【DSE Chinese】Complete Guide to the 12 Designated Texts: Revision Notes, Exam Focus & Study Tips (Latest Edition)

The DSE Chinese Language subject has always been a headache for exam candidates, but the introduction of the "12 Designated Texts" provides students with a clear direction for revision. This comprehensive guide consolidates key analysis based on the HKEAA 2022 Assessment Outline, covering revision resources, mobile app recommendations, answering techniques, and detailed study notes for all 12 designated texts to help you score high marks in classical Chinese reading comprehension.

Many students feel overwhelmed at the mere mention of "classical Chinese," finding the vocabulary archaic and difficult to understand. However, as long as you master the correct study methods, the 12 designated texts are actually the most "rewarding" part of the Chinese Language subject to study — because the exam scope is 100% defined, unlike Paper 1 Part B which relies on your on-the-spot reading comprehension skills. In other words, the effort you put in almost directly equals the marks you will earn. So do not give up on this reliable source of marks.

The following guide will progress from basic to advanced, first helping you understand the fundamentals of the "12 Designated Texts," then diving into exam question types and study strategies, and finally breaking down the key points of each text one by one. Whether you are a Form 4 student just starting with the designated texts or a Form 6 student sprinting towards the exam, this article will be helpful to you.

What Are the "12 Designated Texts"?

According to the HKEAA's Chinese Language Assessment Outline, the HKEAA officially refers to a set of classical Chinese texts as "Classical Chinese Learning Materials" (文言經典學習材料), while "12 Designated Texts" (十二篇範文) is the common term used colloquially. These include classical prose, biographical works, poetry, and ci (lyric poetry).

You might ask: "Why twelve texts? Why were these particular articles chosen?" The HKEAA actually has good reasons for selecting these twelve. These works span from the pre-Qin period to the Song dynasty, covering different literary genres and schools of thought. The aim is to help students develop a basic understanding of Chinese culture through reading classics while improving their ability to read classical Chinese. Each designated text has its unique literary value, and there are many points of comparison among them — which is precisely why the HKEAA loves to set "comparative reading questions."

The "12 Designated Texts" Include:

Below is a complete list of all 12 designated texts, categorized by literary genre. When studying, it is recommended to first understand which genre each text belongs to, as different genres have different exam focuses — for example, argumentative prose emphasizes argumentation techniques, while lyrical travel essays emphasize writing techniques and the blending of scenery and emotion.

• Argumentative Prose (議論散文):
  • Mencius - "Fish, I Desire" (孟子《魚我所欲也》)
  • Xunzi - "Erta on Learning" [excerpt] (荀子《勸學》節錄)
  • Su Xun - "On the Six States" (蘇洵《六國論》)
  • Zhuangzi - "Free and Easy Wandering" [excerpt] (莊子《逍遙遊》節錄)
  • Han Yu - "On the Teacher" (韓愈《師說》)
• Recorded Sayings (語錄體):
  • The Analerta: "On Benevolence, On Filial Piety, On the Exemplary Person" (《論語》：《論仁、論孝、論君子》)
• Biographical Prose (人物傳記):
  • Sima Qian - "Biographies of Lian Po and Lin Xiangru" (司馬遷《廉頗藺相如列傳》)
• Lyrical Travel Essays (抒情遊記):
  • Fan Zhongyan - "Record of Yueyang Tower" (范仲淹《岳陽樓記》)
  • Liu Zongyuan - "First Visit to West Mountain Banquet" (柳宗元《始得西山宴遊記》)
• Argumentative-Lyrical Prose (議論抒情):
  • Zhuge Liang - "Memorial on Dispatching Troops" (諸葛亮《出師表》)
• Poetry and Ci (詩詞):
  • Three Tang Poems (唐詩三首): Wang Wei - "Autumn Evening in the Mountains" (王維《山居秋暝》), Li Bai - "Drinking Alone Under the Moon" Part 1 (李白《月下獨酌》其一), Du Fu - "Ascending the Tower" (杜甫《登樓》)
  • Three Ci Poems (詞三首): Su Shi - "Nian Nu Jiao: Reflections at Red Cliff" (蘇軾《念奴嬌．赤壁懷古》), Li Qingzhao - "Sheng Sheng Man: Autumn Sentiments" (李清照《聲聲慢．秋情》), Xin Qiji - "Qing Yu An: Lantern Festival" (辛棄疾《青玉案．元夕》)

As you can see, argumentative prose carries the greatest weight (five texts), so argumentation techniques and rhetorical skills are the top priorities of your revision. Although the poetry and ci sections are shorter in length, the imagery, emotions, and creative backgrounds behind each poem are all popular areas for examination, so do not take them lightly just because they are "short."

DSE Chinese Paper 1: Detailed Explanation of the Designated Texts Exam Format

The 12 classical Chinese designated texts are examined in Part A of Chinese Paper 1 (Reading Comprehension), accounting for 30% of the Paper 1 marks. Regarding the HKEAA's question-setting approach, students should take note of the following points:

First of all, 30% may not sound like a lot, but you need to understand that Part A marks can be reliably secured through thorough preparation, while Part B's unseen passages carry much more uncertainty. This is why many Chinese Language teachers say: "Part A is your safety net, Part B is where you pull ahead." In other words, if you study Part A well, your base score is already very stable, and even if you do not perform your best on Part B, your overall grade will not suffer too badly.

1. Question Type Analysis

The HKEAA's question-setting approach actually follows certain patterns. The following question types appear almost every year, and students must be familiar with the answering method and scoring keys for each type, so they can respond quickly and accurately in the exam.

