9733 china studies in english h2 - seab - home · 4.3.3 paper 3 (independent study) 4.3.3.1 the...

MOE & UCLES 2015

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Singapore Examinations and Assessment Board

CHINA STUDIES IN ENGLISH

Higher 2 (2017)

(Syllabus 9733)

(For school candidates only)

CONTENTS

Page

1 INTRODUCTION 2

2 AIMS 2

3 ASSESSMENT OBJECTIVES 2

4 SCHEME OF ASSESSMENT 3

5 NOTES FOR GUIDANCE ON INDEPENDENT STUDY 5

6 ASSESSMENT CRITERIA 7

7 SYLLABUS CONTENT 8

ANNEX A – Paper 2 (Essay questions) Generic Mark Bands 9

ANNEX B – Paper 3 (Independent Study) Level Descriptors 10

ANNEX C − Syllabus Content 12

APPENDIX A − Independent Study Proposal Form 14

APPENDIX B − Independent Study Declaration and Submission Form 16

APPENDIX C − Independent Study Record of Additional Guidance 17

APPENDIX D − Reading List 18

9733 H2 CHINA STUDIES IN ENGLISH (2017)

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1 INTRODUCTION

1.1 H2 China Studies in English is an inter-disciplinary subject that aims to promote candidates’ awareness of, and interest in, contemporary China. The syllabus will focus on geopolitical, economic and socio-cultural forces related to China’s development since 1978, and their role in shaping events and trends in China and beyond.

2 AIMS

2.1 H2 China Studies in English aims to enable candidates to:

2.1.1 gain a broad exposure to key issues related to the development of contemporary China 2.1.2 deepen their understanding of the Chinese, their culture and ways of thinking 2.1.3 develop an awareness and appreciation of diversity among the people and regions of China 2.1.4 appreciate the geopolitical and economic implications of China’s rise as a regional and global

player 2.1.5 develop an understanding of the social and environmental implications of China’s

development 2.1.6 develop skills in evaluating diverse perspectives on China and arrive at an informed

judgement of issues 2.1.7 develop independent study skills in order to pursue a topic of interest related to China

3 ASSESSMENT OBJECTIVES

3.1 Candidates are expected to:

3.1.1 AO1: KNOWLEDGE

• select and apply relevant knowledge

3.1.2 AO2: CRITICAL UNDERSTANDING AND CONSTRUCTION OF EXPLANATION

• critically examine issues and developments

• analyse and evaluate different viewpoints and perspectives

• construct coherent and substantiated arguments

3.1.3 AO3: INTERPRETATION AND EVALUATION OF GIVEN INFORMATION

• interpret, analyse and evaluate information

• apply information and postulate outcomes and developments

• justify recommendations/opinions

• reach reasoned conclusions based on information


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4 SCHEME OF ASSESSMENT 4.1 ASSESSMENT MODE

4.1.1 The assessment comprises three papers. Paper 1 (Case Study) and Paper 2 (Essay Questions) are written examination papers. Paper 3 takes the form of an Independent Study. Candidates are required to offer all three papers.

4.2 SPECIFICATION GRID

Paper

Description Assessment objective

Marks Overall weighting

Duration

1 (Case Study)

Candidates answer the compulsory case study comprising three to four sub-questions.

AO1 + AO2 + AO3

30 marks 20% 1 hour 30 minutes

2 (Essay

Questions)

Candidates answer one compulsory essay question in Section A and two essay questions in Section B:

AO1 + AO2

75 marks 50% 2 hours 15 minutes

Section A One compulsory cross-thematic question will be set.

Section B Two questions will be set. Each question will have an ‘either’ ‘or’ option. Questions may be set on any of the four themes in the syllabus. The questions will be comparable in demand and rigour.

3 (Independent

Study)

Candidates submit a 2000–2500 word research essay based on an issue or topic of study related to China’s development.

AO1 + AO2 + AO3

45 marks 30% 6 months

Note: AO1 forms part of testing of AO2 and AO3


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4.3 DESCRIPTION OF COMPONENTS

4.3.1 PAPER 1 (CASE STUDY)

The Case Study will consist of a collection of material, containing four to five sources and no more than 4 A4 pages in length, on an issue related to an aspect of the syllabus content.

