Home
HSC
HSC Exams
2014 HSC Exam papers
2014 HSC Notes from the Marking Centre — English Standard and Advanced

2014 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 English Advanced courses. It contains comments on candidate responses to the 2014 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 Stage 6 Syllabus
the 2014 Higher School Certificate English (Standard and Advanced) Paper 1, English (Advanced) Paper 2 and English (Standard) Paper 2 examinations
the marking guidelines – English (Standard and Advanced) Paper 1, English (Standard) Paper 2, English (Advanced) Paper 2
English Stage 6 Support Document – Answers to Frequently Asked Questions 2014
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 in Stage 6.

English (Standard and Advanced) Paper 1

Section I

Candidates showed strength in these areas:

addressing the key words in the question
giving detailed responses that used a range of examples and textual references to support their responses
exploring the text through a range of approaches/pathways
demonstrating their understanding of the concept of belonging.

Candidates need to improve in these areas:

meeting the requirements of specific questions – for example, ensuring that only one text is used in a response if that is what is required (Q.1d)
choosing the most appropriate quotes/technical features of the text that best support a response
analysing texts through aptly chosen textual references that are explained clearly.

Section II

Candidates showed strength in these areas:

addressing all parts of the question
using one of the statements as the first sentence for their piece of writing
insightfully exploring an individual finding their place in a community
skilfully using language appropriate to their chosen form of imaginative writing
writing a sustained narrative.

Candidates need to improve in these areas:

understanding the mechanics and control of language
writing credible and original narratives.

Section III

Candidates showed strength in these areas:

demonstrating understanding of how their selected texts reflected the way in which connections with others and the world shape the development of one’s identity
selecting related texts that complemented the ideas explored in their prescribed text
demonstrating an understanding of the notion of belonging in relation to the statement
choosing detailed textual references to support their thesis
structuring an argument that reinforced the ideas established in the thesis and maintaining this throughout the response.

Candidates need to improve in these areas:

deconstructing a question in order to respond to all aspects of the question
not relying on recount or paraphrasing to highlight aspects of their selected texts
establishing clear and explicit connections between texts
explaining the effect of features in terms of shaping ideas relevant to the questions, rather than just listing techniques
sustaining a focus on the question throughout the entirety of the response by making clear and purposeful links to the question.

English (Standard) Paper 2

Section I – Module A: Experience Through Language

Question 1 – Elective 1: Distinctive Voices and Question 2 – Elective 2: Distinctively Visual

Candidates showed strength in these areas:

demonstrating a good understanding of how distinctive voices and images are created in texts
taking a conceptual approach which considers the relationship between composer, audience and purpose
selecting appropriate textual detail from both the prescribed and related texts.

Candidates need to improve in these areas:

presenting textual evidence rather than just generalised observations
providing explanation or elaboration to support their assertions
moving beyond retelling or the listing of techniques
not limiting their responses to a single scene, poem or story.

Section II – Module B: Close Study of Text

Question 3 – Prose Fiction
3(a) – Mark Haddon, The Curious Incident of the Dog in the Night-time
Candidates showed strength in these areas:

demonstrating understanding of Haddon’s method of storytelling
demonstrating a clear awareness of Haddon’s narrative features and language techniques
using the extract as a springboard into the rest of the text
making detailed reference to the extract and diagrams and elaborating with well-chosen textual references from the novel as a whole.

Candidates need to improve in these areas:

addressing all the elements of the question
explaining how Haddon’s method of storytelling highlighted Christopher’s way of thinking
including relevant textual references and examples to support a discussion of the provided extract and the text as a whole
moving beyond a reliance on narrative and storytelling in their responses
developing greater fluency in their expression and length of response.

3(b) – Jane Yolen, Briar Rose
Candidates showed strength in these areas:

demonstrating knowledge of the text and focusing on how the fairytale motif was central to the composer’s intent and Becca’s personal journey
using the extract as a springboard into the rest of the text
focusing on Yolen’s use of allegory to explore the psychological damage caused by the Holocaust
developing a confident and convincing thesis, often with an effective personal voice.