• Word Explanation & Sentence Translation (必考 Must-appear):
  • Word Explanation (語譯): Words or phrases are randomly selected from the 12 designated texts, and students are required to write their meanings. These questions are the most basic scoring opportunities — as long as you are willing to memorize, you will definitely score marks. For example, the HKEAA might ask you the meaning of "弊" (weakness/fault) in "弊在賂秦" (the fault lay in bribing Qin), or the meaning of "克" (to restrain) in "克己復禮" (to restrain oneself and return to propriety). It is recommended to use flashcards or apps for repeated practice until you can give the explanation the moment you see the word.
  • Sentence Translation (句譯): Sentences are selected and students are required to provide a complete modern Chinese translation, testing familiarity with the text and understanding of classical Chinese vocabulary and sentence structures (such as inversion and ellipsis). For example, with the parallel sentence "非禮勿視，非禮勿聽，非禮勿言，非禮勿動" (Do not look at what is contrary to propriety; do not listen to what is contrary to propriety; do not speak what is contrary to propriety; do not act in ways contrary to propriety), you must not only translate word by word but also keep the sentences fluent. A common pitfall is students giving only a literal translation while ignoring the elliptical elements of classical Chinese, making the sentence feel incomplete.
• Theme, Content & Writing Technique Questions:
  • Question formats include multiple choice, table-filling, and long-answer questions. Multiple choice questions may look easy, but the HKEAA loves designing "seemingly correct" options, so you need to be very careful. For example, when asking about the central theme of a text, all four options might be "somewhat correct," but only one is the most accurate.
  • The exam focus is on understanding the content of the text, as well as mastery of rhetorical devices and argumentation methods. Long-answer questions typically require students to explain the author's writing purpose or analyze the effect of a particular technique in their own words — you cannot simply copy the original text. For example: "Analyze how Xunzi uses analogical argumentation to explain the importance of learning in 'Exhortation to Learning' (《勸學》)," where you need to cite specific analogies and explain how they support the argument.
• Comparative Reading Questions (Advanced):
  • These questions usually carry higher marks (4 marks or above) and are the key question type for separating high achievers from the rest. These questions do not simply test whether you remember the content, but rather test your ability to synthesize across different texts.
  • They test the ability to synthesize across different designated texts (e.g., comparing argumentation techniques or central themes). For example, the HKEAA might ask: "What are the similarities and differences between Fan Zhongyan's aspiration of 'worrying before the world worries' (先天下之憂而憂) in 'Record of Yueyang Tower' (《岳陽樓記》) and Zhuge Liang's spirit of loyalty in 'Memorial on Dispatching Troops' (《出師表》)?" Or: "How do 'Free and Easy Wandering' (《逍遙遊》) and 'First Visit to West Mountain Banquet' (《始得西山宴遊記》) differ in their understanding of 'freedom'?" These questions require you to have a deep understanding of two or more texts and then identify their commonalities and differences.

In summary, Part A question types progress from basic to advanced — from the most fundamental word explanations and sentence translations, to medium-difficulty content analysis, to advanced comparative reading. Your study strategy should follow this same progression — first build a solid foundation, then pursue depth.

2. Patterns in Past Exam Questions

Based on past DSE exam experience, the HKEAA's question-setting follows several notable patterns. First, Part A typically covers at least three to four different designated texts each year, so never gamble on which text will appear and which will not — you must study all twelve. Second, word explanation and sentence translation questions are distributed fairly evenly, with any text having a chance of being selected. Third, comparative reading questions typically pair texts with similar themes, such as texts about "patriotism and concern for the nation" being compared together. Understanding these patterns allows you to allocate your study time more strategically.

Recommended Revision Resources and Tools

Studying the 12 designated texts is not just about sitting down and reading a book. Making good use of different resources and tools can greatly improve your study efficiency. Below are several common types of revision resources, each with its own advantages, and students can choose according to their needs.

1. Reference Books

There are many reference books about the 12 designated texts available in bookstores. Their content is largely similar, typically including word explanations, full-text translations, structural analysis, and some text-based Q&A for memorization. Some books also include relevant cultural concepts. Students can purchase them at major bookstores.

When choosing reference books, here are some tips: First, check whether the book includes "past exam question analysis," as this can help you understand the HKEAA's question-setting direction. Second, verify the accuracy of word explanations and translations, as different publishers may have slight differences — it is best to cross-reference with another book for confirmation. Third, choose a book with clear layout and well-marked key points, as you will use it for daily study, and overly dense formatting will reduce your efficiency.

2. School Teacher Handouts

Every school places importance on teaching the designated texts, and the handouts distributed are similar in content to commercial reference books, forming the foundation of students' regular study.

Do not underestimate the value of school notes! Many Chinese Language teachers have years of teaching experience, and the notes they compile have already filtered the key exam points and may include exclusive answering frameworks and model answers. If your teacher provides "mock exam questions" or "past paper analysis," make sure to put them to good use. It is recommended to use school notes as your primary study material and reference books as supplements — this way you can ensure your revision is comprehensive.

3. Designated Texts Apps (Study Anytime, Anywhere)

Besides physical books, using mobile apps for study allows the 12 designated texts to become part of your daily life. The content covers translations, themes, and structural analysis.

The biggest advantage of using an app for study is the ability to make use of spare moments. While commuting, waiting for someone, or even during meals, you can take out your phone and do a few questions. Research shows that short, frequent study sessions (known as "spaced repetition") are more effective than long, one-off study sessions, as they strengthen long-term memory. Additionally, many apps have quiz features that provide instant feedback on your study effectiveness, making them more interactive than simply reading a book.

4. Tutoring Center Intensive Classes

Compared to rote memorization, the biggest advantage of tutoring center intensive classes is that teachers directly point out the revision focus of each text (structure, central theme, frequently tested vocabulary). Teachers also teach answering techniques and frameworks for long-answer questions in class, helping students save time and avoid wasted effort.

If you feel that self-study is not efficient enough, or you often do not know how to organize long-answer responses, then tutoring center intensive classes may help you. Good teachers will teach you a "universal answering framework," such as the "general-specific-general" structure for long-answer questions: first state the argument, then cite examples from the original text, and finally summarize the point. This framework can help you quickly organize your thoughts in the exam, avoiding the chaotic situation of "writing whatever comes to mind." However, remember that tutoring is only supplementary — the most important thing is always your own revision and practice.

The four resources above each have their strengths, and the ideal approach is to use them in combination. For example, use school notes for foundational understanding, reference books for deeper learning, apps for daily consolidation, and intensive classes for pre-exam sprinting. This combination ensures your revision has both depth and breadth.

DSE Exam Designated Text Application Skills: Quick Study Notes

Studied a lot but do not know how to answer in the exam? This is a common problem many students face. The reason is usually not that you have not studied enough, but that your study method is not right. The following "Quick Study Notes" will teach you several practical techniques to help you convert the knowledge you have studied into marks in the exam.

