English Extension 1 2023 HSC exam pack

Students should:

• demonstrate their knowledge and understanding of the module Literary Worlds through close engagement with the question
• consider all aspects of the question, reflecting an understanding of the values and ideas of a literary world
• demonstrate control of language in either the imaginative or discursive form
• communicate clearly and take care with syntax, grammar, paragraphing and punctuation.

In better responses, students were able to:

• engage with all aspects of the question in a cohesive and sustained response
• use an unexpected journey with a transformation in creative and interesting ways
• explore the problems and possibilities in complex and purposeful ways
• create an engaging literary world.

Areas for students to improve include:

• providing depth and detail to write an engaging and effective discursive or imaginative response
• moving beyond a simple or superficial engagement with the question
• addressing all parts of the question, including a conceptual engagement with all aspects of the question
• ensuring the clarity and coherence of their response.

General feedback

Students should:

• develop a strong understanding of all aspects of the elective description and syllabus content, its central ideas and its directives, in preparation for writing a response
• read the question carefully and ensure all components are addressed in the construction of their central ideas
• judiciously select ONE related text that provide scope to respond directly to the question
• express their knowledge and understanding of the texts clearly and coherently
• demonstrate an understanding of language features and form in a cohesive and integrated response that reflects a holistic understanding of the prescribed and related text
• examine the role of contextual values and their impact on form and purpose
• respond to the question with an authentic voice that meaningfully integrates metalanguage
• sustain close analysis of texts by selecting relevant examples that support the central ideas of the response
• carefully plan their response so that they address all aspects of the question.

Elective 1: Literary homelands

In better responses, students were able to:

• develop a conceptual argument that acted as a cohesive device throughout the response
• engage closely with the stimulus and make an informed and insightful connection between the concepts in the stimulus and their prescribed and related text
• approach the stimulus conceptually, applying concepts such as bridges or otherness to their texts and argument
• choose which of the key terms (echo, oppose, unsettle) best fitted each of their texts and address them purposefully
• support their argument with judicious choice of textual evidence and analysis offering an informed evaluation through a strong personal voice
• acknowledge the different perspectives and insights each text offered into the concept of homelands.

Areas for students to improve include:

• making clear connections between each text and the concept of homelands
• engaging conceptually with the stimulus to develop a purposeful argument
• considering both form and language
• ensuring that the related text offers scope to explore a range of perspectives regarding homelands, and that they are centrally focused on homelands, not just concepts such as home or otherness
• drawing on the whole text in support of the argument
• sustaining a conceptual focus throughout the response
• using vocabulary associated with the ideas of the elective.

Elective 2: Worlds of upheaval

In better responses, students were able to:

• outline the argument within the introduction with insightful awareness of the concepts of upheaval in each text in relation to the question
• explore each text by establishing insightful ideas that are developed and maintained throughout the response
• provide a considered evaluation of how composers unsettle, echo or oppose their understanding of Worlds of Upheaval
• judiciously select a related text that reflected the concepts of the elective Worlds of Upheaval and supported their detailed knowledge and insightful evaluation of the prescribed texts
• demonstrate a holistic understanding of the texts by providing detailed textual analysis from the whole text to develop their ideas and argument
• demonstrate a strong control of language with a purposefully sustained argument
• use the conceptual vocabulary of Worlds of Upheaval.  

Areas for students to improve include:

• constructing an introduction that addresses all aspects of the question
• developing a more thorough understanding the relationship between context, purpose, and language features and forms in their prescribed and related text
• choosing a related text that demonstrates a sophisticated understanding of the elective and allowing an in-depth and insightful analysis of Worlds of Upheaval
• analysing a range of textual examples within and across each text  
• considering the significance of authorial context in shaping a composer’s representation of values.

Elective 3: Reimagined worlds

In better responses, students were able to:

• insightfully evaluate how the ideas in the stimulus extract echoed, unsettled or opposed their understanding of the prescribed and related text
• construct a coherent argument that balanced their analysis of each text equally, demonstrating an extensive understanding of the elective
• sustain their engagement with the question and the stimulus throughout their response
• judiciously analyse texts in order to support their ideas, rather than making superficial links with unrelated quotes and language features
• write clearly, balancing sophisticated vocabulary with syntactical clarity.

Areas for students to improve include:

• sustaining engagement with both the question and the stimulus extract
• examining each text equally, demonstrating thorough knowledge, supported by considered and detailed textual analysis
• constructing a well-developed argument, which represents a deep understanding of the elective and the texts
• judiciously selecting a substantial related text that aligns with their understanding of the elective
• using a sophisticated vocabulary and clear sentence structure.

Elective 4: Literary mindscapes

In better responses, students were able to:

• craft a succinct, focused introduction which directly addressed the relationship between the  ideas in the extract and their ideas regarding Literary Mindscapes
• support their insightful ideas with a sustained argument in a carefully structured response, that demonstrated a strong understanding of the elective and the stimulus
• use the stimulus, successfully integrating quotes and references to support perspectives
• articulate concepts regarding Literary Mindscapes and the stimulus in a controlled, sophisticated way, ensuring clarity of purpose.

Areas for students to improve include:  

• ensuring they engage with the question directly by addressing all of its components to craft a convincing, logical argument
• using textual evidence that displays a deep understanding of the way that language features and form can impact meaning
• using the stimulus in a considered and perceptive way
• ensuring their written expression is succinct, while also using appropriate and sophisticated vocabulary.

Elective 5: Intersecting worlds

In better responses, students were able to:

• provide a discerning evaluation of how the authors’ ideas echo, unsettle or oppose their own understanding of the texts they have studied
• offer judgments in relation to the key terms, echo, unsettle or oppose, appropriate to the purpose of each text.  
• provide detailed textual analysis of each text
• choose textual evidence that is relevant to the ideas being developed about ‘wildness’ in the stimulus text
• offer conceptual, rather than explanatory or descriptive, insights into both the elective and the studied texts through their analysis
• present a well-balanced, integrated and coherent response that used vocabulary of the elective and the terms of the question.

Areas for students to improve include:

• developing more fluent, integrated ways of incorporating the ideas presented in a stimulus text into their analysis of the prescribed and related texts
• responding to all requirements of the question with explicit textual references
• providing textual analysis that enhances conceptual understanding and minimises/avoids description and/or simple explanation of the elective or the texts.
• developing an approach to structure that allows a more integrated approach to the studied texts and a more fluent use of vocabulary and terminology.