2011 HSC Notes from the Marking Centre – English (ESL)
Contents
Introduction
This document has been produced for the teachers and candidates of the Stage 6 course in English (ESL). It contains comments on candidate responses to the 2011 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with the relevant syllabus, the 2011 Higher School Certificate examination, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of English (ESL).
General comments
Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.
Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.
Candidates need to be familiar with the Board’s Glossary of Key Words, which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.
Paper 1 – Language Study within an Area of Study
Section I
General comments
Better responses drew clear connections between the concept of belonging and the language and visual features used to present ideas and information in the texts. Weaker responses, however, made limited connections between belonging and the features of the texts.
Most candidates contained their responses to the allocated spaces. In better responses, candidates interpreted the requirements of the questions accurately and responded both appropriately and concisely, taking into account the marks awarded for each question. A small number of candidates included unnecessary details or copied parts of the texts in their responses.
Specific comments
Question 1
- Most candidates correctly identified two ideas about belonging. In weaker responses, candidates simply copied parts of the text.
- In better responses, candidates explained the benefit of belonging and gave an appropriate example. Weaker responses contained an example without explaining the benefit of belonging.
- In better responses, candidates correctly explained the attitude of the composer using detailed textual references to support their response. Weaker responses identified the composer’s attitude using limited examples from the text.
- Better responses explained ideas about belonging using visual techniques to effectively explain their ideas. Weaker responses identified an idea about belonging or gave a visual technique without explaining its effectiveness.
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- Most candidates correctly explained one or both parts of the metaphor.
- Better responses gave an example of language and explained how it sustained the metaphor. Weaker responses identified an example of language without providing further explanation.
- In better responses, candidates effectively compared ideas about belonging using detailed textual responses. Weaker responses compared aspects of the texts without explaining the ideas about belonging.
- In better responses, candidates used ideas from at least one of the texts and produced an effective radio announcement that communicated the benefits of community participation. These responses sustained the register of a radio announcement by encouraging the listeners to participate in a community event.
Weaker responses relied heavily on information from the texts and did not clearly communicate the benefits of participating in a community event. Many of these responses provided an analysis of the texts or large parts from the texts were copied.
Section II
Question 2
Most candidates demonstrated a good understanding of the concept of belonging and the link between people and places as well as an individual’s sense of belonging as represented in the texts. Overall, most candidates also showed good skills in interpreting texts and synthesising ideas. Most responses adopted the appropriate form and structure of an extended response essay.In better responses, candidates introduced a thesis to answer the question that they maintained and supported throughout the essay, including the idea of comparison. They explained succinctly that composers of different texts conveyed how connections with people and places clearly shape an individual’s sense of belonging, demonstrating comprehensive knowledge of the texts and an insightful understanding of the concept. Examples were analysed and/or quotes were included to support discussion of the insights gained. Better responses also demonstrated a high degree of intertextual linking, fluency and sustained control of expression.
A number of candidates discussed belonging in general terms rather than specifically discussing how belonging or not belonging was conveyed in or through the texts studied. Others narrowed their discussion to address the question partially, describing and analysing people and/or places represented in the texts without linking these commentaries to how connections with these people and places contributed to a sense of belonging. A number of prepared responses addressed elements of questions from previous years’ examinations.
Not all responses examined the prescribed texts in detail, hence the discussion of people and places was at times narrow. Some candidates appeared to select a few key extracts from the texts rather than providing an in-depth discussion. Most candidates looked at the ideas of people and places in terms of the characters in the text, while others focused on their own sense of belonging gained through connections with people and places. Not all responses addressed the idea of ‘connection with people and places’ but used terms like ‘families’, ‘relationships’, ‘communities’ or ‘culture’ instead. Some examined the notion in a superficial way by including the phrase ‘people and places’ in the introduction, at the end of the discussion of each text and in the conclusion. In many cases, brief attention was given to comparing the extent to which the texts supported the idea that connections with people and places are necessary for a sense of belonging. At times this comparative component of the responses was implied rather than explained; often the evidence to substantiate claims was lacking.