The issue may be based on a single theme or cross-thematic in nature and the given material will provide different perspectives and opinions. It may include written, pictorial and statistical sources, but the interpretation of these sources will not require specialised knowledge of a particular discipline. The Case Study will require candidates to interpret, analyse and evaluate the given material, and make postulations on outcomes and developments based on the given information.

4.3.2 PAPER 2 (ESSAY QUESTIONS)

Candidates are required to show depth of understanding and evidence of reading in their answers. The answers should demonstrate critical thinking skills such as the ability to interpret and evaluate different points of view and to present thoughtful and analytical arguments. Candidates are required to answer the essay questions in continuous prose.

4.3.3 PAPER 3 (INDEPENDENT STUDY)

4.3.3.1 The Independent Study gives candidates the opportunity to select and research on an issue or topic of study related to China’s development.

4.3.3.2 The selected topic must be focused and suitable for an in-depth study of 6 months’

duration. Candidates’ proposals must be submitted to the Principal Examiner for approval before the study is embarked on.

4.3.3.3 Candidates will submit an essay of between 2000 to 2500 words at the end of the

6-month study for assessment. Headings, footnotes, charts, tables and appendices will not count towards the word limit. Any Independent Study submitted which exceeds the word limit will not have the excess work marked and rewarded.

4.3.3.4 The Independent Study must be typewritten on A4 size paper, with double-spacing

and in Arial font, size 12. 4.3.3.5 A complete bibliography of all resources used/referred to must be attached to the

work. 4.4 APPROVAL PROCESS FOR INDEPENDENT STUDY

4.4.1 Candidates must submit the soft copy of their Independent Study Proposal Form (Appendix A) to SEAB by a specified date in Term 1 of the second year of study. Deadlines for submissions will be specified by SEAB in a circular to schools each year.

4.4.2 The Proposal, not exceeding 500 words, must include the following details:

� the research topic

� rationale for the choice of the research topic

� the title of the Independent Study

� a synopsis which states clearly the objective(s) and scope of the research area, as well as an indication of any potential problems or limitations in the course of research

� a literature review giving an overview of the current state of knowledge in this area of study

� a description of the qualitative or quantitative methodology to be used in gathering information


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4.4.3 The hard copy of the proposal must be dated and signed by both the candidate and the teacher. The hard copy should be retained by the school and submitted with the completed Independent Study by the date specified by SEAB. (See paragraph 4.4.1 above).

4.4.4 Proposal submissions will be sent electronically to Cambridge for approval by the Principal

Examiner. 4.4.5 If a proposal is acceptable as it stands, the Principal Examiner will approve it without further

feedback. 4.4.6 If the Principal Examiner rejects a proposal, or indicates that a proposal needs to be revised

before it can be approved, s/he will send feedback accordingly. This feedback must be retained and submitted with the completed Independent Study, along with the hard copy of the original proposal. (See paragraph 4.4.3 above).

4.4.7 If a candidate has been advised by the Principal Examiner that s/he must make a

resubmission of the amended proposal for approval, or submit a 2nd proposal, the candidate must do so by the date specified by SEAB, the hard copy of which must be submitted with the completed Independent Study.

5 NOTES FOR GUIDANCE ON INDEPENDENT STUDY

5.1 The Independent Study submitted for assessment must be the candidates’ own work and should represent their ability to work independently. However, all the candidate’s will need support from their Centres in the form of monitoring the work in progress and giving some degree of guidance. The extent of teacher guidance is outlined in paragraphs 5.2 to 5.5 below.

5.2 PROPOSAL STAGE

5.2.1 At the Proposal Stage of the Independent Study, teachers are expected to:

� guide candidates on the selection of an appropriate research topic

� guide candidates in the formulation of their research proposal and in the interpretation of examiners’ comments on their proposal, if necessary

� advise candidates on work schedule

� advise candidates on research ethics

� guide candidates on research skills and techniques

� advise candidates on the suitability of resources/references selected

� explain to candidates what they will be assessed on and how their performance will be assessed

� draw candidates’ attention to the importance of the declaration they will be required to make in the Declaration and Submission Form (Appendix B)

5.2.2 During the formulation of proposals, teachers may guide candidates as required. This

guidance includes discussion with the candidate of any feedback given by the Principal Examiner on the proposal, as well as the formulation of a second proposal, should it prove necessary.


