English Standard 2017 HSC exam pack (archive)

General feedback

Students should:

• demonstrate thorough engagement with the question
• demonstrate an insightful understanding of the key terms in the rubric
• consider the value of each question when determining how much to write and how much time to allocate to each question.

Text 1 – Poem

In the better responses, students were able to:

• use relevant examples from the poem that show the delight of discovery
• demonstrate a clear understanding of the perception of discovery
• identify and explain correctly at least one way the poet conveys the delight of discovery.

Text 2 – Novel extract

In the better responses, students were able to:

• explain how the text invites the reader on a journey of discovery
• provide textual references that clearly support the explanation
• identify ways the writer invites the reader on a journey of discovery.

Text 3 – Nonfiction extract

In the better responses, students were able to:

• provide examples from the text that deal with a sense of speculation, such as ‘they seemed to be saying,’ ‘A hundred years from now,’ ‘we would not be wrong if we deduced’ and ‘I imagined this future’ (Q1 (c))
• analyse the text holistically
• demonstrate how the writer’s perception of the village football pitch was enhanced by his speculation.

Text 1, 2 & 3 – Poem, novel extract and nonfiction extract

In the better responses, students were able to:

• show a clear understanding of how each text explores the idea that unexpected discoveries can be intensely meaningful
• justify their argument with well-selected textual references in a sustained response.

Students should:

• engage with all parts of the question and the stimulus items
• apply knowledge and understanding of the concept of discovery
• write a brief plan to help structure and organise the response – clearly mark this section as a plan.

Students should expect to:

• write a complete response in 40 minutes
• respond to one question in an original way
• demonstrate a conceptual understanding of discovery through a sustained, imaginative piece of writing
• demonstrate a sustained and skilful control of language, structure and ideas.

Students can be better prepared for this examination by:

• understanding the HSC examination rubrics for the Area of Study: Discovery
• engaging metaphorically with the concept of discovery
• crafting a range of imaginative pieces
• practising the manipulation of form and structure.

In better responses, students demonstrated:

• complex insights into the concept of discovery
• seamless exploration of the concept throughout the response
• metaphorical use of stimulus, often as a carefully chosen central motif
• consideration of, and reflection on, larger, more universal human experiences
• manipulation of narrative form and structure
• subtle, restrained and often elegant use of language.

Students should:

• explore all aspects of the question
• evaluate how the accuracy of the statement reflects their understanding of the two texts
• analyse rather than describe texts
• develop and sustain an argument which engages with the question
• demonstrate that the process of discovery is dynamic and diverse
• support and extend their understanding of the process of discovery with aptly chosen related material
• control expression throughout the response
• respond with a purposefully structured and thoughtfully integrated argument.

In better responses, students were able to:

• focus on a conceptual exploration of the transformative impacts of discovery
• use a variety of terms from the rubric in their evaluations of the discovery process and its capacity to transform
• interpret the notion of transformation using a range of terms
• recognise the motivations for different discoveries
• recognise that there are different approaches to the question including:
  • dealing with a singular motivation or choosing a combination determined by the ideas central to the texts
  • arguing that one motivation is more prominent in one text, while another is more prominent in the other text
  • accepting that need, curiosity and wonder could be motivations, but offer alternative influences that triggered discoveries.

Students should:

• develop an argument which engages with the question, focusing on specific experiences that are unique and memorable
• demonstrate knowledge and understanding of the texts in relation to the module and the elective
• select textual evidence carefully to build their arguments
• select a relevant, substantial related text
• use formal, cohesive language and extended-response structure.

Students should expect to:

• respond to the question rather than reproduce a memorised extended response
• write about concepts, techniques, and language forms and features
• write about at least one related text.

In better responses, students were able to:

• explore the notions of Distinctive Voices and the Distinctively Visual through the wider lens of the module
• specify particular experiences, such as isolation, alienation, and racism
• engage with the texts on a conceptual level
• address all aspects of the question
• analyse texts in terms of ideas and techniques, showing detailed textual knowledge
• write cohesive and well-structured responses
• clearly identify the relevant experience(s) the texts explore.

