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2015 HSC Notes from the Marking Centre — English Extension 1

2015 Notes from the Marking Centre – English Extension 1

Introduction

This document has been produced for the teachers and candidates of the Stage 6 English Extension 1 course. It contains comments on candidate responses to the 2015 Higher School Certificate examination, highlighting their strengths in particular parts of the examination and indicating where candidates need to improve.
This document should be read along with:

the English Extension 1 Stage 6 Syllabus
the 2015 Higher School Certificate English Extension 1 examination
the marking guidelines
Advice for HSC students about examinations
other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of English Extension 1 in Stage 6.

Examination specific content

Question 1

Different approaches to the question:

Better responses in Life Writing contained a structure that responded to the question in terms of composers framing lives as a carefully constructed story that reflected a particular aspect of the life being featured. Such responses placed the inferences around the concept of interpretation of those lives at the heart of the arguments being made. These responses also ensured that the purpose and multi-layered nature of the texts featured in the Life Writing genre were analysed in terms of values and attitudes. These concepts were integrated with the ideas associated with interpretation and shaping a life for a literary purpose.
Candidates showed strength in these areas:

consistent engagement with the features of the Life Writing genre, which was integrated throughout the response
responding to the question from the distinct awareness of the conventions of the genre
using quotes judiciously and appropriately in order to support their thesis, with a strong grasp of what genre actually does in terms of guiding meaning and interpretation in Life Writing
integrating related material seamlessly into the arguments being proposed
demonstrating a good understanding of the ways the different kinds of Life Writing, for example, memoir or biography, or autobiography affect meaning
analysing language forms and features in terms of how they contributed to meaning.

Candidates need to improve in these areas:

addressing both parts of the question, rather than presenting an unbalanced response that discussed the quotation but not the concept of interpretation
if writing on a visual text – whether a film or artwork – showing an awareness of the effects of the visual medium and how this shapes meaning differently to prose or poetry
focusing more on the idea of the lives of the subjects in the text being a constructed story rather than on the story and meaning of the lives.

Question 2

Different approaches to the question:

Overall, the responses were fluently written and constructed, demonstrating a clear understanding of the ideas of the elective and effective narrative writing. The stimulus was well integrated, using images or part of the image as the setting for the narrative that followed or as a significant part of that narrative. Narratives were well developed and tightly controlled, also effectively incorporating the ideas suggested by the quote.
Candidates showed strength in these areas:

engaging well with all aspects of the stimulus and using the quote and the image effectively
demonstrating a detailed and thorough understanding of the ideas of the elective
considering most aspects of life writing theory: the nature of truth, honesty, the ‘construction’ of individuals, fact v. fiction, the nature/place/function of storytelling, memory
providing powerful and vivid descriptions and realistic dialogue.

Candidates need to improve in these areas:

adhering to the narrative structure
avoiding recounting or reflecting without actual events or characters to shape the direction of the story
using time advisedly
using the stimulus in a meaningful way, as specified by the question.

Question 3

Different approaches to the question:

Many responses in Comedy structured their answer in terms of composers pushing boundaries for specific reasons relating to particular articulated values and the idea of ‘basic truth’ in various historical contexts. Such responses placed the inferences around the concept of exploring values at the heart of the arguments being made. These responses also ensured that the purpose of the texts featured in the Comedy genre were analysed in terms of how the genre itself was manipulated for a variety of purposes as well as how examples from the genre interacted with values.
Candidates showed strength in these areas:

consistently engaging with the concept of genre and its relationship with context and values, such as exploration of traits and features of the genre
analysing and evaluating the perspectives the Comedy genre brought to different eras and its synthesis with the ideas embedded in the question
integrating into arguments an evaluation of appropriate and multi-layered related texts.

Candidates need to improve in these areas:

providing a more detailed analysis of prescribed texts beyond a generalised set of statements about the context of the works
selecting quotations from a wider selection within texts
selecting appropriate related material
discussing the idea of Comedy as a vehicle for social commentary and audience engagement rather than what was ‘funny’ in the texts
discussing language forms and features in more than a general way.

