English Extension 1 HSC exam papers archive
English Extension 1 2017 HSC exam pack (archive)
2017 English Extension 1 HSC exam paper
Marking guidelines
Marking guidelines are developed with the exam paper and are used by markers to guide their marking of a student's response. The table shows the criteria with each mark or mark range.
Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.
Marking feedback
Select from the sections below to view feedback from HSC markers about how students performed in this year’s exam.
Use the feedback to guide preparation for future exams. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Feedback on written exam
Module A – Genre: Critical
General feedback
Most students approached this question by explicitly examining the function of writers through a discussion of the questions posed by composers in each of their texts separately. An implicit engagement with the second component of Doris Lessing’s statement (that is, the function of writers to start their reader ‘thinking in a slightly different way’) was a characteristic of a large number of responses. An equally valid approach to the question was a synthesised exploration of the key questions raised within the genre and a subsequent analysis of their impact on responders.
Students should:
- engage with the question and not produce memorised responses
- construct and sustain a clear thesis which explicitly addresses all components of the question
- demonstrate a sophisticated control of language, avoiding informal expression and colloquialism
- pay attention to sentence structure and paragraphing
- select related texts that allow them to effectively engage with the core concerns of the module and elective. Video games, comedy sketches, artwork and magazine articles often do not allow students to deconstruct these texts in relation to the question in a detailed and insightful manner, subsequently limiting their discussion
- make clear connections and links between their prescribed and related texts
- use a wide variety of well-chosen textual references to develop their argument, and not limit their discussion by referring to selected sections or examples from the texts that are not relevant to the question
- demonstrate extensive knowledge of genre theory specific to the elective studied, and use this critical material in their response only where appropriate.
Students can prepare for this examination by:
- engaging with a wide variety of practice examination questions
- reading widely within the genre studied and gaining a holistic understanding of the genre.
Elective 1: Life writing
Question 1
In better responses, students demonstrated:
- an excellent understanding of the Life Writing genre, revealing sophisticated and insightful knowledge of the theory that underpins this elective. They used this theory prudently and appropriately as a way of substantiating their ideas and arguments
- a sophisticated control of form by constructing and sustaining a meaningful thesis that engages with all aspects of the question, that is, the function of writers to provoke questions and encourage their audience to think in a slightly different way
- judicious selection of related material from a range of mediums that allowed them to effectively examine how life writing texts represent lives and question whether the events of an individual’s life can be captured and portrayed truthfully
- a balanced treatment and discussion of texts, focused on the central ideas of the module
- an ability to make connections and links across texts, constructing synthesised arguments and exhibiting a broad knowledge of the Life Writing genre.
Elective 2: Comedy
Question 3
In better responses, students demonstrated:
- an insightful knowledge and understanding of the Comedy genre, its purpose and evolution over time
- a purposeful and sustained engagement with all aspects of the question through an examination of the function of comedy writers to generate humour to expose human flaws and weaknesses
- an excellent ability to analyse both their prescribed texts and related texts in a sophisticated manner
- a clear understanding of the purpose of comedic texts in different cultures and contexts.
Elective 3: Science fiction
Question 5
In better responses, students demonstrated:
- a strong understanding of how the Science Fiction genre provokes questions about the contextual concerns of the composer
- a sophisticated control of form by constructing a clear thesis that engages with the question and consistently focuses on the function of writers within the genre
- a thorough understanding of the Science Fiction genre through careful selection of related material
- a judicious incorporation of appropriate critical material from genre theorists, which was used to enhance observations, rather than overshadow them
- an excellent ability to synthesise their discussion by making sophisticated links and comparisons between texts within the genre.
Module A – Genre: Creative
General feedback
The key element of this question in 2017 was the idea of the provocative question being unresolved.
Students should:
- spend equal amounts of time developing their creative work as writing sustained critical/analytical responses
- integrate their knowledge of the genre with the creation of their narrative
- remember that this is also a test of creative writing.
Students can prepare for this examination by:
- practising past HSC examination papers, but understanding that the question will change each year
- avoiding reliance on memorised content based on past HSC examination papers.
Elective 1: Life writing
Question 2
In better responses, students were able to:
- use their provocative question to explore genre concepts, such as the nature of truth, the selectivity of representation and the self-conscious construction of reality in life writing
- demonstrate their awareness of the conventions of the genre by establishing a central character who is a writer, a reader or the subject of memoir
- demonstrate an ability to clearly articulate key ideas.
