English Standard 2018 HSC exam pack (archive)

General feedback

Students should:

• read the questions carefully and consider the key words
• ensure they address the different parts of more complex or higher mark value questions
• use the mark allocation for each question as a guide to the time and length of response required.

Text 1 – Website interview

In better responses, students were able to:

• clearly explain the relationship between photography and discovery, showing the interaction between photography and people, places, culture or self.

Text 2 – Poem

In better responses, students were able to:

• clearly explain the imagery used by the poet
• focus on how the poet “invites” the reader to imagine the experience of discovery
• provide specific examples of imagery used by the poet, such as, “where waves rise mythically”.

Text 1 & 2 – Website interview and poem

In better responses, students were able to:

• provide an effective comparison of the two texts
• demonstrate a clear understanding of how both texts portray the feelings associated with discovery.

Areas for students to improve include:

• understanding key words. For example, “compare” means to compare the similarities and/or differences of the two texts
• engaging in analysis rather than a general discussion of the texts.

Text 3 – Nonfiction extract

In better responses, students were able to:

• engage closely with the text and its ideas
• sustain a skilful analysis that developed the idea that altered perspectives lead to discoveries
• provide well-chosen evidence to support their argument, for example, “Staring at the night sky is similar: it both amplifies your sense of who you are and annihilates you in the same instant...”.

Areas for students to improve include:

• addressing the question of altered perspectives leading to discovery rather than discovery leading to altered perspectives
• providing pertinent and relevant analysis of the text.

Students should:

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

In better responses, students were able to:

• demonstrate complex insights into the concept of discovery
• seamlessly explore the concept throughout the response
• skilfully embed the quotation in the response
• manipulate narrative form and structure, using motifs or symbols to unify their response
• use language in a subtle, restrained and elegant way.

Areas for students to improve include:

• specifically engaging with the terms of the question
• composing a sustained and complete response
• using a credible and engaging plot
• taking greater care with control of language.

Students should:

• ensure that they respond to the full scope of the question
• be aware that they can agree with or challenge the view presented in a question in part or in whole.

In better responses, students were able to:

• evaluate to what extent the statement is reflected in the texts
• develop and sustain a conceptual thesis which engages with the question
• balance all aspects of the question in their response
• demonstrate that there are different types of discoveries with varied consequences
• acknowledge opposing perspectives about the type of discovery and its consequences
• create a purposefully structured and thoughtfully integrated argument
• support and extend their evaluation with aptly chosen textual references.

Areas for students to improve include:

• analysing rather than describing texts
• selecting and analysing textual references which contribute purposefully to the argument
• controlling expression throughout the response.

General feedback

Students should:

• develop an argument which engages with the question
• demonstrate knowledge and understanding of the texts in relation to the module and the elective
• select textual evidence to support their arguments.

Elective 1: Distinctive voices

In better responses, students were able to:

• present an effective argument which focused on voices in the texts
• identify and discuss the intention, purpose and context of each text and how this challenges and educates the audience
• discuss texts on a conceptual level by examining the ‘voices’ in the text and how these represent ideas including preconceived notions, race, gender, equality, place and isolation
• provide detailed analysis supported by well-chosen examples from the texts.

Areas for students to improve include:

• identifying and analysing the distinctive voices in the texts
• responding to the question directly throughout the whole response
• demonstrating accurate knowledge of the texts
• writing about concepts, themes, techniques, and language forms and features.

Elective 2: Distinctively visual

In better responses, students were able to:

• present an effective argument which focused on the distinctively visual elements in the texts
• identify and discuss the intention, purpose and context of each text and how this challenges and educates the audience
• discuss the texts on a conceptual level by examining the visual images in the text and how these represent ideas including preconceived notions, race, gender, equality, place, isolation, war or the constraints of time
• provide detailed analysis supported by well-chosen examples from the texts.

Areas for students to improve include:

• identifying and analysing the distinctively visual elements in the texts
• responding to the question directly throughout the whole response
• demonstrating accurate knowledge of the texts
• writing about concepts, themes, techniques, and language forms and features.

General feedback

Students should:

• engage with the question/statement, rather than present a prepared response which is not relevant
• understand that there are multiple pathways into a question
• develop a strong and sustained argument in response to the question/statement
• present a considered, personal response to the prescribed text in its entirety
• demonstrate a holistic understanding of the prescribed text through carefully selected, relevant textual references that support their ideas
• make detailed reference to the extract or screenshot provided
• demonstrate sustained and effective control of language and ideas.

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

In better responses, students were able to:

• discuss how Day invites the reader into the world of corruption through the subversion of the detective genre
• discuss Day’s intentions and how her techniques, including narrative point of view and position, contribute to an understanding of the complexity of human relationships
• incorporate specific textual references and literary techniques.

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

In better responses, students were able to:

• clearly explore how the style of the novel highlights human idiosyncrasies and flaws leading to an exploration of the complex nature of relationships
• discuss Haddon’s narrative purpose and how his experimentation with literary conventions develops insight into the complexity of human relationships
• incorporate specific and detailed textual references.

Drama – Scott Rankin, Namatjira

In 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 reveals the complexity of human relationships
• 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.

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 invites consideration of the complexity of human relationships
• 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.

Poetry – Oodgeroo Noonucaccal, Selected Poems

In better responses, students were able to:

• clearly explore the subject matter, including culture, identity and history, and how these invite a consideration of the complexity of human relationships
• discuss Noonuccal’s purpose, content and how her use of a variety of poetic techniques evokes a response from the reader with both personal and/or cultural experiences, while challenging their values and attitudes
• incorporate specific references and poetic techniques that create sensory imagery.

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

In better responses, students were able to:

• clearly explore the complexity of human relationships by analysing the perspectives and experiences of soldiers through an intrapersonal, interpersonal, philosophical and/or cultural lens
• discuss Owen’s purpose, context and how his use of a variety of poetic techniques evokes a response from the reader
• incorporate specific references and poetic techniques.

Nonfiction – Anna Funder, Stasiland

There were insufficient responses for this text to provide feedback.

Film – Ron Howard, A Beautiful Mind

In better responses, students were able to:

• clearly explore the subject matter, including different perspectives on mental illness, the rewards and challenges of genius, and how these can invite a consideration of the complexity of human relationships
• 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.

Multimedia – Australian War Memorial website

There were insufficient responses for this text to provide feedback

General feedback

Students should:

• address all aspects of the question
• state a clear argument in response to the question
• sustain the argument throughout the response
• demonstrate relevant and detailed knowledge of the module and the text
• demonstrate sustained and effective control of language and ideas.

Elective 1: Exploring interactions

In better responses, students were able to:

• demonstrate a clear and sustained understanding of ‘how personal interactions involve as much loss as they do gain’
• discuss their ideas effectively and in detail
• use relevant textual detail to demonstrate their understanding of the relationship between loss and gain in relation to personal interactions.

Areas for students to improve include:

• ensuring that textual detail is relevant to the question
• addressing the question, not just the rubric and/or module.

Elective 2: Exploring transitions

In better responses, students were able to:

• demonstrate a clear and sustained understanding of ‘how transitions involve as much loss as they do gain’
• discuss their ideas effectively and in detail
• use relevant textual detail to demonstrate their understanding of the relationship between loss and gain in relation to the question.

Areas for students to improve include:

• ensuring that textual detail is relevant to the question
• addressing the question, not just the rubric and/or module
• discussing their ideas through loss and gain, not just responding generally to the idea of transitions as they unfold chronologically throughout the texts.