English Standard HSC exam papers

English Standard 2022 HSC exam pack

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2022 English Standard HSC exam papers

Marking guidelines

Marking guidelines are developed with the exam paper and are used by markers to guide their marking of a student's response. The table shows the criteria with each mark or mark range.

Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.

Marking feedback

Select from the sections below to view feedback from HSC markers about how students performed in this year’s exam.

Use the feedback to guide preparation for future exams. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.

Feedback on written exam

Paper 1 – Section I: Texts and human experiences

Question 1

In better responses, students were able to:

clearly, correctly and completely answer the question
show a thoughtful understanding of the sense of freedom expressed in the novel extract
analyse how the author has shaped this idea through his use of language and/or stylistic features
offer relevant examples from the text to support their ideas.

Areas for students to improve include:

analysing textual evidence rather than explanation or description
addressing all aspects of the question
selecting suitable textual evidence to support their ideas.

Question 2

In better responses, students were able to:

insightfully explain the effect that memories can have on us over time
cohesively consider both the text and the images in their response
offer suitable examples from the text to support their ideas.

Areas for students to improve include:

avoiding recounting the experiences explored in the interview
considering how memories can specifically affect us over time
selecting suitable textual evidence to support their ideas.

Question 3

In better responses, students were able to:

explain effectively the different ways Azzam celebrates togetherness of different people and cultures, for example, through detailing the origins of the diversity of the spices such as ‘West Indies’ and ‘Indonesia’
use well-chosen textual evidence to support their explanation of how togetherness was celebrated
provide an explanation that was closely linked to the metaphorical interpretation of the poem.

Areas for students to improve include:

addressing the question with a close emphasis on the ways Azzam celebrates considering togetherness of people and cultures rather than food or spices
providing well-chosen evidence that supports their ideas.

Question 4

In better responses, students were able to:

analyse effectively how Fforde captures the narrator’s experience of awe and wonder, for example, through the rich description of the setting as ‘elegant’ and ‘endless’ library, and the quality of the books, for example, ‘these books (are) alive!’
use well-chosen evidence to support a strong understanding of how the narrator’s experience of awe and wonder is captured
provide a coherent and succinct analysis.

Areas for students to improve include:

avoiding relying on simplistic description of the narrator’s experience
addressing all parts of the question in particular ‘the narrator’s experience of awe and wonder’, not just wonder
using evidence that is well-chosen and that supports their ideas.

Question 5

In better responses, students were able to:

skilfully analyse and engage closely with the question especially with the notion of paradox
understand the paradoxes of human behaviour in the text, for example, humans are plunderers, predators and yet that have left Antarctica untouched except for scientific inquiry
use well-chosen textual evidence to illustrate the paradoxes of human behaviour.

Areas for students to improve include:

understanding what paradoxes are and being able to correctly identify and explain their use in the text
providing a detailed response that analyses rather than simply describes or briefly explains
using well-chosen evidence to support ideas.

Paper 1 – Section II: Texts and human experiences

Students should:

demonstrate an understanding of how texts represent human experiences
develop a line of argument that addresses the question
demonstrate a deep understanding of their prescribed text through a range of textual evidence
compose an organised response with a logical sequence of arguments
consider using a plan.

In better responses, students were able to:

engage with all components of the question by identifying specific emotions and exploring how they arose through human experiences
analyse the distinctive features of the text’s form and considered how they represent specifically identified emotions
incorporate purposefully selected and wide-ranging textual evidence
maintain control of language to express their ideas
construct a personal and informedline of argument that is sustained throughout the response.

Areas for students to improve include:

engaging with all parts of the question
analysing how a range of language and structural features are employed to construct meaning
incorporating detailed evidence that is specific to the text’s medium and form
avoiding vague or generic comments that do not develop their line of argument.

Paper 2 – Section I: Language, identity and culture (Module A)

General feedback

Students should:

engage with all the key terms in the question and provide relevant textual evidence, including quotes and an explanation of how language is used to shape meaning, to support their ideas.

In better responses, students were able to:

demonstrate their understanding of the term ‘explain’ as defined in the NESA glossary of terms
develop and maintain a clear line of argument
organise and express ideas appropriately
identify and explore how experiences impacting identity for the individual or collective have been represented within the prescribed text
link the ‘sense of identity’ to the individual’s wider ‘community’
articulate how the student’s own understanding has been changed through personal engagement with the text and its concepts
demonstrate knowledge and understanding of the module by exploring how the text’s language, form and features create a sense of identity for individuals within a community and/or cultural groups
demonstrate an awareness of the impact of the text, in relation to identity, in the formation of perceptions for the audience or responder.

