English EAL/D 2019 HSC exam pack

General feedback

Students should:

• use the mark value of each question as an indication of how much to write
• present relevant textual references, analysis and/or explanations that address all aspects of the question
• avoid irrelevant quotes, unnecessary detail or generic statements in their responses.

Question 1

In better responses, students were able to:

• clearly identify the persona’s motivation for travelling
• explain how specific techniques convey the persona’s motivation for travelling
• integrate relevant textual evidence to support their answer.

Areas for students to improve include:

• ensuring that they explain specific techniques, rather than simply including relevant quotes.

Question 2

In better responses, students were able to:

• effectively explain how specific poetic devices convey a sense of loss and create a reflective tone
• integrate relevant textual evidence to support their answer.

Areas for students to improve include:

• ensuring that they explain specific techniques rather than simply including relevant quotes.

Question 3

In better responses, students were able to:

• fully address the question by comparing the experiences that bring people together and how the  composers convey these ideas
• balance their discussion of both texts
• synthesise the texts, using effective language of comparison.

Areas for students to improve include:

• specifically addressing the question rather than providing a general comparison of the different types of texts and techniques used
• avoiding a general recount of each text.

Question 4

In better responses, students were able to:

• analyse a range of language techniques used to reveal different aspects of human emotions
• integrate relevant textual evidence to support their answer
• write a logical and sustained response by using a topic sentence and signposting ideas with relevant conjunctions.

Areas for students to improve include:

• avoiding a simple recount of the text
• ensuring they analyse techniques using relevant quotations rather than discussing key ideas conveyed in the text.

In better responses, students were able to:

• present a clear thesis statement, linking ideas about human experience specifically to the question
• address all aspects of the question, in particular ‘to what extent’
• evaluate how representations of experiences develop an understanding of motivations and behaviour
• skilfully outline relevant experiences from the text and analyse these using well-chosen textual references
• deal with the text holistically, rather than mentioning selected minor details
• use language forms and structures of an essay skilfully and show highly effective synthesis of ideas
• analyse, rather than recount, information or events
• sustain control of expression.

Areas for students to improve include:

• writing a complete response in 30 minutes
• demonstrating comprehensive knowledge of the text and highly developed skills in interpreting the text
• demonstrating sustained and skilful control of language and ideas.

In better responses, students were able to:

• provide a highly persuasive speech on their view of how technology has changed teen reading habits
• demonstrate an ability to support their view by effectively and selectively using the stimulus provided and their own examples and/or ideas
• address the target audience by adopting an appropriate register to suit the context.

Areas for students to improve include:

• reading the question carefully and engaging with all aspects of the question
• organising, developing and sustaining ideas
• using 30 minutes of working time to complete their response.

Students should:

• develop a thorough understanding of the ​module description
• address the question provided rather than using a prepared response
• demonstrate a holistic understanding of the texts
• use well-chosen textual references to support their response.

In better responses, students were able to:

• address the question clearly by providing an insightful evaluation of how cultural influences shape an individual identity, rather than a general evaluation of influences on one’s cultural identity
• demonstrate a clear understanding of the distinction between cultural and individual identities
• demonstrate a detailed understanding of their prescribed texts by providing a well-selected range of examples and a discerning analysis of these texts.

Areas for students to improve include:

• identifying the key aspects of the question and responding to these accordingly
• addressing different aspects of the module with responses that are well synthesised both within and between paragraphs
• using a wide range of examples from the prescribed text to demonstrate depth of understanding of the whole text.

General feedback

Students should:

• ​demonstrate a clear understanding of a text's distinctive qualities and how these shape meaning
• organise, develop and express ideas skilfully, using language appropriate ​to audience, purpose and form
• ​use appropriate examples from the text.

Prose fiction

In better responses, students were able to:

• ​provide a personal response to the composer's exploration of freedom in Fahrenheit 451, or loyalty in The Namesake.

