English EAL/D 2022 HSC exam pack

General feedback

Students should:

• read all stimulus texts carefully
• carefully read the requirements of each question, such as, the number of texts students are asked to refer to
• be familiar with the meanings of 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:

• explain how the speaker is inspired by the natural world, as conveyed in the poem
• use well selected textual references to support how the speaker was inspired.

Areas for students to improve include:

• avoiding simply describing the speaker’s experience with the natural world
• understanding the use of poetic devices.

Question 2

In better responses, students were able to:

• establish that Tucci’s relationship with food had influenced his life experiences
• use detailed, relevant textual evidence and examples to effectively show how Tucci’s passion for food had influenced his career and personal life
• effectively use connectives to organise their ideas.

Areas for students to improve include:

• focusing on the whole text, rather than just the beginning and/or the end
• avoid copying chunks of the text.

Question 3

In better responses, students were able to:

• identify metaphor in the text
• explain ideas about human experiences represented by the metaphor
• select and use textual references to support their explanation of metaphor.

Areas for students to improve include:

• understanding the use of metaphor.

Question 4

In better responses, students were able to:

• clearly identify that the connection between Ellen and the tree changed over time
• refer to ideas from the module description to enable a greater depth of analysis
• support their ideas with well-chosen textual evidence
• identify a range of language techniques and analyse the ways they shaped meaning
• effectively use paragraphing to organise their ideas.

Areas for students to improve include:

• understanding the use of language devices to shape meaning.

Students should:

• respond explicitly to the question as a whole and ensure it is addressed consistently throughout their response
• develop a personal and detailed understanding of the ways the concept identified in the question and human experiences are explored in the prescribed text
• reflect on the ways the prescribed text enables the responder to broaden their understanding of the concept in the question, and gain insights about human experiences and what it means to be human
• consider how the textual form, features and language of the prescribed text contribute to the representation of human experiences and how this meaning is shaped
• develop a comprehensive and holistic understanding of the prescribed text
• compose a sustained and logically structured response.

In better responses, students were able to:

• address the question by not only considering how the characters/speakers/people represent the concept identified in their question but also how the responders’ understanding of this concept has been broadened through these representations
• present articulate statements about the insights gained from examining the concept in the question and the human experiences in the prescribed text
• closely analyse how textual form and features are used by the composer to represent characters/speakers/people and their experiences
• meaningfully integrate detailed and well-selected textual evidence to support their assertions about the representation of human experiences in the prescribed texts
• analyse the characters/speakers/people throughout the whole text, demonstrating an understanding of their arcs
• synthesise ideas, making links between paragraphs and/or examples to develop a cohesive line of argument
• sustain their control of language and use of a formal register.

Areas for students to improve include:

• using key words from the question to demonstrate engagement with the question
• avoiding quoting from the module description without clarifying how these are relevant to their argument
• avoiding recount of their prescribed text
• identifying and analysing the most appropriate and relevant features in their examples
• demonstrating thorough and accurate knowledge of the characters/speakers/people in the prescribed text
• demonstrating their knowledge of the text as a whole
• being discerning in their selection of relevant textual evidence
• establishing a clear line of argument that is sustained throughout the response
• avoiding pre-prepared responses or general examples with tokenistic reference to the question in the introduction and conclusion.

In better responses, students were able to:

• compose an effective and sustained response to evoke a positive emotional response about community
• use language skilfully to compose an engaging response in the form of their choice.   
• clearly demonstrate that the stimulus provided the central idea by illustrating how an aspect of it evokes a positive emotional response about community
• use the stimulus in a conceptual way
• engage the reader’s emotions by skilfully applying a range of figurative and/or rhetorical devices appropriate for their selected form
• demonstrate controlled use of language appropriate to audience, context and purpose.

Areas for students to improve include:

• reading the question carefully and engaging with all its aspects
• using the stimulus in an authentic way instead of inserting it as a perfunctory statement or adapting it to their prepared characters and/or settings
• planning, developing and sustaining ideas
• avoiding familiar narratives that may lack depth, are simplistic or cliched
• avoiding retelling the plots of films or books
• refining their written expression so that they can express their intended meaning clearly and fluently
• incorporating a variety of language devices to engage the reader.

Students should:

• engage with all the key terms in the question
• present and sustain a clear, relevant line of argument
• 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 their line of argument from the start and develop this throughout the response
• consistently address the question throughout the response
• explicitly analyse what the significance of identifying with culture is rather than focus on one’s cultural identity
• demonstrate an insightful interpretation of the question provide detailed and well-chosen examples and discuss how they represent and support the line of argument
• analyse a diverse range of language devices to explain how composers reveal the significance of identifying with culture
• organise and express ideas clearly and fluently, in a cohesive response.

