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DSE English Writing範文 / DSE English Paper 2範文



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2015 HKDSE Paper 2 寫作卷 Model Essays

2014 HKDSE Paper 2 English Writing Paper Model Essays

2014 HKDSE Paper 2 寫作卷 Model Essays

2013 hkdse paper 2 model essays

2013 HKDSE Paper 2 寫作卷 Model Essays

2012 hkdse paper 2 model essays

2012 HKDSE Paper 2 寫作卷 Model Essays



2012 DSE English paper 2範文

PART B

  1. Learning English through Sports Communication (DSE English paper 2範文)

I have been following the heated debate on the comparative values of virtual and real sports with much interest, and have decided today to offer my own view on this contentious issue. The recent technological developments in gaming have resulted in virtual sports coming ever closer to the actions and skills necessary in real sports, whilst, of course, taking into consideration the restrictive size of the average living-room. Despite aiming to replicate real sports as closely as possible, in my view virtual sports cannot be considered a viable replacement for real sport. However, I do not share the opinion that virtual sports are entirely worthless; they have several useful functions which I shall discuss presently.

I believe that real sports are undoubtedly preferable to virtual games, because they offer several benefits which simply cannot be garnered by playing similar games on a games console. Firstly, real sports are often played outside. It has been proven by scientific studies that being outside is extremely beneficial to health, as a result of the vitamin ‘D’ which is gained by spending time in the sun. The extra space offered by the ‘great outdoors’, as compared with the confined space within which virtual sports are conventionally played, also means that playing real sports provides significantly more exercise than their virtual alternative; the level of exercise required for real sports such as football and rugby cannot be compared to the mere arm-swinging required by game consoles such as the Wii. It is clear, then, that real sports are significantly better for the health. Furthermore, real sports are often played in teams, while virtual games are often played alone or just a couple of other people. There are a plethora of benefits to playing with a team, including the communication skills gained by communicating with team-members, and the boost to self-esteem resulting from individuals identifying as part of a team. Thus real sports are the best form of sport.

However, we cannot completely discount virtual sports; while real sports evidently offer more benefits, playing virtual sports is a reasonable alternative in certain cases. Sport is a vital form of recreation and exercise, in which everybody should partake. For those who find it difficult to take part in real sport, playing virtual sport may be the only way they can gain some experience of this pleasurable activity. For example, the ill and those responsible for small children may find it very difficult to commit to playing real sport regularly; the benefits of virtual sport in this case are that it can be played at any time, and can be played in one’s own home. 

In conclusion, real sport is far preferable to virtual sport, but not possible for all members of society. For those who cannot play real sport, the existence of virtual sport allows them to partake in this important and enjoyable activity. Virtual sport, then, should not be seen as an equally laudable alternative to real sport, but it is certainly better than no sport at all.

(502 words)



2012 DSE English paper 2範文

PART B

    1. Learning English through Drama (DSE English paper 2範文)

    The use of drama in schools has been on the rise following recent studies analysing the usefulness of this teaching technique. Although some parents oppose the use of drama in lessons, I feel that this opposition stems from a misunderstanding of the kind of drama techniques used, and a conservative apprehension regarding non-traditional teaching methods. As a student, my personal experience has shown that drama is an extremely useful tool for many subjects in school. Not only does it aid learning, and thus facilitate better exam results, but it equips students with valuable skills for their life beyond school.

    Drama is an unquestionably valuable technique for teaching several subjects in school. I personally remember one English Literature lesson, in which the teacher had us act out a scene from a particularly difficult play. The very act of recreating part of this play aided our understanding of the language and content, and also elevated our enthusiasm for the play, which had been waning during the more traditional lessons. Dramatic techniques can also be utilised in other, perhaps more unexpected, subjects. By acting out a particular view, and watching their peers present a conflicting view, students gain secure understanding of the complexities of certain issues. In History and Geography, role play exercises such as this encourage students to grapple with conflicting views over political and environmental issues, for example. Furthermore, many students find it very difficult to maintain concentration during the traditional lesson, during which they must sit still and listen to a lecture; drama-based lessons, in which students are substantially involved, better suit this type of student. In my personal experience, lessons which deviate from the norm stick more securely in the mind, thus aiding recall in an examination.