Candidates need to improve in these areas:

analysing/exploring how the symbolism connected with the composer’s message rather than just identifying elements of the fairytale such as ‘Briar Rose’, ‘castle’, ‘princess’ and ‘gas’
selecting quotations and examples carefully
demonstrating knowledge of the composer’s intent
focusing on both technical and conceptual elements
exploring how meaning is conveyed rather than providing a quotation to tell the story
taking a more analytical or critical and personal approach
selecting and shaping their material rather than simply reproducing pre-prepared material.

3(c) – David Malouf, Fly Away Peter
Candidates showed strength in these areas:

identifying examples of Malouf’s imagery and linking an exploration of its effectiveness to a discussion of the effects of war
using the extract to help frame their response as a whole
writing with a personal voice that demonstrated a genuine understanding of the question and text.

Candidates need to improve in these areas:

addressing the whole of the question rather than just part
selecting more relevant textual references rather than giving generalised accounts of wartime experiences
emphasising Malouf’s use, as a composer, of a specific technique.

Question 4 – Drama
4(a) – Louis Nowra, Cosi
Candidates showed strength in these areas:

explaining how the use of extreme characters highlights the challenge of life in an institution
demonstrating Nowra’s characterisation through a clear awareness of dramatic techniques (including stage directions) and linking these techniques to the challenges of life in an institution
incorporating reference to the extract
linking the context of the play, including attitudes towards the mentally ill in Australia in the 1970s, to the challenges faced by the characters
writing a controlled, effective response with a discerning choice of language.

Candidates need to improve in these areas:

using the extract to frame ideas that are explored further in the play as a whole
including relevant textual references and examples to support a developed discussion of the question
developing an understanding of the entire text rather than relying on stock examples
engaging with the question, not just the text.

4(b) – William Shakespeare, The Merchant of Venice
Candidates showed strength in these areas:

demonstrating a detailed understanding of the play’s narrative, characters and ideas
identifying, describing and explaining the range of conflicts in the text that related to the question
focusing on the different ways in which conflict was shown, including dramatic tension between characters, dialogue, language choice, characters’ views, and structural contrasts
making links to all elements of the question.

Candidates need to improve in these areas:

developing a greater awareness of the use of dramatic techniques and the way Shakespeare used language to shape and convey meaning
linking the range of conflicts described and explaining ideas about justice and the law
selecting and shaping their material rather than simply reproducing pre-prepared material
exploring the concept in the question, rather than listing conflicts or retelling the storyline of the play
not including related material – it is not required to answer Module B questions and its inclusion detracts from the effectiveness of answers.

Question 5 – Poetry
5(a) – Wilfred Owen, War Poems and Others
Candidates showed strength in these areas:

exploring the ‘carnage and destruction of war’
using knowledge of poetic details
selecting textual details to support the question
discussing the extract and one other poem in detail
clearly addressing all aspects of the question.

Candidates need to improve in these areas:

linking the use of dramatic imagery and its intent
focusing more on the impact of the technique (dramatic imagery) rather than just identifying the carnage and destruction of war
understanding how Owen’s poetic and structural choices are used to create meaning
providing textual examples rather than relying on a descriptive recount of soldiers’ experiences during the war
sustaining an argument throughout the response.

5(b) – Judith Wright, Collected Poems 1942-1985
Candidates showed strength in these areas:

demonstrating a thorough understanding of the texts
making connections between Wright’s technical and conceptual intentions
using a range of detailed metalanguage in their technical analysis of the poetry, and relating it to the meaning created by the text
linking all elements of the question while balancing a discussion of Wright’s purpose, with her view of the natural world
exploring the imagery in the poem provided and one other poem.

Candidates need to improve in these areas:

ensuring that technical analysis is clearly linked to meaning rather than to just identifying a language feature
answering the question given rather than just including pre-learned quotes or paragraphs
making correct textual references
not including related material – it is not required to answer Module B questions and its inclusion detracts from the effectiveness of answers.

Question 6 – Non-Fiction – Jon Krakauer, Into the Wild
Candidates showed strength in these areas:

demonstrating a clear understanding of the motivations of the central character, narrative elements and ideas
identifying ‘the personal search for meaning’ in the text through the main character as well as others.

Candidates need to improve in these areas:

being aware that the prescribed text is the prose biography and not the film
focusing on ‘the personal search for meaning’ not just emphasising character
developing an awareness of how Krakauer uses features of prose writing to shape his text rather than just identifying or describing some textual features.

