English for Arts and Humanities HKUSPACE CC/HPSHCC

A3 Group Discussion Guidelines

Group Discussion (30%)

1. Overview

Students will form groups of 3/4/5 and be assessed on their ability to read and report
the main ideas of a text, and then to engage in discussion, using a range of skills covered
in class, such as giving your opinion, agreeing and disagreeing, and questioning (please
see lecture notes for the full range of skills covered).

2. Components

2.1 Part 1: Individual preparation (10 minutes)

Read the text assigned to you. You will need to summarise and report the main
ideas of the text to your groupmates, so you must read the text carefully. You are allowed
to take notes.

2.2 Part 2: Individual speaking turn (1-2 minutes per student)

Each student has 1 to 2 minutes to summarise and report the main ideas of their text
to their groupmates. You are allowed to refer to your notes while you do this. You should
keep your notes to bullet points, not full sentences. Reading from the actual text will be
severely penalised. This part of the assignment is about your ability to read and understand
an English text and be able to explain it clearly in your own words.

Note: Other group members are encouraged to take notes while listening. The information
noted may be useful to draw upon during the discussion.

2.3 Part 3: Group discussion (9/12/15 minutes, depending on the size of the group)

After the individual speaking turn, the group discussion will begin. Each student
will have already summarised a text on a related topic. In addition to this content, you will
be given several questions to help guide your discussion on the topic. You are encouraged
to refer to the texts as well as your own knowledge in discussing the topic questions. This
part of the assignment is an opportunity for you to show your ability to employ a range of
discussion skills covered over the five speaking lessons during the term.

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A3 Group Discussion Guidelines

3. Marking Criteria
Grade Individual Turn Fluency and Topic Development Deployment of Discussion Skills Lexical Range Grammatical Range and Accuracy

Excellent Provides a very clear summary. A Fluent with only very occasional Readily deploys a wide range of Demonstrates a wide vocabulary, The grammatical range is wide and
range of reporting verbs are used repetition or self-correction. Hesitation discussion skills with very occasional employing a broad range of words to error-free sentences predominate.
precisely. Appears comfortable may be used to find words or grammar, lapses in flexibility and effectiveness. convey precise meanings throughout Occasional non-systematic errors may
explaining main ideas while making but it is mostly content-related. A wide Displays strong interpersonal skills in most of the discussion. Word choice is occur.
eye contact with group members. Does range of cohesive features is used. the give-and-take of academic generally accurate and suitable for the
not look at the text. Topic development is coherent, discussion. context. Includes idiomatic expressions
appropriate and relevant. Skilful use of and less common vocabulary
source material. effectively.

Very Good Provides a clear summary. A range of Fluent and able to continue without Readily deploys a wide range of Utilises a flexible vocabulary to The grammatical range is varied and
reporting verbs are used. Appears noticeable effort. Some hesitation, discussion skills, though some areas convey meanings with a good degree allows for some precision in more
reasonably comfortable explaining repetition or self-correction, but this may be more effective than others. of precision. Generally accurate and complex structures. Some errors may
main ideas while making eye contact does not affect comprehensibility. Shows an awareness of maturity and appropriate word choices, with occur, but these are not particularly
with group members. Does not look at Flexible use of cohesive features. sophistication in the give-and-take of occasional inaccuracies. Shows some intrusive.
the text. Topic development is coherent and academic discussion. proficiency in using idiomatic
appropriate. Reasonably skilful use of language and collocations correctly.
source material.