    As well as being particularly useful for securing knowledge of certain subjects, drama requires and develops certain skills which are beneficial in life beyond school; one purpose of school education, after all, is to equip students with the skills and knowledge which will allow them to become useful and responsible citizens. Before having the opportunity to practise drama at school, I considered myself a shy and quiet person. Drama has enabled me to shake off this limiting label, and has developed my confidence at an astonishing rate. Another skill that students gain in drama-based lessons is empathy; the practise of drama involves putting oneself in another person’s shoes, and understanding their point of view. This skill is absolutely imperative in life, if one is to form successful relationships, both personally and in the workplace. Therefore, drama is also valuable for the general skills with which it equips students.

    I personally refute any claim that drama is not useful in school. I acknowledge that it is not suitable for all school subjects, and to have it in every subject would be inappropriate. However, anybody who solely favours traditional teaching styles is over-looking an extremely valuable teaching and learning tool, because drama helps both understanding of the subject and of the world beyond the classroom walls.

    (502 words)



    2013 DSE English paper 2範文

    PART B

    1. Learning English through Sports Communication 

    Dear Ms Chan,

    I would like to present to you my idea for the coverage of a local sporting event for Campus TV: the final of the regional professional arm-wrestling competition. As it happens, this event is being held in the community hall just down the road from our school. It would be a great shame not to report on such a prestigious and exciting event, particularly because it is taking place locally to us.

    The programme will include various features to be shown before coverage of the event. To begin the programme, I shall give a brief history of arm-wrestling as a sport. It has a fascinating history, which will be interesting to the viewers of Campus TV, since it is a relatively new professional sport. Following this, there will be a summary of the main events of the competition so far, building up to the thrilling final that will be covered in detail in the show. This feature will serve both inform viewers about the typical events of an arm-wrestling match, and build tension in preparation for the final. This will include detailed profiles of the finalists themselves, in the style of conventional televised profiles for sporting events: a flattering video shot of each finalist, with an animated fact file about their sporting history. This will be visually exciting, and continue to build tension.

    The programme will then cover the event itself. I have arranged for interviews with the finalists before and after the match. The pre-match interview will continue to build tension and excitement for the match, as both competitors are guaranteed to be cocksure and overly confident of their impending success. This will lend further appeal to the post-match interviews, in which one will be able to bask in glory, and the other have to eat humble pie in the light of his humiliating defeat. The match itself will be relatively brief, but I have arranged for our camera-woman to have a prime spot for recording the action in great detail. A commentary can be provided and super-imposed on the footage during the post-filming production stage, as the event will not be broadcast live on Campus TV.

    I am confident that this programme will be interesting to the students at this school. Arm-wrestling is a sport about which relatively little is known by your average student. The programme will provide details of how to become involved in professional arm-wrestling, which will certainly intrigue certain members of the school community! Furthermore, the questions to be asked in the interviews will be formulated by a student, meaning that they will be in line with the expectations and interests of other students at the school. In keeping with the current and up-to-date feel of Campus TV, the editing will be colourful and dynamic, and current music will be used as a backing track to the event coverage.

    Thank-you for your time, and I hope that you will consider this to be a suitable suggestion for Campus TV.

    Yours sincerely,

    Chris Wong

    (502 words)

    2013 DSE English paper 2範文

    PART B

    1. Learning English through Sports Communication(DSE English paper 2範文)

    Dear Ms Chan,

    I would like to present to you my idea for the coverage of a local sporting event for Campus TV: the final of the regional professional arm-wrestling competition. As it happens, this event is being held in the community hall just down the road from our school. It would be a great shame not to report on such a prestigious and exciting event, particularly because it is taking place locally to us.

    The programme will include various features to be shown before coverage of the event. To begin the programme, I shall give a brief history of arm-wrestling as a sport. It has a fascinating history, which will be interesting to the viewers of Campus TV, since it is a relatively new professional sport. Following this, there will be a summary of the main events of the competition so far, building up to the thrilling final that will be covered in detail in the show. This feature will serve both inform viewers about the typical events of an arm-wrestling match, and build tension in preparation for the final. This will include detailed profiles of the finalists themselves, in the style of conventional televised profiles for sporting events: a flattering video shot of each finalist, with an animated fact file about their sporting history. This will be visually exciting, and continue to build tension.

    The programme will then cover the event itself. I have arranged for interviews with the finalists before and after the match. The pre-match interview will continue to build tension and excitement for the match, as both competitors are guaranteed to be cocksure and overly confident of their impending success. This will lend further appeal to the post-match interviews, in which one will be able to bask in glory, and the other have to eat humble pie in the light of his humiliating defeat. The match itself will be relatively brief, but I have arranged for our camera-woman to have a prime spot for recording the action in great detail. A commentary can be provided and super-imposed on the footage during the post-filming production stage, as the event will not be broadcast live on Campus TV.