Question 7 – Film – Peter Weir, Witness
Candidates showed strength in these areas:

demonstrating a thorough understanding of the film
using technical language appropriate to the medium
identifying, describing and explaining key elements of the film that related to the question
moving beyond the literal action of the film to explore the effect of contrast to reveal the concept of ‘the experience of outsiders’ – including referring to shot selection, motifs, framing and characterisation
incorporating discussion of the screen shots.

Candidates need to improve in these areas:

linking Weir’s use of contrast between characters/ places/ beliefs more closely to the central concept of the question
linking the discussion of film technique to meaning and purpose, rather than providing a list of techniques
selecting and shaping their material to the demands of the question rather than simply reproducing pre-prepared material, or retelling the storyline.

Section III – Module C: Texts and Society

Question 8 – Elective 1: The Global Village
Candidates showed strength in these areas:

demonstrating an understanding of a global context and articulating how it has an impact on the individual
understanding the connection between the attitudes of the wider world and the impact on the personal beliefs of the characters in the prescribed texts
demonstrating a good understanding of the texts studied.

Candidates need to improve in these areas:

recognising different interpretations of the global village presented in the prescribed and related text and linking these interpretations more specifically to the demands of the question
defining the ‘struggle’ in the texts – either through the actions of the individual or the collective
drawing conclusions about the global village from textual detail, rather than using textual evidence without purpose.

Nick Enright, A Man with Five Children
Candidates based their discussion on the premise that the role of the media is pervasive in contemporary society and the boundaries between public and private domain are increasingly blurred. Some candidates explored the question through an analysis of the struggle of the children against Gerry, as representative of the global attitudes.

Rob Sitch, The Castle
The ‘struggle’ aspect of the question was primarily explored by discussing the extent of the family’s actions, particularly those of Darryl, to maintain their world. Other responses explored the satire in the film, engaging with the oppression of the ‘underdog’ as epitomised by the Kerrigan family and their attitudes.

Wikimedia, Wikipedia – The Free Encyclopedia
The global context was explored through notions of ownership and control of knowledge as a perceived academic struggle, as well as the negative and positive aspects of the text.

Question 9 – Elective 2: Into the World
Candidates showed strength in these areas:

identifying the personal values of individuals in the prescribed texts
showing connections between personal values and external expectations (of other characters, a society or the family)
drawing on an awareness of the societal context explored in the text as a means to highlight the extent of the character’s struggle.

Candidates need to improve in these areas:

presenting textual evidence that clearly links to the question
selecting a related text that provides a reinforcement or an effective counterbalance to the prescribed text in order to promote understanding of the ideas presented
moving beyond recount.

J C Burke, The Story of Tom Brennan
The ‘broader world’ was seen by many candidates to be represented by the attitudes and treatment that the Brennan family was subjected to by people in the town. Some candidates based their response on Tom’s ‘struggle’ to come to terms with the ramifications of the accident.

Willy Russell, Educating Rita
Candidates explored the expectations of the ‘broader world’ through a consideration of the specific social context of the play. The idea of ‘struggle’ was primarily explored through a discussion of the challenges Rita faced in transitioning into a new phase of her life, through the catalyst of education.

William Blake, Songs of Innocence and Experience in Selected Poems
Candidates drew on selected textual detail to represent the struggles of the Romantic period. They compared the concept of innocence and experience, drawing on the concepts of industrialisation and nature.

Ken Watson (ed), At the Round Earth’s Imagined Corners
Candidates engaged with the question through an analysis of techniques, often engaging with the underlying ideas explored in the poems.

Stephen Daldry, Billy Elliot
Candidates explored the beliefs and attitudes of the mining community that posed a barrier to Billy’s transition into the world and his subsequent struggle to overcome class and gender expectations. Some candidates discussed the importance of Billy’s attributes of courage and determination to overcome the restrictions placed on him by his social context and venture into the world.

English (Advanced) Paper 2

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

Question 1 – Elective 1: Exploring Connections

1(a) Shakespearean Drama and Film

Candidates showed strength in these areas:

understanding the question in relation to Richard III
selecting appropriate textual and contextual detail to support their thesis
framing their response around the role of women in the two texts
addressing the ‘shaped and reshaped’ aspect of the question.

