough to explain how the socioeconomic background of respective eras influenced the social status of the female characters in different texts. They were able to support their portrayal with detailed and relevant textual references.

    In weaker responses, candidates did not explain how the socioeconomic background of the era influenced the social status of the female characters and the textual references were either too general or irrelevant. Some candidates only gave a general discussion of the social status of women in different eras displaying no specific knowledge of the prescribed texts. A few candidates used non-prescribed texts such as Chuntao and Zhufu as references.

Question 4

Most candidates demonstrated an overall understanding of the texts My 1919 and Beijing Natives in New York.

In the best responses, candidates demonstrated a perceptive analysis with masterful control of language.

In the better responses, candidates were able to use solid textual references to support the arguments.

Generally, weaker responses were characterised by lack of analysis and syntax errors. Other characteristics included a lack of textual references from Episode 15 of Beijing Natives in New York and a lack of knowledge and understanding of the course prescription.

Part B

Question 5

In the best responses, candidates demonstrated a perceptive understanding of the issues and opinions in the stimulus text. They clearly and effectively justified and analysed which priority best benefited the Chinese people.

In better responses, candidates identified the main issues in the text and expressed opinions using textual support to provide depth to the analysis.

In weaker responses, candidates analysed both priorities and their benefits without distinction and consequently the argument was not clear. Some tended towards explanation with less apt choices in textual referencing or confused views on the priorities required. 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, 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 should read the questions carefully and consider the contemporary issues and text types to which the questions are linked. They should avoid using words and expressions with which they are unfamiliar and those of a colloquial nature inappropriate to the task. Candidates should allocate their time wisely to avoid abruptly short or incomplete responses.

Question 6

In the best responses, candidates demonstrated a perceptive understanding of the purpose, audience and context of the speech. They were able to explain the benefits of using a mobile phone and computer in elderly people’s daily life with convincing evidence, and sophisticated and persuasive language.

In better responses, candidates composed a sound analysis of the benefits of using a computer and mobile phone with valid examples and good mastery of language.

In weaker responses, candidates simply wrote about the benefits of using a computer and mobile phone in general but did not address the specific benefits pertaining to the aged. Some only wrote about helping the aged to overcome the difficulties of using mobile phones and computers. Some candidates did not use the required text type in the task and did not meet the minimum number of characters required.

Question 7

In better responses, candidates were able to compose a convincing argument which perceptively justified the use of simplified Chinese characters as an effective means of promoting Chinese language to the world.

In weaker responses, candidates only presented a general and superficial argument lacking in depth and logical analysis. Some simply focused on the differences between simplified and traditional characters without addressing the topic.

In the weakest responses, candidates displayed no understanding of the requirements of the question and their responses were marked by incorrect use of text type, inadequate length and poor control of vocabulary and syntax.

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