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5.3 DURING WRITING

5.3.1 The teacher will schedule 1 conference with the candidate, at the latest by the 4th month of writing.

5.3.2 The length of time required for the conference will depend on each candidate’s needs.

However, the conference should take place over one sitting. This means that Centres should schedule their conferences in such a way that they take place over a single session within one day.

5.3.3 The teacher may accept a draft of a candidate’s work in advance of the conference, for discussion during the session, but teachers should not give any written feedback on the work submitted.

5.3.4 The teacher should encourage the candidate to take notes during the conference, so that s/he can refer to these notes subsequently when working independently.

5.3.5 At the request of a candidate, the teacher may schedule a 2nd conference. In the event of a

2nd conference being scheduled, the teacher will be required to complete the Record of Additional Guidance (Appendix C), giving details of key points of guidance given during the 2nd conference. The completed form must carry the teacher’s signature and date.

5.3.6 The candidate should be given the opportunity to see what has been noted down on the form

and should sign his/her acknowledgement of the additional guidance given. 5.3.7 The Record of Additional Guidance (Appendix C) should be attached to the front of the

completed work submitted for assessment, behind the Declaration and Submission Form (Appendix B).

5.3.8 It should be noted that the nature and extent of additional guidance given may be taken into

consideration during the marking of the candidate’s work. 5.3.9 Should the teacher feel that a candidate would benefit from a 2nd conference, s/he may

suggest it to the candidate, but it should be the candidate’s decision whether or not to take up the suggestion.

5.4 ACKNOWLEDGEMENT OF GUIDANCE

5.4.1 Candidates are permitted to seek advice or information from people outside of the school environment who have expertise that is relevant to their research. However, as part of their guidance on the ethics of carrying out independent research, teachers should advise candidates that it is not acceptable for them to either seek or accept help from any outside agency, including family and friends, in the actual writing of the essay.

5.4.2 Candidates must acknowledge guidance or information provided by people other than their

China Studies teachers. They may do this through the use of footnotes or endnotes, or in their bibliography.

5.5 ON SUBMISSION AND SUSPICION OF PLAGIARISM

5.5.1 When candidates submit their Independent Study for assessment, teachers are expected to ensure that candidates have completed the Declaration and Submission Form (Appendix B) and attach it to the front of the work, along with the Record of Additional Guidance (Appendix C), if any has been given (see para. 5.3.7).

5.5.2 Teachers should also attach the hard copy of the proposal(s). 5.5.3 While teachers do not need to assess the work that is submitted, or check that requirements

for the Independent Study have been fulfilled, they will need to read the work in order to satisfy themselves that it is authentic.


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5.5.4 If the teacher is satisfied that, to the best of her/his knowledge of the candidate and the progress of the Independent Study the work is authentic, s/he should sign and date the declaration of authenticity on the Declaration and Submission Form (Appendix B). It is understood that the declaration is made in good faith by the teacher and that ultimately, the authenticity of the work is the candidate’s responsibility.

5.5.5 If the teacher has cause for suspicion of plagiarism in the work submitted, s/he should circle

‘reason’ [to believe that the candidate has plagiarised work in this Independent Study] in the Declaration and Submission Form (Appendix B) and give details in an Irregularity Report (to be issued by SEAB) The report should be submitted to SEAB, together with the work in question and the candidate’s approved proposal.

5.5.6 All documentation regarding cases of suspected plagiarism, proven or otherwise, must be

submitted to SEAB. The examining authority will take disciplinary action against any candidate found to have committed or aided the offence of plagiarism.

5.5.7 If there are no Irregular Cases, a ‘Nil Return’ must be submitted by the school.

6 ASSESSMENT CRITERIA

6.1 PAPER 1 (CASE STUDY)

The Case Study questions will be assessed using the Levels of Response mark scheme (LORMS). LORMS involves qualitative judgements and awards marks according to the level of skill or understanding in the answer. The mark scheme will be specific to the target objective of the question set. There will be different levels of skill or understanding, in relation to the target objective, demonstrated by the candidates in their answers. The mark scheme will thus be question-specific, and not generic in nature.

6.2 PAPER 2 (ESSAY QUESTIONS)

The essay questions will be assessed using holistic band descriptors. The assessment involves qualitative rather than quantitative evaluation. Judgements on the appropriate band of each essay assessed will be based on the principle of ‘best fit’ determined by the descriptions within each band which has several assessment criteria.

