Chinese in Context 2021 HSC exam pack (archive)

In 2021, due to COVID-19, the HSC examinations for some courses were cancelled or the requirements adjusted, and no HSC feedback is available.

Please refer to marking feedback previously published for this component.

Students should:

• respond in English or Chinese as required by the question
• demonstrate their understanding of the issue(s) raised in the text
• include all relevant details and support their response with reference to the text
• use appropriate vocabulary, expressions and language to address the style of writing required by the question
• use appropriate register when responding in Chinese
• respond within the required word and/or character limit
• respond to the number of texts referred to in the question
• apply the conventions of the text type.

In better responses, students were able to:

• use the correct format of a text type, for example, an email for Q1 and Q5, a diary entry for Q3 and a letter for Q6
• read the question carefully and provide all information required, for example, students have to include both the manager’s version of the incident and his suggestion (Q1)
• use concise language to summarise all relevant information (Q2)
• incorporate the key points from both texts to address the question properly (Q3)
• include techniques and examples from the text and effects when analysing language features (Q4)
• respond logically and effectively with clear ideas, for example, ‘我以前做过学校学生会主席，所以我的沟通交流能力很强’ (Q5)
• use complex vocabulary to paraphrase the key ideas (Q5-6)
• understand the text and express one’s personal point of view clearly and logically (Q6)
• sequence ideas effectively by using words such as 首先，其次，另外，最后 (Q6).

Areas for students to improve include:

• avoiding repeating the same points, for example, ‘抱歉，对不起，我错了，我不对’（Q1）
• avoiding directly copying from the original texts (Q5-6)
• avoiding missing the key points required for the question, for example, the dilemma Yingying faces or her opinion on ‘ 男大当婚，女大当嫁’ or renting a boyfriend (Q3)
• avoiding mixing up the relationships between people mentioned in the text, for example, some students mistook Xiaoyu’s fake boyfriend as Yingying’s (Q3)
• choosing to analyse the language features that are less ambiguous (Q4)
• putting information or ideas into paragraphs (Q5, Q6)
• ensuring legible handwriting
• using correct characters.

Students should:

• use the conventions of the style of writing required by the question
• use language appropriate for the context, purpose and audience of the question
• use a wide variety of vocabulary, sentence structures and prescribed words and/or characters
• structure the response in a logical and coherent manner
• support their ideas and opinions with appropriate examples
• respond in Chinese as stated in the question
• use appropriate register consistently throughout the response
• use vocabulary, expressions and structures relevant to the issue raised in the question.

In better responses, students were able to:

• demonstrate perceptive understanding of the questions
• demonstrate depth and breadth in the treatment of relevant information and ideas
• demonstrate critical thinking ability with suggestions for ‘cherishing food’ (Q7) and the opinion on ‘glamorous lifestyles on social media’ (Q8)
• demonstrate clear and logical writing structure with introduction, main body and conclusion
• sequence information and ideas coherently and effectively from an individual and community or global perspectives
• demonstrate an excellent control of language with idioms and complex sentences structures.

Areas for students to improve include:

• understanding questions to provide relevant and related information and ideas in a clear and logical manner
• writing in a clear structure and putting ideas into paragraphs
• using relevant examples to support argument
• minimising vocabulary, structural and grammatical errors.