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Dear Katharine and colleagues: Another Pre-U related question: please can anybody clarify whether the 'idiom' referred to in the mark schemes ( for Prepared Topic, Feel for the Language and the Opinion Essay )means general idiomatic use of Chinese or more specifically the four character 'Chengyu'? Many thanks! Liu Hong Date: Wed, 22 Jan 2014 12:52:17 +0000 From: [log in to unmask] Subject: Re: Pre-U Question(s) To: [log in to unmask] Dear Thomas and colleagues Logical, coherent, evidenced argument is what is looked for in the Pre-U Culture paper. Each essay will be treated on its own merit and examiners will be flexible. I shall get back to you about the past papers. Katharine From: Mandarin Chinese Teaching [mailto:[log in to unmask]] On Behalf Of Thomas Godber Sent: 22 January 2014 11:32 To: [log in to unmask] Subject: Pre-U Question(s) Dear Forum Members, Does anyone teaching Pre-U know where I can find a bank of past exam papers? I have signed up to the Pre-U forum but can't find much on there when using the search function. I am teaching the founding of the PRC and so far can only find 2 essay questions from previous exams, 1) assessing the importance of the USSR in early years of the PRC, and 2) discussing how the CCP exerted political control during the early years of the PRC. It would be so helpful to see other example essays to give me an idea of what I might could be teaching towards. On another note, regarding essay technique for the English-language essays, the teacher support pack suggests that candidates should not state their own view clearly in the introduction in order to maintain a sense of mystery and then build up the argument before finally revealing and emphasising their main viewpoint at the very end of the conclusion, even in the last sentence. While this is certainly a great essay style, I am interested in whether you think examiners will be flexible and treat every essay on its own merits; most history departments in secondary schools as far as I gather do stress that pupils should state their opinion at the outset and use that as a point of reference throughout their essays to keep them focussed, which can be very helpful for secondary-level pupils who may not yet be fully-fledged PhD holders, and can still lead to a very logical, cogent, coherent argument. Any views would be extremely welcome. Thanks for reading,Thomas Godber