1. Strategies for Memorizing Original Texts

Word explanations and sentence translations from the original classical texts are must-appear questions — do not try to predict which texts will appear or rely on luck.

Many students find memorization painful, but there are actually techniques for it. First, do not rely on rote memorization — first understand the meaning of the text, figure out the logical connections between sentences, and then memorize, which will be much easier. Second, it is recommended to use the "segmented memorization method": divide a text into several sections, memorize one section per day, and the next day review the previous section before memorizing the new one. Finally, reading aloud is an extremely effective memory technique — classical Chinese is inherently rhythmic, and reading it aloud makes it easier to commit to memory than just reading silently.

• Basic Requirement: Try your best to memorize the original text. If full memorization is too difficult, you must at least know the key word explanations and less common translations thoroughly. "Key word explanations" refer to words with multiple meanings that are easily confused. For example, the character "以" has different meanings in different contexts (it can mean "using," "because of," "by means of," etc.) — such words are especially worth your time to organize and memorize.
• Advanced Technique (Recommended Memorization Order):
  • The Analects (《論語》) — "On Benevolence, On Filial Piety, On the Exemplary Person" (論仁、論孝、論君子) — Short recorded sayings with just one or two sentences each, the easiest to start with. Begin here to build confidence and rhythm in your memorization.
  • Three Tang Poems and Three Ci Poems (唐詩三首、詞三首) — Shorter in length with a rhythmic feel, easy to remember after reading a few times. When memorizing poems and ci, try reading them aloud with a beat for particularly good results.
  • "Record of Yueyang Tower" (《岳陽樓記》), "Memorial on Dispatching Troops" (《出師表》), "First Visit to West Mountain Banquet" (《始得西山宴遊記》), "Fish, I Desire" (《魚我所欲也》), "Exhortation to Learning" (《勸學》), "On the Six States" (《六國論》), "Free and Easy Wandering" (《逍遙遊》), "On the Teacher" (《師說》) — These prose texts are longer and should be memorized section by section. The beginning and ending of each text are typically the key exam focus areas and should be memorized with particular care.
  • "Biographies of Lian Po and Lin Xiangru" (《廉頗藺相如列傳》) — The longest classical text. Focus on memorizing the narrative structure and the final dialogue between Lin Xiangru and Lian Po. You do not need to memorize this one word by word, but you must clearly know the causes and consequences of the three stories and the key dialogues. In particular, the "Pleading Guilty with a Thorn Rod" (負荊請罪) section has a chance of appearing in the exam almost every year.

Remember, the purpose of memorization is not to turn you into a human photocopier, but to make you familiar enough with the original text so that you can quickly find relevant content to answer questions in the exam.

2. Master Content Structure — Avoid Copying Original Text

Part A long-answer questions require students to answer based on the text's content, but answers must be written fluently in modern Chinese — you cannot directly copy the original text.

This is a fatal weakness for many students — even though they have memorized the text thoroughly, they just copy whole paragraphs of the original text in the exam, only to be penalized. The HKEAA's marking criteria clearly states: long-answer questions must be answered in modern Chinese, and you must demonstrate your understanding of the content, not just reproduce the original text. The correct approach is: first summarize the content in your own words, then appropriately quote key words from the original text as supporting evidence. For example, you could write: "Mencius believed that righteousness is more important than life, the so-called 'sacrificing life for righteousness' (捨生取義), because..." rather than copying a large section of the original text.

Additionally, mastering the content structure of the text is very important. Each designated text has its own narrative thread — for example, "On the Six States" (《六國論》) follows "present thesis -> analyze causes -> provide examples -> draw contemporary lessons," while "Memorial on Dispatching Troops" (《出師表》) follows "analyze the situation -> propose suggestions -> reminisce about the past -> declare one's resolve." If you understand these structures, you can organize your answers more systematically when answering long questions.

3. Comparative Reading of Different Texts (Key to High Marks)

These questions carry high marks and test the ability to synthesize across texts. It is recommended to study texts with similar themes together:

• The Central Concept of "Benevolence" (仁): The Analects (《論語》) vs "Fish, I Desire" (《魚我所欲也》) — Confucius's concept of "benevolence" (仁) emphasizes personal cultivation and interpersonal conduct, while Mencius's concept of "righteousness" (義) extends from "benevolence" as a moral choice. Both share the common ground of placing moral values above material interests, but they approach it from different angles. When studying, you can create a comparison table and match the arguments of the two texts point by point.
• Patriotism and Concern for the Nation (家國情懷): "Record of Yueyang Tower" (《岳陽樓記》) vs "Memorial on Dispatching Troops" (《出師表》) vs "Ascending the Tower" (《登樓》) — All three texts involve the author's concern for the nation, but their modes of expression differ. Fan Zhongyan uses the aspiration of "worrying before the world worries" (先天下之憂而憂) to encourage his friend, Zhuge Liang addresses the monarch as a loyal minister offering advice, and Du Fu expresses his concern for the nation from the perspective of a poet. The HKEAA particularly favors comparative questions from this grouping, so you must study them thoroughly.
• Breaking Free from Constraints / Spiritual Freedom (擺脫束縛/逍遙): "Free and Easy Wandering" (《逍遙遊》) vs "First Visit to West Mountain Banquet" (《始得西山宴遊記》) — Zhuangzi pursues absolute spiritual freedom (transcending worldly values), while Liu Zongyuan's experience of climbing West Mountain provides temporary spiritual release (liberation from the bitterness of political exile). Their levels of "carefree wandering" are different, and this is precisely the key point the HKEAA wants you to analyze.
• Attitude Toward Learning (學習態度): "Exhortation to Learning" (《勸學》) vs "On the Teacher" (《師說》) — Both Xunzi and Han Yu discuss the importance of learning, but Xunzi emphasizes "the methods and attitudes of learning" (perseverance, accumulation, concentration), while Han Yu emphasizes "the necessity of learning from a teacher" (resolving doubts, regardless of status or age). This is another potential comparative question pairing.