Prose fiction – Henry Lawson, The Penguin Henry Lawson Short Stories

In better responses, students were able to:

identify and articulate individual identities conveyed in Lawson’s stories in relation to their broader communities and/or cultural groups in late 19th Century Australia
explore how Lawson uses language to consider stereotypical roles and/or class structures of Australian colonial society
explain how the prescribed text has informed the student’s own changing perceptions about identity.

Areas for students to improve include:

responding to the whole question
demonstrating an understanding of the student’s own perceptions of identity
selecting a wide range of textual examples from the prescribed text and including an explanation of how language is used to shape meaning.

Prose fiction – Andrea Levy, Small Island

In better responses, students were able to:

identify and articulate individual identities conveyed in Levy’s text in relation to their broader communities and/or cultural groups in society in post-colonial Britain
explore how Levy uses language to consider racial, class and/or gender stereotypes in contemporary society
explain how the prescribed text has informed the student’s own changing perceptions about identity.

Areas for students to improve include:

responding to the whole question
demonstrating an understanding of the student’s own perceptions of identity
selecting a wide range of textual examples from the prescribed text and including an explanation of how language is used to shape meaning.

Poetry – Adam Aitken, Boey Kim Cheng and Michelle Cahill (eds), Contemporary Asian Australian Poets

In better responses, students were able to:

identify and articulate individual identities conveyed in the anthology of poetry in relation to their broader communities and/or cultural groups
explore how the poets use language to consider the migrant experience, including racial prejudice, language barriers and cultural conflict in society
explain how the prescribed text has informed the student’s own changing perceptions about identity.

Areas for students to improve include:

responding to the whole question
demonstrating an understanding of the student’s own perceptions of identity
selecting a wide range of textual examples from the prescribed text and including an explanation of how language is used to shape meaning.

Poetry – Ali Cobby Eckermann, Inside my Mother

In better responses, students were able to:

identify and articulate individual identities conveyed in Eckermann’s poems in relation to their broader communities and/or cultural groups in a post-colonial setting
explore how Eckermann uses language to consider Indigenous culture, including intergenerational trauma, prejudicial stereotypes, the impact of Australian historical events on individuals and communities, and misconceptions about culture and relationships
explain how the prescribed text has informed the student’s own changing perceptions about identity.

Areas for students to improve include:

responding to the whole question
demonstrating an understanding of the student’s own perceptions of identity
selecting a wide range of textual examples from the prescribed text and including an explanation of how language is used to shape meaning.

Drama – Ray Lawler, Summer of the Seventeenth Doll

In better responses, students were able to:

identify and articulate individual identities conveyed in Lawler’s play in relation to their broader communities and/or cultural groups in 1950’s Australia
explore how Lawler uses language to consider stereotypical roles and/or class structures of Australian society
explain how the prescribed text has informed the student’s own changing perceptions about identity.

Areas for students to improve include:

responding to the whole question
demonstrating an understanding of the student’s own perceptions of identity
selecting a wide range of textual examples from the prescribed text and including an explanation of how language is used to shape meaning.

Drama – Bernard Shaw, Pygmalion

In better responses, students were able to:

identify and articulate individual identities conveyed in Shaw’s play in relation to their broader communities and/or cultural groups in Edwardian England
explore how Shaw uses language to consider stereotypical roles and/or class structures of English society
explain how the prescribed text has informed the student’s own changing perceptions about identity.

Areas for students to improve include:

responding to the whole question
demonstrating an understanding of the student’s own perceptions of identity
selecting a wide range of textual examples from the prescribed text and including an explanation of how language is used to shape meaning.

Drama – Alana Valentine, Shafana and Aunt Sarrinah

In better responses, students were able to:

identify and articulate individual identities conveyed in Valentine’s play in relation to their broader communities and/or cultural groups in post 9/11 Australian society
explore how Valentine uses language to consider differing perspectives on ideas including race, gender, religion and cultural practices in contemporary society
explain how the prescribed text has informed the student’s own changing perceptions about identity.

Areas for students to improve include:

responding to the whole question
demonstrating an understanding of the student’s own perceptions of identity
selecting a wide range of textual examples from the prescribed text and including an explanation of how language is used to shape meaning.

Nonfiction – Alice Pung, Unpolished Gem

In better responses, students were able to:

identify and articulate individual identities conveyed in Pung’s text in relation to their broader communities and/or cultural groups in contemporary Australian society
explore how Pung uses language to consider racial stereotypes, familial expectations and socio-economic status in contemporary Australian society
explain how the prescribed text has informed the student’s own changing perceptions about identity.

Areas for students to improve include:

responding to the whole question
demonstrating an understanding of the student’s own perceptions of identity
selecting a wide range of textual examples from the prescribed text and including an explanation of how language is used to shape meaning.

