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2015 HSC Notes from the Marking Centre — English Standard and Advanced

2015 Notes from the Marking Centre – English (Standard and Advanced)

Introduction

This document has been produced for the teachers and candidates of the Stage 6 English (Standard and Advanced) 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 (Standard and Advanced) Stage 6 Syllabus
the 2015 Higher School Certificate English (Standard and Advanced) 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 (Standard and Advanced) in Stage 6.

English (Standard and Advanced) Paper 1: Section I

Question 1a to e

Different approaches to the question:

Many students approached each question by dealing with the concept of Discovery in relation to each specific question. This conceptual approach allowed them to analyse and explore how Discovery was represented in each text.
Some candidates used textual analysis as an approach to this question. Students used the textual forms and features of each text to support the notion of Discovery with reference to each question.

Candidates showed strength in these areas:

demonstrating knowledge and understanding of each text
demonstrating a variety of ways in answering each response
ensuring their responses were well supported by textual evidence
demonstrating knowledge of how Discovery was represented in each text in relation to each specific question
demonstrating an understanding of how language creates meaning in relation to Discovery.

Candidates need to improve in these areas:

spending an appropriate amount of time on this section and allocating the specific timeframe required for each question
responding to the requirements of each question
ensuring the questions are used to guide the requirements of each response, in relation to the concept of Discovery.

English (Standard and Advanced) Paper 1: Section II

Candidates showed strength in these areas:

imaginatively using the stimulus in both a literal and/or metaphorical manner
demonstrating a sense of cohesiveness and skilful control of language through a well-crafted response
creating a character with an authentic and credible voice
exploring the sudden impact of the Discovery in a variety of ways.

Candidates need to improve in these areas:

avoiding clichéd and predictable plots
writing in a controlled and sustained manner
moving beyond the literal interpretation of the stimulus
dealing with the concept throughout the response, rather than referring to it at the end.

English (Standard and Advanced) Paper 1: Section III

Different approaches to the question:

Many responses included the impact of Discovery on the individual or the broader community and its lasting legacy.
One approach was to deal with both parts of the question in each text, but it was equally valid to argue that one aspect was evident in one text whilst the other part of the question was evident in the second text.
Some candidates chose a chronological exploration of the texts to respond to the ‘process of Discovery’.

Candidates showed strength in these areas:

synthesising a response to the question with elements from the rubric
knowledge of the prescribed text and a judicious selection of related text
developing and sustaining a thesis that was well-supported through purposeful structure and textual analysis
exploring a change or transformation that occurred as a result of Discovery
demonstrating that the process of Discovery is dynamic.

Candidates need to improve in these areas:

ensuring that they respond to the full scope of the question
integrating discussion more successfully by making more insightful links between texts
controlling expression throughout the response
analysing rather than just describing texts
selecting and referencing textual features
referencing texts appropriately instead of relying on unwieldy acronyms.

English (Standard): Module A

Different approaches to the question:

Candidates approached ‘perspectives’ in various ways such as discussing the perspectives of audiences as well as those of the characters within/between texts. Distinctive Voice was interpreted variously as the literal voice of characters, the authorial voice, or the ‘voice’ of the context within which the text was created.
Some candidates accepted the terms of the question and posited this as their thesis, while others offered more detailed analysis and formulated their own informed personal viewpoint.

Candidates showed strength in these areas:

demonstrating individual engagement with the question
demonstrating judicious selection of textual references
developing a personal voice through the interpretation of the text/s
linking the prescribed and related texts through the analysis of ideas/perspectives/techniques/themes
balancing composers’ ideas with discussion of techniques within and between texts

Candidates need to improve in these areas:

selecting relevant quotations and examples to support arguments
selecting related material that allows development of informed arguments and connections between the texts
considering the purposes of the composers and the contexts of production and/or contexts of reception.

English (Standard): Module B – Section II

Close Study of Text

Question 3a

The Life and Crimes of Harry Lavender

Candidates showed strength in these areas:

clearly exploring varying aspects of corruption in the text, including the motivations and consequences, corruption linked to technology and endemic corruption in Sydney
discussing Day’s corruption of the detective genre to create an interesting new perspective on crime fiction
purposefully discussing Day’s intentions and how her techniques positioned the responder
incorporating multiple, specific references to demonstrate a detailed knowledge of the text.

