English EAL/D 2021 HSC exam pack

General feedback

Students should:

• read all texts carefully
• pay close attention to the requirements of each question, such as the number of texts required
• be familiar with the terms used in questions such as discuss, explain and analyse
• use the mark value as a guide to the length and depth of response required.

Question 1

In better responses, students were able to:

• identify experiences of human connection, as shown in the visual text
• explain how the experience of human connection is represented using relevant textual examples.

Areas for students to improve include:

• identifying different visual techniques and commenting on how they shape meaning about human connections
• avoiding simply describing the visual text.

Question 2

In better responses, students were able to:

• clearly identify a change in the narrator’s feelings about hope
• use relevant textual evidence and examples to show how the narrator’s hope changed over time
• identify more than one change in the narrator’s feelings about hope.

Areas for students to improve include:

• focusing on the whole text, rather than just the beginning and/or the end
• understanding the use of language techniques such as personification.

Question 3

In better responses, students were able to:

• identify similarities and differences in the life lessons that were taught by the writer’s uncle and Nana using detailed textual evidence.

Areas for students to improve include:

• focusing on the key word, ‘compare’
• clearly linking textual evidence to the question.

Question 4

In better responses, students were able to:

• support insightful ideas with well-chosen textual evidence
• identify a range of language techniques and analysed the ways they shaped meaning
• effectively use paragraphing to organise their ideas.

Areas for students to improve include:

• increasing their understanding of poetic devices.

Students should:

• respond explicitly to the question and ensure it is addressed consistently throughout their response
• develop an understanding of the ways significant events and human experiences are explored in the prescribed text
• reflect on the ways the prescribed texts enable the reader to develop personal insights into human experiences
• consider how the textual form, features and language of the prescribed text contribute to the representation of significant events and how this meaning is shaped
• compose a sustained and logically structured response.

In better responses, students were able to:

• engage with the key words in the question, ‘to what extent’ and ‘significant events’
• address ‘to what extent’ by offering a clear evaluation of the insights gained through the representation of significant events in the prescribed texts
• distinguish between human experiences and significant events represented in the prescribed text
• provide relevant textual evidence to demonstrate their understanding of how significant events are represented in the prescribed text
• explore how language is used to represent the significant events and how this offers insights into human experiences
• explain beyond stating rubrics statements
• analyse a range of techniques used by the composer, linking examples and analysis back to the statement to build their argument
• 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:

• using key words from the question to demonstrate engagement with the question
• demonstrating knowledge of the prescribed text through evidence relevant to the question
• analysing techniques rather than providing an explanation of the examples provided
• avoiding pre-prepared responses or general examples with reference only to the question in the introduction and conclusion
• developing a personal voice
• developing their understanding of key rubrics concepts to avoid simply repeating key phrases
• sustaining control of expression.

In better responses, students were able to:

• compose an imaginative response that explores the growth of a character
• clearly demonstrate the stimulus as a central idea and use it in a conceptual way
• reveal what the character was like before and after the moment, explaining both the moment and the growth
• evoke the reader’s imagination and engage the reader’s emotions by applying a range of figurative devices, such as imagery, characterisation, tone and narrative voice
• demonstrate controlled use of language appropriate to audience, context and purpose.

Areas for students to improve include:

• engaging with all aspects of the question, including the stimulus
• planning, developing and sustaining ideas
• avoiding familiar narratives that lack depth, are simplistic or clichéd
• avoiding retelling the plots of films or books
• structuring a response which considers the audience, context and purpose
• incorporating a variety of language devices to engage the reader
• managing allocated time for this section carefully.

Students should:

• engage with all the key words in the question
• present and sustain a clear, relevant thesis
• provide appropriate textual evidence and technical analysis to support ideas
• demonstrate a holistic understanding of the prescribed text
• apply knowledge of the module in the interpretation of the question.

In better responses, students were able to:

• clearly present ideas and develop an argument throughout
• explain the concept of cultural complexity presented in their prescribed text
• provide detailed and well-chosen quotes that support the core argument
• analyse a diverse range of language devices to explain how composers reveal the complexities of culture
• use topic sentences and structure ideas logically
• express ideas clearly and fluently
• synthesise ideas between paragraphs, using effective conjunctions.

Areas for students to improve include:

• responding explicitly to the question throughout the response, including the verb, for example, analyse, evaluate, explain
• demonstrating a deep understanding of the key words, rather than simply repeating them
• establishing a clear line of argument and sustain it throughout the response
• demonstrating accurate, detailed knowledge of the prescribed text, drawing from the text as a whole
• avoiding prepared responses that do not answer the question and generalised discussions of ideas or techniques
• avoiding listing ideas or mentioning techniques without explaining them in relation to the question
• developing a cohesive response where ideas and/or texts (poems) are linked
• demonstrating control of register and sophisticated vocabulary.

Students should:

• read the question carefully to ensure the key words in the question are addressed such as “develop our understanding” and “of people and ideas”
• refer to the excerpt or screenshot throughout the response and avoid only using references to the question
• demonstrate a holistic understanding of the text by utilising the extract/screenshot in conjunction with examples
• use a strong personal voice when required by the question.

In better responses, students were able to:

• provide clear judgement of how the composer created a world that develops our understanding of people and ideas in their prescribed text
• clearly distinguish between “people” and “ideas”
• clearly utilise the extract to explore the way the textual form is used to create a world, then apply to an understanding of how people and ideas are developed.

Areas for students to improve include:

• analysing what world is created before examining how this develops an understanding of people and ideas
• considering significant ideas from the whole novel/play/film/media, for example, Prose Fiction; Drama; Film; Media
• recognising that the collection of poems act as a single text rather than isolated poems.

General feedback

Students should:

• recognise the key words in the questions
• use the space provided to answer the questions
• 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 during the listening exam
• only identify techniques when the question asks for them
• avoid rewriting the question.

Question 1

In better responses, students were able to:

• explain in detail the reasons why Cyrus crafted a new look, including information about his background
• write in clear, full sentences with relevant information referring directly to the recording.

Areas for students to improve include:

• avoiding general answers that do not have enough information to explain adequately
• understanding the difference between ‘identify’ and ‘describe’ and the amount of detail needed.

Question 2

In better responses, students were able to:

• identify a clear feeling Cyrus had after changing his name using a relevant quotation/s
• identify a correct technique/s used in the quotation.

Areas for students to improve include:

• avoiding making generalised statements about his feelings
• providing quotations and techniques.

Question 3

In better responses, students were able to:

• identify clear general conclusions about the importance of names
• explain how these conclusions are shown or implied in the text
• include some quotations or textual references to support answers.

Areas for students to improve include:

• avoiding recounting the process of Cyrus changing his name
• avoiding general statements about the importance of names that were not conclusions by Cyrus
• using textual references or quotations to support and explain their ideas.

Question 4

In better responses, students were able to:

• identity correct tones of the speaker or correct tones of voice from the recording
• provide a synthesised and detailed response that explains how tones engaged the audience
• use textual evidence such as quotes with relevant techniques from the text to explain the use of the tones.

Areas for students to improve include:

• avoiding very general ideas about tone, for example, high or low tone
• including adequate detail about the use of the tones with relevant textual details
• providing details about how the tone engages the audience rather than repeating the effect was “to engage the audience”.