Section I – Response to Prescribed Text – Part A
Students should:
- read the whole extract before attempting to answer the questions
- read the questions carefully and address all aspects in their response
- explain the quotes given in Chinese and their significance in the relevant context rather than just translating them
- demonstrate knowledge of all the extracts for study and the whole prescribed text where required
- respond in English using their own words
- use the lines given as an indication of length of response required.
In better responses, students were able to:
- understand the hidden meaning of the quote, ‘滴答滴答，砰！’ and provide clear reasons (Q1a)
- provide three solid pieces of evidence of Ju Ran’s mother’s disapproval of Ju Ran having a girlfriend, for example, his mum will be worried to death: ‘Huang Jing Jing!’ (Q1b)
- provide clear explanations and relevant examples of the role of Ju Ran’s internal monologues, for example, indicating Ju Ran’s feelings, personality and the plot development (Q1c)
- respond to the question thoroughly with comprehensive analysis of both the extract given and the other scene (Q1d).
Areas for students to improve include:
- reading and analysing the questions carefully
- providing enough points and evidence using the mark value as a guide
- improving on accuracy when writing Chinese characters.
Section I – Response to Prescribed Text – Part B
Students should:
- address all parts of the question fully
- write in the type of text as specified in the question
- address the specified context, purpose and audience of the question
- write from a particular perspective as required by the question
- demonstrate their knowledge of the chosen extract and other relevant parts of the text when responding to the question
- support their response with evidence from the text
- use their own words in their response.
In better responses, students were able to:
- reflect on Ju’s speech on the whole year, for example, 我以为…居然成熟了…懂事了
- address appropriate audience, using the tone of the teacher
- include Ms Sa’s feelings, reflection and encouragement to the students
- write a coherent response with authentic and sophisticated expressions, for example, 用心良苦，为人师表，苦心，复杂的心情.
Areas for students to improve include:
- being creative and avoiding re-telling the story
- using textural reference to support ideas instead of simply recounting
- avoiding direct translation of the script.
Section II – Writing in Chinese
Students should:
- address all aspects of the question
- write in the relevant text type as specified in the question
- use appropriate register consistently throughout the response
- ensure that the content of their response is relevant to the question
- plan and sequence their response to ensure it is coherent
- demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
- support their argument, point of view or opinion with relevant ideas and information
- manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
- use the dictionary to choose appropriate word, expression or phrase for the context, purpose and audience of the question
- proofread and edit their work.
In better responses, students were able to:
- develop an effective and coherent argument or discussion
- demonstrate breadth and depth of relevant ideas
- substantiate a point of view with reasonable statistics and examples, such as 马云，脸书
- write with a high level of grammatical accuracy and sophistication of vocabulary and sentence structure, for example, 提高合作能力，如论如何，无所事事，个性发展，只要功夫深，铁杵磨成针，坚持不懈，永不放弃，明确的目标是所有的未来成功的坚实基础，万般皆下品，惟有读书高，富二代，啃老.
Areas for students to improve include:
- developing a sequential and well-structured argument, discussion or explanation with relevant evidence
- being familiar with all writing text types in Chinese
- proofreading their response for grammatical and lexical accuracy
- avoiding word-by-word translation from English
- avoiding similar points of arguments.
