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2015

HALF-YEARLY EXAMINATION PAPER

                                                                                             

English  Standard  and  Advanced  –  Paper  1   General Instructions • Reading Time – 10 minutes • Working Time – 2 hours • Write using black or blue pen

Total Marks - 45

Section I Pages 2–6

15 marks • Attempt Question 1 • Allow about 40 minutes for this section Section II Page 7

15 marks • Attempt Question 2 • Allow about 40 minutes for this section Section III Pages 8–9

15 marks • Attempt Question 3

Allow about 40 minutes for this section

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Section I 15 marks Attempt Question 1 Allow about 40 minutes for this section Answer the question in a writing booklet. In your answer you will be assessed on how well you: ♦ demonstrate understanding of the way perceptions of discovery are shaped in and through

texts ♦ describe, explain and analyse the relationship between language, text and context

Question 1 (15 marks) Examine Texts one, two, three and four carefully and then answer the questions on page 6. Text one – Illustration: Inventins Illustres, La poudre (Illustration of Inventions, The powder: In 1320 gunpowder was said to have been discovered in France by monks)

Question 1 continues on page 3

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Question 1 (continued) Text two – Article I spy a dragonfly Go west to encounter Victoria’s rare ancient greenling. The ancient greenling, one of Australia’s tiniest and rarest dragonflies, has been seen at Long Swamp, part of Discovery Bay Coastal Park in Victoria’s far south-west. The find was made last December by Reiner Richter during fieldwork with the Australian Native Orchid Society. It extends the species’ known range westward by 245km. Formerly, the insect was known only from sites in the Goulburn Valley and Wilsons Promontory, Victoria; Flinders Island; and in north-eastern Tasmania. Averaging just 2cm in length, the exquisite green thread-like insect is perfectly camouflaged in the densely vegetated sedge-and-reed-beds it inhabits on the margins of lagoons and billabongs. In 1869, Belgian scientist Edmond de Sélys Longchamps was sent specimens of the species and subsequently named it Hemiphlebia mirabilis (mirabilis meaning marvellous, extraordinary or amazing). Recent genetic testing has shown that the ancient greenling is a Gondwanan relic and therefore should carry as much global significance as the platypus. What little is known about the species has been gleaned from casual observation. It seems to avoid flight, but has been seen dancing and flaring its white abdomen-tips. First recorded on the Goulburn River at Yea, 90km north of Melbourne, the ancient greenling was soon under threat. By 1940, only 3 per cent of the area’s native-vegetation cover remained; by 1980 there were concerns that the species was extinct. Drought was only part of the problem. Thirst for irrigation led to a raised water table, salinity and soil acidification; billabongs were degraded by agricultural nutrient run-off and livestock damage. We know very little about the distribution, abundance and ecology of many of Australia’s 324 species of dragonfly, let alone obscure ones such as the ancient greenling. Nevertheless, this and other lowland species are undoubtedly under threat – the Murray River hunter hasn’t been spotted since 1967. Other lowland species, including the swamp bluet, large river-damsel and swamp flat-tail, have also suffered. The latter was also observed at Long Swamp – one of only four recorded sightings in 20 years. Wetlands are a national treasure, and the presence of the ancient greenling is an enduring testament to that.

By  Simon  Mustoe,  appeared  in  Australian  Geographic  issue  #94,  April-­‐  June,  2009,  pp  45  

Question 1 continues on page 4

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Question 1 (continued) Text three – Poem

RICHARD CORY

Whenever Richard Cory went down town, We people on the pavement looked at him: He was a gentleman from sole to crown, Clean favored, and imperially slim.

And he was always quietly arrayed, And he was always human when he talked; But still he fluttered pulses when he said, "Good-morning," and he glittered when he walked.

And he was rich, -- yes, richer than a king, -- And admirably schooled in every grace: In fine, we thought that he was everything To make us wish that we were in his place.

So on we worked, and waited for the light, And went without the meat, and cursed the bread; And Richard Cory, one calm summer night, Went home and put a bullet through his head.