When doing comparative reading, it is recommended to use the "similarities and differences analysis method": first write about the similarities between the two texts, then write about the differences, and finally summarize their respective characteristics. This answering structure is clear and organized, and the examiner can immediately see that your analysis is well-structured.

Detailed Study Notes for the 12 Designated Texts (Complete Edition)

Below is a detailed analysis of the theme, content, and exam focus of each designated text. Each set of notes includes three main parts: theme overview, key content, and exam focus, helping you quickly grasp the essence of each text.

Recommended usage: First read through once to understand the general content of each text; then study each text closely alongside the original; finally, use these notes for quick pre-exam review. If time is limited, prioritize the sections marked as "must-know" under exam focus.

1. The Analects (《論語》): "On Benevolence, On Filial Piety, On the Exemplary Person" (《論仁、論孝、論君子》)

The Analects (《論語》) is a collection of sayings by Confucius and his disciples, recording Confucius's words, deeds, and teachings. The DSE designated texts have selected passages on three themes: "On Benevolence" (論仁), "On Filial Piety" (論孝), and "On the Exemplary Person" (論君子), covering the core values of Confucian thought. Since they are in the recorded sayings format, each passage is very short but carries refined meaning, requiring careful word-by-word understanding.

Main Rhetorical Devices: Parallelism, contrast, antithetical couplets, reduplication

"On Benevolence" (《論仁》)

• Theme: Discusses the content of benevolence (仁) and the conduct of a benevolent person from the perspectives of personal cultivation and interpersonal dealings. Confucius believed that "benevolence" is the highest moral standard, and the way to practice "benevolence" is "to restrain oneself and return to propriety" (克己復禮) — restraining one's selfish desires so that one's behavior conforms to the rites.
• Content of Benevolence: "To restrain oneself and return to propriety" (克己復禮); "Do not look at what is contrary to propriety; do not listen to what is contrary to propriety; do not speak what is contrary to propriety; do not act in ways contrary to propriety" (非禮勿視，非禮勿聽，非禮勿言，非禮勿動). These four "do not" clauses form a parallelism, emphasizing that the practice of "benevolence" must be embodied in every detail of daily life — from what you see to what you do, demanding discipline in every aspect.
• Attitude: Being content to practice benevolence; "Do not seek to survive at the expense of benevolence; rather, sacrifice one's life to achieve benevolence" (無求生以害仁，有殺身以成仁). This statement expresses that the value of benevolence transcends life itself. This viewpoint echoes Mencius's "sacrificing life for righteousness" (捨生取義), and the HKEAA may very likely use both as material for comparative questions.

"On Filial Piety" (《論孝》)

• Theme: Explains the essence of filial piety (孝) and how to fulfill one's filial duties. Confucius's understanding of "filial piety" goes beyond the material level (providing for parents) to the spiritual level (treating parents with genuine respect and love).
• Essence of Filial Piety: "Do not act contrary to propriety" (無違). Confucius particularly emphasized: "Today's filial piety is simply about being able to provide. But even dogs and horses can be provided with nourishment; without reverence, what is the difference?" (今之孝者，是謂能養。至於犬馬，皆能有養；不敬，何以別乎？) The point is that if you only provide material support without genuine inner respect, how is that different from keeping animals? This reminds us that true filial piety lies in one's attitude, not just the form.
• Practice: Treat parents with heartfelt respect; when advising parents, adopt a gentle and tactful approach ("事父母幾諫" — serve your parents with gentle remonstrance); remember your parents' age and fulfill your filial duties in a timely manner ("父母之年，不可不知也" — one must be aware of one's parents' age). These practices explain filial piety from different angles, and if the exam asks "How does Confucius believe filial piety should be practiced?", you need to list these points one by one.

"On the Exemplary Person" (《論君子》)

• Theme: Identifies the qualities of the exemplary person (君子) from the perspectives of self-cultivation and interpersonal conduct, and distinguishes the exemplary person from the petty person (小人). Confucius uses the technique of contrast to make the image of the "exemplary person" more vivid and concrete.
• Qualities of the Exemplary Person: Free from anxiety and fear; helping others achieve good deeds (成人之美); consistency between words and actions ("being ashamed when words exceed deeds" 恥其言而過其行). The concept of "helping others achieve good deeds" (成人之美) is particularly important — the exemplary person not only strives to be a good person themselves but also helps those around them achieve good things. This altruistic spirit is a key expression of Confucian thought.
• Attitude: Dignified, loyal, trustworthy, and rooted in moral principles. Confucius's requirements for the exemplary person are comprehensive, with specific standards ranging from inner cultivation to outward behavior.
• Contrast: "The exemplary person is broad-minded and at ease" (君子坦蕩蕩) vs "The petty person is always anxious and worried" (小人長戚戚); "The exemplary person helps others achieve good" (君子成人之美) vs "The petty person helps others do evil" (小人成人之惡). This contrast technique is a major feature of The Analerta, and the HKEAA frequently tests students' ability to distinguish between the exemplary person and the petty person, as well as the effect of this contrast technique (highlighting the theme, deepening the impression).

When studying The Analects, it is recommended to view the three themes of "Benevolence, Filial Piety, and the Exemplary Person" as an integrated whole, because they are internally connected — "Benevolence" (仁) is the highest moral standard, "Filial Piety" (孝) is one concrete practice of "Benevolence," and the "Exemplary Person" (君子) is the ideal personality who comprehensively practices "Benevolence."

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2. Mencius - "Fish, I Desire" (孟子《魚我所欲也》)

"Fish, I Desire" (《魚我所欲也》) is one of Mencius's representative works, opening with a brilliant analogy and progressing layer by layer to argue the importance of "righteousness" (義). The argumentative structure of this text is extremely rigorous, making it one of the best examples for studying classical Chinese argumentative writing.