    I am confident that this programme will be interesting to the students at this school. Arm-wrestling is a sport about which relatively little is known by your average student. The programme will provide details of how to become involved in professional arm-wrestling, which will certainly intrigue certain members of the school community! Furthermore, the questions to be asked in the interviews will be formulated by a student, meaning that they will be in line with the expectations and interests of other students at the school. In keeping with the current and up-to-date feel of Campus TV, the editing will be colourful and dynamic, and current music will be used as a backing track to the event coverage.

    Thank-you for your time, and I hope that you will consider this to be a suitable suggestion for Campus TV.

    Yours sincerely,

    Chris Wong

    (502 words)



    2014 DSE English paper 2範文

    PART A (DSE English paper 2範文)

    Life in Lucky Village 40 years ago

    Four decades ago, life in Lucky Village was very different to how it is now. Nestled halfway up a mountain, the villagers scratched a living from the land. It was relatively isolated, with just the occasional surrounding village several miles away. Most residents lived in poverty, residing in ramshackle huts, in conditions barely better than the pigs and chickens that were their main source of their food.

    An event that changed Lucky Village

    In the typhoon season of 1983, an event occurred that would alter Lucky Village forever. A devastating landslide occurred in the region where Lucky Village and its neighbouring settlements were located. Whole villages were wiped out: lives were lost, homes were destroyed, and livelihoods were ruined. Just one village was undamaged: Lucky Village. Survivors from the surrounding villages flocked to Lucky Village, where they were greeted with generous hospitality. Rumours and myths began to spread about why this place had been spared by the landslide, and visitors from far and wide made pilgrimages to the village.

    What Lucky Village is famous for

    Today, Lucky Village is a popular tourist destination, and has almost doubled in size since the day of the landslide. It is famous across Asia for its strangely lucky fate in escaping destruction that day, and today you can visit a large visitor-centre, which outlines the various claims and conspiracy theories about why and how the village was saved. Since the rise in tourism in this previously tiny village, the lives of its residents have improved beyond belief. The economic boom that followed their lucky escape has perhaps been the luckiest break of all!

    (257 words)

    2014 DSE English paper 2範文


    1. Learning English through Social Issues (DSE English paper 2範文)

    Dear Editor,

    I have been following the debate in the Hong Kong Daily about Hong Kong as a filming location with great interest. Some people vehemently oppose the idea of filming movies in our heaving city centre, but I would like to suggest that the pros of this practice could outweigh the cons, if it is carried out sensitively.

    One major advantage of allowing filming in the centre is the employment opportunities that it could offer to local people. There are almost 120 thousand people out of work in Hong Kong, many of them young people who are struggling to get a job in today’s competitive market. Allowing film companies to work in Hong Kong would offer opportunities to work, or to gain invaluable experience in the film industry. There would be many positions as extras, as well as organisational roles. Whilst these positions might admittedly be short-term, they would provide experience that would assist people in future job applications.

    If international blockbusters were to be filmed in Hong Kong, our city’s global profile would experience a significant boost. Research has shown that Hong Kong is lacking in instantly recognisable landmarks. If Victoria Peak, for example, could be featured in films that are shown around the world, Hong Kong would surely be placed firmly on the map as a desirable tourist destination. I am confident that this would directly increase the number of tourists, bringing innumerable benefits to the city, particularly economically. In short, allowing filming in Hong Kong would raise the international profile of Hong Kong, and encourage tourists to visit.

    On the other hand, I agree with previous contributors to this debate that filming in the city centre of Hong Kong could cause problems. Making Hong Kong the star of international films would clearly be positive for the city and its residents, but the brass tacks of the process would have to be carefully planned, in order to avoid extensive inconvenience to locals. For example, filming companies should be forced to film late at night if possible, to avoid disruption to traffic. If they have to film during the day, locations should be carefully selected in order to cause minimal inconvenience to the people who use Hong Kong’s roads and buildings every day. Whilst filming in Hong Kong would be overall beneficial for the city, the everyday needs of local people must be made a priority.

    Allowing the filming of movies in Hong Kong would provide substantial economic benefits to the city, through an increase in employment opportunities and international tourism. However, these benefits would only be worthwhile if the needs and wellbeing of local residents are taken into consideration.

    Yours faithfully,
    Chris Wong

    (446 words)

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