Chinese and Literature 2025 HSC exam pack

Part A

Students should:

• make notes in the Candidate’s Notes column on the right-hand side of the page
• transcribe their response onto the lines, using the space allocated beneath the question
• respond in English as required by the question
• 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
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and provide relevant responses
• have knowledge of the prescribed themes and the related issues and the prescribed texts for study.

In better responses, students were able to:

• demonstrate an excellent understanding of the reason why consumption is important for economic development (Q1a)
• identify the modern perspectives on consumption according to Mr Li (Q1b)
• demonstrate how Mr Li explains downgraded consumption and refer to his language features and content (Q1c).

Areas for students to improve include:

• identifying the connection between consumption and economic development clearly (Q1a)
• focusing on perspectives on downgraded consumption, rather than discussing their influences (Q1c).

Part B

Students should:

• respond in Chinese as required by 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:

• develop a clearly sequenced response that gives their thoughts on artificial intelligence (AI), for example, its opportunities and challenges
• discuss the issues raised in the texts by effectively comparing and contrasting information and ideas and coherently communicating thoughts and opinions
• use language effectively, incorporating sophisticated vocabulary and expressions.
• use the appropriate conventions of a diary entry.

Areas for students to improve include:

• focusing on addressing the question, rather than retelling text content
• developing an in-depth analysis by effectively comparing, contrasting, and exploring both texts and using textual references to support their points
• providing relevant and detailed information from both texts, rather than including irrelevant personal opinions
• writing Chinese characters accurately
• using the correct text conventions for a diary entry.

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 responses when asked to analyse or evaluate the text
• 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 and spaces allocated for the response.

In better responses, students were able to:

• identify specific details of Li Zirong's appearance, for example, his sweatshirt, rolled-up sleeves, hands covered in rust and dust, and explain that Mr Ma's perception was shaped by his traditional expectation, which Li Zirong failed to meet (Q3a)
• explain Ma Wei's actions to demonstrate his respect and admiration for Li Zirong's practical strength and work ethic and interpret Ma Wei's non-verbal and subdued responses, for example, saying ‘yes’ quietly, or nodding, as evidence of his internal conflict between supporting Li Zirong and respecting his father's authority (Q3b)
• construct evidence from the entire scene by integrating examples from both the initial tea conflict and the subsequent negotiation over employment terms to establish a comprehensive argument about systemic cultural differences (Q3c)
• demonstrate a perceptive understanding of how individuals seize opportunities to grow in a changing society (Q4)
• analyse how the characters of Lei Dongbao, Zhong Menglan, and Pan Haiyan reflect the statement, using relevant textual references (Q4)
• discuss how content and language features of the two prescribed texts convey meaning (Q4)
• present a logical and coherent argument that is well sequenced using sophisticated vocabulary and syntactic structures to express ideas (Q4).

Areas for students to improve include:

• describing the cultural and social values underlying Mr Ma’s judgement, and refer to the language choices and features used (Q3a)
• providing insight into Ma Wei’s emotional state and moral dilemmas, rather than simply listing his actions (Q3b)
• analysing both language and actions to build a cohesive explanation of Ma Wei’s inner thoughts (Q3b)
• examining the complexity of Ma Wei’s loyalty to both his father and Li Zirong (Q3b)
• making connections between specific examples from the text and the broader themes of Chinese-Western cultural divergence, and ensuring balanced reference to both the extract and the broader Part 10 in Chapter 2 (Q3c)
• focusing on the theme of the individual and the community while examining how social background influences individuals seeking personal growth and seizing opportunities in a changing society (Q4)
• analysing how social background shapes an individual’s perspectives on life (Q4)
• supporting the response with relevant, accurate, and well-integrated textual references (Q4).

Part B

Students should:

• respond in Chinese as required by the question
• 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 a point of view with evidence from the text
• demonstrate understanding of the whole text
• demonstrate control of vocabulary and appropriate language structures.

In better responses, students were able to:

• demonstrate a comprehensive understanding of the ‘全职儿女’ phenomenon and its broader social, economic, and generational implications
• maintain a consistent and clearly articulated position throughout the letter, with a logical progression of ideas
• engage critically with all the issues raised in the text, that is, employment pressures, family income and dynamics, independence, social labour and social contribution, and develop insightful analysis, rather than simply paraphrasing the text
• use vocabulary and complex sentence structures appropriate to a formal letter, including relevant sayings and idioms, for example, 子欲养而亲不在,百善孝为先
• structure the letter effectively, with an appropriate opening, that is, a greeting and some contextualisation, using well-developed body paragraphs, and providing an impactful conclusion with a closing appropriate to a letter.

Areas for students to improve include:

• focusing on building arguments using textual references and a broader social context, rather than merely restating viewpoints from the text
• maintaining focus on the question throughout the response while expressing views on the phenomenon
• developing cohesive arguments with clear, logical progression
• ensuring adequate length to allow full development of sophisticated arguments
• using formal-letter conventions, including the use of an appropriate salutation, such as 尊敬的编辑, and an appropriate tone and conclusion, such as此致 敬礼, 您忠实的读者.

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 their response
• adhere to the word and/or character limit of the question.

In better responses, students were able to:

• adhere to the structural conventions of an article, including an introduction, body, and conclusion
• present ideas and information in a clear and logical sequence, using connectors, for example, 首先,其次,还有,最后
• demonstrate a deep understanding of the issues raised by the questions, for example, 团队合作可以促进年轻人的互帮互补；培养他们的沟通协调能力；提高他们的效率和竞争力
• use topic sentences to organise the content in a coherent manner, for example, 网络流行语的正面影响包括可以丰富年轻人的生活；有助于年轻人的交流与沟通；负面影响包括阻碍中华传统文化的传承；加大与老年人的沟通障碍 (Q6)
• respond to the question with a distinct viewpoint supported by relevant ideas, information, and evidence
• maintain consistency in addressing the context, purpose, and audience throughout the extended response
• demonstrate proficiency in controlling vocabulary and language structures appropriate for the topics addressed in the response.

Areas for students to improve include:

• ensuring a comprehensive understanding of the topic as outlined in the question and noting the relevant contemporary issues
• presenting an argument that clearly relates to the question
• supporting responses with relevant examples, evidence, and persuasive language
• organising ideas and information in a logical and cohesive manner
• producing texts that demonstrate proficiency in vocabulary, grammar, and persuasive language structures.