English EAL/D 2020 HSC exam pack

General feedback

Students should:

• read all texts carefully
• pay close attention to the requirement of each question, such as the number of texts required
• be familiar with the terms used in questions such as discuss, explain and analyse
• develop a thorough understanding of the ideas and concepts from the Module A description to inform their responses to the unseen texts
• use the mark value as a guide to the length and depth of response required.

Question 1

In better responses, students were able to:

• articulate positive experiences that come from being a writer as shown in the text
• explain how the positive experiences were explored by naming the relevant techniques or structural features of the text
• explain how these techniques or structural features contribute to the exploration of the positive experiences of writers.

Areas for students to improve include:

• clearly identifying human experiences from the text/s
• identifying different language features and commenting on how the text is structured to achieve its purpose
• avoiding using a large amount of space to write long quotes without explanation
• avoiding simply summarising ideas from the text.

Question 2

In better responses, students were able to:

• clearly identify the setting
• explain the significance of the setting and the effect this had on the characters
• identify the change in the protagonist, Rowan, and how this was prompted by the change in setting.

Areas for students to improve include:

• focussing on the setting rather than simply the characterisation
• demonstrating an understanding of why the setting is important for the character or plot rather than giving generic examples of how setting impacts a story
• using quotes to show their understanding of the question.

Question 3

In better responses, students were able to:

• identify the atmosphere of the poem
• use detailed textual evidence to show how this atmosphere was created
• identify and analyse how language techniques were used to create atmosphere.

Areas for students to improve include:

• providing appropriate and detailed textual evidence
• broadening their understanding of a range of language techniques and their effects
• clearly linking textual evidence to the question.

Question 4

In better responses, students were able to:

• articulate a unique experience that was explored in each text. The same experience was not required to be explored in both texts
• refer to ideas from the module description to enable a greater depth of analysis
• use textual evidence from both the selected texts that explained how the nominated human experience/s from the texts were shown
• use transition words which enabled a clear comparison of the texts
• use paragraphing effectively to organise their ideas.

Areas for students to improve include:

• focussing on the key word, ‘compare’, and incorporating this in their response
• using well-chosen textual evidence to fully answer the question.

Students should:

• develop a personal understanding of the human experiences explored in the prescribed text
• evaluate the ways the prescribed text affirms or challenges our ideas about human behaviour
• consider how the textual form, features and language of the prescribed text contribute to the representation of the human experience and how this meaning is shaped
• develop a comprehensive understanding of the prescribed text.

In better responses, students were able to:

• engage fully with both the quote and the question
• engage with the key words of the question, ‘desire’ and ‘stability’, and demonstrate understanding by defining these words and developing a relevant thesis throughout the response
• explicitly evaluate by explaining ‘to what extent’ they agreed or disagreed with the statement
• provide relevant textual evidence to demonstrate their understanding of how ‘stability’ is explored in their prescribed text
• explore how language conveys the composer’s concerns
• analyse a range of techniques used by the composer, linking examples and analysis back to the statement to strengthen their argument
• deal with the text holistically, rather than focusing on minor details
• synthesise ideas, making links between paragraphs and/or examples to develop a cohesive response
• sustain their control of language and use sophisticated vocabulary.

Areas for students to improve include:

• defining key words in the question to demonstrate understanding
• establishing a clear line of argument that is sustained throughout the response
• responding to the quote directly throughout the whole response
• demonstrating accurate knowledge of the prescribed text through an appropriate choice of evidence that is relevant to the question
• avoiding retelling the story
• analysing techniques rather than providing a general explanation of the quote
• engaging with the ‘to what extent’ aspect of the question and explicitly evaluating throughout the response
• avoiding pre-prepared responses or general examples with tokenistic reference to the question in the introduction and conclusion
• avoiding reference to all key concepts in the module description rather than fully addressing the question
• sustaining control of expression.

In better responses, students were able to:

• compose a highly engaging response which explores the impact of language on the individual in a sophisticated manner
• skilfully incorporate the stimulus into their response
• provide a wide variety of examples to support their view for persuasive and discursive responses
• develop and sustain an effective plot for imaginative responses
• use language which was highly appropriate to the audience, context and purpose of their chosen text type.

Areas for students to improve include:

• reading the question carefully and engaging with all aspects of the question
• planning, developing and sustaining ideas
• managing their time carefully so they use the full amount of time allocated to this section
• refining their written expression so that they can express their intended meaning clearly and fluently.

Students should:

• engage with the key words in the question
• focus on how the identified key word in the question, ‘form’, contributes to the way personal and cultural backgrounds are revealed
• provide appropriate supporting textual evidence to demonstrate understanding of the ways these backgrounds are revealed in the prescribed text
• establish a clear line of argument or thesis in response to the question.

In better responses, students were able to:

• address the question clearly and completely
• use topic sentences and link each paragraph to the question
• make direct reference to the ‘form’ aspect of the question
• express ideas clearly and fluently
• select appropriate textual references to support their ideas.

Areas for students to improve include the ability to:

• responding to the key words in the question throughout the response
• establishing a clear line of argument that is sustained
• demonstrating accurate knowledge of the prescribed text
• clearly addressing the question provided and avoiding prepared responses that do not answer the question
• using correct essay form, such as topic sentences, linking words, introduction and conclusion.