• Theme:
  • Uses fish and bear's paw as an analogy for survival versus moral duty, arguing that righteousness outweighs life, and that people will sacrifice their lives for righteousness. This analogy is very classic — both fish and bear's paw are desirable, but you can only choose one; similarly, life and moral duty are both important, but when the two conflict, one should choose moral duty.
  • Points out that the heart of sacrificing life for righteousness (the innate moral sense / 本心) exists in all people, but only the worthy can avoid losing it. Exhorts people to clearly distinguish between righteousness and profit, and to preserve their innate goodness. Mencius believed that people are born with the ability to distinguish right from wrong ("innate knowledge" / 良知), but this ability can be obscured by material desires. Therefore, he urged people to constantly preserve their "innate moral sense" and not be tempted by external gains into acting against moral duty.
• Exam Focus:
  • Argumentation Techniques: Analogical argumentation (fish vs bear's paw), contrastive argumentation (righteous person vs unrighteous person). The HKEAA may require you to analyze the effect of these argumentation techniques, for example: "Analogical argumentation makes the abstract moral choice concrete, making it easier for readers to understand."
  • Writing Techniques: Argumentation from both positive and negative perspectives. Mencius first argues from the positive side (all people have the heart to sacrifice life for righteousness), then gives a negative example (the person who accepts "food given with contempt" loses their innate moral sense), and the positive-negative contrast makes the argument more persuasive.
  • Rhetorical Devices: Analogy, parallelism, rhetorical questions. Pay special attention to the use of "rhetorical questions" — Mencius uses rhetorical questions multiple times in the text to strengthen his tone, guiding readers to think about the answer themselves.

When studying this text, remember to compare it with the concept of "Benevolence" (仁) in The Analects — Mencius's "Righteousness" (義) can be understood as an extension and practical application of "Benevolence." This is a popular comparative exam point.

3. Zhuangzi - "Free and Easy Wandering" [excerpt] (莊子《逍遙遊》節錄)

"Free and Easy Wandering" (《逍遙遊》) is the first chapter of the Daoist classic "Zhuangzi" (《莊子》). The DSE examines an excerpt, primarily involving the dialogue between Zhuangzi and Huizi. This text's mode of thinking differs significantly from other Confucian texts, emphasizing thinking outside the box and breaking conventional perspectives.

• Theme:
  • Through the dialogue between Zhuangzi and Huizi, illustrates the idea of not being constrained by worldly conventions. Huizi considers a large gourd "useless" because it is too big and impractical; but Zhuangzi retorts that the problem is not that the gourd is useless, but that Huizi does not know how to use it.
  • Emphasizes shifting perspective to think about "the use of greatness" (用大) and "the usefulness of the useless" (無用之用). Zhuangzi's concept of "the usefulness of the useless" is a profoundly philosophical idea — what the world deems "useless" may actually have greater value from another perspective. For example, a crooked tree that a carpenter considers useless is precisely the one that avoids being cut down and can grow naturally to a great age.
  • Points out that only by breaking through mental shackles can one achieve the state of "carefree wandering" (逍遙). "Carefree wandering" does not mean the pleasure of sightseeing, but absolute spiritual freedom — free from the constraints of any external conditions, including worldly values, fame, and fortune.
• Exam Focus:
  • Argumentation Techniques: Contrastive argumentation (the ways of thinking of Zhuangzi vs Huizi), argumentation by example (the stories of the large gourd and the large tree), analogical argumentation. The exam may ask you to analyze the purpose and effect of Zhuangzi's use of these examples.
  • Rhetorical Devices: Contrast, hyperbole, rhetorical questions. Zhuangzi's writing style is known for its extraordinary imagination and exaggerated descriptions, such as using the grand imagery of the Kun-Peng spreading its wings to express the realm of "carefree wandering."
  • Philosophy: Daoist philosophy, the concept of carefree wandering. This represents a different set of values from Confucianism — Confucianism advocates engagement with the world and active participation in social affairs, while Daoism advocates transcendence and rising above worldly constraints. If the exam asks you to compare Confucian and Daoist thought, this text is the representative work for Daoism.

4. Xunzi - "Exhortation to Learning" [excerpt] (荀子《勸學》節錄)

"Exhortation to Learning" (《勸學》) is one of Xunzi's most famous essays, aiming to encourage continuous learning. The text's greatest feature is its extensive use of analogies, using vivid everyday objects to illustrate abstract principles of learning, making it both persuasive and easy to understand.

• Theme:
  • Presents the main argument: "Learning must never cease" (學不可以已). This opening statement directly establishes the central idea of the entire text. In an exam, if asked about the main argument of "Exhortation to Learning," the answer is these six characters.
  • Encourages learning from the perspectives of its significance, function, and the proper attitude toward it. Xunzi's argumentation is structured in layers: first discussing the significance of learning (it can transform one's nature), then the function of learning (it can overcome limitations), and finally the attitude toward learning (one must be focused and persistent).
  • Points out that acquired learning can transform one's fundamental nature ("Blue comes from the indigo plant yet is bluer than indigo" 青出於藍; "Ice is made from water yet is colder than water" 冰寒於水); emphasizes that focus and constant accumulation can overcome limitations ("A slow horse, given ten days of travel, succeeds through perseverance" 駑馬十駕，功在不舍), otherwise nothing will be achieved (the negative example of the crab: "蟹六跪而二螯" — the crab with six legs and two pincers). These analogies are very vivid, and the HKEAA frequently asks students to analyze the meaning and effect of specific analogies.
• Exam Focus:
  • Argumentation Techniques: Analogical argumentation (used extensively, the text's greatest feature), contrastive argumentation (positive vs negative examples). When studying, you should be able to list at least five to six analogies and explain the meaning of each.
  • Rhetorical Devices: Contrast, analogy, parallelism, antithetical couplets, metonymy. Pay special attention to the use of parallelism — Xunzi frequently arranges several analogies in sequence, creating an effect of progressive escalation.
  • Comparison: The difference between Xunzi's and Mencius's views on human nature. This is a classic comparative question — Mencius advocates the "innate goodness of human nature" (性善論, people are inherently inclined toward good), while Xunzi advocates the "innate wickedness of human nature" (性惡論, human nature tends toward evil and must be improved through acquired learning and moral education). It is precisely because Xunzi believed human nature is inherently flawed that he so strongly emphasized the importance of learning.

5. Sima Qian - "Biographies of Lian Po and Lin Xiangru" [excerpt] (司馬遷《廉頗藺相如列傳》節錄)

"Biographies of Lian Po and Lin Xiangru" (《廉頗藺相如列傳》) is a celebrated chapter from "Records of the Grand Historian" (《史記》), using masterful narrative techniques to tell the story of two important ministers of the state of Zhao during the Warring States period. This is the longest text among the 12 designated texts, but it is extremely rich in storytelling and very compelling to read.

