English Extension 1 2018 HSC exam pack (archive)

General feedback

Students should:

• consider all aspects of the question and ensure they address all the components
• carefully plan their response before writing to ensure the piece clearly engages with the question
• use the statement provided as the central idea of their response
• demonstrate a strong understanding of genre and how it works
• demonstrate a deep understanding of each text, conveyed through an insightful analysis of form and features
• use their understanding of the elective to craft their narrative, incorporating or subverting the conventions associated with the genre.

Elective 1: Life writing

Question 1

In better responses, students were able to:

• demonstrate the ability to think beyond notions of “truth” or “identity” to address the notion of forgetting through a discussion of the way life writing “omits” sections of narrative
• provide a sustained and coherent response with a clear thesis which responded to the question and advanced a thoughtful and unique perspective on the notion of “forgetting”
• provide balanced treatment of texts
• demonstrate thoughtful analysis of the aesthetic qualities of the text (rather than briefly mentioning techniques)
• provide a thoughtful analysis of the form of the text and the way it positions the reader
• make links between texts, ensuring the essay remained a discussion on genre rather than on discrete texts
• demonstrate fluency in their writing.

Question 2

In better responses, students were able to:

• engage with all aspects of the question by exploring perceptions of self and others, rather than focusing solely on perceptions of self
• implicitly incorporate the statement as a central idea throughout the imaginative response, not just superficially insert it into their story
• demonstrate a sophisticated ability to create a unique narrative voice that captured the essence of the characters
• capture a person’s life and explore whether or not such a life can be comprehensively portrayed, rather than composing a brief vignette that fails to explore the significance to an individual’s life.

Elective 2: Comedy

Question 3

In better responses, students were able to:

• demonstrate genuine appreciation for the intellectual sophistication of comedy as a genre
• recognise comedy as dynamic and as a tool of protest
• provide a balanced treatment of texts
• provide thoughtful analysis of the aesthetic and rhetorical qualities of the text, including a thoughtful treatment of the form of comedy and the way it generates “dialogue”
• make links between texts, ensuring the essay remained a discussion on genre rather than on discrete texts.

Question 4

In better responses, students were able to:

• construct a sustained response which explored the relationship between harmony and discord
• use the stimulus statement as a central idea that shaped the imaginative response
• demonstrate a sophisticated understanding of a wide range of literary devices, forms and/or structures, using these carefully and judiciously in the composition of their imaginative piece
• demonstrate an understanding of the purpose of the comedy genre: to expose human folly, celebrate the resilience of humans, depict human weakness, explore disunity, comment on important social issues, and/or resolve conflict through humour.

Elective 3: Science fiction

Question 5

In better responses, students were able to:

• provide a fluent and coherent account of the ways in which science fiction positions the reader to think in relation to their own contexts
• provide thoughtful treatment of the notion of “boundaries”, whether that be boundaries between genres, boundaries between technology and humanity, or boundaries between the moral and immoral
• construct a thesis which was sustained throughout the entire essay, and which responded flexibly and thoughtfully to the question
• provide close and meaningful analysis of the form and language of the texts.

Question 6

In better responses, students were able to:

• engage with all elements of the question
• demonstrate an insightful, conceptual understanding of science fiction conventions
• use science fiction conventions effectively or explicitly by subverting them
• compose a clear and coherent narrative with carefully considered structural elements
• create a plausible futuristic setting, often using the key words in the question to inform the construction of their imagined world
• adopt a distinctive and sustained voice
• demonstrate skilful control of language using a variety of language forms and features to engage the audience.

General feedback

Students should:

• respond with precision and control to the key requirements of the question provided
• demonstrate a complex and discerning understanding of the key ideological currents informing their elective   
• demonstrate skilful 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 ideological scenario
• maintain clarity and consistency of narrative purpose.  

Elective 1: After the bomb

Question 7

In better responses, students were able to:

• construct a thoughtful thesis statement that purposefully integrates the terms of the question
• demonstrate an understanding of how the ways of thinking and contextual influences inform textual construction, form and purpose
• demonstrate insightful appreciation of the relationship between the texts
• sustain the central argument by addressing the parameters of the question and integrating evaluations of how stylistic patterns in the analysed evidence reinforce each point
• maintain consistency of argument by continually addressing how ways of thinking are manifested in texts
• provide carefully selected textual evidence and relevant supplementary analysis of techniques
• present astute explanations of how forms and features reinforce the overarching points.

Question 8

In better responses, students were able to:

• demonstrate sophisticated ability to explore the binary of trust and lies within the context of their narrative and the period
• demonstrate detailed knowledge and understanding of the ways of thinking associated with the elective and its historical period
• write a sustained narrative, skilfully incorporating the statement as a central idea (either explicitly or implicitly)
• demonstrate skilful control of language and structure.

Elective 2: Romanticism

Question 9

In better responses, students were able to:

• demonstrate an understanding of how contextual influences shaped dialogue about renewal in the Romantic period
• demonstrate an understanding of representational choices made by composers in the Romantic period
• judiciously select material to support the argument, ensuring that the evidence was not confined to quotations, but included a sophisticated consideration of the connections between purpose and form, purpose and structure, and other representational choices
• select related texts that allowed for ideas from the elective to be explored in depth and in a variety of ways.