EDWIN ARLINGTON ROBINS

Question 1 continues on page 5

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Question 1 (continued) Text four – Journal 15th August Dear Journal, Well, the tree-house is still unfinished. We began in early March and Maddy and I thought we’d be up there in a few weeks. What a joke! Dad really tried but we realised as we went that he might be a great lawyer but he has no idea how to build. The first disaster was the tree. After spending an afternoon checking branches for their “weight bearing load” and having long scientific discussions about angles and attachments – all was in vain. First there was an ear-splitting crack which was shortly followed by Mum’s ear-splitting scream. Her prize Chinese Elm split straight down the centre. We put all plans on hold for a few weeks while we tried to make it up to her. She still cries when she sees the jagged stump... Hoping for better luck we started again mid-April. Strategically thinking, Maddy and I involved Mum in the tree selection. Of course, she actually had a real sense of the problem, so her choice seemed to work. Meanwhile Dad spent almost a month “gathering the necessary tools and equipment”. He had a saw and five nails until Mum took over. In an afternoon she had an impressive array of tools and materials assembled. Admiration shone in our eyes when we realised she even had them set out in stages! All went well for that weekend. Thanks to female power we had cross-beams, a floor and three walls. Then the next disaster struck (quite literally!). Dad ran into the ladder Mum was up on and knocked her off. She broke her leg in two places. Poor Mum had to use crutches and have her leg plastered for eight weeks. All worked ceased. Somehow she doesn’t seem in a rush to get back to construction. The plaster is off but she still limps gingerly around. Disappointment aside, I’ve learned lots from the whole tree-house dream thing. Firstly, nothing you build is ever as quick as you intend. I should have realised this earlier. Dad took four months to hang the bathroom mirror and even now it’s still crooked. Secondly, projects are never as easy as on television where tree-houses and cubbies go up in one episode. Ha ha ha! Finally, I’ve accepted that Dad just isn’t the Handyman King we see on the hardware shop advertisements. Somehow he’s missed those skills – and Mum got them. But, whilst he’s a genuine danger in the garage, it would be slack to call him too hopeless. He won the Everton case this week and no-one expected that. He’s also pretty good at Maths, even if it is just the text-book variety. Yeah well, I’m not sure when we’ll get back to our tree-house and I’m too scared to nag Mum too much. I bring it up regularly (nearly every day) but... we’ll just have to wait and see. Until next time, Stevie

Question 1 continues on page 6

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In your answer you will be assessed on how well you: ♦ demonstrate understanding of the way perceptions of discovery are shaped in and through

texts ♦ describe, explain and analyse the relationship between language, text and context Question 1 (continued) Text one – Illustration

(a) How does the illustration show the discovery was unexpected?

2

Text two –Article (b)

How has the composer emphasised the value of the dragonfly’s discovery in the final paragraph?

2

Text three – Poem (c)

How is contrast used to make the discovery in the poem more shocking?

3

Text four – Journal (d)

How has the composer’s choice of form enabled self-discovery?

3

Texts one, two, three and four – Illustration, Article, Poem and Journal (e) Discovery can occur very close to home.

Evaluate which TWO of these texts most effectively communicate this idea.

5

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Section II 15 marks Attempt Question 2 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: ♦ express understanding of discovery in the context of your studies ♦ organise, develop and express ideas using language appropriate to audience, purpose and

context Question 2 (15 marks) Compose a piece of imaginative writing which explores a discovery close to home.

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Section III 15 marks Attempt Question 3 Allow about 40 minutes for this section Answer the question in a SEPARATE writing booklet. In your answer you will be assessed on how well you: ♦ demonstrate understanding of the concept of discovery in the context of your study ♦ analyse, explain and assess the ways discovery is represented in a variety of texts ♦ organise, develop and express ideas using language appropriate to audience, purpose and

context Question 3 (15 marks)

To what extent have discoveries transformed individuals in the texts you have studied? In your response you should refer to your prescribed text and ONE other related text of your own choosing. The prescribed texts are: � Prose Fiction - James Bradley, Wrack - Kate Chopin, The Awakening - Tara Jane Winch, Swallow the Air

� Nonfiction - Bill Bryson, A Short History of Nearly Everything - Ernesto ‘Che’ Guevara, The Motorcycle Diaries

� Drama - Michael Gow, Away - Jane Harrison, ‘Rainbow’s End’ from Vivienne Cleven et al.

