English Standard 2019 HSC exam pack

Question 1  

In better responses, students were able to:

• clearly explain how specific elements of the visual text represented diverse experiences.

Areas for students to improve include:

• avoiding listing experiences without explanation of how these were represented in the visual text
• making explicit references to visual features.

Question 2  

In better responses, students were able to:

• clearly explain how the poet conveyed experiences such as gratitude and hard work with well-chosen supporting evidence
• focus on how the poet invited the reader to share in the experiences.

Areas for students to improve include:

• avoiding describing the experiences in the poem
• avoiding generalisations on how readers share in the experiences within the text, such as ‘everybody has worked in a fast food joint’.

Question 3  

In better responses, students were able to:

• analyse both texts skilfully and with insight
• engage directly with the question
• use detailed, well-chosen textual references.

Areas for students to improve include:

• engaging with the two texts and the ideas about how the texts provide a perspective on connection
• providing relevant and judiciously selected textual references that support the ideas about connection presented in the texts
• ensuring that both texts are addressed.

Question 4  

In better responses, students were able to:

• identify the nature of the intense moment
• effectively explain how the poem represented the intense moment within the context of human experience.

Areas for students to improve include:

• providing a response that goes beyond a literal interpretation of the poem
• avoiding writing a description of the poem.

Question 5   

In better responses, students were able to:

• express a strong conceptual understanding of the text
• provide aptly chosen textual references
• sustain skilful analysis.

Areas for students to improve include:

• avoiding simply recounting the plot.

Students should:

• develop a personal understanding of the human experience
• evaluate the ways the prescribed text can invite a reconsideration of the human experience
• consider how the textual form, features and language of the prescribed text contribute to the representation of the human experience and how this meaning is shaped
• compose a sustained response using purposeful and evaluative language. 

In better responses, students were able to:

• consider all aspects of the question in their response
• develop and sustain a conceptual thesis which engaged with the question
• evaluate to what extent texts invite a reconsideration of the specified human experience
• adopt a confident personal voice
• articulate a considered interpretation of the specified human experience
• develop their argument to reveal a strong understanding of the text and how the specified idea was explored
• create a purposefully structured and thoughtfully integrated argument
• demonstrate a strong sense of how the audience is positioned by the text
• show awareness of textual purpose and the text as a whole
• select apt and detailed textual evidence.

Areas for students to improve include:

• analysing rather than describing texts
• selecting and analysing textual references which contribute purposefully to the argument
• demonstrating an awareness of audience and the representation of meaning
• demonstrating greater awareness of textual form and features and their impact on meaning
• controlling expression throughout the response.

General feedback

Students should:

• engage with the key words of the question
• focus on how the identified technique in the question creates ‘cultural tension’
• provide supporting textual evidence to demonstrate their understanding of the ‘cultural tension’ in their prescribed text
• demonstrate knowledge and understanding of the module, exploring how language conveys identity and cultural tension
• establish a clear line of argument (or thesis) in response to the question
• acknowledge ‘to what extent’ they agreed with the statement.

Areas for students to improve include:

• responding to all the key words of the question directly throughout the whole response
• establishing a clear line of argument that is sustained throughout the response
• demonstrating accurate knowledge of the prescribed text
• engaging with the ‘to what extent’ aspect of the question.

Prose fiction

In better responses students were able to:

• demonstrate how cultural tension is created through the setting to challenge notions of gender or racial stereotypes
• demonstrate how the setting metaphorically represents the cultural tensions felt by the characters in the prose fiction text
• explore the oppression faced by characters in the text. 

Poetry

In better responses, students were able to:

• demonstrate how symbolism is used to highlight and challenge cultural tension due to racial stereotypes
• explore how symbolism conveys intergenerational trauma in relation to the terms of the question
• show how loss of cultural identity is explored by the symbolism of the text. 

Drama

In better responses, students were able to:

• demonstrate how characterisation based on notions of masculinity, marriage, social class or gender roles is used to create cultural tension
• demonstrate how dramatic techniques, including setting, stage directions and costuming, supported characterisation to reveal cultural differences and tensions. 

Nonfiction

In better responses, students were able to:

• demonstrate how the composer uses storytelling to show cultural tension
• demonstrate how other narrative techniques, including anecdotes and characterisation, are used as part of the narrative of the text to explore racial tension
• explore the cultural tensions faced by characters in the text, including racial tensions and socio-economic tensions.