General feedback

Module B requires the close study of a prescribed text. It does not require students to study a related text. Some students made reference to related texts in their responses.

Students should:

• answer the question asked, rather than present a prepared response which is not relevant to the question
• discuss three elements: subject matter; a focus feature of the textual form; and, an authorial purpose (unsettling/thought-provoking/confronting/moving)
• understand that there are multiple pathways into the question
• demonstrate a holistic understanding of the prescribed text through detailed and well-chosen textual references
• demonstrate a sustained and effective control of language and ideas
• develop a strong and sustained argument in response to the question.

Students should expect to:

• respond to a variety of question types without memorising extended responses
• write a complete response in 40 minutes.

Students can prepare for this examination by:

• practising using past HSC exam papers
• carefully selecting relevant textual references and techniques to support their ideas.

In better responses, students were able to:

• engage thoughtfully and personally with all aspects of the statement and their prescribed text
• demonstrate a detailed knowledge of the text by drawing on a range of examples and literary techniques from the text as a whole
• display confident control of language and sustained development of argument.

Prose fiction – Marele Day, The Life and Crimes of Harry Lavender

In better responses, students were able to:

• clearly explore the subject matter, including the world of a female detective and the world of crime under the façade of respectability, and how Day’s presentation of those is unsettling for the audience
• discuss how Day invites the reader into the world of corruption through the subversion of the detective genre to create an unsettling and confronting new perspective on societal values
• discuss Day’s intentions and how her techniques, including narrative point of view and position. There are a variety of points of view including Claudia’s, Harry’s, Sally’s or even the city of Sydney’s
• incorporate specific references and literary techniques to demonstrate a detailed knowledge of the text.

Prose fiction – Mark Haddon, The Curious Incident of The Dog in The Night-time

In better responses, students were able to:

• clearly explore the subject matter, including living with a disability, trust and truth, the importance of forming and maintaining relationships, and how, through the author’s approach, these could be unsettling for the reader
• consistently discuss Haddon’s purpose and how his literary techniques, particularly his use of narrative point of view, invite the reader to empathise with the characters’ experiences and perspectives, potentially unsettling the reader in the process
• incorporate specific references and literary techniques to demonstrate a detailed knowledge of the text.

Drama – Scott Rankin, Namatjira

In the better responses, students were able to:

• clearly explore the subject matter, including the unique perspectives of culture, identity and history, and how their treatment in the play is thought-provoking for the audience
• discuss Rankin’s purpose, context and how his use of a variety of dramatic techniques that develop conflict invites the audience to empathise with the characters’ experiences while challenging their values and attitudes
• incorporate specific references and dramatic techniques to demonstrate a detailed knowledge of the text.

Drama – William Shakespeare, The Merchant Of Venice

In better responses, students were able to:

• clearly explore the subject matter, including the unique perspectives on race, religion, gender and culture, and how their treatment in the play is thought-provoking for the audience
• discuss Shakespeare’s purpose, context and how his use of a variety of dramatic techniques that develop conflict invites the audience to empathise with the characters’ experiences while challenging their values and attitudes
• incorporate specific references and dramatic techniques to demonstrate a detailed knowledge of the text.

Poetry – Oodgeroo Noonuccal, Selected Poems

In better responses, students were able to:

• clearly explore the subject matter, including culture, identity and history, and how these are thought-provoking for the reader
• discuss Noonuccal’s purpose, content and how her use of a variety of poetic techniques, in particular sensory imagery, invite the audience to empathise with both personal and/or cultural experiences, while challenging their values and attitudes
• incorporate specific references and poetic techniques that create sensory imagery to demonstrate a detailed knowledge of the text.

Poetry – Wilfred Owen, Wilfred Owen: War Poems and Others

In the better responses, students were able to:

• clearly explore the subject matter, including the perspectives and experiences of soldiers, their families and Owen himself, to explore the unsettling nature of war
• discuss Owen’s purpose, context and how his use of a variety of poetic techniques, in particular sensory imagery, invites the audience to understand his anti-war message
• incorporate specific references and poetic techniques to demonstrate a detailed knowledge of the poems.

