CHINA STUDIES IN ENGLISH
Higher 2 (2017)
(Syllabus 9733)
(For school candidates only)
CONTENTS
Page
2
1
INTRODUCTION
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
Singapore Examinations and Assessment Board
 MOE & UCLES 2015
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9733 H2 CHINA STUDIES IN ENGLISH (2017)
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
•
3.1.2
3.1.3
select and apply relevant knowledge
AO2: CRITICAL UNDERSTANDING AND CONSTRUCTION OF EXPLANATION
•
critically examine issues and developments
•
analyse and evaluate different viewpoints and perspectives
•
construct coherent and substantiated arguments
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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9733 H2 CHINA STUDIES IN ENGLISH (2017)
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
AO1 + AO2
75 marks
50%
2 hours
15 minutes
AO1 + AO2 +
AO3
45 marks
30%
6 months
2
(Essay
Questions)
Candidates answer one
compulsory essay question in
Section A and two essay
questions in Section B:
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.
Note: AO1 forms part of testing of AO2 and AO3
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9733 H2 CHINA STUDIES IN ENGLISH (2017)
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
4.4
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.
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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9733 H2 CHINA STUDIES IN ENGLISH (2017)
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
5.2.2
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)
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.
5
9733 H2 CHINA STUDIES IN ENGLISH (2017)
5.3
5.4
5.5
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.
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.
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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9733 H2 CHINA STUDIES IN ENGLISH (2017)
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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9733 H2 CHINA STUDIES IN ENGLISH (2017)
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
7.3
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.
The reading list for the subject is attached as Appendix D.
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9733 H2 CHINA STUDIES IN ENGLISH (2017)
ANNEX A
PAPER 2 (ESSAY QUESTIONS)
GENERIC MARK BANDS
Band
Marks
1
21–25
Quality of the answer
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.
9
9733 H2 CHINA STUDIES IN ENGLISH (2017)
ANNEX B
PAPER 3 (INDEPENDENT STUDY)
LEVEL DESCRIPTORS
ASSESSMENT CRITERIA
Level 4
Marks 24–30
Level 3
Marks 16–23
Level 2
Marks 7–15
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]
•
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.
•
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.
AO1
AO2
AO3
:
:
:
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.
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.
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.
Knowledge
Critical Understanding and Construction of Explanation
Interpretation and Evaluation of Given Information
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9733 H2 CHINA STUDIES IN ENGLISH (2017)
ASSESSMENT CRITERIA
Level 4
Marks 6–7
Level 3
Marks 4–5
Level 2
Marks 2–3
Level 1
Marks 0–1
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.
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]
Reaches a conclusion that is
logical and is linked directly to all
the issues raised in the study.
Reaches a conclusion that is
logical and is linked directly to
most of the issues raised in the
study.
Reaches a conclusion that is
partially linked to the issues
raised in the study.
Fails to provide a conclusion that
is linked to the issues raised in
the study.
•
Evaluates critically limitations of
study.
Points out limitations of study
and provides explanation.
Attempts to point out limitations
of study but with no explanation.
Fails to point out limitations of
study.
Communicating Argument
[7 marks]
•
Communicate argument
in a clear, effective and
coherent way
[AO2]
ASSESSMENT CRITERIA
AO1
AO2
AO3
Point out limitations of
study
[AO2 and AO3]
:
:
:
Knowledge
Critical Understanding and Construction of Explanation
Interpretation and Evaluation of Given Information
11
9733 H2 CHINA STUDIES IN ENGLISH (2017)
ANNEX C
SYLLABUS CONTENT
THEME 1 – CULTURE AND SOCIETY
Essential Questions
Content
Learning Outcomes
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
•
What is ‘China’?
•
Understanding unity and diversity in China:
Land, people, language and historical
consciousness
•
What shapes
Chinese culture and
society?
•
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
•
Concepts
•
•
•
•
•
•
•
civilisation
identity
pluralism
Confucianism
Buddhism
Daoism
modernisation
Values/Attitudes
•
•
•
•
•
loyalty
respect
integrity
filial piety
responsibility
THEME 2 – AUTHORITY AND GOVERNANCE
Essential Questions
•
How effectively is
China governed?
