English Extension 2 2017 HSC exam pack (archive)

Short stories

Students should:

• avoid responses that rely on derivative ideas that do not develop their concept beyond the simple or literal level
• undertake extensive investigation to enrich their exploration of their concept
• be familiar with the conventions of the short story form
• control grammar, tense and word choice
• establish an authentic sense of context (time and place)
• use minimal footnotes as they typically distract from the flow of the narrative
• avoid the overuse of adjectives and clunky visual descriptions
• undertake careful and meticulous editing
• develop characters that are distinct, authentic and emotionally realistic.

The better responses:

• were original, often multi-layered, complex or nuanced
• purposefully experimented with the language and structural features of the short story
• demonstrated extensive independent research
• sustained audience engagement
• had a strong and authentic character voice that built and developed throughout the narrative and was effective at generating and sustaining empathy in the reader
• had a sense of narrative purpose without being didactic or predictable
• had seamless transitions in time, perspective and events
• had an authentic voice.

Critical responses

Students should:

• present a coherently structured argument
• avoid the examination of too many texts as this often prevents deep textual analysis
• present original ideas and insights
• demonstrate an understanding of the form
• present a sophisticated analysis of language.

In better responses, students were able to:

• sustain a highly articulate and well-controlled argumentative voice
• select an original topic where they have a personal passion/interest
• support their topic with extensive investigation of, and critical readings from, academic sources applied with a careful balance and a well-informed position to draw new insights on texts
• demonstrate sophisticated understanding of literary theory and context
• reference footnotes appropriately
• demonstrate strong awareness of audience and purpose coupled with strategic and conscious shaping of meaning for reader engagement.

Poems

Students should:

• compose poetry that is not forced, clichéd or predictable
• manipulate form and language effectively
• ensure there are conceptual and/or technical element(s) that unify their suite of poems.

In better responses, students were able to:

• demonstrate confident and assured manipulation of poetic forms and features in order to construct meaning
• ensure a seamless transition between forms that are appropriate to the concept and enhance engagement
• construct an authentic voice and exhibit a strong sense of knowledge, passion and insight into the concept.

Scripts

Students should:

• have an understanding of the intended performance space (Drama scripts)
• have a clear understanding of the features of the chosen type of script
• demonstrate awareness of the number of characters – too many detract from meaning and create confusion
• ensure there are effective transitions between scenes
• have clear delineation in voices.

In better responses, students were able to:

• make a clear correlation between concept and form
• use precise dialogue to provide temporal shifts and control development
• establish contextually realistic characters and settings to progress narrative threads and explore the concept
• demonstrate a clear understanding of audience
• effectively manipulate the conventions of drama, film, radio drama or television scripts to enhance meaning and engagement.

Speeches

Students should:

• demonstrate a clear correlation between concept and form, not simply deliver a spoken essay
• contextualise speeches through an understanding of audience
• ensure the audio quality is clear.

In better responses, students were able to:

• use a variety of rhetorical devices, vocal emphasis, and tone to engage and convey meaning to the intended audience
• provide a clear context for the speech(es) which is indicative of the concept
• communicate a sense of extensive research through concepts developed and insights reached, which are typically nuanced in meaning.

Performance poetry

Students should:

• pronounce words clearly
• rehearse their performance and edit as appropriate
• ensure multiple voices are contextual and differentiated
• demonstrate a clear understanding of the form through extensive independent investigation
• understand that performance poetry is not simply the reciting of poetry.

In better responses, students demonstrated:

• a clear correlation between form and concept
• effective manipulation of voice, intonation, volume and tone to add to meaning
• a clear understanding of the possibility of the form reflected in measured use of effects
• effective editing that reflects control of language; specifically metre and rhythm.

Radio drama

Students should:

• ensure control of voice, specifically tone and pace
• demonstrate careful editing that reflects an understanding of the form
• ensure continuity of performance.

In better responses, students demonstrated:

• an understanding of the conventions of the form
• a clear balance between dialogue and sound effects
• a sustained and engaging plot with a clear sense of audience
• differentiation in characterisation made clear through voice.

Video

Students should:

• ensure the Major Work opens in the accepted formats
• ensure that the timeframe for filming allows for reshooting and effective post-production
• control form to ensure meaning is conveyed and engagement sustained
• avoid over-reliance on archival or unoriginal footage.

In better responses, students demonstrated:

• a clear understanding of the link between concept and form
• control of all aspects of the compositional process from story-boarding through to post production
• highly skilled technical ability reflected in the quality of cinematography, score and sound effects
• careful crafting of dialogue.

Students should:

• adhere to the parameters of the form
• ensure technical skills do not limit and/or overbear the development of the concept
• ensure clear links to the Advanced and Extension 1 courses
• avoid overuse of archival or unoriginal footage.

In better responses, students demonstrated:

• a clear correlation between form and concept
• highly developed technical skills
• an ability to sustain meaning and engagement by maintaining a balance between technical skills and subject matter
• navigation that contributes to meaning and engagement.

Students should:

• conduct extensive research into form to improve the quality of the Major Work itself
• avoid spending too much time addressing what they didn’t do
• focus on the development of content
• demonstrate how the influence of research into the context/form has shaped the compositional choices and experience
• address all of the requirements
• avoid superficial or trite observations.

In better responses, students demonstrated:

• understanding of the relationship between the chosen concept and chosen form and the impact that the extensive investigation has on developing this essential connection
• understanding of the relationship between the Major Work and the intended audience and the way this relationship is shaped through the process of composition and the construction of meaning
• explicit correlation between the process and product
• clear and realistic links to the Advanced and Extension 1 courses.