For details on the assessment criteria, please refer to Paper 2 (Essay Questions) Generic Mark Bands at Annex A.

6.3 PAPER 3 (INDEPENDENT STUDY)

Independent Study will be assessed using analytic band descriptors. The assessment involves qualitative rather than quantitative evaluation. Judgements on the appropriate band of each essay assessed will be based on the principle of ‘best fit’ determined by the descriptions within each band for each assessment criterion.

For details on the assessment criteria, please refer to Paper 3 (Independent Study) Level Descriptors at Annex B.


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7 SYLLABUS CONTENT 7.1 The 4 key themes in the syllabus are:

� Theme 1: Culture and Society

� Theme 2: Authority and Governance

� Theme 3: Development and Challenges

� Theme 4: China and the World

For details on the syllabus, please refer to the Syllabus Content at Annex C.

7.2 The design of the syllabus is based on essential questions pertinent to each theme. These essential

questions provoke thinking and are multilayered in nature as they facilitate the uncovering of current and complex content matter through an enquiry-based teaching approach. Such a teaching approach is particularly appropriate as the focus of H2 China Studies in English is contemporary, and issues related to China are dynamic and therefore subject to change. Given the inter-disciplinary nature of the syllabus, a meaningful understanding of contemporary China will be enhanced through an exploration of the links and interconnectedness between issues covered under the four themes.

7.3 The reading list for the subject is attached as Appendix D.


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ANNEX A

PAPER 2 (ESSAY QUESTIONS)

GENERIC MARK BANDS

Band Marks Quality of the answer

1 21–25 The approach is consistently analytical or explanatory rather than descriptive. Answers will be fully relevant. The argument will be structured coherently and supported by very appropriate supporting material.

The writing will be accurate. At the lower end of the band, there may be some weaker sections but the overall quality will show that the candidate is in control of the argument. The best answers must be awarded 25 marks.

2 18–20 Essays will be focused clearly on the demands of the question but there will be some unevenness. The approach will be mostly analytical or explanatory rather than descriptive.

The answer will be mostly relevant. Most of the argument will be structured coherently and supported by largely relevant evidence/data/examples. The impression will be that of a good solid answer. The writing will be mostly accurate.

3 16–17 Answers will reflect a clear understanding of the question and a fair attempt to provide an argument and evidence/data/examples to answer it. The approach will contain analysis or explanation but there may be some heavily descriptive passages. The answer will be largely relevant. Answers will achieve a genuine argument but may lack balance and/or depth in terms of argument.

Most of the answer will be structured satisfactorily but some parts may lack full coherence.The writing will be generally accurate.

4 14–15 Answers will indicate attempts to argue relevantly although often implicitly. The approach will be more descriptive than analytical or explanatory. Analysis or explanation may be limited to introductions and/or conclusions.

The structure of the argument could be organised more effectively. The writing will usually be accurate.

5 11–13 Answers will offer some appropriate evidence/data/examples but there will be little attempt generally to link these to the requirements of the question. The approach will lack analysis and the quality of the description, although sufficiently accurate and relevant to the topic, if not the particular question, will not be linked effectively to the argument.

The structure will show weaknesses and the treatment of topics within the answer will be unbalanced. The writing may show some accuracy but there will also be frequent errors.

6 8–10 Answers will not be properly focused on the requirements of the question. There may be many unsupported assertions and commentaries. The argument may be of limited relevance to the topic and there may be confusion about the implication of the question.

The writing will show significant weaknesses.

7 0–7 Answers will be characterised by significant irrelevance or arguments which do not begin to make significant points.

The answers may be largely fragmentary and incoherent.

Marks at the bottom of this band will be given very rarely because even the most wayward and fragmentary answers usually make a few valid points.


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ANNEX B

PAPER 3 (INDEPENDENT STUDY) LEVEL DESCRIPTORS

ASSESSMENT CRITERIA

Level 4 Marks 24–30



Level 1 Marks 0–6

Analysing and Constructing Argument [30 marks]

• Assess the present state of knowledge by using relevant readings in support of chosen area of research

[AO1 and AO2]

Critically assesses the existing state of knowledge about the research topic using a wide range of relevant sources.

Assesses the existing state of knowledge about the research topic using an adequate range of sources and relates this to the rationale for choice of topic.