Film – Rachel Perkins, One Night the Moon

In better responses, students were able to:

identify and articulate individual identities conveyed in Perkins’ film in relation to their broader communities and/or cultural groups in post-colonial Australia
explore how Perkins uses language to consider cultural assumptions, including racial prejudice, gender stereotypes, the impact of Australian historical events on individuals and communities, and misconceptions about culture and relationships
explain how the prescribed text has informed the student’s own changing perceptions about identity.

Areas for students to improve include:

responding to the whole question
demonstrating an understanding of the student’s own perceptions of identity
selecting a wide range of textual examples from the prescribed text and including an explanation of how language is used to shape meaning.

Film – Rob Sitch, The Castle

In better responses, students were able to:

identify and articulate individual identities conveyed in Sitch’s film in relation to their broader communities and/or cultural groups in Australian society
explore how Sitch uses language to consider cultural assumptions of Australian society to expose class, gender, racial and socio-economic tensions faced by characters in the text
explain how the prescribed text has informed the student’s own changing perceptions about identity.

Areas for students to improve include:

responding to the whole question
demonstrating an understanding of the student’s own perceptions of identity
selecting a wide range of textual examples from the prescribed text and including an explanation of how language is used to shape meaning.

Media – Janet Merewether, Reindeer in my Saami Heart

In better responses, students were able to:

identify and articulate individual identities conveyed in Merewether’s documentary in relation to their broader communities and/or cultural groups in a post-colonial society
explore how Merewether uses language to consider cultural assumptions of the Saami people including, social class, ethnicity, gender and religious oppression to expose the impact of historical events on individuals and communities, and misconceptions about culture and relationships
explain how the prescribed text has informed the student’s own changing perceptions about identity.

Areas for students to improve include:

responding to the whole question
demonstrating an understanding of the student’s own perceptions of identity
selecting a wide range of textual examples from the prescribed text and including an explanation of how language is used to shape meaning.

Paper 2 – Section II: Close study of literature (Module B)

Students should:

specifically address all aspects of the question
use the extract and the chosen prescribed text to explore the central ideas of the text
demonstrate an awareness of composer, purpose, and form
demonstrate holistic and detailed understanding of the text
support the response with selected, detailed and relevant textual evidence, and analysis with control of language and ideas.

In better responses, students were able to:

define the terms of the question, ‘central ideas’ and ‘distinctive qualities’ of the textual form
analyse how the central ideas of the chosen prescribed text are explored through distinctive qualities of the text specific to the form, such as, characterisation, didactic purpose, narrative voice, structure, and narrative/poetic/dramatic/nonfiction/cinematic/media representation, voice
explicitly show understanding of how the distinctive qualities shape understanding of the text.

Areas for improvement include:

using the extract in an integrated and holistic discussion of the central ideas and distinctive qualities
analysing the central ideas of the chosen prescribed text to reveal a detailed understanding and the composer’s purpose.

Paper 2 – Section III: The craft of writing (Module C)

General feedback

Students should:

address both parts of the question and avoid spending time writing a reflection which was not required in this exam
ensure they understand the specific requirements of the question and respond to them in a succinct manner
maintain awareness that the style and/or format of questions will vary year to year
be aware of the real and imagined audiences of both questions and craft language accordingly
use the marks for each part to indicate the length of responses and balance between parts of the question.

Question 3(a)

In better responses students were able to:

convey a conceptual understanding of the excerpt by drawing purposeful connections between the text and the power of taste
respond to more than one part of the extract and make connections to ideas about taste
identify techniques accurately and integrate quotes and textual evidence in a detailed and structured response
describe the effect of their identified technique skilfully
analyse the excerpt in a highly detailed manner and provide examples to support ideas
select evidence judiciously to provide links between technique, example and ideas.

Areas for students to improve include:

accurately identifying the language device or stylistic feature and describing the effect
avoiding listing techniques without developing ideas about the power of taste
writing concise responses without generalisation
demonstrating skilful analysis of the extract rather than just identifying aspects about the power of taste
sustaining accuracy of spelling, punctuation and grammar.

Question 3(b)

In better responses students were able to:

craft a response using a range of language devices and stylistic features to create a purposeful imaginative or discursive piece of writing
create a strong and authentic voice emphasising ONE of the five senses
effectively craft their language to shape the features of their chosen form (imaginative or discursive)
explore the power of the senses in a metaphorical rather than literal way
demonstrate effective control of the mechanics of language including paragraphing, sentence structure, spelling, grammar and punctuation.

Areas for students to improve include:

avoiding generalised descriptions of all the senses without emphasising one
appropriately using structure, form and language as part of their crafting
avoiding overly cliched and predictable storylines showing awareness of context by using appropriate context and subject matter.

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