Candidates need to improve in these areas:

exploring the key terms of the question in greater depth
selecting textual references carefully to ensure relevance in order to support ideas convincingly
demonstrating a greater knowledge of the text by drawing on a range of examples from the novel as a whole.

Question 3b

The Curious Incident of the Dog in the Night-time

Candidates showed strength in these areas:

convincingly exploring interesting ideas about difference such as the varying perceptions of difference and the multiple ways we deal with difference
demonstrating a clear awareness of how the narrative features are themselves an element of difference
consistently discussing Haddon’s purpose and how his techniques position the audience
developing a shaped discussion through conceptual topic sentences that reflected a purposeful approach to the question
displaying a confident control of language enabling them to express ideas fluently.

Candidates need to improve in these areas:

ensuring they develop ideas that discuss conceptual points rather than simply presenting a list of differences
moving beyond a reliance on simple narrative and recount in their responses
including specific, relevant textual references to support an elaborated discussion
meaningfully integrating a discussion of narrative features.

Question 4a

Namatjira

Candidates showed strength in these areas:

clearly establishing relationships through discussion of cultural, historical and geographical contexts. They established a clear relationship between the Namatjira’s sense of self and his Aboriginal identity, as well as links to the community and through discussion of characterisation
demonstrating Rankin’s portrayal of interesting ideas about relationships through a clear awareness of dramatic techniques, including stage directions, relationships between actors and their audience, colloquial dialogue, breaking the fourth wall and humour
incorporating references to the text through narrative, thematic concerns and characterisation in detailed and meaningful ways
shaping a controlled and effective response with a discerning choice of language.

Candidates need to improve in these areas:

addressing the focus of the question throughout their responses
incorporating relevant discussion of textual references and examples to support a developed discussion of the question
being familiar with Rankin’s purpose and showing how he uses dramatic techniques to shape his characterisation, rather than relying on story-telling
engaging with the question, not just the text.

Question 4b

The Merchant of Venice

Candidates showed strength in these areas:

having a clear, detailed understanding of the play’s narrative, characterisation and key ideas
being conceptually driven and providing a fluent, detailed discussion of interesting ideas presented by Shakespeare about acceptance in regards to relationships, love, justice and cultural/religious acceptance
acknowledging Shakespeare’s purpose with an elaborate discussion that focused on acceptance through character contrast, dialogue, setting and language choices, in key moments in the play where acceptance is tested
identifying, describing and explaining the range of ideas about acceptance explored by Shakespeare in the text
confidently and convincingly developing a purposeful thesis that addressed the focus of the question

Candidates need to improve in these areas:

addressing the focus of the question throughout their responses not just in the introduction and/or conclusion
incorporating relevant discussion of textual references and examples to support a developed discussion of the question
being familiar with Shakespeare’s purpose and showing how he uses dramatic techniques to shape his characterisation, rather than relying on story-telling
engaging with the question, not just the text
not limiting their discussion of the text to one or two scenes only.

Question 5a

Oodgeroo Noonuccal

Candidates showed strength in these areas:

having a sense of how experience of another culture helped Noonuccal to define her own Aboriginal culture
exploring a range of interesting ideas about culture as expressed in the poems, including consequences of loss of culture, the significance of tradition, the impact of culture on the artist and the importance of the spiritual and mythological dimensions of culture
selecting textual detail to support the response and elaborate on how meaning was created and the impact it had on the reader.

Candidates need to improve in these areas:

addressing all areas of the question, including the poet’s intention and how her use of language shapes meaning
demonstrating a deliberate exploration of culture
answering the question with a flexible approach
not relying on a descriptive recount of the poem without textual examples that relate to ‘interesting ideas’ on culture
preparing in a way that allows demonstration of a detailed knowledge of a range of poems that will suit a variety of questions.

Question 5b

Wilfred Owen

Candidates showed strength in these areas:

exploring different aspects of loss; loss of hope and idealism, loss of innocence, loss of trust in authority and loss of the human self in Owen’s poems
exploring an awareness of the poet’s purpose supported by a strong understanding of style and use of language.

Candidates need to improve in these areas:

addressing all areas of the question, including the poet’s intention and how his use of language shapes meaning
demonstrating an exploration of loss, rather than a simplistic focus on death, not attempting to insert irrelevant pre-learned quotes or paragraphs.

Question 6

Stasiland

Candidates showed strength in these areas:

demonstrating a clear understanding of Stasiland and a personal engagement with the question
conceptually approaching ideas about power through references such as: power of government and establishment, loss of power and idealism supported with discerning textual choices
understanding how Funder created meaning through textual features such as: symbolism, multiple stories, and perspectives as well as the structure of a non-fiction text
acknowledging the composer’s impact and intent on the reader.