Areas for students to improve include:

• demonstrating a holistic understanding of the composer’s purpose in the selection of narrative form. Fahrenheit 451 has three distinct sections; The Namesake has chapters.
• discussing how the composer’s choice and development of key characters is used in the exploration of freedom or loyalty.

Poetry – Emma Jones, The Striped World

In better responses, students were able to:

• provide a personal response to the composer's exploration of the natural world in the text.

Areas for students to improve include:

• demonstrating an understanding of how the composer explores ideas about the natural world through both the poetic form and features
• recognising that The Striped World is a collection of poetry and not a series of isolated poems.

Drama

In better responses, students were able to:

• provide a personal response to the composer's exploration of adversity in Away, or relationships in Namatjira.

Areas for students to improve include:

• demonstrating an understanding of the context of the play, with its social, political and cultural influences
• referring to the composer’s integration of classic texts (AMidsummer Night’s Dream and King Lear) and a playlet to highlight how characters are developed in Away.

Nonfiction – Raymond Gaita, Romulus, My Father

In better responses, students were able to:

• ​provide a personal response to the composer's exploration of challenges in the text.

Areas for students to improve include:

• demonstrating an understanding of the context of Romulus, My Father, with its social, political and cultural influences
• demonstrating a deep and holistic understanding of how the composer explores the key idea of challenges through the development of the narrative, rather than focusing on one or two events.

Film – Peter Weir, The Truman Show

In better responses, students were able to:

• ​provide a personal response to the composer's exploration of control.

Areas for students to improve include:

• demonstrating an understanding of the context of The Truman Show with its social, political and cultural influences
• demonstrating a deep understanding of how the composer explores the key idea of control through the choice and development of characters and setting, rather than just focusing on Christof and how he controls Truman’s world.

Media – Lucy Walker, Waste Land

In better responses, students were able to:

• ​provide a personal response to the composer's exploration of change.

Areas for students to improve include:

• demonstrating an understanding of how the documentary form (for example pre-journey, journey) allows the viewer to perceive the change in Vic Muniz’s attitude, as well as the catadores, their immediate community and the wider society
• demonstrating a deep understanding of how the composer uses documentary features such as camera shots and time lapse to show the development of the body of work, Pictures of Garbage
• acknowledging the symbolicimportance of the selected, appropriated artworks.

General feedback

Students should:

• use the key words in questions to guide their responses
• include specific information from the recording rather than generalise.

Question 1

In better responses, students were able to:

• identify a reason why Harper enjoys the desert, with reference to the recording.

Question 2

In better responses, students were able to:

• explain a clear difference between the experiences of walking and four-wheel driving through the desert.

Areas for students to improve include:

• demonstrating a contrast or difference between the two experiences by identifying a feature of the two transport methods.

Question 3

In better responses, students were able to:

• explain how it was a shock to return to the city from the desert, with references to support the identified reason for the shock.

Areas for students to improve include:

• understanding the difference between key words such as ‘explain’ and ‘identify’.

Question 4

In better responses, students were able to:

• use references from the recording effectively to explain how the interviewer conveyed the unique nature of his profession.

Areas for students to improve include:

• focusing on how the interviewer conveyed the unique nature of Harper’s profession rather than focusing on what Harper said or other techniques, such as sound effects, used in the recording.

Question 5

In better responses, students were able to:

• effectively explain the metaphor, covering all aspects of the cleansing freedom and the context of desert walking to which the quote refers.

Areas for students to improve include:

• providing evidence from the text to support their answers.

Question 6

In better responses, students were able to:

• explain how the recording was able to ‘take you out of your car or kitchen’ by immersing you in the desert setting
• use relevant techniques and refer to a specific example and its effect.

Areas for students to improve include:

• focusing on the techniques that ‘transport’ the audience, rather than just engaging or persuading them
• identifying specific techniques, rather than generic listing
• understanding how and why a composer uses techniques to create meaning.