Film

In better responses, students were able to:

• demonstrate how the dialogue of the film reveals cultural tension and challenges notions of racial or class stereotypes
• demonstrate how other film techniques, including songs, voice overs and film shots, support the dialogue of the film to highlight the cultural tensions felt by the characters
• explore the cultural tensions faced by characters in the text, including racial tensions and socio-economic tensions.

Media

In better responses, students were able to:

• demonstrate how images including archival footage, photographs and film shots are used to create cultural tension
• demonstrate how the poetry and anecdotal stories convey the cultural differences of the Saami people
• explore the oppression of the Saami people as a minority group.

General feedback

Students should:

• specifically address all aspects of the question or statement, rather than present a prepared response which is not relevant
• understand that there are multiple pathways into a question or statement
• take the time to plan and define the key terms in relation to their prescribed text
• consider the definition and role of literature in society
• develop a strong, sustained argument in response to the question or statement
• demonstrate a strong awareness of composer, form and representation
• demonstrate a holistic and detailed understanding of the prescribed text
• support their response with carefully selected, detailed and relevant textual evidence and analysis
• express themselves in a coherent manner with sustained and effective control of language and ideas.

Prose fiction – M T Anderson, Feed

In better responses, students were able to:

• effectively discuss how and why the novel challenged and/or reinforced reader understanding of ordinary situations
• engage with the statement by defining the ‘ordinary situations’ in the context of the novel, including, but not limited to: corporate power over the everyday individual; individual experiences in a world of IT-driven consumerism; and the importance of language in ordinary relationships
• use relevant, carefully selected textual evidence to present a cogent response and a discussion of the text’s satirical purpose and genre.

Areas for students to improve include:

• engaging with the key words of the statement in the context of the novel
• demonstrating an informed understanding of the novel
• including discussion of a broad range of textual features, especially features specific to the novel form
• providing a clear focus on the purpose of Anderson’s novel.

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

In better responses, students were able to:

• effectively discuss how and why Haddon challenges reader understanding of what constitutes ‘ordinary’
• engage with the statement by defining the ‘ordinary situations’ in the context of the novel, including, but not limited to: how people with neuro-divergent perspectives perceive and interpret ordinary situations; and how family dynamics are affected by challenges
• use relevant, carefully selected textual evidence to present a cogent response and a discussion of the text’s didactic purpose, structural composition and narrative style.

Areas for students to improve include:

• engaging with the key words of the statement, in the context of the novel
• demonstrating an informed understanding of the novel
• including discussion of a broad range of textual features, especially features specific to the novel form
• providing a clear focus on Haddon’s purpose.

Poetry – Robert Gray, Coast Road

In better responses, students were able to:

• effectively discuss how and why the poems challenged and/or reinforced reader understanding of ordinary landscapes and situations
• engage with the statement by defining the ‘ordinary situations’ in the context of the poetry, including, but not limited to: how individuals engage with the natural environment; and finding the sublime in the ordinary
• use relevant, carefully selected textual evidence to present a cogent response and a discussion of the text’s purpose, poetic form and imagist style.

Areas for students to improve include:

• engaging with the key words of the statement, in the context of the poems
• demonstrating an informed understanding of the poems by evaluating and selecting the poems which best suit the statement
• including discussion of a broad range of textual features, especially features specific to the poetic form
• providing a clear focus on Gray’s purpose.

Poetry – Oodgeroo Noonuccal, Selected Poems

In better responses, students were able to:

• effectively discuss how and why the poems challenged and/or reinforced reader understanding of ordinary situations
• engage with the statement by defining the ‘ordinary situations’ in the context of the poetry, including, but not limited to: the transformative nature of travel, and intercultural experiences
• use relevant, carefully selected textual evidence to present a cogent response and a discussion of the text’s didactic purpose, poetic form and figurative style.

Areas for students to improve include:

• engaging with the key words of the statement, in the context of the poems
• demonstrating an informed understanding of the poems by evaluating and selecting the poems which best suit the statement
• including discussion of a broad range of textual features, especially features specific to the poetic form
• providing a clear focus on Oodgeroo’s purpose.

Drama – Scott Rankin, Namatjira

In better responses, students were able to:

• effectively discuss how and why the play challenged and/or reinforced audience understanding of ordinary situations
• engage with the statement by defining the ‘ordinary situations’ in the context of the play, including, but not limited to: family and friendship against a backdrop of social and cultural change; and the role of the individual within society
• present a cogent response and a discussion of the text’s didactic purpose and dramatic representation.