Theme: Through three stories, highlights Lin Xiangru's resourcefulness and courage, patriotic loyalty, and ability to endure humiliation for the greater good, while praising Lian Po's willingness to admit his mistakes. The three stories are intricately linked — from "Returning the Jade Intact to Zhao" (完璧歸趙) to "The Meeting at Mianchi" (澠池之會) to "Pleading Guilty with a Thorn Rod" (負荊請罪) — progressing layer by layer, portraying Lin Xiangru's legendary journey from a mere retainer to a senior minister, while also showing Lian Po's transformation from jealousy to repentance.

• Exam Focus:
  • Structure: Clarify the narrative arc of "Returning the Jade Intact to Zhao" (完璧歸趙) -> "The Meeting at Mianchi" (澠池之會) -> "Pleading Guilty with a Thorn Rod" (負荊請罪). The causes and consequences of each story must be thoroughly understood, as the HKEAA may ask about the causal relationships of specific events or require you to arrange events in chronological order.
  • Character Traits: Lin Xiangru (resourceful, courageous, able to endure humiliation, prioritizing the national interest), Lian Po (brave, straightforward, willing to correct mistakes), the King of Qin (greedy, cunning but intimidated by the strong), the King of Zhao (timid, indecisive). The exam frequently requires you to use specific examples from the original text to support your character analysis — for example, Lin Xiangru's action of "holding the jade disc and glaring at the pillar" (持其璧睨柱) demonstrates his courage and resourcefulness.
  • Descriptive Techniques: Dialogue (revealing character through conversation), action description (e.g., "holding the jade disc" 持璧, "stepping back" 卻立), facial expression description, indirect characterization (using others' reactions to highlight the protagonist). Identifying and analyzing these descriptive techniques is common exam content.
  • Rhetorical Devices: Contrast. In particular, the contrast between Lin Xiangru and Lian Po — one a scholar and one a warrior, one tolerant and one arrogant, ultimately becoming a celebrated tale through "Pleading Guilty with a Thorn Rod."

When studying this text, in addition to thoroughly memorizing the plotlines of the three stories, pay special attention to the speech Lin Xiangru gives to his retainers before the "Pleading Guilty" episode — he explains why he avoids Lian Po, not out of fear, but because "he puts the nation's urgent needs before personal feuds" (以先國家之急而後私仇也). This sentence is the crowning touch of the entire text and has a chance of appearing in the exam almost every year.

6. Zhuge Liang - "Memorial on Dispatching Troops" (諸葛亮《出師表》)

"Memorial on Dispatching Troops" (《出師表》) is a memorial Zhuge Liang wrote to the Later Emperor Liu Shan before launching the Northern Expedition. This text is hailed as the "greatest memorial of all time" (千古第一表), renowned for its sincere emotion and incisive analysis. Legend has it that "he who reads 'Memorial on Dispatching Troops' without shedding tears is no loyal minister," demonstrating its immense emotional power.

• Theme:
  • Analyzes the state of the realm and the situation of Shu-Han, explaining the reasons for the Northern Expedition. Zhuge Liang points out the crisis facing Shu-Han ("Now the empire is divided into three, and Yizhou is exhausted — this is truly a critical moment of survival" 今天下三分，益州疲弊，此誠危急存亡之秋也), using this as justification for the Northern Expedition while also reminding the Later Emperor not to be complacent.
  • Proposes governance strategies for the Later Emperor (humbly accept advice, enforce rewards and punishments fairly, befriend the worthy and distance the treacherous / 親賢遠佞). These three recommendations form the core content of the text, with "befriend the worthy and distance the treacherous" (親賢遠佞) being the most important — Zhuge Liang uses the historical lessons of the Former Han's prosperity and the Later Han's decline to illustrate its importance.
  • Recalls past events with the Former Emperor, expressing his unwavering loyalty to Shu-Han. This is the most moving part of the text — Zhuge Liang reminisces about Liu Bei's "three visits to the thatched cottage" (三顧茅廬) and the debt of gratitude for recognizing his talent, expressing his determination to "bow and exhaust myself, unto death" (鞠躬盡瘁，死而後已).
• Exam Focus:
  • Persuasion Techniques: Appealing to emotion (recalling the Former Emperor's kindness), appealing to reason (analyzing the situation, proposing advice). This is the text's most distinctive feature — Zhuge Liang does not simply use logic to persuade the Later Emperor, but perfectly combines "emotion" and "reason," so the emperor is both moved and convinced. Exams frequently ask how Zhuge Liang employs these two techniques.
  • Content: Zhuge Liang's political wisdom, his advice addressing the Later Emperor's governance shortcomings. Note how carefully he chooses his words — as a minister addressing a monarch, his tone is both respectful and firm, and this balance of deference and assertiveness is a writing technique worth analyzing.
  • Emotion: The spirit of loyalty, the aspiration to restore the Han dynasty. This text, together with "Record of Yueyang Tower" (《岳陽樓記》) and "Ascending the Tower" (《登樓》), forms the "patriotism and concern for the nation" comparative grouping. When studying, note the different ways they express "love of country."

7. Han Yu - "On the Teacher" (韓愈《師說》)

"On the Teacher" (《師說》) is Han Yu's representative work, written during the Classical Prose Movement (古文運動) of the Tang dynasty. The prevailing social attitude at the time was that scholars and officials considered it shameful to learn from a teacher. Han Yu wrote this essay precisely to oppose this bad custom and emphasize the importance of "learning from a teacher."