Good Provides a mostly clear summary, Usually fluent and able to produce Able to utilise some discussion skills Possesses a lexical range that allows Grammatical range may lack
despite some occasional moments that long turns, but coherence is sometimes but may not deploy these at for reasonably sophisticated flexibility. Errors often occur in more
lack coherence. Reporting verbs are lost because of hesitation, repetition or appropriate times during the discussion. While there may be some complex structures, but these rarely
used but may be repetitive or self-correction. Cohesive features are discussion. Shows courtesy as the inaccuracies in word choice, the affect comprehensibility.
inappropriate. Lacks confidence in generally used appropriately. Topic discussion unfolds, but may, on meaning remains mostly clear.
explaining main ideas. Might look at development may lack clarity at times. occasion, interject inappropriately, or Demonstrates the ability to paraphrase
the text occasionally or read from Quite good use of source material. may try to dominate the conversation and rephrase for clarification purposes.
lengthy written notes. unnecessarily.
Minimally The summary can be difficult to Able to produce reasonably long turns Able to utilise some discussion skills, Vocabulary is limited but sufficient for Simple sentences may be produced
Adequate follow. Does not use academic on occasion, but there may be frequent but lack of judgment in deploying discussing the topics at a basic level of accurately. Complex sentences mostly
reporting verbs when referring to the hesitation, repetition or self-correction. these may be noticeable. Shows complexity. Can paraphrase and contain errors, which may affect
text. Often looks at the text and There may be overuse or inappropriate courtesy during the discussion, though clarify, though not consistently comprehensibility.
occasionally reads directly from it. use of cohesive features. Shorter turns inappropriate interjections may detract successfully.
Occasionally makes eye contact. may be fluent. Topic development may from the success of the discussion.
Manages to speak for a minute, but lack clarity, but the meaning is
pauses are needed to achieve this. generally clear. Source material is
utilized, though sometimes not
appropriately.

Inadequate The summary does not make sense. Long turns may be produced, but long A limited range of discussion skills is Has a restricted vocabulary that allows Basic sentence forms are attempted,
Lacks any language to report main pauses, frequent hesitation, repetition displayed, and sometimes these may be for basic discussion of the topics. but errors predominate. There may be
ideas. Reads almost entirely from the or self-correction affect overall deployed at inappropriate times. Frequent inappropriate word choices some memorized phrases that are
text and does not make eye contact. coherence. Noticeably limited use of Shows an awareness of courtesy may lead to confusion. Struggles to produced accurately.
Possibly gives up before a minute has cohesive devices. Topic development during the give-and-take of the paraphrase effectively.
passed or fills the time with lengthy may be difficult to follow. Source conversation, but inappropriate
pauses. material is used, but it may clearly lack interjections are noticeable and affect
relevance. the natural progression of the
discussion.

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A3 Group Discussion

4. Sample texts and Discussion Questions

Assessment 3: Group Discussion (25%)

SET SAMPLE. Family Matters

In this assessment, you will be assessed on your ability to: express agreement/disagreement; give explanations;
make suggestions; interrupt politely; report ideas; and deal with questions.
Part 1. Reading (10 minutes)
Read the text assigned to you on the next page. You will need to summarise and report the main ideas of the text to
your groupmates, so you must read the text carefully. You are allowed to take notes.
Part 2. Individual Presentation (1-2 minutes)
You have 1 to 2 minutes to summarise and report the main ideas of your text to your groupmates. You are allowed
to refer to your notes while you do this. You should keep your notes to bullet points, not full sentences. Reading
from the actual text will be severely penalised. This part of the assignment is about your ability to read and understand
an English text and be able to explain it clearly in your own words.
Part 3. Group Discussion (9/12/15 minutes)
After the individual speaking turn, the group discussion will begin. You will have already summarised a text on a
related topic. In addition to this content, you will be given several questions below to help guide your discussion on
the topic. You are encouraged to refer to the texts as well as your own knowledge in discussing the topic questions.
This part of the assignment is an opportunity for you to show your ability to employ a range of discussion skills
covered over the five speaking lessons during the term.
Guiding Questions
Discuss some or all of the following questions with your group members:
⚫ Are ideas towards marriage and relationships different today than they were in past generations?
⚫ What factors have influenced the way that young adults feel about having children?
⚫ Do males and females have similar views towards selecting a partner?
⚫ What trends regarding marriage, relationships and family size will emerge in the future?
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Notes

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A3 Group Discussion

Student A

Text A

Concern at increasing divorce rate

More Hong Kongers are getting married, doing so later in life, getting divorced - and doing it all over again, according
to the Census and Statistics Department.

The trend worries some academics, who warn that more divorces will lead to increasing family and social problems. The
Women & Men in Hong Kong - Key Statistics survey released by the Census and Statistics Department in late July shows
the number of marriages has increased over the past 10 years.

People are also waiting later to tie the knot - at least for the first time round. The average age for women getting married
for the first time was 28.1 in 2004, compared to 23.9 in 1981; the percentage for men was 31.1 and 27, respectively.