General feedback

Students should:

• read the question carefully to ensure they address key words such as “to what extent” and “challenge”
• consistently address the key words in the question throughout the response when developing ideas and avoid using only “top and tail” references to the question
• demonstrate a holistic understanding of the text by selecting a range of thoughtful examples and use skilful interpretation of these to support ideas
• take time to develop clear and coherent responses that address the question and demonstrate understanding and insight into the text
• use a strong personal voice when required by the question.

Prose fiction

In better responses, students were able to:

• provide clear judgement of how their personal ideas of ignorance and knowledge in Farrenheit 451 or family loyalty and individual hope in The Namesake had been challenged through their study of the text.
• clearly distinguish between the two ideas.

Areas for students to improve include:

In The Namesake, extend beyond the influence of culture and individual freedom on the characters and reflect on how these representations challenge their ideas of individual hope and family loyalty

• In Fahrenheit 451, extend beyond Bradbury’s critique of how the suppression of knowledge leads to ignorance and write a more personal response about how their personal ideas were challenged by this.

Poetry – Emma Jones, The Striped World

In better responses, students were able to:

• provide clear judgement of how their ideas of personal and public worlds had been challenged through their study of the text.

Areas for students to improve include:

• demonstrating an understanding of how ideas about personal and public worlds are represented in the poems through poetic form and features
• recognising that the collection poems from The Striped World act as a single text rather than isolated poems.

Drama

In better responses, students were able to:

• provide clear judgement of how their personal ideas of forgiveness and courage in Away or art and culture in Namatjira had been challenged through their study of the text.

Areas for students to improve include:

• clearly addressing the key ideas in the question: forgiveness and courage in Away or art and culture in Namatjira
• demonstrating understanding of the dramatic form by discussing how the composer uses dramatic techniques such as stage directions to convey and challenge ideas.

Nonfiction – Raymond Gaita, Romulus, My Father

In better responses, students were able to:

• provide clear judgement of how their personal ideas of family and place had been challenged through their study of the text.

Areas for students to improve include:

• demonstrating a deep and holistic understanding of how the composer challenges one’s ideas of family and place through a wide range of examples from across the text rather than focusing on one or two events.

Film – Peter Weir, The Truman Show

In better responses, students were able to:

• provide clear judgement of how their personal ideas of fact and fiction had been challenged through their study of the text.

Areas for students to improve include:

• extending beyond the representation of control of the establishment and/or media to manipulate reality and reflect on how these representations challenged their ideas of fact and fiction
• demonstrating skilful interpretation of the text by using a wide variety of examples of events and/or characters,
• skilfully interpreting how cinematography and film techniques are used, challenging themselves to find examples beyond Christof feeding lines to Marlon and Meryl’s product placement of the cocoa and knife
• reflecting on the personal impact of the study of the film on one’s ideas of fact and fiction
• avoiding using excessive recounting of the plot to support their ideas.

Media - Lucy Walker, Waste Land

In better responses, students were able to:

• provide clear judgement of how their personal ideas of human dignity and innovation had been challenged through their study of the text
• use a wide variety of examples including film and documentary techniques.

Areas for students to improve include:

• demonstrating an understanding of how the documentary form and features such as interviews, cinematography and time lapse allows the viewer’s ideas of human dignity and innovation to be challenged
• addressing both ideas identified in the question.

General feedback

Students should:

• use the terms in the questions, such as identify, describe or explain, to determine the amount of detail required
• use the space provided as an indication of the amount to write
• listen for detail and ensure only information relevant to the question is included
• make detailed notes in the space provided to capture accurate quotes relevant to each question
• only identify techniques when the question asks for them
• avoid rewriting the question.

Question 1

In better responses, students were able to:

• identify specific words and phrases Yatu Widders-Hunt used to describe herself
• write in clear, full sentences with relevant information.

Question 2

In better responses, students were able to:

• identify specific words, phrases, and ideas that made the indigenous process distinctive from that of mainstream designers
• write in clear, full sentences using quotes where relevant to describe key differences.

Areas for students to improve include:

• avoiding making generalised statements
• understanding the difference between ‘identify’ and ‘describe’ and the amount of detail needed.

Question 3

In better responses, students were able to:

• identify the clear connections between storytelling and fashion
• use relevant quotations to support and explain their ideas
• write a synthesised response.

Areas for students to improve include:

• using language clearly to show the direct link between storytelling and fashion
• avoiding general statements
• embedding quotes as part of their own sentences, rather than listing a relevant quote by itself.

Question 4

In better responses, students were able to:

• show an understanding of social media and/or the indigenous fashion industry
• synthesise a detailed response that explained in their own words how social media is used to support the indigenous fashion industry
• use detail from the text to support and explain their ideas.

Areas for students to improve include:

• avoiding listing ideas or quotations
• developing skills in paraphrasing by explaining key ideas in their own words
• ensuring they know the difference between ‘describe’ and ‘explain’.

Question 5

In better responses, students were able to:

• articulate a clear vision for the future of the fashion industry
• write a synthesised response explaining the vision for the indigenous industry (not her personally)
• provide supporting detail in either quotations or paraphrased sentences
• outline ways to achieve this vision for the industry.

Areas for students to improve include:

• avoiding listing quotations without explanation or justification
• including all detail relevant to the question using information from the entire text.