English EAL/D 2023 HSC exam pack

Students should:

• respond explicitly to the question as a whole, ensuring it is addressed consistently throughout the response
• develop a personal and detailed understanding of the ways the concept is identified in the question and how 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:

• consider the way storytelling is employed by the composer of the prescribed text through a discussion of textual form
• demonstrate an awareness of the role of the composer as a storyteller, analysing how the features of the form allow the composer to communicate ideas about human experiences
• identify the memorable experiences in the prescribed text and justify for both characters / speakers / individuals and/or for responders
• use well-selected examples from the prescribed text to support their line of argument
• integrate detailed and well-selected textual evidence to support their ideas about the representation of human experiences in the prescribed text meaningfully
• 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 all aspects of the question
• avoiding unnecessary quotes from the module description without clarifying relevance to their argument
• avoiding recounting their prescribed text
• identifying and analysing the most appropriate and relevant features in their examples
• analysing a detailed range of language techniques to support their argument
• demonstrating their knowledge of the text as a whole and selecting relevant textual evidence
• establishing a clear line of argument that is sustained throughout the response
• avoiding pre-prepared responses or general examples.

In better responses, students were able to:

• compose an effective and sustained response, exploring the power of a surprise
• use language to compose an engaging response in the form of choice
• clearly demonstrate that the stimulus was used by incorporating aspects into the response
• use the stimulus in a conceptual way
• engage the readers’ emotions by 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:

• engaging with all aspects of the question, for example, the ‘power of a surprise’, not just ‘surprise’
• using the stimulus in an authentic way instead of inserting it as a perfunctory statement
• planning, developing and sustaining ideas
• structuring a response that considers the audience, context and purpose
• avoiding retelling the plots of films or books, or writing a pre-prepared response
• refining their written expression to express their intended meaning clearly and fluently.

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
• present a comprehensive and holistic understanding of the prescribed text, including at least two poems if an anthology is studied
• craft a well-structured extended response with a distinct introduction, body paragraphs and a conclusion.

In better responses, students were able to:

• present statements addressing the assumptions about cultural identity the composer examines in their prescribed text and explain how these are challenged
• evaluate the statement by making a judgement about the extent the composers challenge assumptions about cultural identity, for example, to a significant or great extent, to a moderate or some extent, to a limited extent
• use the explicit terms in the question to frame their arguments
• sustain a focus on the question throughout their extended response
• integrate well-selected textual evidence to support their claims
• analyse how textual form and features are used by the composer to represent cultural identity
• sustain control of expression
• use vocabulary appropriate to their prescribed text and the question to write with clarity.

Areas for students to improve include:  

• considering how composers challenge assumptions about cultural identity rather than focusing on recounting representations of cultural identity in the prescribed text
• linking the line of argument, avoiding the use of rubric terms, phrases or statements
• avoiding a recount of the prescribed text or a pre-prepared response
• quoting texts accurately, ensuring textual evidence is relevant to the question
• selecting and analysing appropriate textual features in examples
• analysing how and what meanings are created in examples, rather than paraphrasing quotations or using generic statements of effect, such as ‘engages the responder’ or ‘shows their cultural identity’
• considering the prescribed text holistically
• sustaining control of expression.

Students should:

• analyse 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, rather than isolated sections
• analyse how the unique forms and features of the prescribed text are skilfully utilised using a range of techniques
• structure ideas in a logical sequence, synthesising effective conjunctions
• avoid pre-prepared responses.

In better responses, students were able to:

• present a relevant line of argument in the introduction and develop the argument throughout, exploring ways the prescribed text explores the need for connection
• demonstrate a thoughtful interpretation of the question by offering ideas about how the need to connect is explored in the prescribed text and analysing how this is represented
• demonstrate developed skills in interpreting the text through examples that support the line of argument and allow analysis
• analyse a range of techniques and features distinctive to the textual form of their prescribed text
• use analysis to discuss how the need to connect was represented in their text
• approach their analysis of the text by exploring the need to connect
• demonstrate a strong personal voice in their writing rather than a formulaic approach
• use topic sentences and organise ideas logically and consistently
• organise and express ideas clearly and fluently using effective conjunctions to synthesise ideas between paragraphs. 

Areas for students to improve include:

• responding to the question, demonstrating independent thought rather than a formulaic approach
• adapting their knowledge of the text to respond clearly to the question
• demonstrating a deep understanding of the key words, rather than just 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 with a balanced approach
• considering the stylistic choices of the composer and their impact on the audience
• establishing a clear line of argument relevant to the question and sustaining it throughout
• avoiding generalised discussions or using key 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 are linked
• demonstrating control of register and vocabulary.

General feedback

Students should:

• understand 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 relevant information is used to answer the question
• make detailed notes in the space provided to capture accurate quotes relevant to each question  in the listening exam
• identify techniques when the question asks for them.

Question 1

In better responses, students were able to:

• effectively explain the struggles Brenden was having at university
• provide a clear reference to the text showing how the struggle is established in the opening of the podcast
• 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 use textual evidence to support the response.  

Question 2

In better responses, students were able to:

• explain in detail the relationship Brenden has with the water
• use relevant references from the recording to show how language features communicate Brenden’s relationship with the water
• identify correct techniques used in references and the effect these have on communicating Brenden’s relationship with the water.

Areas for students to improve include:

• avoiding making general statements about Brenden’s relationship with the water
• detailing references and/or techniques to show how Brenden’s relationship is communicated, including quotations. 

Question 3

In better responses, students were able to:

• identify examples from the recording showing how the bodyboarding community is supportive
• use textual evidence to illustrate the examples of support shown in the recording.

Areas for students to improve include:

• avoiding general statements about the nature of support
• providing detailed responses with textual references or quotations.

Question 4

In better responses, students were able to:

• provide a judgement about how effective features of the podcast are in engaging the audience in Brenden’s development as a bodyboarder
• explain how different features engage the audience, at different points, in Brenden’s development as a bodyboarder
• use clear textual evidence to show how these features engage the audience throughout Brenden’s development as a bodyboarder
• explain the features used with relevant techniques and clear explanations of the effect on the audience.

Areas for students to improve include:

• avoiding general details such as recounting Brenden’s development as a bodyboarder
• avoiding general analysis of the techniques such as ‘sound of water enables audience to understand the setting’
• listening for details from the recording to support the response and providing details about features used at different stages of Brenden’s career.