Candidates need to improve in these areas:

focusing on the question rather than recounting parts or all of the text
demonstrating understanding of the question through well-chosen examples and textual features
having a clear thesis
explaining how textual features show interesting ideas about power.

Question 7

A Beautiful Mind

Candidates showed strength in these areas:

presenting a developed, conceptual focus on all elements of the question, encompassing strong engagement with and multiple ideas about individuality in the film
exploring individuality through the complex character of John Nash, with conceptual insights such as the loss of individuality, the difficulty of retaining individuality and how individuality can lead to positive outcomes and progress
showing a thorough understanding of the film and confidently using technical language appropriate to film; better responses were purposefully constructed with a confident and convincing personal voice.

Candidates need to improve in these areas:

moving beyond obviously pre-prepared responses which often limited the candidate’s ability to shape an effective response that answered the question
not relying upon recount of the narrative; not making generalised unrelated commentary on such things as Nash’s biography, non-conformity and mental health issues.

Question 8

Australian War Memorial website

There were insufficient responses on this question for comment.

English (Standard): Module C

Question 9 Elective 1: Exploring Interactions

M T Anderson, Feed

Candidates based their responses around the impact of technology on human interactions and the degeneration of our ability to communicate and engage with each other. Some candidates looked specifically at the devolution of language and the impact of the corporate world in controlling and shaping our attitudes and beliefs and our interactions as a consequence.

Nick Enright, A Man with Five Children

Candidates identified the interactions between Gerry and the children using thoughtfully selected dramatic techniques. The concept of the world of media and the problems these create between an individual’s public and private worlds was addressed comprehensively. Candidates often explored the interaction through the movement of time in the play.

Arthur Miller, All My Sons

Some candidates were successful in conceptualising the interactions between the characters and their world. Effective responses drew on the contextual concerns as a means to inform how characters had shaped their beliefs and attitudes and how events in their experience had caused them to challenge these beliefs and attitudes.

Ken Watson (ed.), The Round Earth’s Imagined Corners

Candidates based responses on the struggle to interact, although the ‘beliefs and attitudes’ part of the question was to an extent limited by the selection of poems. Society’s beliefs about interactions people have with animals was seen as challenged. Some responses addressed the idea of the struggles experienced by personas to interact with aspects of society as represented in the context of the poems.

Raimond Gaita, Romulus, My Father

Responses explored the various and changing interactions of the characters to show how these experiences could both challenge and affirm attitudes and beliefs. Positive and negative interactions were explored by some candidates while others took a thematic approach using ideas such as morality, truth, resilience, acceptance, family and friendship as the basis of their analysis of the text. The migrant experience and the societal interactions that highlighted particularly identity and connections with others was a key feature of some responses.

Elissa Down, The Black Balloon

Candidates showed a clear connection to the characters in the text. The relationship between the brothers and their family and society was used effectively to demonstrate to what extent interactions challenge attitudes and beliefs. Greater engagement with film techniques would improve responses.

Question 10 Elective 2: Exploring Transitions

J C Burke, The Story of Tom Brennan

The Story of Tom Brennan attracted a range of approaches to the question. Most candidates focused on Tom’s transition through a detailed exploration of characterisation and his changing relationship with significant individuals in his life. Some candidates offered a different approach by focusing on the challenging transitions experienced by other characters such as Joe and Tess. There were a variety of interpretations of the attitudes and beliefs that were challenged, including family values, the impact of drink driving, conflict and crisis and the societal response, and fear and acceptance of consequences. These perspectives on attitudes and beliefs were often linked to the didactic experience of the responder.

Willy Russell, Educating Rita

Candidates primarily focused on the characterisation of Frank and Rita and how they changed as a means to address the process of transition and how that can shape challenges to attitudes and beliefs. The character of Rita was drawn on to explore specific contextual issues such as class and gender as a means to frame a response. Most candidates explored Rita’s ‘education’ as the central catalyst for her transition. Further, candidates usually followed the chronology of the play to discuss the challenges faced by Frank and Rita and their consequent change in values and attitudes.

Alana Valentine, Shafana and Aunt Sarrinah

Candidates examined the ways the attitudes and beliefs of characters were challenged as they considered their cultural identity and how to maintain a sense of self within an Australian multicultural experience. Notions of acceptance and rejection were drawn on as a premise to explore the different approaches to transitions of individuals within society.