Most candidates interpreted the texts well, demonstrating understanding of the concept and the causal relationship between characters’ development and connections made with people and places. Some had difficulty explaining how an individual’s sense of belonging was communicated in the texts. Most identified some of the techniques evident in the texts but many did not use these selectively to support the argument they were presenting in their response. In weaker responses, candidates retold or described the content of the texts rather than interpreting and analysing the techniques used by the composers to convey ideas.
Candidates are reminded to address all the terms of the question, select examples and integrate them into the discussion to support their thesis.
Candidates should not write about their own personal experience of a sense of belonging as a related text of their own choosing.
Where poetry is a prescribed text, it is advisable that candidates refer to more than one of the set poems in the response and to be certain that the poems used in their discussion are actually on the list of prescribed texts for that composer.
Candidates should also consider the relevance and appropriateness of related texts in linking them to the other texts and their thesis.
Paper 2 – Modules
Section I – Module A: Experience Through Language
General comments
In better responses, candidates integrated their analysis and discussion of ideas about Australia into the overall response to the question. Weaker responses often provided a general description of techniques and did not relate this back to the question.
Candidates are reminded to read and respond to the question set. Candidates who relied heavily on prepared responses did not address the specific requirements and focus of the task. More effective responses displayed evidence of the time taken to plan and tailor knowledge and information to suit the question. These responses established an immediate and relevant response to the topic and outlined a clear thesis in their introduction.
Most candidates recognised the need to write in an explanatory style and sustained a formal register throughout their responses. Candidates are reminded to make a careful choice of related texts and to synthesise their response with reference to the prescribed text. Weaker responses sometimes used wording from previous examination questions relating to the module and/or elective.
Specific comments
Question 1 – Elective 1: Australian Voices
Better responses demonstrated a thorough knowledge of the elective and the prescribed text. These responses developed a clear thesis and provided detailed discussion of how texts use Australian voices to explore ideas about Australia. They made insightful distinctions between textual forms and language features, and referred to specific examples to illustrate how a range of voices had been created in the texts to reflect the beliefs, attitudes and perceptions of individuals and groups within Australian society. These responses demonstrated a careful choice of related text and synthesised the analysis of both texts.
In many responses, candidates discussed how the composer or editor presented a range of voices and only superficially addressed how these voices reflected the beliefs, attitudes and perceptions of individuals and groups within Australian society. Some candidates relied heavily on examples of the use of slang, idioms and accent in the text to illustrate their conception of an Australian voice. More limited responses merely provided a recount of the text, either in full or in part, or provided character profiles or catalogues of techniques with little or no reference to the question. These responses did not make links between the prescribed and related text or did not refer to a related text.
Prose Fiction – J C Burke, The Story of Tom Brennan
Many candidates focused on the characters’ voices and how these voices changed throughout the narrative instead of analysing narrative structure and features of language. Better responses analysed how the composer has presented a distinctly Australian voice and how this voice reflects the values, attitudes and perceptions of individuals and groups within Australian society, with particular reference to life in rural Australia. Weaker responses relied heavily on retelling the plot with limited analysis of language features and little or no reference to the elective focus.Drama – Katherine Thomson, Diving for Pearls
Better responses effectively addressed the use of dramatic forms and features to create a range of voices that reflect the different modes of expression and changing values and attitudes of both the characters and Australian society itself. Weaker responses tended to be superficial, lacking in specific examples and analysis and often giving a simple recount of plot details.Poetry – Komninos, Komninos by the Kupful
In better responses, candidates analysed and discussed the use of poetic forms and features and the persona’s voice in the poems. They explored the articulation of Australian attitudes and lifestyles in the poems and contrasted a range of attitudes and values presented. Weaker responses were often limited to an analysis of register and accent.Nonfiction – Carmel Bird (ed), The Stolen Children – Their Stories
Most candidates considered the text as a whole, focusing specifically on the political and editorial responses to the stories and the voices of the Indigenous stolen children. Better responses developed a thesis, discussing in detail how the text explored different ideas about Australia. These responses compared and contrasted the different types of Australian voices presented by the editor, focusing on the issues of assimilation and egalitarianism. Weaker responses focused on a recount of the stories of the stolen children.Film – Rob Sitch, The Castle
Better responses demonstrated a thorough understanding of the film as a whole and candidates developed a thesis, focusing on how the characters’ voices and relationships with one another reflect the values, attitudes and perceptions of a multicultural Australian society. Weaker responses relied heavily on plot recount, simple discussion of characters and relationships, and examples of dialogue, with little or no analysis of features of film.