Question 4

Different approaches to the question:

Candidates’ investigation of the genre was mostly in visual forms that did not always translate well to writing in a narrative form. Some attempts at political satire fell into cliché and limited originality. Responses which tried to embody the idea of ‘pushing boundaries’ (from the essay topic) through their understanding of values were often not sufficiently developed through character, setting and dialogue.
Candidates showed strength in these areas:

incorporating images, such as the dining table, as the basis for a domestic story
creating narratives that considered or made a comic situation in an effective and sustained way.

Candidates need to improve in these areas:

not limiting the creativity of responses by attempting to write in a satirical manner which generally fell into the realm of politics
not relying on stereotypes that had already been created by other people
engaging with the stimulus in a meaningful way and ensuring that all aspects of the question are addressed.

Question 5

Different approaches to the question:

Many responses in Science Fiction contained a structure that responded to the question in terms of exploring the notion of progress in terms of its relationship to a dichotomy between knowledge and wisdom. Candidates also ensured that the purpose and multi-layered nature of the texts featured in the Science Fiction genre were analysed in terms of values and attitudes of the eras in which the texts were set. These concepts were integrated with the ideas associated with progress and how texts in the genre forwarded the notion that knowledge outpaced wisdom in various aspects of human society. Some explored the delineation of Science Fiction that focused more on technology and its relationship with society; others on the social, emotional and political ramifications of changes brought by scientific advancement; some answers blended a discussion of both.

Candidates showed strength in these areas:

consistently engaging with and integrating the features of the Science Fiction genre throughout the response
responding to the question from the distinct awareness of the conventions of the genre and exploring how those conventions were manipulated in order to make comments in relation to values and context
integrating often sophisticated related material
demonstrating a good understanding of the ways the different kinds of Science Fiction affect meaning.

Candidates need to improve in these areas:

engaging with the question and quotation
focusing on the question and ideas of how the genre engaged with values
analysing the textual features of the texts to the degree expected in this course, and not quoting from the text to support the argument
selecting appropriate related material.

Question 6

Different approaches to the question:

Narrative voices were well constructed and considered ideas of the module in meaningful and significant ways. Responses were cohesive, substantial and well developed and used the stimulus effectively as a setting at some stage of the story. Many tropes of science fiction could be seen in the stories: human fallibility, future worlds, pushing the boundaries of scientific experimentation, bioethics, ‘mad professors’. Ideas about progress were evident – usually in a dystopic/satirical form – and sometimes ideas about regress.Candidates showed strength in these areas:

using the laboratory setting in a significant manner that shaped the direction of the story and its concerns
creating convincing alternate worlds or realities and using these settings to explore ideas such as injustice, surveillance, modification and control in meaningful ways
synthesising powerful, visceral descriptions with crisp, intelligent dialogue and an interesting structure.

Candidates need to improve in these areas:

committing more time to fully develop stories and ideas
not using clichéd one-dimensional dystopian ideas or derivative stories, often copied from television programs
engaging with all aspects of both the question and the image.

Question 7

Different approaches to the question:

Many candidates demonstrated a clear conceptual understanding of the question and presented an insightful and focused argument. The majority of the candidates provided a more prominent focus on the concept of ‘politics’ and brought elements of the quote regarding enemies back to their argument, offering a sustained and layered analysis. Other students focused on the quote (enemies at home and abroad) and made links to the different interpretations of politics (psychological, gender, realpolitik) as they developed their argument. Some students conflated both politics and enemies as they developed their main line of argument – this either worked quite well or not at all. The quality of the end argument depended on the depth of understanding of the elective.
Candidates showed strength in these areas:

presenting the argument in a focused and lucid manner
demonstrating excellent knowledge and understanding of all texts and key ideas and concepts relevant to the elective
offering a learned understanding of appropriate contextual influences and how these related to specific examples within the response
using well-selected and detailed analysis, textual reference and appropriate metalanguage
demonstrating an understanding of the contextual influences and judiciously using context to support a point.