Question 10

In better responses, students were able to:

• demonstrate highly developed understanding of the Romantic context
• demonstrate complex understanding of the module and the elective  
• create a nuanced, original and engaging response which incorporated both the provided dichotomy (tradition/progress) and the ideas implicit to the provided stimulus statement
• establish a plausible scenario which added to the overall engagement of their imaginative response
• demonstrate skill and discernment in the process of imaginative writing, making judicious choices to frame a cohesive and engaging response
• incorporate considered stylistic devices to give depth to their writing
• demonstrate highly effective control of language, mindful of grammar, syntax and vocabulary when evoking the style and tone of the Romantic period.

Elective 3: Navigating the global

Question 11

In better responses, students were able to:

• focus on key ideas and concepts relevant to the question
• demonstrate excellent understanding of the texts
• demonstrate deep knowledge of the elective
• use well-selected textual references, detailed analysis and appropriate metalanguage to develop key ideas
• demonstrate understanding of appropriate contextual influences and theoretical underpinnings and how these relate to specific examples from their texts
• formulate a structured, cohesive and integrated essay with a judicious range of examples and elaboration.

Question 12

In better responses, students were able to:

• engage genuinely with all aspects the question, using the stimulus statement authentically as the central idea of the response, rather than an introduction to a different idea or as an idea not fully synthesised within the response
• demonstrate deep and complex understanding of key ways of thinking explored in the elective
• frame their creative response through issues, such as the impact of population policies, warfare, refugee policies, the environment and social issues, whilst maintaining focus on continuity and disconnection
• create a powerful, engaging narrative voice that positions the audience to recognise how the character was putting “the pieces together” or how this demand was being shared with the audience through skilful control of perspective
• sustain control of structure and language.

General feedback

Students should:

• engage with all aspects of the question, particularly key words
• apply knowledge of the module and elective
• provide close textual analysis with accurate references and quotations
• ensure there is a balanced discussion of the texts.

Elective 1: Textual dynamics

Question 13

In better responses, students were able to:

• establish an effective and sophisticated thesis
• synthesise and make connections between texts in response to the question
• understand textually dynamic texts do not belong to a fixed context, but can use dynamic language and form to respond to values from any time period
• evaluate the extent to which the truth of the statement about stagnation is reflected in texts
• consider the impact stagnation has on language and values, and the way language has been used to establish authority but can be used to question, as well as to shape, culture and values
• cite a number of aspects for consideration and criticism, such as: form, particularly the linear narrative and reliable narrator; the reader/writer relationship; the metanarrative; fixed gender roles; imperialism; religion; literature and culture and the nature of language
• demonstrate an understanding that dialogue in texts about stagnation is often subversive as it critiques established, fixed views
• provide close textual analysis
• skilfully integrate implied or explicit reference to literary theory and theorists into discussion, underpinning the main argument
• demonstrate an assured use of metalanguage.

Question 14

In better responses, students were able to:

• use the statement as the centrepiece of the imaginative response
• clearly address the notion of assumptions with a focus on inventiveness and interpretation
• demonstrate strong understanding of the elective’s concerns, often subverting a particular metanarrative to challenge reader assumptions and elicit the need for the reader to create meaning
• clearly signpost the direction of the narrative even though there may be some experimentation with form
• engage the reader by using interesting ideas and an authentic voice
• write concise and precise narrative driven forward by ideas rather than long, descriptive pieces or pieces that need explanation
• write with sophistication of ideas and language, playing with clever ideas using wit and originality
• use appropriate broad and rich vocabulary.

Elective 2: Language and gender

Question 15

In better responses, students were able to:

• provide a sophisticated discussion of the texts and the way dialogue about fate is constructed by writers
• evaluate the extent to which the truth of the statement is reflected in the texts
• demonstrate an understanding of the construct of gender through language as a way of both defining one’s fate and liberating one from fixed notions of gender
• demonstrate an understanding of the role and power of language in establishing values relating to the perception of gender in different contexts and cultures
• evaluate the writer's function in constructing a dialogue about language; its impact on values, particularly gender; its shortcomings in relating experience for marginalised groups; and its power to establish one’s ‘fate’
• consider the way form and exploration of concepts can be used to challenge reader expectations
• make references to theory which underpins and is integrated into the discussion
• demonstrate highly-developed control of language and assured use of metalanguage.

Question 16

In better responses, students were able to:

• use the statement as the centrepiece of the imaginative response
• clearly address the notion of assumptions about gender and gender binaries with a focus on ‘freedom and limitations’
• demonstrate strong understanding of the elective’s concerns, often subverting a particular metanarrative to challenge reader assumptions and elicit the need for the reader to create meaning
• clearly signpost the direction of the narrative even though there may be some experimentation with form
• engage the reader by using interesting ideas and an authentic voice
• write concise and precise narrative driven forward by ideas rather than long, descriptive pieces or pieces that need explanation
• write with sophistication of ideas and language, playing with clever ideas using wit and originality
• use appropriate broad and rich vocabulary.