Steven Herrick, The Simple Gift

Candidates explored the transitions of various characters from isolation to acceptance via their mutual support. They discussed key moments that reflected the shift from one way of thinking or behaving to another.

Alice Pung, Unpolished Gem

Candidates largely based their response on an exploration of the transitions of Alice and her family and their migrant experience. Candidates explored the challenging of beliefs and attitudes through an examination of change and how the perspectives of characters alter over time. Notions of identity, isolation and acceptance were explored as a means to demonstrate the impact of transitions on individuals and their society.

Stephen Daldry, Billy Elliot

Candidates based their exploration on how the beliefs and attitudes of the mining community challenged Billy’s ability to overcome class and gender expectations. Many focused specifically on Billy’s relationship with his father and how his father’s acceptance of his ballet dancing led to positive changes in their relationship, often through Jackie Elliot challenging his values and becoming both accepting and supportive. Billy’s courage and determination were noted by candidates as the catalyst for his transition and the driving motivation for the challenging of attitudes and beliefs of the responder regarding stereotypes and societal opportunities.

Candidates showed strengths in these areas:

demonstrating engagement with the module and the elective
demonstrating engagement with the question
providing analysis rather than a generalised description
effective use of a related text
providing variety in the choice of related texts.

Candidates need to improve in these areas:

drawing specific conclusions from the examples chosen rather than using textual detail without purpose
articulating the link between the characters’ challenges or transitions and the lessons for the wider society
moving beyond recount
focusing on key scenes within the text to underline the argument presented.

English (Advanced) Paper 2

Section I – Module A: Comparative Study of Texts and Context

Different approaches to the question:

Students approached the text pairings in a variety of ways. Many focused on key scenes or incidents while others explored characters and themes. Candidates displayed a holistic and detailed knowledge of the texts, discussed them in a concise and focused manner and approached the question through the lens of the module.
Candidates showed strength in these areas:

understanding and effectively using the module to address their text pairing
demonstrating understanding of context and applying it to the question
showing awareness of the contemporary relevance of the social concerns explored in the text pairings
directly answering the question asked and applying detailed, well-supported knowledge for that purpose
writing effectively in language appropriate for purpose.

Candidates need to improve in these areas:

integrating textual form and purpose rather than limiting the comparison of texts to a preoccupation with thematic concerns
avoiding broad, sweeping statements about context
using metalanguage inappropriately which too often served to cloud rather than clarify meaning
addressing the question asked rather than relying on applying pre-learned general concepts
using quotations effectively to support arguments
developing a full and deep awareness of the values presented in the text
including cultural and social analysis, and recognising that the concerns raised in the texts are still concerns in the current context.

English (Advanced): Module B

Question 3, Hamlet

Different approaches to the question:

Approaches to ‘balance has been disturbed’ was seen through the contrasting values of Renaissance Humanism vs Medieval Feudalism; imbalance in morality and the natural order; corruption as a symptom of a disturbed balance; political instability with regards to Elizabethan context; Hamlet’s existential imbalance.
‘Bleak world’ was explored through: the milieu of Elizabethan society; the world of Denmark; Hamlet’s inner cognitive world.
Common examples from the play that substantiated the ‘bleak world of a disturbed balance’ were: imagery relating to sickness and disease; Claudius usurping the throne; emptiness of Hamlet’s existence; appearances vs reality.

Candidates showed strength in these areas:

effectively exploring key terms from the question, particularly the disturbed balance, across the play as a whole
developing and sustaining a thesis that addressed the question and using appropriate textual evidence as support
connecting the Elizabethan world to that of the play and Hamlet’s inner world.

Candidates need to improve in these areas:

developing a strong personal voice that articulates the ‘extent to which the perspective aligns’ with the provided description
greater discernment of textual evidence, such as not relying on common quotes and examples
using the terms from the question to drive the argument rather than working prepared ideas into the question
using references to critics, stage productions or films which often detracted from the impact of the argument and personal voice.

Question 4a, Jane Eyre

Different approaches to the question:

Some candidates focused on parts of the question, for example, ‘class conflict’ and avoided addressing ‘provocative portrait’. They did reference ‘duty and obligation’ but aligned these terms with issues of gender and patriarchy without explicitly addressing the terms of the question in their response.
Often ‘class conflict’ was not established in the thesis or sustained in their responses. It was implied at times but not specifically dealt with in a meaningful way.
Approaches were often too broad and not specific or detailed enough to explicitly answer the question. This showed lack of insight for the whole text and led candidates into a descriptive recount rather than detailed analysis of the specific sections of the text.