Attempts to assess the existing state of knowledge about the research topic using a limited range of sources, and to relate this to the rationale for choice of topic.

Offers only a limited number of sources. There is no valid attempt to link these sources effectively to the research topic.

• Demonstrate skills of critical analysis through evaluation of sources of information

[AO1, AO2 and AO3]

Shows a comprehensive and insightful understanding of the subject matter. Uses a wide range of sources to construct an argument that is logical and sound, arising from a thorough and critical analysis of the source information. The Independent Study is analytical throughout.

Shows a comprehensive understanding of the subject matter. Uses a range of sources to construct an argument that is logical and sound, arising from a critical analysis of the source information. The Independent Study is mostly analytical.

Shows a sound understanding of the subject matter. Uses a range of sources to construct an argument that is generally logical, but flawed in some parts, arising from limited critique of the source information. The Independent Study is analytical though there may be some heavily descriptive elements.

Shows a weak understanding of the subject matter. Uses a limited range of sources and mainly to summarise the information about the research study. The Independent Study is predominantly descriptive.

• Provide citations throughout the study, and these citations appear in the bibliography

[AO1]

Citation is provided effectively throughout and all sources cited appear in the bibliography.

Citation is provided and is mostly effective. All sources cited appear in the bibliography.

Citation is provided and is generally effective. Most sources cited appear in the bibliography.

Citation is provided but is mostly not effective and a bibliography is not provided.

AO1 : Knowledge AO2 : Critical Understanding and Construction of Explanation AO3 : Interpretation and Evaluation of Given Information


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ASSESSMENT CRITERIA

Level 4 Marks 6–7

Level 3 Marks 4–5

Level 2 Marks 2–3

Level 1 Marks 0–1

Communicating Argument [7 marks]

• Communicate argument in a clear, effective and coherent way

[AO2]

Communicates very clearly argument that is coherent and persuasive throughout.

Communicates clearly argument that is mostly coherent and persuasive.

Attempts to communicate argument clearly, some of which is coherent and persuasive.

Presents argument that is mostly lacking in clarity, coherence and persuasiveness.

ASSESSMENT CRITERIA

Level 4 Marks 7–8

Level 3 Marks 5–6

Level 2 Marks 2–4

Level 1 Marks 0–1

Drawing Conclusions [8 marks]

• Relate conclusion to research topic

[AO2 and AO3]

• Point out limitations of study

[AO2 and AO3]

Reaches a conclusion that is logical and is linked directly to all the issues raised in the study. Evaluates critically limitations of study.

Reaches a conclusion that is logical and is linked directly to most of the issues raised in the study. Points out limitations of study and provides explanation.

Reaches a conclusion that is partially linked to the issues raised in the study. Attempts to point out limitations of study but with no explanation.

Fails to provide a conclusion that is linked to the issues raised in the study. Fails to point out limitations of study.

AO1 : Knowledge AO2 : Critical Understanding and Construction of Explanation AO3 : Interpretation and Evaluation of Given Information


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ANNEX C

SYLLABUS CONTENT

THEME 1 – CULTURE AND SOCIETY

Essential Questions Content Learning Outcomes Concepts Values/Attitudes

• What is ‘China’?

• What shapes Chinese culture and society?

• Understanding unity and diversity in China: Land, people, language and historical consciousness

• Influence of Confucianism (Ru), Buddhism (Shi) and Daoism (Dao) on Chinese culture, social structure and ways of thinking

• Impact of modernisation on Chinese customs, family structure and values

Candidates should be able to:

• explore what constitutes ‘China’

• develop an awareness of Chinese philosophy and thought, and their role in shaping Chinese thinking, culture and society

• examine the impact of modernisation on Chinese society

• civilisation

• identity

• pluralism

• Confucianism

• Buddhism

• Daoism

• modernisation

• loyalty

• respect

• integrity

• filial piety

• responsibility

THEME 2 – AUTHORITY AND GOVERNANCE


• How effectively is China governed?

• What are the challenges of governing China?