Question 2 – Elective 2: Australian Visions
Better responses demonstrated a thorough knowledge of the elective and the prescribed text. These responses developed a clear thesis and provided detailed discussion of how the texts explore ideas about Australia. They made insightful distinctions between textual forms and language features, and referred to specific and relevant examples to illustrate how a range of visions had been created in the text to reflect the beliefs, attitudes and perceptions of individuals and groups within Australian society. These responses demonstrated a careful choice of related text and synthesised the analysis of both texts.Many candidates discussed how the composer created a range of visions but only superficially addressed the relationship between images and descriptions in the text as well as attitudes, values and perceptions. Some candidates discussed examples of images in the text without referring to how they can communicate a vision. Weaker responses referred to only a small portion of the prescribed text, relied on retelling the story or describing characters and settings, with little or no discussion of textual forms and language features. These responses did not make links between the prescribed and related text nor did they refer to a related text.
Prose Fiction – Peter Goldsworthy, Maestro
Candidates who attempted this question tended to focus on different perceptions of life in Darwin and different attitudes to music. Better responses developed an analysis of how narrative structure and techniques were used to create Australian visions and linked these visions to ideas about Australia. Weaker responses focused on the relationship between Paul and Keller or provided simple plot recounts and incidental descriptions of characters and settings.Drama – John Misto, The Shoe-Horn Sonata
Better responses integrated analysis of the use of dramatic techniques, such as audio-visuals, songs and music, and voice-overs into a discussion of the Australian vision of mateship and restitution of past injustices. Most responses provided an overview of the relationship between Bridie and Sheila and recounted the characters’ experiences as prisoners-of-war, incorporating an analysis of the features of drama used in the play. Weaker responses often relied on simple plot recount.Poetry – Douglas Stewart, Selected Poems
Better responses demonstrated an insightful understanding of how, through his poetic visions of Australia, Stewart also communicates Australian visions of egalitarianism, an appreciation of Australian flora and fauna, and respect for Indigenous rights. These responses showed an awareness of the poet’s social and historical context and often projected the visions revealed in the poems onto contemporary Australian society. Most candidates demonstrated a sound understanding of poetic techniques through their analysis of at least two poems. Weaker responses relied on a recount of the poem’s subject matter or a listing of techniques.Film – Baz Luhrmann, Strictly Ballroom
Better responses integrated an insightful and detailed analysis of film techniques, including music, setting and costuming, into a discussion that focused on Luhrmann’s visions of individuality, conformity, competitiveness, persistence and multiculturalism. Many candidates focused on camera angles and camera shots and made generalised comments on their effect in communicating visual representations of Australian characters, places and situations. Weaker candidates recalled isolated scenes and relied on superficial analysis of character and dialogue.Media – Deb Cox, Seachange
Better responses demonstrated an awareness of the features of the text as a television series. These responses demonstrated an understanding of the development of Australian visions throughout the episodes chosen and made specific reference to at least two episodes. They contrasted the differing visions presented in the text by different characters. Weaker responses relied on a generalised recount of the series as a whole with little or no analysis of film techniques.
Section II – Module B: Texts and Society
General comments
All students were able to incorporate the stimulus material in their responses to varying degrees. Candidates are reminded to read the question carefully, ensuring they address all aspects of it in their development of and communication of information and ideas.
Specific comments
Question 3 – Elective 1: Living and Working in the Community
Many responses demonstrated a clear understanding of the question, displayed a well-developed sense of audience and purpose, and effectively incorporated the stimulus material into the language forms and features of a feature article. These candidates imaginatively adopted the voice and perspective of a persona and provided arguments for and against the advertising of junk food on children’s television. Responses were persuasive, selective in their use of the stimulus and expressed knowledge and insightful understanding of the broader role of junk food and advertising in the community.