Areas for students to improve include:

• engaging with the key words of the statement, in the context of the play
• demonstrating an informed understanding of the play
• including discussion of a broad range of textual features, especially features specific to the dramatic form
• providing a clear focus on Rankin’s purpose.

Drama – William Shakespeare, A Midsummer Night’s Dream

In better responses, students were able to:

• effectively discuss how and why the play challenged and/or reinforced audience understanding of ordinary situations
• engage with the statement by defining the ‘ordinary situations’ in the context of the play, including, but not limited to: love, marriage and courtship through the lens of the fantasy genre; and the reshaping of perspectives around gender
• present a cogent response and a discussion of the text's social commentary, dramatic representation and genre.

Areas for students to improve include:

• engaging with the key words of the statement, in the context of the play
• demonstrating an informed understanding of the play
• including discussion of a broad range of textual features, especially features specific to the dramatic form
• providing a clear focus on Shakespeare’s purpose.

Nonfiction – Anna Funder, Stasiland

In better responses, students were able to:

• effectively discuss how and why the text challenged and/or reinforced reader understanding of typical situations
• engage with the statement by defining the ‘ordinary situations’ in the context of the text, including, but not limited to: living an ordinary life under a totalitarian regime
• present a cogent response and a discussion of the text’s didactic purpose and representation.

Areas for students to improve include:

• engaging with the key words of the statement, in the context of the text
• demonstrating an informed understanding of the text
• including discussion of a broad range of textual features, especially features specific to the nonfiction form
• providing a clear focus on Funder’s purpose.

Film – Peter Weir, The Truman Show

In better responses, students were able to:

• effectively discuss how and why the film challenged and/or reinforced audience understanding of ordinary situations
• engage with the statement by defining the ‘ordinary situations’ in the context of the film, including, but not limited to: living an ordinary life within a constructed reality; the impact of the media on individuals; and individual agency in a consumerist world
• present a cogent response and a discussion of the text’s satirical purpose and cinematic representation.

Areas for students to improve include:

• engaging with the key words of the statement, in the context of the film
• demonstrating an informed understanding of the film
• including discussion of a broad range of textual features, especially features specific to the film form
• providing a clear focus on Weir’s purpose.

Media – Simon Nasht, Frank Hurley: The Man Who Made History

In better responses, students were able to:

• effectively discuss how and why the text challenged and/or reinforced audience understanding of ordinary situations
• engage with the statement by defining the ‘ordinary situations’ in the context of the text, including, but not limited to: photography as a recording mechanism of exploration; and finding the extraordinary in the ordinary
• present a cogent response and a discussion of the text’s social commentary, didactic purpose and mode of representation.

Areas for students to improve include:

• engaging with the key words of the statement, in the context of the text
• demonstrating an informed understanding of the text
• integrating discussion of a broad range of textual features, especially features specific to the media form
• providing a clear focus on Nasht’s purpose.

General feedback

Students should:

• address both parts of the question
• use the mark allocation as a guide to the allocation of time for each part of the question
• be aware of the real and imagined audiences of both parts of the question.

Question 8(a)

In better responses, students were able to:

• use the stimulus in an integrated way at the end of the response
• use the stimulus in interesting ways, including metaphorically
• shape the features of their chosen form (imaginative, discursive or persuasive)
• sustain the engagement of the reader
• use a range of language devices and stylistic features  
• demonstrate confident and sustained control of language
• demonstrate effective use of voice.

Areas for students to improve include:

• using the stimulus in a way that is cohesive
• writing creatively and avoiding predictability
• showing awareness of context by using appropriate content and subject matter.

Question 8(b)

In better responses, students were able to:

• clearly articulate the purpose of their writing in Part(a)
• clearly explain the language and stylistic choices used in Part (a) with relevant detail
• effectively analyse their purposeful use of language and style in Part (a)
• make strong links between the study of The Craft of Writing and their own writing
• demonstrate confident and sustained control of language.

Areas for students to improve include:

• emphasising the analysis of their own writing rather than focusing on the prescribed texts from The Craft of Writing
• making a clear opening statement to introduce their reflection, rather than writing a long paragraph
• using a strong personal voice
• reflecting thoughtfully on the ways they have used language and style techniques
• using quotations from their own work to exemplify their explanation
• being specific rather than general.