• Concept of authority and political legitimacy: – ‘Mandate of Heaven’ (Tian Ming) – Mao Zedong era e.g. creation of People’s

Republic of China (PRC), social and political transformation

– Deng Xiaoping and post-Deng eras e.g. reform and development, integration into the international community

• Role of political institutions: – Chinese Communist Party (CCP) – State bureaucracy – People’s Liberation Army (PLA)

• Challenges to governance: – political reforms – central-regional relations – cross-strait relations

Candidates will be able to:

• explain the changing concept of Chinese authority and legitimacy over time

• examine the influence of ideology in the governance of China

• explore the role of political institutions in China and its impact

• analyse the different challenges to governance in contemporary China

• authority

• legitimacy

• revolution

• ideology

• Marxism

• Communism

• Maoism

• nationalism

• unification

• accountability

• integrity

• incorruptibility

• adaptability

• loyalty


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THEME 3 – DEVELOPMENT AND CHALLENGES


• How has China transformed from a planned economy to a market economy?

• How serious are the problems faced by China in managing its development?

• Economic reforms since 1978: – transition from a planned economy to market

economy – economic growth and its impact

• Issues and challenges: – regional disparities – agriculture – rural-urban migration – environmental management


• examine the reasons for China’s rapid development and its impact

• explore the challenges faced by China in managing its development

• open-door policy

• planned economy

• market economy

• capitalism

• sustainability

• entrepreneurial spirit

• dynamism

• pragmatism

• accountability

• resilience

• equality

• responsibility

THEME 4 – CHINA AND THE WORLD


• How does China view its position and role in the world?

• How important is China’s emergence as a global power?

• China’s worldview: – traditional worldview: concept of ‘Middle

Kingdom’ – China as member of the international

community – ‘Five Principles of Peaceful

Co-existence’ – Peaceful Development

• China’s foreign relations since 1978: – China as a global power – China and major powers – US, Japan and

Russia – China and Southeast Asia


• analyse the rise of China as a global power

• examine China’s foreign relations with other countries

• nationalism

• multi-polarity

• globalisation

• diplomacy

• national pride

• harmony

• equality

• adaptability

• respect

• cooperation


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APPENDIX A

CHINA STUDIES IN ENGLISH Higher 2

(Syllabus 9733)

INDEPENDENT STUDY PROPOSAL FORM

Candidate’s Name: Index Number:

Centre Name: Centre Number:

Year of Examination: NRIC/Foreign Student’s No:

If this is the 2nd submission, please tick here

Research Topic:

Rationale for Choice of Research Topic:

Proposed Title of Independent Study:

Synopsis of Independent Study: [State clearly the objective(s) and scope of your research, and identify any potential problems or limitations.]


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Literature Review (i.e. an overview of the current state of knowledge in this topic):

Methodology [State clearly qualitative and/or quantitative methods that will be used]

Candidate’s Signature:

Date:

Teacher’s Name:

Signature:

School Stamp


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APPENDIX B

[To be attached to the front of H2 Independent Study/H3 Research Essay/H3 Research Project]

H2 INDEPENDENT STUDY/H3 RESEARCH ESSAY/H3 RESEARCH PROJECT

DECLARATION AND SUBMISSION FORM

Subject: Subject Code:



Teacher’s Name: Year of Examination:

Title of Independent Study/Research Essay/Research Project:

Word count for Independent Study/Research Essay/Research Project: _____________ words

Plagiarism Warning: Plagiarism is using someone else’s work without acknowledging the source of that information. (Refer to the examination syllabus for more details on what constitutes plagiarism.) Plagiarism amounts to intellectual theft and is seen as an act of dishonesty. An investigation will be conducted when there is cause for suspicion of plagiarism. Where clear and convincing evidence exists, disciplinary action by the examining authority will be taken against any candidate found to have committed or aided the offence of plagiarism. Candidates who have contravened the examination regulations will not be given a grade and a ‘T’ symbol for the subject will be indicated.

Candidate’s Declaration: I declare that the attached work was produced solely by me. I also declare that the subject area and content used in this Independent Study/Research Essay/ Research Project is not used in any other H2/H3 Independent Study/Research Essay/Research Project that I am submitting in the same examination year, or have submitted previously. I am aware that if I am submitting two or more pieces of research work, only one of the works will be assessed if it is found that there is substantial overlap of content in the various pieces of research work submitted. Candidate’s signature and date _________________________________

Teacher’s Declaration: In supervising this candidate, I declare that I have / have not* supervised this candidate in accordance with the Notes of Guidance contained in the Examination Syllabus. * If ‘have not’, please attach an Irregularity Report containing the details to this Form. Teacher’s signature and date___________________________________ I have no reason / reason** to believe that the work submitted by the candidate contains plagiarised material (please circle accordingly). ** If there is evidence to suggest plagiarism may have occurred, please complete an Irregularity Report and submit it to SEAB with the candidate’s work. Teacher’s signature and date___________________________________

School

Stamp


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APPENDIX C

H2 INDEPENDENT STUDY

RECORD OF ADDITIONAL GUIDANCE

Subject: Subject Code:



Year of Examination: NRIC/Foreign Student’s No:

Title of Independent Study:

The additional guidance given to this candidate is recorded above.