(eds), Contemporary Indigenous Plays

� Film - Ang Lee, Life of Pi

� Shakespeare - William Shakespeare, The Tempest

� Poetry - Rosemary Dobson • Young Girl at a Window • Wonder • Painter of Antwerp • Traveller’s Tale • The Tiger • Cock Crow • Ghost Town: New England

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- Robert Frost • The Tuft of Flowers • Mending Wall • Home Burial • After Apple-Picking • Fire and Ice • Stopping by Woods on a Snowy Evening

- Robert Gray

• Journey: the North Coast • The Meatworks • North Coast Town • Late Ferry • Flames and Dangling Wire • Diptych

� Media - Simon Nasht, Frank Hurley – The Man Who Made History

- Ivan O’Mahoney, Go Back to Where You Came From – Series 1, Episodes 1, 2 and 3 and The Response

End of paper

©  Total  Education  Centre  2014   1   Discovery  Practice  Paper  B  Marking  Guidelines    

 

Discovery Practice Paper B

English Standard and Advanced HSC Trial Paper 1

MARKING GUIDELINES Section I Question 1 (a)

Criteria Marks • Explains a number of ways the illustration shows the discovery was

unexpected 2

• Explains at least one way the illustration shows the discovery was unexpected

1

Answers could include:

− The image of the explosion takes up most of the illustration which emphasises it was an important aspect and out of the ordinary

− The smoke clouds make it clear this is not a safe event but a shocking one − The facial expression of the monk shows surprise with his wide eyes and open mouth − The monk on the left is positioned in flight. He is the salient figure. He is running

away which reflects his fear at the shock − There is another monk in the (right background) who is leaning against the wall

shielding his eyes with his hands. This implies he was not expecting the explosion. − The broken cauldron and chair show the explosion was not expected as neither were

strong enough to withstand the force − The objects scattered around the room reflect how the explosion has occurred without

objects moved away. This implies it was unexpected.

(b) Criteria Marks

• Explains with textual references how the value of the dragonfly’s discovery is communicated in the final paragraph

2

• Describes with limited textual references how the value of the dragonfly’s discovery is communicated in the final paragraph

1

Answers could include: The final paragraph works to encourage the reader to understand why the sighting of the dragonfly is so noteworthy. It is important for its scientific information. It also reminds society about the importance of wetland areas for species. The writer uses a number of language techniques to add persuasive force to his comments:

− Inclusive pronoun bring the reader close to him and encourage agreement eg. “We know”

− Declarative statements sound certain and definite. These encourage reader acceptance of the importance of the find eg. “Wetlands are a national treasure”

− Emotive language emphasise the importance of the discovery eg. “suffered”, “an enduring testament”

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− High modality makes the comments persuasive eg. “undoubtedly” − Serious and definite tone is convincing eg.   “Nevertheless, this and other lowland

species are undoubtedly under threat” − Factual language and statistics establish authenticity eg. “since 1967”, “only four

recorded sightings in 20 years” − Technical language encourages belief in the importance as it sounds learned eg.

“distribution, abundance and ecology”, “species”, “observed”, − Colloquialism positions the reader closer to the writer, (especially with the possible

distancing of the formal language and technical language) eg. “let alone”, “hasn’t been spotted”, “ national treasure”

(c)

Criteria Marks • Explains effectively with aptly chosen textual references how contrast is

used to make the discovery more shocking 3

• Describes with textual references how contrast is used to make the discovery more shocking

2

• Identifies how it is known the discovery was shocking 1 Answers could include: The poet builds a character of Richard Cory and then contrasts this with his action of suicide. This is to emphasise that there is a difference between what seems and what is. The discovery of the town is emphasised by juxtaposing the blunt reality of his violent act which negates the extended positive image of Richard Cory from the perspective of the town. The other contrast is the idea of misconception with reality.