Hong Kong University Family Institute associate director Patricia Chu said people tend to marry late as they have higher
education levels and enter the workforce later. The greater independence of females and improved gender equality has
also contributed to late marriage in Hong Kong. However, the number of divorces is also rising as some couples do not
know what marriage really entails and cannot make sufficient adjustments, Chu said. Last year saw a record number of
divorces - 15,604 compared with 9,404 in 1995.

Divorce no longer carries the same stigma it once had, when couples tended to stay in unhappy marriages for the sake of
their children, said Chu. Today's society is also more open-minded about divorce. “They don't perceive divorce as the
end of everything,” Chu said.

But if a divorce is not handled well, there may be family violence or abuse between couples, and even their children.
“The family is still the basic unit of society. If a family is healthy, society can then be healthy,” Chu said.

Source: Chong, Winnie. “Concern at Increasing Divorce Rate.” The Standard. 5 Aug. 2005. Web.

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Notes

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A3 Group Discussion

Student B

Text B

Sad singles happy to find love through matchmaking firms

More than half of Hong Kong's educated single people are prepared to use a dating service to find a life partner,
according to a survey by Asia's first lunch-dating agency.

In a Lunch Actually survey of educated single men and women aged 21 or over carried out in June, 57 percent said they
have tried modern dating methods, which is eight times the number who resorted to traditional ways of finding a partner.
“Longer hours, work culture and gender ratio imbalances are making an impact on the ways people find love in Hong
Kong,” Lunch Actually co- founder Violet Lim said.

The survey findings reflect today's singles are actively exploring new avenues to pursue their special someone. “Dating
services that provide targeted and convenient matchmaking are more appealing to busy local professionals.” Modern
services include singles events and speed, internet, lunch and one-to-one dating.

Lim said the three main reasons given by those still single are “the people I'm interested in are already involved or not
interested in me,” “haven't met anyone I want to be involved with,” and “find it hard to meet someone who shares my
values or interests.”

When it comes to choosing a dating service, more than half the respondents rank “size of database” as a very important
factor whereas only 21 percent consider cost. A majority of singles are willing to tell others they have met their special
someone through a dating service but 11 percent would prefer not to do so.

The most important criterion in choosing a partner is the ability to communicate while the least is common interests and
hobbies. The study found 56 percent of women will not date someone shorter than them, while two-thirds of men do not
mind someone who is better educated or earns more.

Source: “Sad Singles Happy to Find Love through Matchmaking Firms.” The Standard. 8 Aug. 2009. Print.

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Notes

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Student C

Text C

Incentives may be offered to boost birth rate

Chief Executive Donald Tsang has called on couples to have at least three children in a desperate attempt to halt the
sliding birth rate. “We have to come up with some ideas” to lift the fertility rate”, he said.

“Couples, particularly the younger ones, should at least give birth to three kids to help alleviate the ageing population”, Mr
Tsang said yesterday on a radio programme.

Hong Kong’s birth rate was already the lowest in the world at 0.94 per woman of child-bearing age in 2003.

Financial Secretary Henry Tang Ying-yen responded last night that he would consider increasing the tax allowance for
children. If the government introduces tax incentives to reverse the trend, it would be following in the footsteps of
Singapore, where the birth rate in 2003 was a record low 1.26. Singapore offers parents cash gifts ranging from S$3,000 to
S$6,000 (HK$14,287 to HK$28,574) for the first to fourth child and matches dollar for dollar parents’ savings in special
accounts for their children.

On present trends, by 2031 a quarter of Hong Kong’s population will be 65 or over. The gap is not being closed by the
usual supply of mainland migrants, as last year’s arrivals were down 36%.

Mr. Tsang said men going to the mainland to marry were not helping things, as there would be just 70 men for every 100
women by [Link] to Paul Yip Siu-fai of the University of Hong Kong’s department of statistics and actuarial
science, “…people who are already married have an average of two children. It will be very difficult to ask the people who
have two to go to three”. He adds “It is much easier to ask those who do not have babies to have one or two. So the emphasis
should not be so much on married couples, but rather on the never-married.”

Source: Cheung, Gary, and Mary Ann Benitez. “Incentives May be Offered to Boost Birth Rate”. The South China Morning Post. 9
Dec. 2004. Print.

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Notes