Chinese and Literature 2019 HSC exam pack

Part A

Students should:

• make notes in the Candidate’s Notes column and transcribe their answer on to the allocated lines
• respond in English
• use their own words and not translate segments of the text as part of their response
• refer to content and language if required by the question and give examples from the text to support their response
• address the key words in the question, for example ‘how’, ‘why’, ‘justify’, ‘analyse’ and provide relevant responses
• have a thorough knowledge of the prescribed themes and the related issues as well as the prescribed texts for study.

In better responses, students were able to:

• identify relevant and appropriate information of the aural text Q1 (a), (b) and (c)
• address all aspects of the questions
• demonstrate a sound understanding of why Xiaohong stayed back at work Q1 (a)
• demonstrate a sound understanding of the important considerations before getting married from Lao Li
• give an effective analysis of how the language features and contents were used to express Xiaohong’s views on marriage
• answer the questions in clear and comprehensive English.

Areas for students to improve include:

• discussing relevant content and language features in comprehensible English Q1 (a), (b) and (c)
• providing a complete answer, not only a partial answer for Q1 (a), (b) and (c)
• focusing on both content and language features which are used in the text
• providing relevant textural references regarding language techniques.

Part B

Students should:

• respond in Chinese as stipulated in the question
• use their own words and not translate segments of the text as part of their response
• demonstrate a comprehensive understanding of the prescribed themes and the related issues raised in the texts
• support response with appropriate examples and textual references
• ensure their response provides all the relevant information to fully answer the question
• manipulate the language authentically according to the context, audience and purpose of the question
• apply the conventions of the type of text required by the question
• adhere to the suggested number of words and/or characters.

In better responses, students were able to:

• demonstrate a comprehensive understanding of both texts
• analyse perceptively the relationship between traditional values and modern practice in the workplace
• discuss issues raised in the texts logically and coherently
• demonstrate accuracy and sophistication in the language used
• use the correct format of a diary entry.

Areas for students to improve include:

• developing an argument and not just recounting contents of the texts
• comparing and contrasting the issues in both texts
• supporting analysis with appropriate textual references rather than giving their own opinions
• improving summarising skills
• using the correct text type.

Part A

Students should:

• respond in either English or Chinese as required by the question
• address all parts of the question
• identify the key issue(s) and provide examples to substantiate response when asked to analyse or evaluate information
• demonstrate an understanding of the relationship between the prescribed texts, themes and prescribed issues
• use appropriate textual references to support their ideas and point(s) of view
• structure and sequence information and ideas in a coherent and logical manner
• have an excellent control of vocabulary and appropriate language structures
• avoid giving a literal translation of text(s) as part of the response
• use only the lines allocated for the question.

In better responses, students were able to:

• demonstrate a good understanding of the suggestions Li Zhicheng made to the students of Linghu Secondary School (Q3a)
• write an insightful explanation of how Li Zhicheng achieved the purpose of his speech identifying most of the main language techniques (Q3b)
• provide a perceptive analysis of the character of Li Zhicheng with appropriate textual references (Q3c)
• present a perceptive analysis of how the proactive attitude of the two characters changed their fate respectively with appropriate textual references (Q4)
• demonstrate a perceptive understanding of how the language features and film techniques reinforced the idea that a proactive attitude can help change fate (Q4)
• present a logical and coherent argument using a range of sophisticated language and vocabulary (Q4).

Areas for students to improve include:

• demonstrating a sound understanding of the question and identifying all suggestions made by Li Zhicheng (Q3a)
• providing main language techniques with adequate textural references (Q3b)
• analysing the characteristic of Li Zhicheng with thorough description from the original texts based on Chapters 3 and 14 of the novel ‘Environmental Bureau Director’ (Q3c)
• identifying correct, accurate and specific content from the extract and Chapters 3 and 14 as a whole to support answers (Q3c)
• developing well-structured and sequenced information, opinions and ideas (Q3c)
• analysing how the texts reflect the themes and prescribed issues (Q4)
• giving textual references that are accurate, relevant and within the range of the prescriptions (Q4)
• addressing the question appropriately instead of recounting the plot or describing trivial incidents (Q4)
• avoiding mistaking one character for another, for example, a number of students mistook ‘Yike’ for ‘Daike’, ‘Tom’ or ‘Mr Feng’ when analysing ‘Chinatown Family’ (Q4)

Part B

Students should:

• respond in Chinese only
• apply the conventions of the type of text required by the question
• take a stance on the issue(s) raised in the text and substantiate point of view with evidence from the text
• demonstrate understanding of whole text
• demonstrate an excellent control of vocabulary and appropriate language structures.

In better responses, students were able to:

• demonstrate a comprehensive understanding of the issues raised in the text
• exchange information in response to information, opinions and ideas
• display vivid and profound argument using relevant textural references
• structure and sequence information, opinions and ideas
• demonstrate an excellent control of range of language structures and vocabulary in Chinese
• use the correct format for a letter.

Areas for students to improve include:

• expressing personal contention on the issues raised rather than describing or explaining two sides of the argument
• communicating opinions with concise and consistent viewpoints from textural reference, and avoiding uncertain or contradictory analysis
• composing a coherent argument instead of summarising, recounting or paraphrasing the content in the text
• using correct format of a formal letter, and a range of language structures and vocabulary in Chinese.

Students should:

• apply the conventions of the type of text required by the question
• maintain appropriate register throughout the script
• write perceptively on the issue(s) addressed in the question
• demonstrate originality in the development and sequence of information and ideas
• demonstrate an excellent control of vocabulary and language structures suitable to the issue(s) discussed in the response
• adhere to the word and/or character limit of the question.

In better responses, students were able to:

• address all parts of the question with relevant ideas and information
• demonstrate a comprehensive understanding of the prescribed contemporary issues
• develop a perceptive and logical response to the question with convincing argument
• demonstrate a variety of sophisticated vocabulary and language structures
• address consistently the context, purpose and audience throughout the extended responses.

Areas for students to improve include:

• developing an in-depth understanding of the prescribed contemporary issues
• responding to the question rather than describing the issues in general
• structuring responses thoughtfully and logically and supporting them with relevant argument(s).