Examples of contrasts and how language is used to emphasise them − Cory as gentle vs his violent act: Richard Cory was a gentleman nb. emphasis on

gentle. This is a great contrast to the violent act of putting “a bullet through his head” − Cory as happy vs his unhappiness: Richard Cory is well groomed, attractive and

mannerly and the assumption is that he was worthy of envy. This implies he has many qualities that he must be pleased with eg, “he glittered as he walked” and “he fluttered pulses”. The repeated use of “And” extends his qualities and helps emphasise Richard Cory seemed to have a long list of admirable attributes. The irony emphasises the contrast between what was assumed and what must have been. Ironically the townspeople wished “we were in his place” which is completely made laughable by the final line. Clearly he was very unhappy as he committed suicide.

− Simple surface impression vs the more complicated reality: Richard Cory is rich and educated which is emphasised through the extreme simile, “richer than a king”. In its simplicity (even cliché nature) this simile also emphasises the simple thoughts of the townspeople who cannot think beyond the surface impression. The reference to bread and meat issues also adds to this. The use of the “people on the pavement” implies they were the ordinary street people whereas he was above them.

− Physical vs mental issues: The townspeople see themselves as very different to Richard Cory because of his wealth and opportunities. They think physical deprivation (ie. meat and bread problems) is the only sort there is. This is contrasted to the problems of Cory which seemed more psychological.

Generally − The use of the collective “us” and “we” helps emphasise that the town was united in

its misconception and emphasises the extreme difference between the reality and the assumed.

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(d) Criteria Marks

• Analyses effectively with aptly chosen textual references how choice of form has enabled self-discovery for composer and reader

3

• Describes with textual references how choice of form has enabled self-discovery

2

• Identifies the form and may comment on its meaning 1 Answers could include: Students need to be able to discuss the choice of form and would be greatly aided by a clear understanding of the use of recount, journal conventions and how this has assisted the composer to reflect on the discoveries made. Consideration of the ways this leads the reader to also reflect on the nature of discovery is to be rewarded also. The use of tone is also worth remarking. (e)

Criteria Marks • Evaluates insightfully how two texts effectively show discovery can

occur very close to home • Discusses explicitly a wide range of techniques each text uses to show

the idea successfully • Discusses texts perceptively, supporting comments with effective

textual references

5

• Explains solidly how two texts effectively show discovery can occur very close to home

• Discusses explicitly some techniques each text uses to show the idea successfully

• Discusses texts soundly, supporting comments with appropriate textual references

4

• Explains how texts effectively show discovery can occur very close to home

• Discusses some techniques which are used by the texts to show the idea successfully

• Discusses texts, supporting comments with textual references

3

• Describes how the texts show discovery close to home • Makes some textual reference 1-2

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Answers could include: Text 1 The monks appear to have been working in their own monastery workroom when an unexpected explosion has occurred, catching them unaware. They appear to have been working on experimental mixes and witnessed a reaction that was not known about. The title of the text, Inventions Illustres confirms this. Hence it appears to be a discovery close to home. Techniques

− The monks appear to be in their own premises. It is a monastery by the stones and the arched windows. It is usual to associate monks in habits with monasteries.

− The door is open which implies the monks are at ease and working in their own premises

− The room is set up as a place of research and experiment as symbolised by the book and the distilling glass at the front right. The cook top on the right is also part of a laboratory set up. Therefore it was their usual place of study. Although the monks are shocked at the explosion it is clear they were working with chemicals.

− The fact there are two of them implies they in a work situation Text 2 The dragonfly discovery is within Australia. Notably the magazine it is published in is Australian Geographic. While the article invites the reader to “Go west”, it is still in their own country. The close to home site is contrasted to the importance of the discovery – it “should carry as much global significance as the platypus”. Therefore the article is quite excited by the fact that such an important discovery is so close to home. Techniques

− The listing of Australian places emphasises the Australian nature of the find eg. Long Swamp, part of Discovery Bay Coastal Park in Victoria’s far south-west, Goulburn Valley, Wilsons Promontory, Victoria; Flinders Island and north-eastern Tasmania

− The use of Australian vocabulary emphasises the Australian nature of the find eg. “billabongs”, swamp”, “platypus”

