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2012 HSC Notes from the Marking Centre – Heritage Chinese

Contents

  • Contents
  • Introduction
  • Interview
  • Section 1: Responding to texts
  • Section 2: Creating texts in Chinese

Introduction

This document has been produced for the teachers and candidates of the Stage 6 courses in Chinese. It contains comments on candidate responses to the 2012 Higher School Certificate examinations, 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 Heritage Chinese.

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

Interview

Preparing for the Heritage Chinese oral examination

The oral examination in Heritage Chinese consists of a 10-minute interview between the candidate and the examiner.

In this interview, the candidate is expected to explore with the examiner the subject of his or her Personal Investigation, which includes reflections on the candidate’s findings and references to the texts and resources used. Candidates are assessed on their ability to:

  • reflect on ideas and experiences
  • refer to texts studied
  • present a point of view
  • communicate using appropriate intonation, pronunciation, grammar, language structures and vocabulary.

To assist the examiner in directing the interview, candidates are required to provide a brief summary of their Personal Investigation. Students enrolled in Heritage Chinese are expected to complete the HSC Heritage Languages Interview Sheet, which can be downloaded from Students Online, and bring it with them to the oral examination.

General comments

Candidates were well prepared for this examination. They appeared to understand the issues they had chosen for their Personal Investigation. They had explored a range of texts, including oral, print, visual and multimedia texts. Most candidates chose the issue ‘young people and their relationships’ as the focus of their investigation. Most candidates spoke audibly and confidently. Many candidates had chosen sources from more than one Context.

In the best responses, candidates demonstrated a high standard of research with a clear thesis addressing the syllabus content. Their investigation provided an in-depth analysis displaying a sophisticated synthesis of findings from carefully chosen sources and relevant personal experiences. They demonstrated a perceptive reflection on the issues explored, as well as spontaneity and masterful control of language.

In better responses, candidates demonstrated in-depth treatment of the chosen topic through the development of information, ideas and experiences. Candidates referred to the texts studied in detail and consistently justified their point of view. They made perceptive references to the texts used, providing information about their reliability and usefulness. Candidates actively participated in the interview and engaged effectively with the examiner, discussing and substantiating a point of view effectively and consistently. They supported their opinions with reasons and/or examples. Candidates communicated with a high level of fluency and correct pronunciation, displaying a high level of grammatical accuracy and using a range of vocabulary and sentence structures.

In weaker responses, candidates presented minimal information without an in-depth understanding of the chosen topic or treated the chosen topic at a superficial level. They presented prepared responses without tailoring them to the questions being asked. A few candidates did not fully understand the questions. Some candidates simply provided a list or showed little evidence of references to texts studied. In some responses, candidates answered questions with a low level of grammatical accuracy and used unsophisticated vocabulary.

Section 1: Responding to texts

General comments

Students are reminded to read the questions carefully for all the aspects required and to pay particular attention to the correct use of characters in answers.

Question 1

Most candidates provided a detailed and perceptive summary of the key points in the director’s speech.

In weaker responses, candidates missed one or two key points.

Question 2

Most candidates demonstrated a perceptive understanding of the effectiveness of the advertisement and provided detailed textual references.

In weaker responses, candidates tended to quote the lines directly from the text without analysis.

Question 3

In better responses, candidates reflected on the conflicts between mother and son. They also showed empathy for the mother’s opinions.

In weaker responses, candidates did not provide enough reflection on the mother’s traditional values, such as ‘respecting teachers and parents’ or ‘minding one’s own business’.

Question 4

In better responses, candidates demonstrated an understanding of the texts and perceived the attributes of today’s Chinese youth from the texts.

In weaker responses, some candidates simply translated the information without identifying the attributes of Chinese young people. Some candidates provided the attributes only, without textual references.

Question 5

In better responses, candidates demonstrated a comprehensive understanding of the meanings of the slogans and identified respective cultural values.

In weaker responses, candidates simply translated the slogans without identifying the implied values. Moreover, some candidates did not show any evidence of understanding the fourth slogan.

Question 6(b)

In better responses, candidates demonstrated an understanding of the traditional Chinese values that were embedded in the three poems and how these values have changed. These candidates provided detailed textual references.

In weaker responses, some candidates were confused about the relationship of the characters in the first poem. Some candidates could not identify the implied value of harmonious relationship in neighbourhood and filial piety. Instead, they wrote only about familial relationships.

Section 2: Creating texts in Chinese

General comments

Most candidates demonstrated the ability to effectively manipulate the language to express their perceptive views on the topics and the related issues.

Question 7

In better responses, candidates wrote the application letter appropriate to the audience, context and purpose. Their responses included information regarding how personal qualities and Chinese heritage might contribute to their future personal gains and professional success.

In weaker responses, candidates simply described their personal qualities or Chinese heritage and did not connect these traits to their potential personal and professional success.

Question 8

In better responses, candidates demonstrated breadth and depth in the treatment of the topic. Their responses were appropriate to the audience, context and purpose. They attempted to persuade the potential volunteers in a variety of ways, eg a detailed description of the desperate needs of children, the responsibilities of global citizens and the benefits that participants might reap.

In weaker responses, candidates tended to provide superficial reasons for participation in this program and they did not manipulate language to meet the specific requirements of the task.

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