English EAL/D 2025 HSC exam pack

General feedback

Students should:

• read all stimulus texts carefully
• read the requirements of each question carefully
• familiarise themselves with the key words used in questions, such as discuss, explain and analyse
• develop a thorough understanding of the ideas and concepts in the Module A syllabus content to inform their responses to the unseen texts
• use the mark value as a guide to the length of the response required.

Question 1

In better responses, students were able to:

• explain the effects of having a positive outlook clearly, using supporting evidence to further articulate their ideas
• address all elements of the question directly
• explain in specific ways how a positive outlook could impact areas of motivation, a renewed outlook, courage and hope.

Areas for students to improve include:

• identifying the effects of a positive outlook as described in the text
• explaining ideas from the text using relevant supporting evidence.

Question 2

In better responses, students were able to:

• provide clear and detailed explanations of the speaker’s representation of freedom, including concepts of freedom ‘from’ something, or experiencing a lack of freedom, and how this was drastically changed
• use well-selected textual evidence to exemplify effective techniques, for example, simile, ‘I was light as air’, and metaphor, ‘swapping skin for feathers’, to explain how freedom is represented in a symbolic manner by the speaker.

Areas for students to improve include:

• identifying a range of relevant language and poetic techniques and how these techniques are used to represent the speaker’s freedom
• providing clear explanations of how freedom is represented in the text.

Question 3

In better responses, students were able to:

• analyse the representation of Margaret Lightning’s morning routine effectively. For example, noting Simpson’s effective characterisation of Lightning as someone who enjoyed a sense of comfort and relaxation in the joy she experienced during her morning routine
• select textual evidence that supported their analysis to create a sense of cohesion in responses and target all aspects of the question
• address all parts of the question in an effective manner and provide points about the representation of the morning routine which were inherently connected to nature and a sense of pure imagination.

Areas for students to improve include:

• developing their analysis about the character of Margaret Lightning and what she enjoyed about her morning routine, rather than providing description of the character of Margaret Lightning
• analysing how meaning is created in the text, rather than providing general commentary/description about the text.

Question 4

In better responses, students were able to:

• demonstrate understanding that Text 4 explored a positive representation of unity and connection using visual techniques and Text 5 used visual features to challenge the assumption that ‘desolate places’ are environments not desirable or unable to provide individuals with a sense of purpose and connection
• establish and maintain skilful comparisons throughout their response with strong opening and closing arguments and a consistent use of comparative language throughout the response
• explain how ideas about place are evident in both Text 4 and Text 5 and that ‘places’ were where individuals felt a strong sense of belonging and connection, giving them a sense of purpose and identity
• use paragraphs and connectives to organise ideas.

Areas for students to improve include:

• ensuring a balanced discussion of both texts
• demonstrating a clear understanding of the concept of place used in each text.

General feedback

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
• demonstrate a comprehensive and holistic understanding of the prescribed text that draws on examples from the text
• compose a sustained and logically structured response.

Question 5

In better responses, students were able to:

• link the concept of courage to their prescribed text consistently and from a range of perspectives and/or characters’ behaviour and motivation
• reflect on the world of the text and the ways in which characters in the text courageously challenge their context. For example, exploring how people within the text interact with their culture or society in ways that challenge and/or question the status quo, which requires courage
• analyse the ways in which the text explores the concept of courage through a range of literary conventions and techniques
• sustain an argument which explores perspectives on courage with depth and detail drawing from the text as a whole.

Areas for students to improve include:

• structuring a response with a focus on the concept of courage, rather than relying on prepared responses or providing general discussions of themes and issues
• selecting sections of the text that support a consistent and detailed analysis
• analysing a range of literary conventions and techniques, rather than repeating a small number of techniques and describing their use in texts.

Question 6

In better responses, students were able to:

• sustain the use of a range of imaginative language features, to effectively explore a character’s curiosity about the world
• use the stimulus to inspire and shape their response
• craft language to creatively express their ideas, engage the reader, and develop a clear purpose
• develop character voice and personal writing style
• demonstrate controlled use of language appropriate to audience, purpose and form.

Areas for students to improve include:

• demonstrating control and understanding of imaginative language features
• crafting a clear and engaging character
• representing ideas and feelings in descriptions and images, rather than recounting
• using the stimulus as a meaningful part of the response, rather than addressing it in a cursory manner
• engaging with the question as a whole, rather than focusing on one element, by addressing both the written directive and the visual stimulus.

Students should:

• engage with all the key words in the question
• present and sustain a clear, relevant line of argument
• provide textual evidence and analysis to support ideas
• demonstrate a holistic understanding of the prescribed text
• apply knowledge of the syllabus content in the interpretation of the question
• present a comprehensive understanding of the prescribed text
• craft a well-structured extended response, for example, writing a distinct introduction, body paragraphs and a conclusion.

In better responses, students were able to:

• present an original line of argument about the complications of embracing identity as represented in the prescribed text
• discuss both the complications and effects of embracing identity in a balanced manner
• formulate a sustained argument which demonstrates conceptual knowledge of the prescribed text
• use detailed textual evidence discerningly to demonstrate understanding of key aspects of the prescribed text
• sustain control of expression and use a range of vocabulary to accurately address the key words of the question throughout the response
• structure their response skilfully to organise and effectively express ideas.