Elective 2: Comedy
Question 4
In better responses, students were able to:
- construct a narrative around the exploration of social mores and ideas of modern etiquette, rather than attempt to satirise current political situations
- grasp the conventions of the genre in their writing. Students needed to effectively evince a comedic style and then incorporate their provocative question in their narrative.
Elective 3: Science fiction
Question 6
In better responses, students were able to:
- demonstrate their understanding of the conventions of Science Fiction by posing provocative questions around ubiquitous themes such as the nature of human life, physiological enhancement, the intrusive nature of technology, surveillance and power
- experiment with evocative language and narrative form
- engage with a provocative question that creates curiosity in the reader, the characters, or both.
Module B – Texts and ways of thinking: Critical
General feedback
Most students approached this question by explicitly examining the function of writers through a discussion of the questions posed by composers in each of their texts separately. An implicit engagement with the second component of Doris Lessing’s statement (that is, the function of writers to start their reader ‘thinking in a slightly different way’) was a characteristic of a large number of responses. An equally valid approach to the question was a synthesised exploration of the key questions raised in their texts and a subsequent analysis of their impact on responders.
Students should:
- plan and structure their response in a way that sustains focus on the question
- interweave an understanding of the complexity of the elective through the argument
- carefully select related texts that are representative of the elective and give sufficient scope to fully address the question
- develop and sustain a thesis which addresses the specific demands of all aspects of the question
- compose a balanced response which synthesises the exploration of ideas in prescribed and related texts
- support their argument through the apt selection and analysis of textual evidence
- demonstrate sophisticated control of the sustained response form.
Students can prepare for this examination by:
- becoming more familiar with the key characteristics of the elective (for example, students studying After the Bomb or Romanticism need to be aware of the defining features of the historical period)
- understanding the relationship between prescribed and related texts more deeply.
Elective 1: After the bomb
Question 7
In better responses, students demonstrated:
- a clear conceptual understanding of the relationship between writer and reader
- a detailed understanding of the questions writers provoke and the way these affect readers. For instance: Waiting for Godot –the purpose of life and the role of power in relationships; Sylvia Plath poetry – the interplay between personal and political, particularly in domestic settings; The Spy Who Came in from the Cold – the morality of Cold War politics; An Artist of the Floating World – post war anxiety and guilt; Good Night and Good Luck – the politics of hysteria
- a deep understanding of the ways composers experiment with textual form and an awareness that questions may emerge through this experimentation
- skilful and purposeful integration of theory, when appropriate.
Elective 2: Romanticism
Question 9
In better responses, students demonstrated:
- a capacity to frame the argument in terms of how composers in the Romantic period were interrogating the values of the Neoclassical period and/or the Enlightenment, provoking questions and advocating for a ‘different’ way of thinking from their audiences
- a sustained engagement with the question, confining the argument to a consideration of how and why the composers required the responder to think differently
- an understanding of how provocative, revolutionary questions prompted by economic and political influences (such as the Industrial Revolution and the French Revolution) are articulated in the texts by the composers
- an astute reference to philosophical considerations (such as Rousseau’s Emile, Kant’s Critique of Pure Reason and Coleridge’s Biographia Literaria) and to literary theory (such as Wordsworth’s Preface to the Lyrical Ballads and Shelley’s Defence of Poetry) to effectively frame the contextual discussion
- an astute selection of material to support their argument, ensuring that the evidence is not confined only to quotation, but includes a sophisticated consideration of the connections between purpose and form, purpose and structure, as well as less complex considerations.
Elective 3: Navigating the global
Question 11
In better responses, students demonstrated:
- a clear personal position on the quote by Doris Lessing provided in the question, and an understanding of the way writers fulfil the suggested function
- a capacity to insightfully examine the success of composers in challenging ways of thinking and skilfully bringing together the perspectives explored in the four texts in a refined and cohesive argument
- the judicious use of knowledge of issues from the module and elective, relevant theorists and critics, which clearly relates to the argument being developed
- careful selection of examples, quotes and ideas from well-chosen texts, relevant to the elective, allowing for an effective examination of ways that composers provoke questions and change thinking and are therefore evidence of engaging deeply with the question
- an avoidance of pre-prepared responses
- a selection of texts that allow for the ideas from the elective to be explored in depth to support a specific argument related to the question.