Candidates showed strength in these areas:

demonstrating knowledge of the text through patriarchal values
using textual evidence to support analysis
demonstrating substantial knowledge of the text.

Candidates need to improve in these areas:

establishing a thesis
expanding on ideas rather than focusing on characters
referencing the form of the text
demonstrating a more extensive knowledge of the text
including a more detailed language analysis.

Question 4b, Cloudstreet

Different approaches to the question:

One approach to the question was through the exploration of themes such as family, resilience and reconciliation to address the notion of ‘personal struggle’. ‘Moving portrait’ was explored through the families’ experiences of landscape and spirituality.
Many candidates tended to rely on predictable moments in the text and supporting evidence such as Fish’s drowning, the blackfella, Rose’s relationships and Dolly’s anorexia. More original choices of textual evidence would assist students in building and constructing more depth in their response and show their knowledge of the whole text.
The construction of the novel as a feature was not a focus in terms of addressing ‘portrait’ and ‘changing times’. This indicated a lack of knowledge or understanding.

Candidates showed strength in these areas:

demonstrating knowledge of the text through exploration of characters
addressing the question confidently
using textual evidence to support analysis
demonstrating a knowledge of the context and language
using clear and logical arguments.

Candidates need to improve in these areas:

selecting relevant quotations and examples to support their argument
expanding on ideas rather than focusing on characters
referencing the form of the text
avoiding the use of generic assertions about the text
avoiding referencing textual integrity as a theoretical approach.

Question 4c, Sixty Lights

Different approaches to the question:

An approach to the novel was through the character Lucy; however, the complexity of the character was not explored in depth. Contextual influences were lacking and candidates tended to recount rather than analyse the language, content and construction and make complex conceptual links between the past and present.
Whilst candidates attempted to explore the fascination of technology through Lucy’s use of the camera and fascination with how the camera captured the images, it was apparent that they did not have a strong understanding of the insights the character Lucy was experiencing and gaining through the use of the camera.
Some candidates attempted to address the novel as a ‘Bildungsroman’ and its structure. However, this was approached literally and generalised ideas were used instead of an extensive analysis of the form, narrative features and purpose of the novel.

Candidates showed strength in these areas:

demonstrating knowledge of the text
understanding the protagonist, Lucy’s experiences
understanding the significance of photography
exploring contextual influences.

Candidates need to improve in these areas:

examining the metaphors of light and technology and its impact more extensively
linking the past and the present
examining the form of the novel and its narrative features, in particular its lyrical qualities.

Question 4d, In the Skin of a Lion

Different approaches to the question:

Approaches to the question rested on the way candidates dealt with ‘search’ and ‘dignity’. It was obvious ‘dignity’ was the discriminator as many responses struggled with interpreting it within the context of the text. These responses either ignored it or did not actually explore its nuances in relation to the search for dignity. Candidates defaulted to the position of using Patrick’s journey throughout the novel which showed a limited understanding of how to use the question in relation to contextual influences and generic ideas about the text.
Interestingly, some responses overlooked the opportunity of using the motif of skins in the ‘search for dignity’. This would have allowed their response to go beyond the superficial reinterpretation of Patrick’s journey and focus on historical multiplicity.

Candidates showed strength in these areas:

demonstrating knowledge of the text, particularly its depiction of the marginalisation of migrants
using textual evidence to support analysis
writing clearly and cohesively.

Candidates need to improve in these areas:

addressing the whole question
expanding on ideas rather than focusing on Patrick
linking the form to the question
including detailed language analysis
overusing critics’ views which detracted from the primacy of the text.

Question 5, The Seagull

Different approaches to the question:

Approaches to ‘entrapment’ were seen through: resisting changes in theatrical conventions from the old to the new; the physical setting of the countryside, isolation from the city; human relationships in the play, specifically how characters are trapped by their feelings/emotions/artistic process; being trapped in mediocrity; existentially through the notion that life is a performance (on and off the stage).
Approaches to ‘seemingly ordinary world’ were commonly seen through: the setting of the countryside vs the city; contextual connections to Russian intelligentsia and melodrama; suspending disbelief in reality through action off stage; and the subverted structure with Act 4 as anticlimactic .
Candidates showed strength in these areas:

including references to specific scenes and events in the play
demonstrating a strong grasp of the notion of ‘seemingly’ in relation to characters’ perspectives of events
understanding of Chekov’s context, including subversions of conventional Russian melodrama and how the text reflects his context
understanding of the notion of ‘entrapment’, particularly the concept of existential entrapment
identifying the ‘seagull’ as a symbol of ‘entrapment’, particularly as a static piece of art.

