1. Home
  2. HSC
  3. HSC Exams
  4. Pre-2016 HSC exam papers
  5. 2009 HSC Notes from the marking centre
  6. 2009 HSC Notes from the Marking Centre – Chinese Background Speakers
Print this page Reduce font size Increase font size

2009 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 2009 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 2009 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.

Teachers and students are advised that, in December 2008, the Board of Studies approved changes to the examination specifications and assessment requirements for a number of courses. These changes will be implemented for the 2010 HSC cohort. Information on a course-by-course basis is available on the Board’s website.

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 a guide 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 which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Section I – Listening and Responding

Part A

Question 1

General comments

Most candidates demonstrated a comprehensive understanding of the interview. However, only a few candidates responded to the questions logically with detailed, relevant textual references. Candidates are strongly advised to familiarise themselves with the English terms for basic language devices used when analysing a text.

Candidates are reminded to read the questions carefully and focus on the elements of the spoken text that address the questions instead of giving a detailed recount or summary of the entire interview. Moreover, they are advised to write legibly in English and check their answers to ensure the relevance of their responses.

Specific comments
  1. Some of the candidates had difficulties in identifying Li Qiang’s status as a 4th year university student and a volunteer in Wenchuan earthquake disaster area.
  2. In the best responses, candidates identified the biased attitude the interviewer initially had shown through the provision of all the facts she had displayed. In the average responses, the candidates only provided some textual references whereas in the weakest responses, candidates retold aspects of the interview.
  3. In the best responses, the candidates identified relevant language features and strategies used to indicate how Li Qiang effectively changed the radio interviewer’s opinion. In the weaker responses, the candidates simply summarised the whole interview without identifying any of the language features or strategies used.

Part B

Question 2

General comments

Candidates are reminded that when attempting Question 2, they need to focus on the key points of both texts and synthesise the information in the specified text type that addresses the audience, purpose and context of the task.

Specific comments
  • In the best responses, candidates demonstrated a comprehensive understanding of Daming’s perspective. They were able to compare and contrast two different views perceptively and analytically.
  • Most candidates responded with the correct text type, context and audience.
  • Most candidates demonstrated an appropriate knowledge of language structures and vocabulary items. However, candidates are reminded to check their writing carefully to avoid any incorrect use of characters.
  • In the weaker responses, candidates did not argue from Daming’s point of view and retold elements of the text without any analysis.

Section II – Reading and Responding

Part A

Question 3

Specific comments
  1. Most candidates identified the issue of all the educational awards to Lin’s school as one aspect of its social standing. Some of the candidates did not identify that the locals were overwhelmingly proud of the school’s achievements.
  2. In the better responses, the candidates explained why the school promoted science and neglected arts subjects. In the weaker responses, the candidates could only identify the outstanding achievements of the students in science subjects as one reason but did not refer to the lack of arts and humanities teachers as another reason.
  3. In this question it was essential to refer to the language features the author used to portray Ma Debao. In the better responses, the candidates identified and analysed the various language features used to depict Ma. In the weakest responses, the candidates retold elements of the narrative.
  4. In this question it was essential to discuss the statement with reference to both Chapter 1 and Chapter 2. In the better responses, the candidates identified different young people and cited relevant textual references to demonstrate how young people had to yield to various social pressures. In the weaker responses, the candidates focused on Lin Yuxiang and retold the story while some referred to irrelevant material outside the prescribed chapters.

Question 4

Specific comments
  • Most candidates demonstrated a good understanding of the question and identified the main issues in both texts. Many exhibited a reasonable control of vocabulary and language structures in their responses.
  • Most candidates developed lucid and coherent arguments about how overseas Chinese often regard themselves as outsiders.
  • Most candidates made appropriate references to the texts to support their arguments. However, only in the best responses were references well integrated into the body of the argument. In a few responses, irrelevant examples, such as Thomas Mann and Zhang Dai, were included.
  • In their responses, most candidates demonstrated a better understanding of the text Cheers, Thomas Mann than Beijing Natives in New York.
  • 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.
  • In the weakest responses, candidates neither addressed the question nor did they refer to the texts. Generally, the weaker responses were characterised by the incorrect use of characters, syntax errors, poor paragraphing and a lack of knowledge and understanding of the course prescriptions.

Part B

Question 5

Strengths
  • In the best responses, candidates demonstrated a high level of understanding of the opinions, ideas and information in the text, and provided realistic suggestions.
  • Nearly all candidates responded to the stimulus text from the perspective of Ming Hua, in the text type required.
  • Most candidates identified relevant textual references to support their argument.
Weaknesses
  • Some candidates discussed the stimulus text in general terms but did not address Minghua’s personal response to the issues raised.
  • Some candidates did not respond to the issues effectively and a few of these responded using the incorrect text type, context or audience.
  • Weaker responses were characterised by inappropriate written expressions, poor organisation of ideas and incorrect use of characters and syntax. In some extreme cases, candidates simply paraphrased the text.

Section III – Writing in Chinese

General comments

Most candidates demonstrated a good understanding of the convention of the text types required and expressed their ideas effectively with reference to context, purpose and audience.

Most candidates organised, sequenced and structured information and ideas in a lucid way.

Common weaknesses included problems with written expressions, poor 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 questions carefully and consider the themes and issues to which the questions refer. They should also avoid using words and expressions with which they are unfamiliar or which are overly colloquial. Candidates are also reminded to allocate their time wisely to avoid writing a poorly structured or incomplete response. Moreover, candidates should not identify themselves or their school, and they are reminded that this section has to be attempted in Chinese, not English.

Specific comments

Question 6

Strengths
  • In the better responses, candidates demonstrated a good grasp of the topic by producing well-balanced arguments covering both environmental protection and economic benefits with authentic and relevant examples.
Weaknesses
  • Most candidates tended to elaborate on the protection of the environment rather than writing on the subtle and antagonistic relationship between environmental protection and economic gain.
  • Some responses did not adequately consider the controversy caused by the construction of a commercial centre.
  • Some candidates regurgitated pre-learnt material on the importance of environmental protection without answering the question.
  • Some candidates tended to produce slogan-type responses, which lacked depth of content and an appropriate style.
  • Some candidates wrote letters instead of an article for a Chinese newspaper as required.

Question 7

Strengths
  • Candidates demonstrated a keen awareness of the intended audience and provided convincing statistical data in their report.
  • Candidates related their responses well to their schools and daily life.
  • Candidates provided well-balanced responses with in-depth analysis of how mobile phones had been used inappropriately by students and parents. They discussed realistic suggestions as to how this issue could be tackled.
Weaknesses
  • Where candidates only provided the survey results of students, their suggestions seemed to be either too vague or unrealistic.
  • Some responses were written in the format of a speech or letter.
  • Some candidates directed their reports to the parents of fellow students instead of to the school principal.

Question 8

Strengths
  • Many candidates provided an in-depth analysis of the topic, illustrated by relevant examples and a succinct explanation of the rapid change of the role of the family.
  • In the better responses, candidates demonstrated a good grasp of the question and the related issue.
Weaknesses
  • Candidates addressed the issue of ‘reversal of gender roles’ rather than the changing role of the family.
  • A few candidates relied solely on citing examples from the prescribed texts to support their arguments.
  • Some responses demonstrated a lack of knowledge of the chronological history of the development of Chinese society.
  • Conclusions did not link to the arguments used in responses.
  • Lack of coherence and structure.
  • The general lack of breadth and depth in the treatment of relevant information was also an issue. Very often there was an attempt to disguise the superficial treatment of the subject matter with the use of sophisticated expression.

2010034

Print this page Reduce font size Increase font size