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That doesn't address the apparent problem of unfairness that 'absorber' was protesting about. What if some students are faster typers than other? It's no different. As for legibility, the markers seem to be managing just fine at the moment. And with computers, what if you used the 'marlett'...

lol, yeah. Perhaps create more incentive for students to work harder.

True, but it's your fault if you don't have the speed. The onus is on you to practice. With doing study, and writing heaps, comes speed. And if there's a genuine problem preventing you from writing quickly, special provisions caters for you. You can't blame anyone else but yourself for not...

True with the last part, but the intellectual value lies not only in the methodology, but in the subject matter. Even if you rote learn, you still benefit from the actual stuff you're putting on the paper.

What would you rather then? A cake? An award? A small sum of money? A song and dance number composed in your honour?

Free thinking is inherent in all aspects of the HSC. You can pick which subjects you want, you can perform them to whatever level you want, and in many, such as english extension 2, or history extension, you can select any topic area you want, indeed, we are given near freedom of choice in all...

Then perhaps we misunderstood each other. But your definition is silly - 'vocational subjects' refer to those targeted at specific career paths: hospitality, early childhood etc. 'Vocational'does not refer to subtle things like research skills, which are inherent in almost any subject. If more...

"knowledge which will prepare them for life" sounds dangerously like a euphemism for vocationally-minded courses. You fail to realise that 'life knowledge' is gained in so many other ways. It's all around us, we are taught it by our families, our communities, by the experience of going to...

Then you shouldn't have picked maths and hospos as subjects?

We don't want the HSC to churn out vocationally-bound students. We want it to produce scholarly, free-thinking students, who have engaged in intellectual, abstract, and eclectic concepts in their schooling, which they can later apply to whatever occupation - rather than those restricted in the...

I take your point. Difficulty is relevant to the abilities and talents of each individual. Yet even then there is a sort of balance built into the system. If you're better at humanities then it is expected you will get good marks in, say, legal, which reduces the effects of scaling down...

Plus, scaling also takes into account the overall performance of candidates in the particular subject, as well as a particular candidates performance in other subjects. It's very comprehensive. Sure things may not be 100% fair. But it's the best we can get.

Just because physics or chemistry scales better than aboriginal studies doesn't mean the same for all humanities. Aboriginal studies is hardly representative of those high scaling humanities like history extension and english extension 1 and 2. You think getting equal marks yet different...

For many 46th is not a "shit hole"

What?

Sinophile, I have to say, it's such a silly idea to have english as a compulsory subject, yet not have it count on the ATAR. If students know it doesn't have to count, particularly students like you and Tofuu who wouldn't want it to, we would have a large portion of english candidates in the...

"I am nobody's puppet! I am nobody's protege! I am nobody's girl!"

I don't doubt the possibility of this. I got 98.1, I admit that I did some past papers for maths and maths ext 1 in the holidays prior to the hsc, but for eng adv, eng ext 1, eng ext 2, 2 u religion, ancient history, and history extension, I did minute-before study. Ancient and Religion were my...