Film – Ron Howard, A Beautiful Mind

In the better responses, students were able to:

• clearly explore the subject matter, including the different perspectives on mental illness, the rewards and challenges of genius, and how these can be unsettling to the audience
• discuss Howard’s purpose and how cinematic techniques that develop different perspectives invite the audience to empathise with the characters’ experiences while challenging their values and attitudes
• incorporate specific references and cinematic techniques to demonstrate a detailed knowledge of the text.

General feedback

Students should:

• take the time to consider how to address all aspects of the question
• choose an appropriate and relevant related text
• make a meaningful connection between the texts and the question
• state a clear argument in response to the question
• use the argument throughout the response to frame their ideas
• use evaluative statements to draw ideas together
• demonstrate understanding of the texts through well-chosen and detailed textual references
• interpret and apply knowledge of the module, especially the elective
• demonstrate sustained and effective control of language and ideas.

Students should expect to:

• write a complete response in 40 minutes
• respond to a variety of question types.

Students can prepare for this examination by:

• revising the HSC rubrics and specific elective requirements for Module C: Texts and Society
• developing knowledge and understanding of the specific social contexts of texts
• analysing the textual features that shape meaning in specific contexts in their prescribed and related texts
• practise writing responses using well-chosen and detailed textual references from their prescribed and related texts.

Elective 1: Exploring interactions

In better responses, students were able to:

• demonstrate a clear understanding of ‘the significance of personal interactions’ and ‘individuals gaining new perceptions of themselves and others’ and the ability to effectively explore them in detail
• address all parts of the question, including  ‘the extent to which the view that ...’
• analyse appropriate and relevant textual details to demonstrate their understanding of the relationship between personal interactions and new perceptions. For example:
  • Prose fiction – M T Anderson, Feed
    Theidentification and exploration of aspects of the contemporary world, and recognition of the impact of technology on personal communication
  • Drama – Nick Enright, A Man with Five Children
    The examination of the ways in which lives are influenced by attitudes and belief systems, as well as intrusions on privacy through the digital world and telecommunications
  • Drama – Arthur Miller, All My Sons
    The exploration of the impact of decisions on loved ones and the broader society, insight into the ways people attain knowledge and grow as emotional beings
  • Film – Elissa Down, The Black Balloon
    Anexplanation of relationships and the ways in which interactions shape perceptions of self and others within the social contexts of families, school and the wider community.

Elective 2: Exploring transitions

In better responses, students were able to:

• demonstrate a clear understanding of ‘the significance of the experience of transition’, ‘individuals gaining a deeper understanding of themselves and others’, and the ability to effectively explore them in detail
• address all parts of the question, including ‘the extent to which the view that ...’
• analyse appropriate and relevant textual details to demonstrate their understanding of the relationship between the experience of transition and a deeper understanding. For example:
  • Prose fiction – JC Burke, The Story of Tom Brennan
    An effective demonstration of understanding of the transition process for Tom and other characters in varied ways that reflect knowledge and understanding of social context
  • Drama - Willy Russell, Educating Rita
    A demonstration of a strong individual voice exploring the ways in which characters make transitions through experiences of different contexts and relationships with others, which develop their understanding of themselves and others
  • Drama – Alana Valentine, Shafana and Aunt Sarrinah
    An understanding of relevance and value in the relationships between characters which enabled explanation of the transitions experienced along with shifts in attitudes and beliefs
  • Poetry – Steven Herrick, The Simple Gift
    A focus on the transition of Billy to his new community which served as an exploration of new knowledge and ideas, with a deeper understanding of self and others
  • Film – Stephen Daldry, Billy Elliot
    An exploration of the ways in which individuals are affected by transition resulting in transformation, an examination of a range of characters to demonstrate shifts in attitudes and beliefs with an impact on society at large.