Candidates need to improve in these areas:

understanding the question in relation to Looking for Richard
considering the ‘pursuit of individual recognition’, not just ‘recognition’
comparing texts rather than just scenes and dealing with the full breadth of both texts
considering the ‘reshaping’ aspect of the question
realising that the context of Richard III was different to that of Shakespeare and Pacino.

1(c) Prose Fiction and Nonfiction
Pride and Prejudice, Letters to Alice
Candidates showed strength in these areas:

recognising that the very nature of the historical contexts provide a challenge
demonstrating a good understanding of the context of Pride and Prejudice
using a feminist perspective to draw connections between the two texts.

Candidates need to improve in these areas:

considering the ‘challenge’ rather than just discussing ‘living your own life’ in the contexts of the texts
consideration of the ‘shaping and reshaping’ element of the question
engaging with historical and cultural contexts, rather than just exploring marriage in the texts
understanding the context of Weldon’s text.

1(d) Poetry and Drama
Candidates showed strength in these areas:

selecting appropriate details from the texts to support a thesis
exploring the existential questions posed in Donne’s work
recognising Donne’s poems as a suite/collection, and consideration of the development of issues throughout the collection
understanding of the concept of ‘full life’.

Candidates need to improve in these areas:

focusing on the ideas in the question, rather than just providing a broad sweep of quotations from poems
using the mechanics of the poetry to address the ‘how’ of the question
understanding the implications of the modern/contemporary context.

Question 2 – Elective 2: Texts in Time
2(a) Prose Fiction and Film
Candidates showed strength in these areas:

providing detailed textual evidence from both texts to support their ideas
demonstrating knowledge of both texts and the contexts.

Candidates need to improve in these areas:

dealing with the ‘individual recognition’ aspect of the question, rather than presenting a prepared response on ambition
addressing changing perspectives on important issues raised by the respective composers rather than focusing on thematic similarities between texts
discussing film techniques
focusing on a broader range of characters in each text.

2(b) Prose Fiction and Poetry

Candidates showed strength in these areas:

drawing parallels between female characters in both texts
making connections between texts via the idea of ‘courtly’ love.

* Students who understood EB Browning’s context, (especially her family context within her society), were well positioned to deal with the ‘pursuit’ of perfection aspect of the question.

Candidates need to improve in these areas:

differentiating between the Browning sonnets
focusing on ‘the pursuit of perfection’, not just on love
going beyond the Gatsby/Daisy relationship in The Great Gatsby
discussing the context for both texts.

2(c) Drama and Nonfiction

Candidates showed strength in these areas:

demonstrating effective application of detailed textual knowledge.

Candidates need to improve in these areas:

applying detailed textual knowledge
discussing the context of both texts, particularly that of Virginia Woolf
discussing technical features of non-fiction texts – A Room of One’s Own
making connections between the female characters in the texts.

Section II – Module B: Critical Study of Texts

Question 3 – Shakespearean Drama – William Shakespeare, Hamlet
Candidates showed strength in these areas:

demonstrating understanding of Shakespeare’s portrayal of revenge
demonstrating an understanding of the play’s context, language and form in the texts
integrating the chosen extract and using textual references to reflect an understanding of the play.

Candidates need to improve in these areas:

addressing each aspect of the question rather than focusing on a narrow aspect of the question
considering the whole play and its ideas rather than specific moments or narrow thematic concerns
making detailed references to the extract and the play as a whole.

Question 4 – Prose Fiction
Candidates showed strength in these areas:

explaining how the composer’s portrayal of the complexity of life’s journey/family life/identity/self-determination contributes to the enduring value of the text
conveying an understanding of the text’s context, language and form
integrating the chosen extract and textual references to reflect a breadth of knowledge of the text.

Candidates need to improve in these areas:

adopting a conceptual approach to the question rather than a narrow treatment of themes
addressing each aspect of the question rather than focusing on a particular component
demonstrating a broad knowledge of the novel/text rather than specific moments.

Question 5 – Drama and Question 6 – Film
Candidates showed strength in these areas:

demonstrating understanding of how the composer’s portrayal of the complex nature of independence/happiness contributes to the enduring value of the play/film
conveying an understanding of context, dramatic or film techniques and form in the texts
integrating the chosen extract and stills using textual references that underpinned the concerns of the question.