• Theme:
  • Emphasizes that "the scholars of old always had teachers" (古之學者必有師), arguing the importance of learning from teachers. Han Yu presents his thesis at the very beginning and then develops his argumentation step by step.
  • Proposes the role of teachers and the criteria for choosing a teacher: "Where the Way exists, there the teacher exists" (道之所存，師之所存). This means: whoever possesses knowledge and truth is your teacher, regardless of their age, status, or rank. This view was very progressive for its time, as the prevailing social attitude was "to learn from those of lower rank is shameful, while to flatter those of higher rank is common" (位卑則足羞，官盛則近諛).
  • Criticizes the bad custom of scholars who were ashamed to learn from teachers, and commends Li Pan. Han Yu uses three sets of contrasts to criticize the hypocrisy of scholar-officials: ancient sages vs contemporary commoners, choosing teachers for one's children vs being ashamed to learn oneself, shamans-musicians-artisans vs the scholar-official class.
• Exam Focus:
  • Argumentation Techniques: Contrastive argumentation (the three sets of contrasts are a must-know!), argumentation by example (using Confucius's example of learning from teachers), argumentation by quotation (citing Confucius's words). You must be able to clearly list the content of the three contrasts and explain the argumentative effect of each.
  • Rhetorical Devices: Rhetorical questions, antithetical couplets, anadiplosis (頂真). Anadiplosis (where the last words of one clause become the beginning of the next) is a distinctive rhetorical device in this text, for example: "People are not born knowing everything — who can be free of doubts? If one has doubts but does not learn from a teacher, those doubts will never be resolved" (人非生而知之者，孰能無惑？惑而不從師，其為惑也，終不解矣).
  • Historical Background: The Classical Prose Movement, Han Yu's literary philosophy. Understanding the background of the Classical Prose Movement helps you understand Han Yu's motivation and purpose for writing this essay. In brief, the Classical Prose Movement was a literary reform in the Tang dynasty that advocated a return to the simple and direct prose style of the pre-Qin and Han periods, opposing the ornate parallel prose that had prevailed since the Six Dynasties.

8. Liu Zongyuan - "First Visit to West Mountain Banquet" (柳宗元《始得西山宴遊記》)

"First Visit to West Mountain Banquet" (《始得西山宴遊記》) was written by Liu Zongyuan during his exile in Yongzhou. He had been banished to the remote region of Yongzhou after the failure of the political reforms he participated in under Wang Shuwen, and his mood was extremely gloomy. On the surface, this travel essay describes his experience of visiting West Mountain, but it is actually using the scenery to express his inner feelings.

• Theme:
  • Records the experience of visiting West Mountain (discovery -> ascending the mountain -> drinking wine -> the realm of intoxication). The structure of the essay is very clear, beginning with the "discovery" of West Mountain, then "ascending" it, then "becoming intoxicated" by its scenery, and finally reaching a spiritual state of "self-forgetfulness."
  • Expresses the liberation of body and spirit, merging with heaven, earth, and all things, casting off worldly concerns about honor and disgrace. After ascending West Mountain, Liu Zongyuan's perspective suddenly broadened; he felt the insignificance of humankind against the vastness of heaven and earth, temporarily forgetting his own misfortunes and depression.
  • Uses West Mountain's solitary and remote stature to allude to his own circumstances, expressing a noble and extraordinary character. West Mountain "stands alone" (特立) among the other mountains, just as Liu Zongyuan "stands alone" in the mundane world — although he was banished to a remote place, his character and ideals remain unchanged. This technique of "using scenery to symbolize the person" is the core of this text.
• Exam Focus:
  • Writing Techniques: Embedding emotion within scenery (using scenery to express emotion indirectly rather than stating it directly). This is the core technique of lyrical travel essays and will definitely be tested. You need to be able to identify which scenery elements correspond to which emotions.
  • Perspective: Scenery observed from a distance, looking down, and looking up. Liu Zongyuan uses different observational angles to describe West Mountain's scenery, and this multi-angled description makes readers feel as if they are experiencing it firsthand.
  • Philosophy: A spiritual pursuit that transcends worldly concerns. This shares similarities with the "carefree wandering" (逍遙) of "Free and Easy Wandering" (《逍遙遊》), but Liu Zongyuan's transcendence is temporary and passive (seeking spiritual liberation because of his exile), while Zhuangzi's carefree wandering is eternal and proactive (inherently pursuing spiritual freedom).

9. Fan Zhongyan - "Record of Yueyang Tower" (范仲淹《岳陽樓記》)

"Record of Yueyang Tower" (《岳陽樓記》) was written by Fan Zhongyan at the request of his friend Teng Zijing. On the surface, it records the renovation of Yueyang Tower, but in reality, it uses the scenery of Dongting Lake to express Fan Zhongyan's political ideals. The famous line from this text — "Worry before the world worries, rejoice after the world rejoices" (先天下之憂而憂，後天下之樂而樂) — is arguably one of the most celebrated sentences in Chinese literary history.

• Theme:
  • Records the renovation of Yueyang Tower. This is the "surface-level" content of the essay, providing the context for its composition.
  • Describes the scenery of Dongting Lake on rainy days (evoking extreme sorrow) and sunny days (evoking great joy), along with the emotions of "displaced guests and literary figures" (遷客騷人). This is the most brilliant section of the text — Fan Zhongyan uses contrast to juxtapose the desolate scenery of rainy days with the glorious scenery of sunny days, then points out that the emotions of exiled officials and literati change with the scenery.
  • Expresses the realm of the "ancient sages of benevolence" (古仁人): "Not elated by external gains, not saddened by personal losses" (不以物喜，不以己悲). Fan Zhongyan believed that true "ancient sages" would not let their emotions be affected by the external environment, but would have their joys and sorrows determined by higher ideals.
  • Proposes the aspiration of "Worry before the world worries, rejoice after the world rejoices" (先天下之憂而憂，後天下之樂而樂), to encourage Teng Zijing. This means: to worry before the people of the world begin to worry, and to rejoice only after the people of the world are already content. This magnanimous spirit of placing the nation and its people before oneself is Fan Zhongyan's ultimate ideal.
• Exam Focus:
  • Writing Techniques: Expressing emotion through scenery, contrast (rain vs sunshine, displaced literati vs ancient sages of benevolence). The contrast in this text operates on multiple levels, and you need to identify the content and effect of each layer.
  • Rhetorical Devices: Antithetical couplets, personification, reduplication, metonymy. Pay special attention to the use of antithetical couplets — for example, "When at the high court, one worries for the people; when in the distant wilderness, one worries for the ruler" (居廟堂之高則憂其民，處江湖之遠則憂其君). This balanced parallel structure enhances both the rhythmic quality and persuasive power of the text.