Candidates need to improve in these areas:

ensuring all key terms from question are included in their response and that there is a balanced exploration; the notion of ‘ordinary’ was more strongly addressed than ‘seemingly’
engaging personally with the play through the crafting of a sustained voice that evaluates ‘the extent to which’ their perspective aligned with the provided description.

Question 6, Citizen Kane

Different approaches to the question:

‘Confronting portrayal’ was treated by most students as Welles’ ground-breaking cinematography; however, some students treated this as an avenue to explore the contextual background underpinning the film.
The uneven treatment of ‘vanity and loss’ resulted in responses that tended to explore ‘loss’ more effectively. ‘Vanity’ was most often explored through Kane’s hubris and self-aggrandisement and successfully tied to the maintenance of a public facade.
Other successful approaches were through: loss of the relationships with Susan Alexander and Jebediah Leland; lost moral values as a result of obsession with material possessions; lost sense of self; an ambiguous sense of truth; and loss of ideals due to a pursuit of the American Dream, which was particularly used to highlight the changing world.
The most common examples from the film were the breakfast montage, Susan’s opera career and News on the March.

Candidates showed strength in these areas:

selecting the most relevant parts of the film to demonstrate examples of ‘a confronting portrayal of vanity and loss’
showing a conceptual understanding of ‘vanity and loss’
insightfully discussing how Welles used cinematic conventions to convey confronting images of vanity and loss
personally engaging with an interpretation of the film; linking conceptual understanding of Welles’ purpose to the impact of a changing world.

Candidates need to improve in these areas:

using textual evidence to support a developing argument
engaging with the key concepts of the question more explicitly
avoiding redundant commentary and biographical information about Orson Welles that was irrelevant to the question
avoiding generalised statements about vanity and loss.

Question 7a, T S Eliot: Selected Poems

Different approaches to the question:

Approaches to ‘uncertainty’ were seen through: humanity’s lack of identity and sense of self; difficulties with social relationships; uncertainty of the mind; disillusionment with religion and faith; the complexity of existentialism through the notions of fate and destiny. There were many confident and quite sophisticated responses to the text.
The ‘turmoil of modern life’ was explored as: humanity’s loss of spirituality in a secular milieu; the decadent and destroyed world from industrialisation/urbanisation/sordid landscapes/lack of community; the banality of existence; the literary shift from Romanticism to Modernism. A common feature was the allusion to Dante’s Inferno as representing the ‘turmoil of modern life.’

Candidates showed strength in these areas:

demonstrating a well-developed understanding of the Modernist context in relation to key terms from the question
aligning their personal understanding to the provided perspective
analysing the poems perceptively with very well-chosen textual references supporting their ideas and evaluation
providing examples of ‘uncertainty’ across a range of poems.

Candidates need to improve in these areas:

responding to all aspects of the question
distinguishing between ‘modern life’ and ‘Modernism’
avoiding a line-by-line analysis and/or explanation of the poems
avoiding the use of Eliot’s biographical details as a means to address the question.

Question 7b, Christina Rossetti: The Complete Poems

Different approaches to the question:

Candidates approached ‘giving voice’ as meaning Rossetti being avant-garde in her context; cautioning her audience.
‘Dilemmas of desire’ was addressed as both Rossetti and her personas: longing/yearning for a voice; silent suffering of Victorian women; isolation; temptation; social acceptance; sexual and economic desire; religious and spiritual desire. Some candidates attempted to adapt prepared responses to suit the question, ignoring the notion of voice and redirecting discussion towards beauty and art.
‘Strict social expectations’ was explored through references to the Industrial Revolution; the duty of women in the literary world; textual form of the sonnet; uncompromising patriarchy; the tragedy of marriage; internal suffering.

Candidates showed strength in these areas:

demonstrating knowledge and understanding of physical desire in a range of Rossetti’s poems
linking Rossetti’s context (pre-Raphaelites and literary movements) and the body of work
demonstrating a breadth of knowledge of all poems set for study with effective textual references.