Module B – Texts and ways of thinking: Creative
General feedback
The key element of this question in 2017 was the idea of the provocative question being unresolved.
Students should:
- address all the requirements of the question (for example, the ‘provocative question’, ‘remaining unsolved’)
- apply their knowledge and understanding of their studied elective directly to the question
- plan specific ways of thinking/ideological elements that they would like to prioritise in their writing, in keeping with the demands of this particular question
- demonstrate a complex and discerning understanding of the key ideological currents informing the elective
- demonstrate a skilful, nuanced control of language and tone to articulate thoughtful, ideologically literate imaginative scenarios
- apply features such as setting, characterisation, narrative voice and (cultural and intellectual) context to the imaginative rendering of a complex scenario
- maintain clarity and consistency of narrative purpose.
Students should expect to:
- answer the given question (as distinct from previous HSC examination questions)
- present a response that meets the sequential/developmental expectations of a 60 minute response.
Students can prepare for this examination by:
- understanding the HSC examination rubrics and specific elective requirements for both Module B and the relevant elective
- refining their imaginative composition skills in a way that allows a sustained demonstration of appropriate language and structural skills.
Elective 1: After the bomb
Question 8
In better responses, students demonstrated:
- an insightful and detailed conceptual understanding of the beliefs and values underpinning their elective study, such as an intensified questioning of humanity in the postwar period
- the ability to represent an authentic social/political context consistent with the designated ways of thinking, firmly anchored in the specific historical period
- effective use of imaginative re-creation
- a capacity to establish and develop a provocative question which drove the narrative and remained unresolved
- a distinctive and sustained voice throughout their creative response
- skilful control of language and narrative structure, including devices such as symbolism and allegory, as well as mastery of tone reflective of the set period.
Elective 2: Romanticism
Question 10
In better responses, students demonstrated:
- thoughtful consideration of the demands of the question in shaping a response which incorporates both the provocative and unresolved aspects
- a sophisticated understanding of the module and the elective, going beyond the trivial and obvious representations of Romanticism in order to offer a more nuanced, original and engaging response
- a sophisticated understanding of the Romantic context and ability to establish a plausible setting which adds to the overall engagement and purpose of their creative response
- skill and flair in the art of creative writing, making judicious choices in framing a cohesive and engaging response with the incorporation of considered stylistic devices such as metaphors, symbolism, motifs in order to add depth to their writing
- a highly effective control of language including grammar, syntax and vocabulary when evoking the style and mood of the Romantic period.
Elective 3: Navigating the global
Question 12
In better responses, students demonstrated:
- a thoughtful and discerning ability to both (a) pose and explore a provocative ideological question in a sustained, embedded manner and (b) control and limit the extent to which resolution is offered
- a complex understanding of the key ways of thinking and ideological tensions informing their elective study, such as the debate surrounding global expansion and the implications of time/space compression for cultural identity and place/belonging
- a thoughtful use of narrative voice to (a) articulate the tensions that inform provocative ideological questions from a particular point of view and (b) capture the appropriate sense of tone and articulation of values that should support an unresolved position
- a consistent, sustained use of language that enables ideological discernment, imaginative skill (through the use of metaphor, motif, inference and the like) and conceptual insight.
Module C – Language and values: Critical
General feedback
Most students approached this question by explicitly examining the function of writers through a discussion of the questions posed by composers in each of their texts separately. An implicit engagement with the second component of Doris Lessing’s statement (that is, the function of writers to start their reader ‘thinking in a slightly different way’) was a characteristic of a large number of responses. An equally valid approach to the question was a synthesised exploration of the key questions raised in their texts and a subsequent analysis of their impact on responders.
Students should:
- engage with all aspects of the question
- develop a strong and sustained thesis in response to the question
- structure and organise their response and ensure the thesis is well established at the outset
- make a deliberate and thoughtful choice of related texts which allows for rigorous and meaningful connections to be made between the texts and question
- ensure there is a balanced discussion of all texts
- demonstrate a holistic understanding of the texts through detailed and well-chosen textual references
- demonstrate a sustained and skilful control of language and ideas
- demonstrate a strong understanding of the author’s purpose.
