While the prelims are on, we have just been focused on marking our papers and using the time to write our comments in more detail on each script that passes through our hands.
The kids of this year have been more diligent and studious than I've ever encountered before. Most of my scripts show that the kids have been reading their notes and have been paying attention during their lectures, and quite a number have been keeping up with the news as well. At least content-wise they're showing promise.
So, they have amassed a nice pile of Lego bricks to build answers with. The difficulty for them now is fitting the pieces together as the question requires. Some concepts they have a better grasp of than others. Environmental issues they seem ok with 'cos they're mostly straightforward cause-effect principles. But the kids writing on the censorship issue have been turning in essays comprising ill-fitting bits, looking quite skeletal and grotesque in nature. I shouldn't be surprised; censorship is a pretty abstract concept, especially if the question requires them to discuss its effectiveness against unwholesome values. Let's not even talk about the question on scepticism, an even more abstract concept.
While the kids have been kuai with their input, their unquestioning acceptance of everything we've shoveled at them suggests that in the next few weeks before the 'A's, we have to work on their processing, helping them to understand their content better, and in some cases, update their content as well. Quoting case studies from the '60s and '70s just seems a little dated. But at least they know their case studies.