Candidates need to improve in these areas:

avoiding a narrative approach to answering the question, for example, outlining the relationship between Laura and Lizzie in Goblin Market; the objectification in The Artist’s Studio; the changing relationships in Maude Clare.
addressing social expectation in terms other than gender stereotypes
demonstrating a more holistic understanding of the nature of Rossetti’s desire(s), rather than simply sexual.

Question 7c, W B Yeats: Poems selected by Seamus Heaney

Different approaches to the question:

Approaches included looking at the uncertainty of the future through the notion of foresight; an existential uncertainty; uncertainty as derived from changes in Yeats’s context; uncertainty of self and relationships; uncertainty reflected in Yeats’s subversion of poetic forms and stylistic devices.
‘Changing times’ was approached contextually and focused on shifting ideologies (Modernism); Ireland’s relationship with England (and the uprising); changes in Yeats’s relationships; chronological differences in Yeats’s life; changing religious paradigms.

Candidates showed strength in these areas:

demonstrating a comprehensive knowledge of all poems and the capacity to utilise different poems to build a strong argument
integrating detailed textual references from a range of poems to create a fluent argument
demonstrating a strong understanding of Yeats’s context and how his personas reflected his deep uncertainties about the world around him
discussing Yeats’s use of imagery as a Symbolist poet.

Candidates need to improve in these areas:

addressing the concept of ‘provocative portrayal’ in relation to the impact of Yeats’s work on individuals across contexts, particularly the nature of provoking
avoiding tokenistic references to key terms from the question in the last few sentences of paragraphs
avoiding simply outlining the failed romance with Maud Gonne
understanding the significant complexities of Yeats’s ideas.

Question 8, Virginia Woolf: A Room of One’s Own and Three Guineas

Different approaches to the question:

Approaches tended to focus more on contextual influences rather than significant analysis of issues and form. An idea that was consistent throughout was ‘gender relations’ in both A Room of One’s Own and Three Guineas. Discussions were often thematically driven.
Some candidates demonstrated an unbalanced approach to both texts; often A Room of One’s Own dominated the responses rather than making conceptual links between the texts.
References to Woolf’s stylistic choices and how these reflected the context of changing times were infrequent – a key aspect of the module that was not addressed in responses.

Candidates showed strength in these areas:

demonstrating knowledge of the context
understanding gender relations
demonstrating detailed textual knowledge
demonstrating a personal voice.

Candidates need to improve in these areas:

referencing both of Woolf’s texts
focusing on stylistic choices in both texts, particularly form
making conceptual links between the text
analysing both language and form.

Question 9, Speeches

Different approaches to the question:

Conceptual approaches were systematic and considered both descriptors, ‘passionate and insightful’ holistically as part of their response. These responses approached the ‘perceived injustices’ in terms of the speakers’ use of rhetoric and their intellectual purpose to engage the intended audience.
Candidates more effectively addressed ‘insightful’ than ‘passionate’ in the majority of responses. Strong focus was given to rhetorical devices.

Candidates showed strength in these areas:

demonstrating knowledge of the selected speeches
demonstrating an insightful understanding of the impact of the speaker’s context
integrating textual evidence seamlessly to support their argument and exploring a wide range of rhetorical techniques used to enhance the power of the speech
embracing all aspects of the question to develop a synthesised argument.

Candidates need to improve in these areas:

selecting relevant quotations and examples to support their argument
selecting judiciously to best suit their thesis to the question
analysing the textual features of the speeches in relation to the question
considering the question holistically in framing a response.

English (Advanced): Module C

Question 10

Different approaches to the question:

Many candidates approached the question by arguing political motivations were not ambiguous and thus able to achieve the ultimate goal of control. A different but equally valid approach was that control was not taken literally but rather examined as an act of representation. Others focused on the goals within the text and those of the composer.

Candidates showed strength in these areas:

demonstrating knowledge of the texts through judicious selection of evidence
demonstrating clear understanding, and discussion of, representation through a strong and sustained thesis
using well-considered and sophisticated related material.

Candidates need to improve in these areas:

organising and structuring ideas
analysing representation rather than describing techniques
taking a conceptual approach to the module, elective and question, rather than a plot or character-driven response
selecting appropriate related material
understanding and control of language.

William Shakespeare, Henry IV Part 1

Candidates showed strength in these areas:

using the text to support their discussion of Shakespeare’s compositional choices with regard to the context, themes and characterisation.