Content
•
•
•
•
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)
Learning Outcomes
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
Challenges to governance:
– political reforms
– central-regional relations
– cross-strait relations
12
Concepts
•
•
•
•
•
•
•
•
•
authority
legitimacy
revolution
ideology
Marxism
Communism
Maoism
nationalism
unification
Values/Attitudes
•
•
•
•
•
accountability
integrity
incorruptibility
adaptability
loyalty
9733 H2 CHINA STUDIES IN ENGLISH (2017)
THEME 3 – DEVELOPMENT AND CHALLENGES
Essential Questions
•
•
How has China
transformed from a
planned economy to
a market economy?
How serious are the
problems faced by
China in managing
its development?
Content
•
•
Learning Outcomes
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
Candidates should be able to:
•
examine the reasons for
China’s rapid development
and its impact
•
explore the challenges faced
by China in managing its
development
Concepts
•
•
•
•
•
open-door policy
planned economy
market economy
capitalism
sustainability
Values/Attitudes
•
•
•
•
•
•
•
entrepreneurial
spirit
dynamism
pragmatism
accountability
resilience
equality
responsibility
THEME 4 – CHINA AND THE WORLD
Essential Questions
•
How does China
view its position and
role in the world?
•
How important is
China’s emergence
as a global power?
Content
•
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
Learning Outcomes
Candidates should be able to:
•
analyse the rise of China as a
global power
•
examine China’s foreign
relations with other countries
13
Concepts
•
•
•
•
nationalism
multi-polarity
globalisation
diplomacy
Values/Attitudes
•
•
•
•
•
•
national pride
harmony
equality
adaptability
respect
cooperation
9733 H2 CHINA STUDIES IN ENGLISH (2017)
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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9733 H2 CHINA STUDIES IN ENGLISH (2017)
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]
Date:
Candidate’s Signature:
Teacher’s Name:
Signature:
School
Stamp
15
9733 H2 CHINA STUDIES IN ENGLISH (2017)
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:
Candidate’s Name:
Index Number:
Centre Name:
Centre Number:
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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9733 H2 CHINA STUDIES IN ENGLISH (2017)
APPENDIX C
H2 INDEPENDENT STUDY
RECORD OF ADDITIONAL GUIDANCE
Subject:
Subject Code:
Candidate’s Name:
Index Number:
Centre Name:
Centre Number:
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:
Candidate’s Signature:
Date:
Date:
School
Stamp
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9733 H2 CHINA STUDIES IN ENGLISH (2017)
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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9733 H2 CHINA STUDIES IN ENGLISH (2017)
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
Baranovitch, Nimrod (2003). ‘From the Margins to the Centre: The Uyghur Challenge in Beijing’. The China
Quarterly 175: 726–750.
Bhalla, A S (1995). ‘Recent Economic Reforms in China and India’. Asian Survey 35(6): 555–72.
Brodsgaard, Kjeld Erik and Zheng, Yongnian (2004). Bringing the Party Back In: How China is Governed.
Singapore: Eastern Universities Press.
Chow, Gregory C (2004). Knowing China. Singapore: World Scientific.
Christensen, Thomas J (1996). ‘Chinese Realpolitik’. Foreign Affairs. 75 (Sep/Oct): 37–52.
Dittmer, Lowell (2003). ‘Leadership Change and Chinese Political Development’. The China Quarterly 176:
903–925.
Ewing, Richard Daniel (2003). ‘Hu Jintao: The Making of a Chinese General Secretary’. The China Quarterly
173: 17–34.
Fairbank, John and Reischauer, Edwin. (1989). China: Tradition and Transformation. Sydney, Australia:
Allen and Unwin.
Fairbank, John (1992). China: A New History. Cambridge, Mass., USA: Harvard University Press.
Fewsmith, Joseph (1999). China Since Tiananmen: Politics of Transition. New York, USA: Cambridge
University Press.
Fewsmith, Joseph (2003). ‘The Sixteenth National Party Congress: The Succession that Didn’t Happen’.
The China Quarterly 173: 1–16.
Grasso, June, Corrin, Jay and Michale, Kort (2001). Modernisation and Revolution in China. New York, USA:
M E Sharpe Inc.
Hsu, Immanuel (2001). The Rise of Modern China. (5th Edition). Hong Kong: Oxford University Press.
Huang, Ray (1990). China: A Macro History. New York, USA: M E Sharpe.
Lee, Kuan Yew (2000). From Third World To First: The Singapore Story: 1965 – 2000, Chapters 34–40.
Singapore: Singapore Press Holdings.
Lewis, John W and Xue, Litai (2003). ‘Social Change and Political Reform in China: Meeting the Challenge
of Success’. The China Quarterly 176: 926–942.