Areas for students to improve include: 

• addressing all key words in the question
• establishing a clear distinction between the terms ‘complications’ and ‘complexities’
• sustaining a clear line of argument 
• explaining and analysing a range of textual features skilfully, rather than listing literary techniques
• forming arguments that are aligned to the question, rather than relying on prepared responses, recounting prescribed texts or making generic statements about the module
• exploring key ideas about complications of embracing identity through detailed paragraphs
• providing a range of relevant and accurate textual evidence to support their arguments
• structuring their response using clear paragraphs with organised ideas
• using appropriate language register and sustaining control of expression.

Students should:

• explain skilfully how their prescribed text uses forms and features to explore the ideas provided in the question
• provide relevant and detailed textual evidence from the text to support ideas
• demonstrate a holistic understanding of the prescribed text by referring to a number of sections from across the text that illustrate their ideas in response to the question
• structure ideas in a logical sequence
• avoid pre-prepared responses.

In better responses, students were able to:

• address all aspects of the question in a balanced way, where both ‘evoke empathy’ and ‘challenge you to see the world differently’ are discussed
• refer specifically to language forms and features of the prescribed text
• demonstrate their understanding of the question by offering insightful discussion about why the text evokes responders’ empathy
• explain how they have been challenged to see the world differently by linking their understanding of the text to their personal and/or wider world
• demonstrate understanding of the text through judicious selection of examples that support their line of argument
• analyse a range of language forms and features distinctive to the form of the prescribed text
• approach their analysis of the text as a whole, rather than selecting a few examples from limited parts of the text
• use topic sentences and organise ideas logically and consistently within paragraphs
• organise and express ideas clearly and purposefully, using effective conjunctions to synthesise ideas in and between paragraphs.

Areas for students to improve include:

• establishing a clear line of argument relevant to the question and sustaining it throughout
• explaining why the prescribed text evokes empathy from the responders and how they have been challenged to see the world differently
• addressing the language forms and features of the text in a balanced way
• avoiding general thematic discussions or using key words from the question in a superficial way
• developing and expressing ideas using language appropriate to audience, purpose and form.

General feedback

Students should:

• understand the effect of aural features of texts, 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 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:

• demonstrate a sound understanding of different ways Dave encouraged the audience to be curious about tradies
• identify techniques used by Dave and the way these engaged the audience
• provide relevant and accurate textual references that related to how Dave encouraged curiosity, for example, the idea that Dave referred to stereotypes of tradies to introduce the topic about female tradies.

Areas for students to improve include:

• providing clarity and more specific information about the particular ways Dave encouraged the audience to be curious
• analysing the specific techniques used to show how Dave encouraged the audience to be curious
• using textual references to support their response, rather than giving general details about the text.

Question 2

In better responses, students were able to:

• analyse how the speakers communicate the dangers of being an electrician with a focus on how language and speaking techniques were used
• provide relevant textual references to support the correct techniques and their effects
• move beyond a description of the danger, explaining how techniques were used by the speakers to communicate this
• provide details about how both Ellie and Elijha communicated the danger to fully answer the question.

Areas for students to improve include:

• focusing more specifically on the ways the speakers communicate ideas about danger
• focusing on how the danger was communicated, rather than just describing what the speakers said about the danger
• providing analysis about how different techniques are used to communicate the idea of danger with a specific explanation of the effect of these, rather than stating ‘to communicate the danger’
• providing details about both Ellie and Elijha’s perspectives.

Question 3

In better responses, students were able to:

• provide multiple reasons for why Mel created the group
• explain at least one of the reasons in sufficient detail with a cause and effect
• provide some explanation that the social media group was created to support female tradies with similar experiences in the industry.

Areas for students to improve include:

• demonstrating understanding of the key word ‘Explain’ and that in the question it requires nominating a cause and effect. For example, provide some cause and effect with reference to the motivation for Mel creating the site
• giving specific reasons with some detail, rather than just general ideas like ‘to support’
• giving explanation, rather than just a list of several reasons why the group was created.

Question 4

In better responses, students were able to:

• provide a clear comparison of what was similar and different in the thoughts and feelings of Mel and Elijha, rather than give general ideas that were similar, such as, ‘both were tradies’ and ‘both liked their jobs’
• provide effective textual references to support answers
• provide more than one idea for both Mel and Elijha supported with well-selected textual references
• develop a structured response that provides an analysis of the individuals’ perspectives and offers a clear and effective comparison that is synthesised throughout the piece.

Areas for students to improve include:

• making a clear comparison and using comparative language, such as ‘in contrast’ or ‘however’
• using more specific textual references that show what Mel and Elijha thought or felt, rather than recounting just what they said
• providing multiple ideas about how Mel and Elijha thought and felt, rather than general information about their jobs
• providing greater detail in their response, rather than just short explanations about the individuals, without any comparison.