Teacher’s Name:

Signature: Date:

Candidate’s Signature:

Date:

School Stamp


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APPENDIX D

READING LIST

CORE REFERENCES

Anderson, Jennifer (1997). The Limits of Sino-Russian Strategic Partnership, Chapters 1 and 2. Oxford, UK: Oxford University Press. Blecher, Marc (2003). China Against the Tides: Restructuring through Revolution, Radicalism and Reform (2nd Edition). London, UK: Continuum. Chi, Lo (2004). The Misunderstood China: Uncovering the Truth Behind the Bamboo Curtain. Singapore: Pearson. Dillon, Michael (Ed.) (1998). China: A Cultural and Historical Dictionary. Surrey, UK: Curzon Press. Donald, Stephanie Hemelryk and Benewick, Robert (2005). The State of China Atlas: Mapping the World’s Fastest Growing Economy. Sydney, Australia: University of New South Wales Press Ltd. Edmonds, Richard Louis (Ed.) (2000). The People’s Republic of China After 50 Years. Oxford, UK: Oxford University Press. Edmonds, Richard Louis (Ed.) (2000). Managing the Chinese Environment. Oxford, UK: Oxford University Press. Gamer, E Robert (Ed.) (2003). Understanding Contemporary China. Colorado, USA: Lynne Rienner Publishers. Gries, Peter Hays and Rosen, Stanley (Eds) (2004). State and Society in 21st

Century China: Crisis, Contention and Legitimation. New York, USA: RoutledgeCurzon. Harada, Chikahito (1997). Russia and North-east Asia, Chapter 2 (China). Oxford, UK: Oxford University Press. Ho, Khai Leong and Ku, Samuel C Y (2005). China and Southeast Asia: Global Changes and Regional Challenges. Singapore: Institute of Southeast Asian Studies. Hsieh, Chiao-Min and Lu, Max (2004). Changing China: A Geographical Appraisal. Colorado, USA: Westview Press. Hunter, Alan and Sexton, John (1999). Contemporary China. London, UK: Macmillan Press. Jin, Canrong (2001). ‘The US Global Strategy in the Post-Cold War Era and Its Implications for China-United States Relations: A Chinese Perspective’. Journal of Contemporary China. 10(27), pp. 309–315. Lawrence, Alan (2004). China Since 1919: Revolution and Reform – A Sourcebook. London, UK: Routledge. Ogden, Suzanne (2005). Global Studies: China (Eleventh Edition). Connecticut, USA: McGraw-Hill/Dushkin. Saich, Tony (2001). Governance and Politics of China. New York, USA: Palgrave. Shambaugh, David (2004). ‘China Engages Asia: Reshaping the Regional Order’. International Security. Vol. 29, No. 3 (Winter 2004/05), pp. 64-99. Sheng, Lijun (2001). China’s Dilemma: The Taiwan Issue. Singapore: Institute of Southeast Asian Studies. Sheng, Lijun (2002). China and Taiwan: Cross-strait Relations under Chen Shui-bian. Singapore: Institute of Southeast Asian Studies. Teather, David C B and Yee, Herbert S (Eds) (1999). China in Transition: Issues and Policies. London, UK: Macmillan Press Ltd.


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Yee, Herbert and Storey, Ian (2002). The China Threat: Perceptions, Myths and Reality. London, UK: RoutledgeCurzon. Zhao, Suisheng (Ed.) (2004). Chinese Foreign Policy: Pragmatism and Strategic Behaviour. New York, USA: M E Sharpe.

OTHER REFERENCES

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RECOMMENDED JOURNALS

China: An International Journal: East Asian Institute, Singapore.

International Security: The MIT Press.

Journal of Contemporary China: Routledge.

The China Quarterly: Cambridge University Press.

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