When studying this text, the key is to understand the three levels of life philosophy that Fan Zhongyan proposes: the displaced literati (emotional highs and lows determined by circumstances) -> the ancient sages (unaffected by external gains or personal losses) -> Fan Zhongyan's own ideal (worrying before and rejoicing after the world). This progressive structure is the HKEAA's favorite exam point.

10. Su Xun - "On the Six States" (蘇洵《六國論》)

"On the Six States" (《六國論》) is one of Su Xun's famous political essays. Using the historical event of the six states being conquered one by one by the state of Qin during the Warring States period, he analyzes the reasons for their downfall, with the purpose of "using the past to satirize the present" (借古諷今) — warning the Northern Song court against adopting a policy of humiliating appeasement toward foreign nations.

• Theme:
  • Using the historical event of the six states being conquered by Qin, argues that the cause of their downfall was "the fault lay in bribing Qin" (弊在賂秦). Su Xun's argument is that the six states fell not because of insufficient military power, but because they continually ceded territory to appease Qin (bribing Qin / 賂秦), growing weaker with each concession until they were eventually defeated one by one.
  • Uses the past to satirize the present, arguing that the Northern Song should not adopt a policy of humiliating appeasement toward foreign nations, lest they repeat the same mistakes. This "using the past to satirize the present" (借古諷今) writing purpose is the essence of this text. On the surface, Su Xun is analyzing history, but in reality, he is criticizing the Northern Song's weak foreign policy of paying tribute to the Liao and Western Xia dynasties. The exam will certainly test whether you can identify this writing purpose.
• Exam Focus:
  • Argumentation Techniques: Argumentation by example (using specific historical events of the six states), analogical argumentation ("Offering territory to appease Qin is like carrying firewood to put out a fire" 以地事秦，猶抱薪救火), argumentation by quotation. The analogy of "carrying firewood to put out a fire" (抱薪救火) is a classic — using kindling to extinguish fire only makes the fire burn more fiercely; similarly, ceding territory to buy peace only makes the enemy greedier.
  • Rhetorical Devices: Analogy, contrast, rhetorical questions, antithetical couplets, hyperbole. The rhetorical devices in this text are very rich, and it is recommended to list them one by one with specific examples from the original text.

The argumentative structure of this text is extremely rigorous: first presents the main thesis (the fault lay in bribing Qin), then sub-arguments (those who bribed Qin perished because of their bribery + those who did not bribe also fell because of those who did), then provides examples and analysis, and finally draws contemporary lessons. This "general-specific-general" structure is worth learning and can also serve as a reference when writing argumentative essays.

11. Three Tang Poems (唐詩三首)

The Three Tang Poems select works by three great Tang dynasty poets — Wang Wei, Li Bai, and Du Fu — representing three different styles of Tang poetry. Wang Wei's landscape and pastoral poetry is fresh and elegant, Li Bai's romantic poetry features extraordinary imagination, and Du Fu's realistic poetry is solemn and stirring. When studying, pay attention to the imagery, emotions, and writing techniques of each poem, and understand the poet's creative background.

When studying the Three Tang Poems, you can compare all three together: Wang Wei's poetic style is tranquil and otherworldly, expressing a longing for reclusion; Li Bai's poetic style is romantic and unrestrained, expressing personal loneliness and the pursuit of freedom; Du Fu's poetic style is somber and weighty, expressing concern for the nation and its people. The three poems represent three different realms of Tang poetry, each excelling in its own way.

12. Three Ci Poems (詞三首)

The Three Ci Poems select works by Su Shi, Li Qingzhao, and Xin Qiji — three renowned Song dynasty ci poets. Su Shi and Xin Qiji belong to the "Bold and Unrestrained School" (豪放派), while Li Qingzhao belongs to the "Graceful and Restrained School" (婉約派). When studying, pay attention to the characteristics of different ci styles, as well as the creative background and emotions behind each ci poem.

When studying the Three Ci Poems, in addition to becoming familiar with the content and theme of each ci, you should also know how to compare the "Bold and Unrestrained School" (豪放派) with the "Graceful and Restrained School" (婉約派). Although Su Shi's "Nian Nu Jiao" and Xin Qiji's "Qing Yu An" both belong to the Bold and Unrestrained School, their styles differ — Su Shi tends toward open-minded magnanimity, while Xin Qiji tends toward impassioned indignation. Li Qingzhao's "Sheng Sheng Man," on the other hand, is known for its delicate emotions and refined imagery, forming a clear contrast with the Bold and Unrestrained School.

Pre-Exam Sprint Strategy

As the DSE exam draws nearer, your study strategy should shift from "comprehensive learning" to "focused breakthrough." Here are some pre-exam sprint suggestions:

• Final Month: Focus on studying word explanations and sentence translations to secure these marks. Spend at least 15-20 minutes daily doing vocabulary quizzes, using an app or self-made flashcards.
• Final Two Weeks: Review the theme, structure, and exam focus of each designated text. You can use the "one-page summary" method, condensing the core content of each text onto a single page for quick review.
• Final Week: Work through past exam papers to familiarize yourself with question patterns and answering pace. Pay particular attention to time allocation — Part A should not take more than 30% of the exam time; save more time for Part B.
• Day Before the Exam: Do not cram any further; just lightly flip through your key notes. Getting enough sleep is far more important than last-minute cramming.

12 Designated Texts FAQ

Below are the most frequently asked questions from students. We hope these answers can address your concerns. If you have other questions, feel free to leave a comment.

Conclusion

The 12 designated texts are the most worthwhile part of the DSE Chinese Language subject to invest your time in. As long as you study diligently — starting from the most basic vocabulary memorization, progressing to a deep understanding of each text's theme and writing techniques, and then synthesizing through comparative reading — your Part A marks can be reliably secured.

Remember these key principles: First, do not rely on rote memorization — practice "active memorization," where understanding comes before memorization. Second, do not neglect comparative reading — this is the key to high marks. Third, make good use of different study tools — books, notes, apps, and intensive classes complement each other. Fourth, be persistent — a little bit every day is better than cramming before the exam.

Finally, we wish all DSE candidates the best in their exams and excellent results in the Chinese Language subject! If you found this guide useful, please share it with your classmates. Let us all work hard together and make progress together!