Chinese and Literature 2021 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:

• provide reasons for why Xiaolan is busy and tired (Q1a), that is, Xiaolan’s parents are both unwell and as the only child she is responsible for them as well as facing the pressures of caring for her own family
• demonstrate their understanding of how generational and traditional change has occurred
• identify relevant language techniques and appropriate content to convey Dashan’s point of view from the one-child policy, using technique, for example, effect and link back format (Q1c).

Areas for students to improve include:

• using key information to respond to the question (Q1a), for example, Xiaolan’s father is sick, she needs to go to hospital and her child is still young
• setting a clear contrast between the old days and nowadays in order to explain how traditional Chinese values have changed (Q1b)
• using every piece of relevant information even if it is at the end of the text (Q1b), for example, the information ‘single child moves away from home while parents are still alive’ at the end of the text was ignored by many students
• avoiding irrelevant language techniques (Q1c), for example, listing, comparison, simile, repetition, symbol
• practising using the format of technique, for example, effect and link back to identify and explain relevant language techniques (Q1c).

Part B

Students should:

• respond in Chinese as indicated 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 their 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, purpose and audience 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:

• identify and compare the positive and negative aspects of the internet celebrities in a logical and coherent response
• discuss and analyse the issues raised in the texts
• demonstrate an excellent manipulation of language and sophisticated expression
• use correct structure for an article and write effectively for the context and audience
• use concise and effective language, as required in the question.

Areas for students to improve include:

• avoiding just copying what was in the texts
• using information from both texts  
• avoiding using too much detailed information and producing a too lengthy response
• avoiding writing the response using information which was not from the listening texts
• ensuring they complete their writing using the 200 characters required
• using correct text-types.

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 their 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
• demonstrate 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:

• use detailed and well-selected examples from the extract to support the point (Q3a)
• analyse all aspects of the Meng Xiaoyun’s personality with reference to the extract (Q3b)
• respond to both the extract and the prescribed text as a whole in a critical and analytical way to illustrate three characters’ relationship changes from deep to conflicting and then to a restorative one, for example, the key to their restoration is that EES sued New Dream for copyright infringement (Q3c)
• analyse judiciously how the texts reflect the statement in the question by connecting the theme of overseas Chinese to the prescribed texts (Q4)
• demonstrate perceptive understanding of the texts by providing the argument that overseas Chinese of older times tended to maintain traditional family values while modern day overseas Chinese don’t practise traditional family values as much (Q4)
• provide sufficient closely related textual reference to support their argument (Q4)
• demonstrate a comprehensive understanding of how relevant language techniques are used to reflect the statement (Q4)
• present a logical and coherent argument which is well sequenced, using convincing and highly sophisticated languages (Q3c, Q4).

Areas for students to improve include:

• avoiding providing too much information such as giving a brief summary of the whole film or focusing on the individual characteristics in general without linking to the question (Q3)
• providing specific examples when describing key characters to avoid using general statements such as Meng is radical person (Q3b)
• providing the relevant textual reference to illustrate Meng’s personality, for example, in order to describe Meng as a person who did not like to lose face, many students provided an example such as ‘I am done. I quit’, which was actually the evidence that he was an arrogant person (Q3b)
• using details and relevant textual references instead of re-telling stories and providing overly general or irrelevant information (Q3c)
• using the number of lines to get an idea of how long the answer should be
• avoiding using film techniques such as long shots, close-up shots and light and shadow effects without providing connection between these techniques to the changes of three characters’ relationships (Q3c)
• analysing how the texts reflect the prescribed themes and issues (Q4)
• supporting the answers with relevant textual references, not just simply connecting trivial examples to the question (Q4)
• developing the ability for analysing the texts, rather than recounting the stories in the texts (Q4)
• interpreting the specific family values precisely, rather than addressing general traditional values (Q4)
• explaining how language techniques were used, rather than simply listing, to enhance the sophistication of analysis (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 control of vocabulary and appropriate language structures.

In better responses, students were able to:

• explicitly express the main concepts, for example, the advantages and disadvantages of ‘outsourcing’ to developed and developing countries
• write in a clear and logical layout, covering a lucid introduction, prominent main ideas and a concise conclusion
• identify and reflect on all the aspects raised in the article and discuss with concise, persuasive and affirmative viewpoints in order to express opinions as to whether or not to support outsourcing
• employ logical thinking and analytical skills with appropriate textual references to support the main ideas, elaborating on the quotes with depth, effectiveness and relevance
• incorporate appropriate and credible examples to support viewpoints, for example, using China, India and Vietnam as examples of ‘World Factory’ to discuss the benefits of undertaking outsourcing
• display clear and effective argument using vivid and sophisticated language, for example, applying appropriate Chinese idioms and proverbs to support arguments
• demonstrate an excellent control of words and language structure, for example, using conjunctions first, then, and last to sequence arguments
• use the correct format for a letter, addressing the target audience, outlining the purpose of writing with a reflection of the context, and concluding the letter appropriately and politely.

Areas for students to improve include:

• defining ‘outsourcing’, rather than being uncertain and not identifying the main issues raised in the article
• clearly expressing opinions, arguing with consistent viewpoints based on textual reference and avoiding uncertain and contradictory opinions
• composing a coherent argument instead of summarising or paraphrasing the content in the reading text
• covering all the viewpoints from the article rather than using partial textual references, or arguing from only one side of the reading text
• avoiding drawn-out responses, covering only one or two points and ignoring most of the other issues in the reading text
• using correct format for a formal letter as many students failed to address the editor at the beginning of their letters, and to write appropriate greetings, name and date at the end of the letter
• organising arguments and analysis in paragraphs.

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:

• understand and address the question with relevant ideas and information, talking about why and how pop culture inspires the creativity of young Chinese people (Q6)
• address the question with a definite and clear point of view that migrating to a new land requires a change in the way we view life (Q7)
• develop a reasonable and logical argument to support viewpoints
• demonstrate a variety of sophisticated vocabulary, grammar and language structures
• present ideas and information in sequence
• address consistently the context, purpose and audience throughout their extended response
• develop a convincing argument with relevant evidence.

Areas for students to improve include:

• ensuring a deep knowledge of the question and the relevant prescribed contemporary issues
• acquiring more cultural understanding in order to present high order thinking in written responses
• relating their arguments to the question, rather than basing their response on personal experiences
• writing texts with a good control of vocabulary, grammar and language structures
• using Chinese idioms in a more suitable context
• structuring texts thoughtfully and logically and supporting their responses with evidence
• sequencing ideas and information in a logical and coherent manner.