Better responses presented their ideas in a persuasive style which was suited to the audience and specifically addressed the arguments for and against junk-food advertising targeting children. In these responses, candidates provided meaningful, relevant and detailed support of their perspective. They also showed creative flair in the presentation of their ideas and suggestions through the use of relevant examples and explanations. Sophisticated expression and an awareness of the conventions of a feature article were evident in the presentation of ideas. There was a highly developed sense of context, purpose and audience which was sustained in the language register and form.
Responses in the mid-range were usually more general in their presentation and lacked detail, interpretation and creativity. They gave more generalised opinions which were tied closely to the stimulus and while these responses attempted to justify their arguments, they did not recognise the significance of the information they were using.
Weaker responses restated the stimulus and/or did not respond to the question. They did not present an opinion and were unable to manipulate the stimulus for an audience. These responses incorporated minimal supporting details, although many attempted to list points in a general way. They also displayed a lack of control of expression.
Question 4 – Elective 2: Academic English
Most responses displayed an ability to organise, analyse and interpret the stimulus material to write a discussion essay to meet the requirements of the task. The responses generally reflected an awareness of the specified form, but varied in terms of addressing the specific purpose and audience of the task, and in their control of language register.Most candidates composed a discussion essay which presented arguments for and against the statement. However, the more superficial responses showed little development in the analysis of the stimulus and/or did not fully address the discussion component of the task. These responses often lacked synthesis.
Better responses presented their discussion in an objective and insightful manner and specifically addressed the statement that junk-food advertising should be banned from children’s television. In these responses, candidates provided meaningful, relevant and detailed support of their perspective. They also showed creative flair in the presentation of their ideas and suggestions through the use of relevant examples and explanations. Sophisticated expression and an awareness of the conventions of a discussion essay were evident in the presentation of ideas. There was a highly developed sense of context, purpose and audience which was sustained in the language register and form.
Responses in the mid-range were usually more general in their presentation and lacked detail, interpretation and creativity. They gave more generalised opinions which were tied closely to the stimulus. Although these responses attempted to justify their arguments, they did not recognise the significance of the information they were using.
Weaker responses restated the stimulus and/or did not respond to the question. They did not present an opinion and were unable to manipulate the stimulus for an audience. They tended to list information from the stimulus, rather than attempting to incorporate it into a discussion for and against the statement. They also displayed a lack of control of expression.
Listening Paper
General comments
Candidates who performed well in the listening paper this year demonstrated an awareness that language is chosen and structured to achieve a specific purpose and appeal to a specific audience. Better responses were supported by specific reference to the stimulus.
Specific comments
Question 1
Most candidates identified two features used to engage the audience at the beginning of the program. Responses did not need an explanation of the effect on the responder.
Question 2
Most candidates identified how the Australian musicians knew that Yousif Aziz was popular in Iraq.
Question 3
In better responses, candidates provided a detailed description of different aspects of the process involved in recording The Key of Sea CD. Mid-range responses adequately described different aspect of the process. However, sequential steps were not as clearly defined or detailed as in the better responses. In weaker responses, candidates identified one aspect of the process.
Question 4
Most candidates clearly explained why the music ‘just worked’.
Question 5
In better responses, candidates provided a detailed explanation of the messages that The Key of Sea project aimed to communicate to Australian people. Mid-range responses attempted to explain those messages. In weaker responses, candidates identified one message without explanation.
Question 6
In better responses, candidates provided a detailed and effective analysis of how aspects and elements of the program conveyed enthusiasm for The Key of Sea project. In mid-range responses, candidates identified relevant aspects and/or elements of the program and either provided some analysis of how enthusiasm for The Key of Sea project was conveyed or attempted to explain how enthusiasm was conveyed. In weaker responses, candidates identified aspects and/or elements of the program which conveyed enthusiasm for The Key of Sea project without explaining how those elements conveyed enthusiasm. Many candidates referred to the enthusiasm, interest or engagement of the audience.
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