ESL 2017 HSC exam pack (archive)

Section I

Students should:

• engage with all aspects of the questions as well as looking at the mark value of each question
• present relevant textual references, analysis and/or explanations that address the question and avoid unnecessary detail
• avoid generic statements about discovery that are not relevant to the question presented
• provide more than a quotation from the text in their responses.

Students should expect to:

• respond to a variety of texts that employ both visual and language techniques to convey meaning
• complete responses in the space provided
• demonstrate an understanding of ideas of discovery within the texts provided.

Students can prepare for this examination by:

• reading widely
• understanding the HSC prescriptions rubric and syllabus document and working towards developing the skills outlined in each of them
• reviewing the NESA glossary of key words.

Text 1: Film poster

In better responses, students were able to:

• identify an idea about discovery and provide clear analysis of visual techniques used in the text to convey this (Q1 (a))
• include visual techniques: facial expression, symbolism, colour, vectors (Q1 (a)).

Text 2: Poem

In better responses, students were able to:

• demonstrate an understanding of the poem by describing at least TWO discoveries conveyed in the poem with clear textual references, not necessarily in the form of quotes (Q1 (b)).

Text 3: Extract from an anthology

In better responses, students were able to:

• engage with all aspects of this question (Q1 (c))
• clearly explain how language was used to persuade the reader of the importance of Jewel's discovery and support this with textual references (Q1 (c))
• analyse how Jewel's text explored Thomas' idea by providing relevant textual references and a clear analysis of how these references were used to explore the idea (Q1 (d)).

Text 4: Nonfiction extract

In better responses, students were able to:

• provide specific details from the text and demonstrate insights into the revelations the composer made in the dark and how this alluded to making discoveries in the unknown (Q1 (e))
• provide detail in the forms of textual references and explain how these show the cause and effect relationship between the discovery and effect (Q1 (f))
• offer a clear analytical comparison of how language was used in two texts to convey the emotions associated with discovery (Q1 (g))
• use a strong reflective voice directed at their 13-year-old self (Q1 (h))
• make clear reference to an idea from one of the texts (Q1 (h))
• explore the impact of a particular discovery made over time rather than simply exploring the concept of discovery or a rubrics statement (Q1 (h)).

Section II

Students are reminded to:

• read all aspects of the question carefully, highlighting keywords and/or phrases
• carefully select the most appropriate poems, if studied as a prescribed text, in order to effectively answer the question
• select the most appropriate examples of discoveries which highlight the concepts explored
• make a deliberate and thoughtful choice of related text which skilfully links ideas to the prescribed texts and the question
• demonstrate understanding of the ways in which ideas are communicated through texts
• ensure that language forms and structures are skilfully demonstrated.

Students should expect to:

• write a complete response in 40 minutes
• address all components of the question
• demonstrate an appreciation of the texts through detailed and well-chosen textual references
• demonstrate a comprehensive knowledge of the texts and highly developed skills in interpretation of the texts
• demonstrate a sustained and skilful control of language and ideas.

Students can be better prepared for this examination by:

• understanding the HSC Prescriptions rubric
• demonstrating extensive knowledge of the prescribed and related texts.

In the better responses, students were able to:

• present a clear thesis statement, linking ideas about discoveries specifically to the question
• answer all aspects of the question, in particular to what extent the texts studied present ideas relating to how ‘Discoveries have the power to transform’
• skilfully outline the transformative nature of discovery and develop these ideas using appropriate textual references
• sustain control of expression
• use language forms and structures of an essay skilfully and show highly effective synthesis of ideas
• analyse, rather than recount.

General feedback

Students are reminded to:

• have a thorough knowledge of the ​rubric to demonstrate understanding of the module
• address the exact question given
• choose a related text which has clear links to the prescribed text and adds to the overall response.

Students should expect to:

• ​answer all parts of the question
• demonstrate a holistic understanding of the texts with well-chosen textual references
• develop a sustained argument in response to the question.

Students can be better prepared for this examination by:

• ​​having a thorough understanding of how voices or visions are represented in their text and how they are communicated through the text form
• developing language appropriate to audience, purpose and form
• practising writing responses that are well synthesised, through a range of connectives, both within and between paragraphs.

Section 1

Elective 1: Australian voices

In better responses, students were able to:

• provide a personal understanding of how their chosen texts promoted an understanding of Australia
• ​demonstrate a clear understanding of a range of Australian voices
• clearly explain how these voices are portrayed, with appropriate examples
• make connections between the prescribed and related texts.

Elective 2: Australian visions

In better responses, students were able to:

• provide a personal understanding of how the visions represented in their texts promote an understanding of Australia
• ​demonstrate a clear understanding of a range of Australian visions, not simply describe scenes/events from their texts
• clearly explain how these visions are portrayed, with appropriate examples
• make connections between the prescribed and related texts.

Section II

Students are reminded to:

• engage with all aspects of the question.

Students should expect to:

• write a complete response in 30 minutes
• demonstrate a detailed knowledge of the content of the module and an insightful understanding of the values and attitudes expressed
• use language appropriate to audience, purpose and context.

Elective 1: Living and working in the community

In better responses, students were able to:

• provide examples through anecdotes
• look at the wider community and project benefits into their future lives.

Elective 2: Academic english

In better responses, students were able to:

• provide concrete examples from their academic studies
• demonstrate an appreciation of how the study of the elective could be a benefit in their future life.

General feedback

Students are reminded to:

• listen for specific information
• analyse the information using specific examples from the text rather than generic learnt responses
• use the key words to guide them.

Question 1

In better responses, students were able to:

• establish a reason for Port Hedland being an assault on the senses rather than simple stating a physical detail
• interpret the content rather than analyse the language features.

Question 2

In better responses, students were able to:

• provide precise details about Care for Hedland's activities.

Question 3

In better responses, students were able to:

• state the comparison in the metaphor and explain it
• identify the positive aspects implicit in the metaphor.

Question 4

In better responses, students were able to:

• recount the difficulties experienced by the TV crew.

Question 5

In better responses, students were able to:

• identify the reason for the use of many voices
• give specific examples from the text of some of the different voices
• make a sophisticated analysis of techniques used in this documentary.

Question 6

In better responses, students were able to:

• address both music and sound effects
• use a range of adjectives to describe the specific aspects of music and sound effects and how they changed throughout the documentary; for example, 'whimsical music introduced the text which changed in tone and pace to represent the frenzy on the beach'.