Candidates need to improve in these areas:

analysing rather than summarising or describing texts
ensuring the argument throughout the response was consistent with the claims in the introduction
providing a consistent analysis of chosen ideas.

Question 8

Different approaches to the question:

Students incorporated the visual stimulus in a variety of ways. These included using the setting as a centre of activism, as a shelter for dissidents or a representation of a character's ambitions. The concept of politics was explored through issues such as gender, alienation, government intrusion into the lives of citizens, fear and suspicion. Students drew upon key personalities and events from the period to craft characters and develop context.
Candidates showed strength in these areas:

understanding and knowledge of context
crafting original and complex narratives by incorporating devices such as non-linear plotlines and different perspectives
using evocative description and figurative language
creating authentic contexts.

Candidates need to improve in these areas:

sustaining engagement with the key terms of the question
using a context grounded in the designated period rather than a generic context
control of language.

Question 9

Different approaches to the question:

The question demanded an understanding of Romanticism and the philosophical, political and literary change that it represented. Within this understanding there were different approaches to the question. Some candidates framed their answer in terms of these larger concerns throughout their entire argument and drilled down into how the literature of the period represented a ‘new and restless spirit’ which rejected Neo-classical conformity. They chose appropriate textual evidence to prove their thesis and the analysis of this evidence was apposite. Some students framed their argument only in terms of ‘change’ and were less able to engage with the shift in thinking that is signalled in the given quotation. While this approach provided a sustainable thesis, it prevented them for engaging with the larger revolutionary nature of the period and the literature it produced.
Candidates showed strength in these areas:

the choice of related texts
demonstrating an understanding of the contextual influences and judiciously referencing the historical influences in order to prove the thesis.

Candidates need to improve in these areas:

ensuring that the depth and breadth of analysis offered on their own texts matches the insight offered in the texts that they have been taught.

Question 10

Different approaches to the question:

There were countless ways candidates approached this question; all valid points of entry into the question and its requirements. Responses often used the prescribed texts studied as part of the course to formulate the basis of their work. Candidates often utilised historical personalities or events to frame their response. Some candidates used the setting to establish elements of characterisation.
Candidates showed strength in these areas:

demonstrating knowledge of the period and its literature, drawing upon this in their imaginative writing
utilising the provided setting effectively, using it to shape the narrative’s plot, characterisation and/or thematic concerns
exploring the concept of change in a meaningful and purposeful manner ensuring they answered all aspects of the question
crafting effective narrative voices and utilising a wide range of literary devices, forms and structures.

Candidates need to improve in these areas:

ensuring that their response is consistent with Romantic ways of thinking and set within the historical framework/period
ensuring that they examine the wide variety of Romantic paradigms and ways of thinking, rather than just focusing on the role of nature and the imagination
crafting authentic dialogue in their construction of realistic characters and scenarios
moving beyond the limited scope of narratives about ‘romance’ rather than ‘Romanticism’
structuring their responses in a sophisticated and clear narrative that allows the reader to follow the logical order of events.

Question 11

Different approaches to the question:

An effective approach was to directly address the correlation between the provided statement and the concept – in this case ‘culture’. More effective responses detailed the relationship between statement and concept and how this was represented through each text. Another way of responding saw candidates use the concept of ‘culture’ to frame their overall structure. Candidates then went on to clarify and elucidate on the relationship between the provided statement and their use of texts. This enabled them to highlight the ways each selected text illuminated how globalisation has made us more ‘vulnerable’ through the creation of a ‘world without borders’.
Candidates showed strength in these areas:

acknowledging the interplay between the provided statement and the conceptual nature of the question
demonstrating detailed knowledge of the prescribed texts and the ability to use aptly selected textual references
selecting supplementary material that applied to the ways of thinking outlined by the syllabus rubric
demonstrating an acute awareness of the paradigms that underpin notions of ‘Navigating the Global’.

Candidates need to improve in these areas:

answering the question directly and avoiding pre-prepared responses
using supplementary texts that highlight the paradigms of the elective
using textual references that directly support the period and the line of argument being used
controlling language throughout the response.

