English Studies 2021 HSC exam pack

Question 1  

In better responses, students were able to:

• clearly explain how the images support the main messages of the infographic, such as the placement of the shoe to indicate exercise, which in turn encourages happier living
• select appropriate references from the text to support their ideas.  

Areas for students to improve include:

• going beyond a description or recount of the text
• making explicit references to the image and its connection to the main message.

Question 2  

In better responses, students were able to:

• explain how the author uses the first person to draw the reader into the text by building familiarity and intimacy
• select well-chosen evidence from the text to support their response.

Areas for students to improve include:

• explaining how the personal voice of the author draws the reader.

Question 3  

In better responses, students were able to:

• select well-chosen evidence from both Text A and Text B
• write about both texts.

Areas for students to improve include:

• avoiding describing the texts without comparing them
• taking care with language.

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:

• purposefully analyse, not just explain, why the composer has employed specific language forms and structural features
• employ and maintain a controlled voice
• purposefully structure their response with a line of argument that was sustained through clear topic sentences, considerate analysis and deliberate links to the question
• analyse the text according to medium; for example, I am Malala and The Boy Behind the Curtain were analysed with a conscious awareness of the memoir form.

Areas for students to improve include:

• demonstrating an awareness of the text’s construction and form
• analysing, rather than just explaining, how the responses to challenges were represented
• avoiding vague and general comments
• using the metalanguage appropriate to the form; for example, students should employ the language appropriate to drama when discussing Merchant of Venice, Rainbow’s End and TheCrucible.

Students should:

• carefully read the question
• write a structured response.  

In better responses, students were able to:

• provide a personal and considered explanation of their choice of module and text
• clearly discuss the module and text studied and the extent to which this study was valuable to their future
• make links between the module and the text for study
• provide clear varied examples from the text to support their response to show how language has shaped meaning in text.

Areas for students to improve include:  

• writing specifically about the module and text studied rather than generalised statements or descriptions of learning experiences
• writing carefully using appropriate language.

Students should:

• read all parts of the question, including the stimulus
• choose a form – imaginative, reflective or persuasive – and respond using the features of that form.

In better responses, students were able to:

• use the stimulus in a way that moved beyond literal interpretation
• explore the personal impact of a significant childhood experience.

Areas for students to improve include:

• developing ideas within the chosen form, for example, capturing a moment in time in an imaginative response
• sustaining the readers interest by composing a controlled and complete response.