Candidates need to improve in these areas:

addressing each aspect of the question rather than focusing on a narrow aspect of the question
considering the whole play/film and its ideas rather than specific moments or narrow thematic concerns
making detailed references to the extract/stills and the text as a whole.

Questions 7 – Poetry
Candidates showed strength in these areas:

demonstrating understanding of how the poet’s portrayal of inspiration/life’s journey/personal experience contributes to the enduring value of the poems
demonstrating knowledge of context, poetic techniques and form in the texts
using the chosen extract and aptly chosen textual references that reflected a breadth of knowledge of the poems.

Candidates need to improve in these areas:

demonstrating a more conceptual understanding of the focus of the question
demonstrating a close knowledge of the nominated poem and choosing other appropriate poems in order to respond to all aspects of the question.

Question 8 – Nonfiction – Essays and Question 9 – Nonfiction – Speeches
Candidates showed strength in these areas:

exploring how the composer’s portrayal of the complex nature of nationalism/national identity contributes to the enduring nature of the essays/speeches
demonstrating knowledge of the composer’s political and social context and the significance of this on the ideas in the texts
demonstrating knowledge of language and rhetorical devices
making detailed textual references to the set essay/speech and selecting appropriate texts for discussion.

Candidates need to improve in these areas:

demonstrating a more conceptual understanding of each essay/speech and of the question
responding to all aspects of the question.

Section III – Module C: Representation and Text

Question 10 – Elective 1: Conflicting Perspectives
Candidates showed strength in these areas:

demonstrating a strong sense of personal engagement with the texts, the elective and the module
addressing the question at a conceptual level and exploring truth as well as power
displaying competent literacy skills
engaging with the question and using their knowledge of the module and elective to develop a thesis in response to the question
approaching the question in a logical and structured manner
selecting relevant textual evidence and related material to support a thesis.

Candidates need to improve in these areas:

analysing rather than describing textual details and features
sustaining a conceptual discussion throughout
consideration of texts in a balanced way
choosing appropriate related texts.

William Shakespeare, Julius Caesar
Candidates evaluated the ‘function of power’ using the text to frame their discussion of Shakespeare’s compositional choices with regard to prevailing contextual influences, themes and characterisation.

Geoffrey Robertson, The Justice Game
Candidates considered Robertson’s prevailing viewpoint and supported their thesis with an extensive range of textual details including: details of cases; consideration of authorial purpose, and ‘power’.

Ted Hughes, Birthday Letters
Candidates showed strength in these areas:

demonstrating an understanding of representation and how the power of poetry can influence perspective.

Candidates need to improve in these areas:

developing a conceptual understanding of the elective rather than treating it as a biographic study of Hughes and Plath.

Barry Levinson, Wag the Dog
Candidates showed strength in these areas:

understanding the power of the media in manipulating the truth
selecting related texts that dealt with the power of the media and of politics
demonstrating a good understanding of satire.

Candidates need to improve in these areas:

analysing representation in a film text
understanding the concept of multiple audiences
developing a broader rather than literal understanding of the film.

David Guterson, Snow Falling On Cedars
Candidates showed strength in:

consideration of the power of the context of World War II
evaluating representation in the novel, especially Guterson’s characterisation.

Candidates need to improve in these areas:

analysing rather than retelling the plot and describing the characters in the novel.

Question 11 – Elective 2: History and Memory
Candidates showed strength in these areas:

demonstrating a strong sense of personal engagement with the texts, the elective and the module
awareness of the constructedness of texts
evaluating authorial intent, contextual detail and the language and construction of texts.

Candidates need to improve in these areas:

consideration of the demands of the question by moving beyond the competing relationship between history and memory
analysing textual details and features, rather than recounting textual evidence.

Mark Raphael Baker, The Fiftieth Gate
Candidates showed strength in these areas:

evaluating the ways in which the function of power resided with the composer/ subject/ responder.

Candidates need to improve in these areas:

dealing with texts as representations of a particular prevalent version of events rather than aspects of history and memory.

Smithsonian National Museum of American History, September 11 Website
Candidates selected from a range of examples from the website and analysed its multimedia form, as well as textual features. They considered how power resided with the composers and curators, as well as with the site’s responders. They explored its diverse construction and navigation pathways.