Students should expect to:
- respond to a variety of question types without memorising extended responses
- write a complete response in 60 minutes, with a balanced appraisal of four texts.
Students can be better prepared for this examination by:
- understanding the HSC examination rubrics and specific elective requirements for Module C: Language and Values
- practising writing responses using aptly chosen and detailed textual references from the prescribed and related texts, drawing connections between those texts.
Elective 1: Textual dynamics
Question 13
In better responses, students were able to:
- articulate the provocative questions posed by writers and use the discussion of the form of texts as a vehicle to demonstrate how readers would be encouraged or challenged to think in a ‘slightly different way’, specifically about the relationship between composer and responder
- consider the effect that provocative questions have on language and values, and the way language can be used to question, as well as to shape, culture and values
- examine the way writers questioned the ‘truth’ of metanarratives, the literary canon, history, gender, imperialism, the authority of the text, including the role of composer and reader
- understand that textually dynamic texts do not belong to a fixed context, but can respond to values from any time period
- establish an effective and sophisticated thesis, with evaluation of the writer’s function apparent throughout the response and a deft use of close textual analysis
- synthesise and make connections between texts in response to the question
- demonstrate an assured use of metalanguage and skilfully integrate references to literary theory and theorists.
Elective 2: Language and gender
Question 15
In better responses, students were able to:
- articulate the provocative questions posed by writers and use the discussion of the texts as a vehicle to demonstrate how readers would be encouraged or challenged to think in a ‘slightly different way’, specifically about the construct of gender through language
- demonstrate an understanding of the role and power of language in establishing values pertaining to different cultures’ perception of gender and the way composers manipulate language to challenge preconceived notions of a binary understanding of gender and gender roles
- evaluate the writer's function to provoke questions about language and its impact on values, particularly gender, and its shortcomings to relate experience for marginalised groups
- consider the way form and exploration of concepts can be used to challenge reader expectations
- demonstrate a highly developed control of language, assured use of metalanguage, sophisticated discussion of prescribed texts and choice of self-selected texts
- make references to theory which underpin and are integrated into the discussion.
Module C – Language and values: Creative
General feedback
The key element of this question in 2017 was the idea of the provocative question being unresolved.
Students should:
- address all the requirements of the question (for example, the ‘provocative question’, ‘remaining unsolved’)
- apply features such as setting, characterisation, narrative voice and (cultural and intellectual) context to the imaginative rendering of a complex scenario
- maintain clarity and consistency of narrative purpose.
Students should expect to:
- answer the given question (as distinct from previous HSC examination questions)
- present a response that meets the sequential/developmental expectations of a 60 minute response.
Students can prepare for this examination by:
- practising past HSC examination papers, but understanding that the question will change each year
- avoiding reliance on memorised content based on past HSC examination papers.
Elective 1: Textual dynamics
Question 14
In better responses, students were able to:
- address all aspects of the given question
- demonstrate strong understanding of the elective’s concerns. In Textual Dynamics, students often subvert a particular metanarrative to challenge reader assumptions and to elicit the need for the reader to create meaning
- consider the HSC Prescriptions rubric for the elective and how those ideas might best be represented in an imaginative way
- use creative ideas in response to the brief – not present a response prepared for a past question
- use dialogue sparingly and effectively in order to further the narrative
- consider form and structure
- develop a strong narrative voice
- carefully plan the response, and use the 60 minutes to write a strong, concise and engaging response rather than a lengthy one which loses momentum
- consider audience and purpose
- develop a strong and varied vocabulary that will most effectively represent sophisticated ideas.
Elective 2: Language and gender
Question 16
In better responses, students were able to:
- clearly articulate the provocative question and use it as the centrepiece of the imaginative response
- demonstrate strong understanding of the elective’s concerns. In Language and Gender, better responses go beyond superficial signifiers to address gender binaries
- engage the reader using interesting ideas with an authentic voice
- clearly signpost the direction of the narrative even though there may be some experimentation with form
- employ appropriate, broad and rich vocabulary
- write concise and precise narratives that are driven forward with ideas rather than long, descriptive pieces or those with a need for explanation
- write with sophistication of both ideas and language; these responses play with clever ideas using wit and originality.
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