Chinese and Literature 2022 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 what kind of job Yunfeng wants to get (Q1a), that is, well paid, less hassle and close to home
• demonstrate understanding of how Yunfeng’s view about the current trend in competition, that is, intense, abnormal, excessive - causes anxiety and leads to the giving up (lying flat) phenomenon
• identify relevant language techniques and appropriate content to prove how Xiaoqi tries to persuade Yunfeng to change his mind (Q1c).

Areas for students to improve include:

• providing all three points instead of two on what kind of job Yunfeng wants to get (Q1a)
• summarising the main points of Yunfeng’s view on the current trend of competitiveness instead of translating from the audio text (Q1b)
• identifying language techniques accurately (Q1c), for example, a famous saying but not an idiom; an analogy but not a simile or a metaphor
• avoiding irrelevant language techniques (Q1c), for example, high modality
• explaining the use of a language technique such as identifying the technique and where it is used in the text and then analysing the effect of the 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 the positive and negative aspects of the influences of takeaway food delivery culture in a logical and coherent response
• discuss and analyse the issues raised in the texts by effectively comparing and contrasting information and ideas
• manipulate language effectively and authentically and use sophisticated vocabulary and expression
• use correct structure for an article and write effectively for the context purpose and audience.

Areas for students to improve include:

• avoiding copying parts of the stimulus text
• comparing and contrasting effectively by using information from both texts in their response
• avoiding using too much detailed information and producing a too lengthy response
• avoiding adding information which was not in the listening texts 
• using the correct text-type as requested in the question and being aware that an article should have a title
• minimising the usage of pinyin
• ensuring they express their opinions clearly and consistently in paragraphs
• using correct Chinese characters
• ensuring the written characters and expressions are appropriately used.

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 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:

• provide detailed reasons why Wen Jiajia and Frank spend Christmas together (Q3a)
• demonstrate their understanding of the abstract concept in Frank’s comment, that is, people with less money can be truly happy (Q3b)
• use carefully selected detailed examples in the excerpt to explain the difficulties Frank faced after immigrating, such as his identity dilemma and his broken relationship with his wife (Q3c)
• include additional relevant textual references to identify and analyse specific information on changes in Jiajia’s view on love (Q3d)
• analyse the relationship between the prescribed texts《中国合伙人》and 《环保局长》and the related theme “the global issues” (Q4)
• demonstrate perceptive understanding of the prescribed texts by providing strong argument, justification and discussion on the theme (Q4)
• provide sufficient relevant textual references, for example, 时代背景，李志成面对官商勾结、社会恶势力以及环境污染时的坚定和执着，成东青 面对失业、创业艰难和朋友反目等困境时的努力和坚持，in the prescribed texts to link to the statement ‘one should rise to the challenge in difficult situations’ (Q4)
• present a logical and coherent argument which is well sequenced, using convincing and highly sophisticated language (Q4)
• discuss the way in which language features and techniques used in the novel and in the film convey meaning (Q4).

Areas for students to improve include:

• using every piece of relevant information from the text, for example, Julie’s mother took her to a party therefore Frank was home alone (Q3a)
• explaining what Frank implies beyond literal meanings (Q3b)
• using details and relevant textual reference instead of giving overly general or irrelevant information (Q3c)
• avoiding providing too much information about the theme of the film instead of answering the question to explain the change in Wen Jiajia’s view on love (Q3d)
• analysing how the texts reflect the prescribed theme by supporting the answers with relevant textual references, rather than simply connecting the examples with the question (Q4)
• developing the ability for analysing the texts, rather than recounting the stories in the texts (Q4)
• focusing on the relationship between the prescribed texts and the prescribed theme(s), and the content in the prescribed texts, rather than detailed /language or film techniques in answering the question (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 state the advantages and disadvantages of retirement regulations/policies for women at age of 50, including aspects of personal life and professional development
• write a clear and logical response, including a lucid introduction, prominent main ideas and a concise conclusion
• identify and reflect on all the issues raised in the article
• employ highly developed logic and analytical skills with appropriate textual references
• incorporate appropriate and credible examples in support of viewpoints, for example, comparing the pursuits of highly skilled workers and ordinary employees to discuss the impact of the retirement policy on individuals
• display clear and effective arguments using sophisticated language, for example, applying appropriate Chinese idiomatic expressions and proverbs to support arguments
• demonstrate excellent control of vocabulary and language structure, such as, using conjunctions and connections to link arguments
• use an appropriate format for an e-mail, addressing the recipient, describing the purpose of writing with a reflection of the context, and concluding the email in an appropriate and polite manner.

Areas for students to improve include:

• demonstrating explicit support of or opposition against the gender gap at retirement age in China’s retirement policy, avoiding uncertainty in response
• composing a coherent argument instead of summarising or paraphrasing the content of the reading text
• covering all the viewpoints from the article, rather than responding to one aspect but ignoring the others
• using the appropriate format for an email as some students failed to address and greet the editor at the beginning and to write their name at the end of their emails
• organising arguments and analysis in a clear layout rather than providing confused and contradictory information and opinions
• applying sophisticated language and avoiding informal expressions or inappropriate wording.

Students should:

• apply the conventions of the type of text required by the question
• maintain appropriate register
• write on the issue(s) addressed in the question
• demonstrate originality in the development and sequence of information and ideas
• demonstrate 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 the question with relevant ideas and information, talking about what opportunities globalisation brings to the young people of China
• address the question with a definite and clear point of view, such as, that participating in extra-curricular activities is not a waste of time
• develop a convincing, reasonable and logical argument to support their point of view
• 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 topics and the relevant prescribed contemporary issues
• presenting an argument with clear links to the question
• writing texts with good control of vocabulary, grammar and language structures
• structuring texts thoughtfully and logically and supporting their response with appropriate examples and evidence.