Oral examination
Characteristics of better responses:
- a clear, convincing and logically sequenced viewpoint was presented with clear articulation
- the argument was supported by well-selected examples demonstrating awareness of cultural differences
- a range of appropriate vocabulary and sentence structures was used.
Characteristics of weaker responses:
- rote-learnt material that did not address the question was provided
- weak argument, irrelevant content and lack of cohesion were evident
- incorrect pronunciation and intonation were used.
Written examination
Section I – Response to Prescribed Text
Characteristics of better responses:
- a good understanding of the question and an in-depth analysis of the issues were demonstrated
- a perceptive analysis of how language and film techniques conveyed Lao Ye’s sense of superiority was included (Q1c)
- sense of duty was explored thoroughly with relevant textual support (Q1d)
- the ability to analyse the complexities of relationships in the past and present was demonstrated (Q2).
Characteristics of weaker responses:
- limited understanding of the questions was evident
- insufficient textual evidence was provided to support responses
- not all the relevant characters were included (Q1d)
- irrelevant details from other scenes were included (Q2).
Section II – Writing in Chinese
Characteristics of better responses:
- a range of vocabulary and language structures was used
- a sophisticated and coherent argument was presented with relevant support
- logical thinking and analytical skills were displayed in the development of an argument.
Characteristics of weaker responses:
- limited vocabulary and sentence structures were used
- certain aspects of the topics were addressed without elaboration or support
- superficial and brief articles were provided.