Question 12

Different approaches to the question:

One approach was to draw upon topical or authentic international scenarios as the basis for the narrative, for example, current security concern. This allowed candidates to weave real-world scenarios into their developed ideas and hence comment on contemporary concerns regarding global culture and reflect on historical notions of parochialism and traditionalism. The more conventional but equally valid approach, of course, was to create original, ‘fictional’ scenarios that were more speculative and unique in their focus (eg, original narratives about families experiencing change, transition, cultural shifts). A range of ideas and concerns such as commercialism, loss of identity and cultural politics were explored, allowing students to show breadth of understanding of the elective.
Candidates showed strength in these areas:

demonstrating the ways of thinking that shape global culture and the conflict with more ‘parochial’ scenarios/values
accessing the language of globalisation, such as, internationalism, expansion, corporatism
using appropriate and often topical settings/locations
developing characters that embody the spirit of the global/local conflict, for example, generational tension, conflicting values (historical vs contemporary).

Candidates need to improve in these areas:

depicting culture needs to be more fully developed beyond the stereotypes and simplifications of different cultures
using authentic dialogue – rather than clichéd cultural characterisations.

Question 13

Different approaches to the question:

The interpretation of the word ‘originality’ was diverse, leading to a number of different approaches to the question. Some responses structured discussion of texts discretely, some paired texts, while others integrated and connected all texts throughout the discussion. All approaches were acceptable.
Candidates showed strength in these areas:

writing of fiction/construction as the lie, in which composers may embed elemental truths
addressing the active role of reader in construction of texts and meaning
confidently using metalanguage and references to theory which were either implied or skilfully integrated into the analysis
demonstrating a sophisticated ability to integrate discussion of all texts and make pertinent connections between texts
providing sophisticated analysis of concepts valued in textually dynamic work
demonstrating sophisticated control of language to express complex ideas with insight and clarity.

Candidates need to improve in these areas:

articulating clearly what ‘truth’ and ‘lie’ components of the fiction might be
using related texts effectively to show sophistication and to afford enough material for discussion.

Question 14

Different approaches to the question:

Approaches ranged from the metaphorical and symbolic to a literal engagement.
Candidates showed strength in these areas:

demonstrating a general understanding of the elective evidenced in the playing with form and voice
weaving a broad range of genre features and styles, which were appropriations of original texts and genres, ranging from Beckett's Godot, literary theory, to fairytales
employing the use of theorists, writers and iconic characters as protagonists in their scripts
underpinning the narrative with strong concepts – literature, history, imperialism, gender and the role of reader/writer were considered and sometimes subverted in playful and occasionally humorous ways.

Candidates need to improve in these areas:

employing a strong voice with which the reader can engage
not relying on dialogue to develop narrative.

Question 15

Different approaches to the question:

Generally for this question the approach was consistent in terms of understanding limitations. Distinguishing features were in the focus on language as the construct of gender.
Candidates showed strength in these areas:

exploring the paradoxes of language as a construct of gender
integrating control of language, sophisticated discussion of prescribed texts, self-selected texts and references to theory.

Candidates need to improve in these areas:

acknowledging language in terms of dialogue, costume and gender roles as a construct
selecting texts to enhance discussion of language and gender
focusing on language rather than gender
evaluating the way language shapes and reflects culture and values.

Question 16

Different approaches to the question:

Most students referenced the stimulus directly – the difference tended to be in the way the stimulus was used – literally or figuratively. There was a wide range of subjects – language of advertising, gender roles, clothing, feminism, narratives about transgender, cross gender, coming out stories.
Candidates showed strength in these areas:

using the stimulus in creative ways
integrating an understanding of theory into the creative question
experimenting with form and style and referencing the texts they had studied for Language and Gender
making connections between semiotics of advertising, clothing and the construct of gender.

Candidates need to improve in these areas:

not relying on stereotypical gender roles, without offering insight into these
indicating the way language can be used to shape our understanding of gender
experimenting with form and style, not interpreting the stimulus too narrowly which led to generally clichéd stories around transgender or transsexual characters.