ESL 2018 HSC exam pack (archive)

General feedback

Students should:

• use the mark value of each question as an indication of how much to write
• present relevant textual references, analysis and/or explanations that address all aspects of the question
• avoid irrelevant quotes, unnecessary detail or generic statements in their responses.

Section I

Text 1: Article

In better responses, students were able to:

• provide clear reasons about discovery and analyse the techniques used in the text to convey this.

Text 2: Poem

In better responses, students were able to:

• demonstrate how the poem conveyed the desire for discovery
• describe at least TWO discoveries conveyed in the poem with clear textual references, supported by quotes.

Areas for students to improve include:

• balancing their answers so that equal time is spent on both texts
• synthesising the texts to demonstrate the effect of discovery in relation to the rubric.

Text 3: Fiction extract

In better responses, students were able to:

• clearly explain why the narrator made the comment and support this with textual references.

Areas for students to improve include:

• demonstrating insights into how the composer builds tension leading to, but not including, the discovery of the hand in the pot
• providing specific details from the text.

Text 4: Creative response

In better responses, students were able to:

• provide the beginning of a piece of creative writing exploring the possibilities of discovery
• engage the reader to want to continue reading beyond the text written by the student
• incorporate the quote provided either directly or through implication in their response.

Areas for students to improve include:

• using a strong creative voice directed at the possibilities of discovery.

Section II

In 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 can either confirm or challenge beliefs about the world’
• skilfully outline the nature of discovery which confirms or challenges beliefs and develop these ideas using well-chosen textual references
• deal with the text holistically, rather than mention selected minor details
• use language forms and structures of an essay skilfully and show highly effective synthesis of ideas
• analyse, rather than recount information or events
• sustain control of expression.

Areas for students to improve include:

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

General feedback

Students should:

• develop a thorough knowledge of the ​rubric to demonstrate understanding of the module
• address the question provided rather than using prepared responses
• demonstrate a holistic understanding of the texts with well-chosen textual references.

Section I

Elective 1: Australian voices

In better responses, students were able to:

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

Areas for students to improve include:

• developing language appropriate to audience, purpose and form
• practising writing responses that address different aspects of the module and are well synthesised both within and between paragraphs.

Elective 2: Australian visions

In better responses, students were able to:

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

Areas for students to improve include:

• developing a thorough knowledge of the ​rubric to demonstrate understanding of the module
• addressing the question provided rather than using prepared responses.

Section II

Elective 1: Living and working in the community

In better responses, students were able to:

• provide an insightful evaluation of how the study of the elective prepared students for participation in community lives (not working lives) by focusing on effectiveness as opposed to usefulness
• demonstrate a holistic approach to the question by presenting a report on the effectiveness of the program for all students rather than a personal reflection.

Areas for students to improve include:

• read the question carefully to identify the parameters of the question
• engage with all aspects of the question
• demonstrate a detailed knowledge of the content of the module and an insightful understanding of the effectiveness of the module
• use appropriate language forms and features for the audience, purpose and context
• use 30 minutes of working time to complete their response.

Elective 2: Academic english

In better responses, students were able to:

• provide insightful evaluation of how the study of the elective prepared students to manage academic lives by focusing on effectiveness as opposed to usefulness
• use report form to demonstrate an understanding of how the study of the elective was effective for future academic life and beyond the study of English.

Areas for students to improve include:

• read the question carefully to identify the parameters of the question
• engage with all aspects of the question
• demonstrate a detailed knowledge of the content of the module and an insightful understanding of the effectiveness of the module
• use appropriate language forms and features for the audience, purpose and context
• use 30 minutes of working time to complete their response.

General feedback

Students should:

• use the key words to guide their responses
• include specific information rather than generalise.

Question 1

In better responses, students were able to:

• explain how imagery is created in the opening scene by providing specific detail from the text.

Areas for students to improve include:

• using specific evidence from the text related to the technique.

Question 2

In better responses, students were able to:

• identify the father’s ‘master plan’ and provide relevant detail to demonstrate the success of the plan.

Areas for students to improve include:

• demonstrating holistic understanding of the text with well-chosen textual references.

Question 3

In better responses, students were able to:

• provide specific examples from the text.

Question 4

In better responses, students were able to:

• identify the significance of the relationship and provide relevant, detailed evidence from the text.

Question 5

In better responses, students were able to:

• identify a technique that conveyed regret and provide a quote to support their response.

Areas for students to improve include:

• understanding the effect of a technique.

Question 6

In better responses, students were able to:

• specifically address the question by identifying how structural features engage the audience
• identify the cyclical nature of the narrative and the effective use of a cliff-hanger to hold the listener’s attention.

Areas for students to improve include:

• providing a detailed explanation and effectively synthesising their response
• avoiding explaining a range of spoken techniques that are unrelated to structure.