Areas for students to improve include:

• demonstrating understanding of the key words, rather than simply repeating them
• drawing on understanding of the module when interpreting the question and developing a thesis
• demonstrating accurate, detailed knowledge of the prescribed text, drawing from the text as a whole
• demonstrating the skills of evaluation and analysis when discussing textual evidence
• avoiding prepared responses that do not answer the question and generalised discussion 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 vocabulary appropriate to essay form.

Students should:

• demonstrate interpretation by explaining the social or emotional limitations conveyed in the text
• develop a clear, relevant line of argument throughout the response by consistently drawing ideas and analysis back to the argument
• provide relevant and detailed textual evidence from the text to support ideas
• demonstrate a holistic understanding of the prescribed text by addressing the beginning, middle and end of the text rather than isolated sections
• analyse how the unique forms and features of the prescribed text are skilfully utilised to represent social or emotional limitations - analysing a range of techniques
• structure ideas in a logical sequence, synthesising ideas with effective conjunctions
• employ sophisticated/technical language and clear expression, appropriate to a formal essay
• avoid pre-prepared responses.

In better responses, students were able to:

• clearly present a relevant line of argument in the introduction and develop their argument throughout, exploring multiple ideas about social or emotional limitations
• explain the concept of social or emotional limitations represented in their prescribed text
• demonstrate a thoughtful interpretation of the question by approaching the text conceptually
• demonstrate deep knowledge of the text through judicious examples that supported their line of argument and allowed them to analyse in a sophisticated manner
• analyse a range of techniques and features used by the composer to explain how social or emotional limitations are represented throughout
• approach their analysis of the text as a whole to explore how characters/people developed in the story, potentially growing or challenging their limitations (suitable for Prose Fiction / Drama / Film / Non-fiction / Media options).
• incorporate two to three poems and synthesise the ideas presented in each ensuring deep analysis of poetic devices rather than a superficial commentary (suitable for Poetry option)
• demonstrate a strong personal voice in their writing rather than using a formulaic approach
• use topic sentences and organise ideas logically
• organise and express ideas clearly and fluently, using effective conjunctions to synthesise ideas between paragraphs.

Areas for students to improve include:

• responding explicitly to the question in a way that demonstrates independent thought rather than a formulaic approach
• demonstrating a deep understanding of the key words, rather than simply repeating them
• demonstrating accurate, detailed knowledge of the prescribed text drawing from the text as a whole
• addressing the form and features of the text in a balanced approach
• considering the stylistic choices of the composer and their impact on the audience
• establishing a clear line of argument and sustaining it throughout
• avoiding generalised discussions that do not answer the question or tack on words from the question in a superficial way
• avoiding re-telling the story and describing ideas when the question requires analysis
• developing a cohesive response where ideas and/or texts (poems) are linked
• demonstrating control of register and sophisticated vocabulary.

General feedback

Students should:

• have a clear understanding of the effect of common production techniques used in recordings such as music, sound effects and sampling from other sources
• 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 at any point in the listening exam
• only identify techniques when the question asks for them.

Question 1

In better responses, students were able to:

• effectively explain the feeling or opinion Blowers had about her screen time with reference to the text and/ or with techniques that she used to convey this
• write in clear, full sentences with relevant information referring directly to the recording.

Areas for students to improve include:

• avoiding too short or general answers that do not have enough information to explain adequately.

Question 2

In better responses, students were able to:

• explain the effect, role or purpose of having different speakers in the recording
• use relevant quotation/s to show what more than one speaker talked about
• identify a correct technique/s or how the speaker communicated their message.

Areas for students to improve include:

• avoiding making generalised statements about the effect, role or purpose of having different speakers
• including quotations, references and/ or techniques to clearly show how more than one speaker communicate their message.

Question 3

In better responses, students were able to:

• identify a mood or moods from the recording
• explain how this mood was created using some quotations, textual references or techniques to support answers.

Areas for students to improve include:

• avoiding general statements about the mood or techniques used
• providing detailed responses with textual references or quotations
• avoiding focusing too much on engaging the audience rather than mood.

Question 4

In better responses, students were able to:

• give a short explanation of Long's view from the quotation
• use textual evidence such as quotes with relevant techniques from the text showing how Long persuaded the audience.

Areas for students to improve include:

• avoiding very general ideas about how Long attempted to persuade, for example, a loud or clear voice.