Candidates need to improve in these areas:

widening their focus beyond solely the motivations of characters and the issue of control within the plot.

Aldous Huxley, Brave New World

Candidates showed strength in these areas:

demonstrating an understanding of representation and how context influences motivations and compositional choice in the attainment of control.

Candidates need to improve in these areas:

showing understanding of representation rather than just focusing on character.

Arthur Miller, The Crucible

Candidates showed strength in these areas:

demonstrating a strong understanding of personal and social context and its influence on compositional choices in the pursuit of control.

Candidates need to improve in these areas:

moving beyond the control sought by individual characters.

Barry Levinson, Wag the Dog

Candidates showed strength in these areas:

analysing the representation of motivations for the purpose of political control.

Candidates need to improve in these areas:

engaging with the elements of the question rather than just focusing on representation.

W.H. Auden, Selected Poems

Candidates showed strength in these areas:

discerning use of contextual information and a balanced evaluation of the statement and the act of representation.

Candidates need to improve in these areas:

selecting the prescribed poems that best suit the question
demonstrating a deeper understanding rather than a shallow and superficial approach to the question.

Henry Reynolds, Why Weren’t We Told?

Candidates showed strength in these areas:

engaging with the elective and the idea that this was a political text, in order to demonstrate a strong evaluation of the statement.

Candidates need to improve in these areas:

engaging with the question rather than just the representation of truth and/or the issue of racial conflict.

English Advanced: Module C

Question 11

Different approaches to the question:

Many candidates agreed with the statement in a straightforward response, acknowledging that ‘experiences of landscape may be diverse, but the influence on identity is always profound.’ A small number of candidates chose to challenge the statement, either partially or in its entirety. Some candidates challenged the notion of ‘diverse landscapes’ in The Art of Travel because of de Botton’s personal/cultural context, but agreed with it for the related text.

Many approached the question by looking at both the positive and negative consequences of relationships/experiences with landscape. Another equally valid approach was the notion that diverse experiences of landscape informed identity. Some candidates looked at the impact of landscapes on the identity of the composer or looked at cultural and social identity, rather than just personal identity. Some responses demonstrated a strong conceptual understanding of types of landscapes, including philosophical, psychological, emotional and imagined, whilst others interpreted the question literally.

Candidates showed strength in these areas:

demonstrating knowledge of the texts through judicious selection of evidence
demonstrating clear understanding and discussion of representation through a strong and sustained thesis
selecting and using well-considered and sophisticated related material.

Candidates need to improve in these areas:

structure and organisation of ideas
analysing representation rather than describing techniques
providing a conceptual approach to the module, elective and question.

Melissa Harrison, Clay

Candidates showed strength in these areas:

considering the evocative form of the novel as a means to explore the concept of identity in relation to natural rhythms.

Candidates need to improve in these areas:

avoiding literal treatment of the text
looking at the landscape in a superficial manner.

Colm Toibin, Brooklyn

Candidates showed strength in these areas:

engaging with the form of the text in order to wholly explore the statement.

Candidates need to improve in these areas:

discussing ideas other than just plot and character.

Patrick White, Tree of Man

Candidates showed strength in these areas:

engaging strongly with the statement through an exploration of textual form.

Candidates need to improve in these areas:

focusing on aspects other than plot and character in order to respond to the statement.

Rolf De Heer, Ten Canoes

Candidates showed strength in these areas:

showing a clear delineation between representation, meaning and the link to landscape which was seen from a social and/or cultural perspective.

Candidates need to improve in these areas

focusing on the film in relation to the concept rather than the elements of film.

Judith Wright, Selected Poems

Candidates showed strength in these areas:

taking a holistic approach to both the statement and, by extension, the poems under the umbrella of the module.

Candidates need to improve in these areas:

avoiding simply focusing on the persona and their relationship to the landscape.

Alain de Botton, The Art of Travel

Candidates showed strengths in these areas:

demonstrating deep knowledge and understanding of the text, module and elective
analysing representation in both the prescribed and related text, with a strong understanding of how meaning is deliberately shaped and the impact it has on the responder
using a diversity of appropriate related material that linked to the module and elective, rather than being similar subject matter to the set text.

Candidates need to improve in these areas:

answering all parts of the question
developing a clear thesis rather than simple repetition or rewording of the question
considering the text holistically and making careful, appropriate selection of aspects/examples that are appropriate to the question and to the argument.