Li, Lianjiang (2002). ‘The Politics of Introducing Direct Township Elections in China’. The China Quarterly
171: 704–23.
Liu, Kang (2004). Globalisation and Cultural Trends in China. Honolulu, USA: University of Hawai’i Press.
Mackerras, Colin, McMillen, Donald H and Watson, Andrew (Eds) (2001). Dictionary of the Politics of the
People’s Republic of China. London, UK: Routledge.
Muni, S. D (2002). China’s Strategic Engagement with the New ASEAN. IDSS Monograph No. 2. Singapore:
Institute of Defence and Strategic Studies.
Naughton, Barry (1993). ‘Deng Xiaoping: The Economist’. The China Quarterly 135: 491–514.
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9733 H2 CHINA STUDIES IN ENGLISH (2017)
Overmyer, Daniel L (2003). ‘Religion in China Today: Introduction’. The China Quarterly.
Pan, Lynn (Ed.) (1998). The Encyclopedia of the Chinese Overseas. Chinese Heritage Centre: Archipelago
Press.
Panitchpakdi, Supachai, Wang, Gungwu, Evan, Paul M and Pernia, Ernesto M (2002). ‘Outlook for China
and the Region’. Trends in Southeast Asia, No. 3, February. Singapore: ISEAS.
Pye, Lucian W (1993). ‘An Introductory Profile: Deng Xiaoping and China’s Political Culture. The China
Quarterly 135: 412–43.
Rawski, Thomas G (1995). ‘Implications of China’s Reform Experience’. The China Quarterly. 144:
1150–1173.
Sheng, Lijun (2001). ‘A New U.S. Asia Policy?: Air Collision, Arms Sales and China-US Relations’. Trends in
Southeast Asia No. 8, June. Singapore: Institute of Southeast Asian Studies.
Roy, Denny (1998). China’s Foreign Relations. London, UK: Macmillan.
Solinger, Dorothy J (2003). ‘State and Society in Urban China in the Wake of the 16th Party Congress’. The
China Quarterly 176: 943-959.
Spence, Jonathan (1991). The Search for Modern China. New York, USA: W W Norton Company.
Stuart-Fox, Martin (2003). A Short History of China and Southeast Asia: Tribute, Trade and Influence.
Sydney, Australia: Allen and Unwin.
Sutton, Alan (2004). ‘The Three Gorges Project on the Yangtze River in China’. Geography. Vol 89 (2),
pp. 111–126.
Teather, David C B and Yee, Herbert S (Eds) (1999). China in Transition: Issues and Policies. New York,
USA: St. Martin’s Press.
Thuno, Mette (2001). ‘Reaching Out and Incorporating Chinese Overseas: The Trans-territorial Scope of the
PRC by the End of the 20th Century’. The China Quarterly 168: 911–28.
Wang, Gungwu (1992). China and the Chinese Overseas. Singapore: Times Academic Press.
Wang, Gungwu (2003). Ideas Won’t Keep: The Struggle for China’s Future. Singapore: Eastern Universities
Press.
Wang, Gungwu and Wong, John (Eds) (1999). China: Two Decades of Reform and Change. Singapore:
Singapore University Press.
Whyte, Martin King (1995). ‘The Social Roots of China’s Economic Development’. The China Quarterly 144:
999–1019.
Wong, John and Lu, Ding (2002). China’s Economy – New Century: Structural Issues and Problems.
Singapore: World Scientific.
Wong, John and Zheng, Yongnian (Eds) (2001). The Nanxun Legacy and China’s Development in the PostDeng Era. Singapore: Singapore University Press.
Wu, Yu-shan (1999). ‘Taiwanese Elections and Cross-Strait Relations: Mainland Policy in Flux’. Asian
Survey 39 (4): 565–87.
Yang, Mayfair Mei-hui (2002). ‘The Resilience of Guanxi and its New Deployments: A Critique of Some New
Guanxi Scholarship’. The China Quarterly 170: 459–76.
Yong, Deng and Wang, Fei-Ling (Eds) (1999). In the Eyes of the Dragon: China Views the World. Lanham,
Madison, USA: Rowan and Littlefield.
Yong, Pow Ang (1995). ‘Singapore’s Investment in China’. In Suryadinata, Leo (Ed.), Southeast Asian
Chinese and China – The Politico-Economic Dimension. Singapore: Times Academic Press, pp. 249–254.
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9733 H2 CHINA STUDIES IN ENGLISH (2017)
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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