− The reference to well-known Australian agricultural problems reminds the reader that this find was close to home: ie “Drought was only part of the problem. Thirst for irrigation led to a raised water table, salinity and soil acidification; billabongs were degraded by agricultural nutrient run-off and livestock damage”

− The repetition of “Australia” and “Australian” numerous times throughout the text − The tone of the text is admiring and perhaps incredulous. This emphasises the writer’s

amazement that such a notable discovery has been found so close to home ie. “Recent genetic testing has shown that the ancient greenling is a Gondwanan relic and therefore should carry as much global significance as the platypus”

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Text 3 The poem makes it clear that Richard Cory is a well-known local figure. It is the fact that the towns people think they know what he is like and how lucky he is to have a privileged life that makes the shock ending effective. It is clear they discover his life is not what they thought. The discovery that assumptions are often wrong is shown by the text. This discovery is close to home as it is about someone they thought they knew well in their own locality. Techniques

− Name of the town is not given, “down town” which implies everyone knows where it is

− The people making the discovery are average and ordinary as shown in “We people on the pavement”. This helps show that discovery does not have to be elsewhere for others.

− The colloquial language helps make the discovery ordinary and not exotic eg. “And he was…”, “we thought that he was everything”

− The subject is shown doing very ordinary things in the town like walking and saying “Good-morning”

− The inclusive terms “we” and “us” make the poem seem close to the reader and show the experience was close to the people mentioned

− The use of first person narrative voice makes the poem seem close to the reader and shows the experience was close to the people mentioned

Text 4 The journal is written by a child who, through the process of building a tree-house, comes to realise that her parents are not quite as she thought they were. This text shows the idea that people’s assumptions about others may not always be correct. The discovery about the parents was made at home and so shows the reader that we are able to finding out new things in the world around us. This discovery has wider implications for sex role stereotypes. These stereotypical assumptions about what makes an effective man or woman may not be right. The narrator reassesses her father but accepts he still has skills – “He won the Everton case this week and no-one expected that”. Techniques

− Inversion: Her father was stereotypically expected to be adept at building but, despite his “scientific discussions”, he was fairly limited in his practical abilities. He was also clumsy and a contrast to the effective lawyer he presented. However, the mother is discovered to be highly skilled in her building and organisation.

− The tree-house is being built at home and the narrator makes the discovery about her parents: “Finally, I’ve accepted that Dad just isn’t the Handyman King”, “Somehow he’s missed those skills – and Mum got them”

− The use of first person narrative voice brings the text close to the reader and shows the experience was close to the people mentioned

− The colloquial language helps make the discovery ordinary and not exotic eg. “well,” “Somehow she doesn’t seem in a rush”

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Section II Question 2 Outcomes assessed: H1, H8, H10, H11

MARKING GUIDELINES

Criteria Marks • Composes a sustained and engaging imaginative response • Explores perceptively and creatively a discovery close to home • Demonstrates skilful control of language and structure appropriate to

audience, purpose, context and form

13–15

• Composes an effective imaginative response • Explores effectively a discovery close to home • Demonstrates well-developed control of language and structure

appropriate to audience, purpose, context and form

10–12

• Composes a sound imaginative response • Explores a discovery close to home • Demonstrates control of language and structure appropriate to audience,

purpose, context and form

7–9

• Attempts to compose an imaginative response • Attempts to explores a discovery close to home • Demonstrates variable control of language and structure with limited

appropriateness to audience, purpose, context and form

4–6

• Attempts to compose a response about discovery • Demonstrates elementary control of language

1–3

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Section III Question 3 Outcomes assessed: H1, H2, H3, H4, H7, H11, H12

MARKING GUIDELINES

Criteria Marks

• Evaluates skilfully with detailed textual references how the experience of discovery has transformed individuals

• Demonstrates a perceptive understanding of the language and ideas of the prescribed text

• Integrates a well-chosen related text, showing insightful understanding of its ideas and techniques and its links to the prescribed text

• Composes a well-integrated response using language appropriate to audience, purpose and context

13–15

• Evaluates effectively with detailed textual reference how the experience of discovery has transformed individuals

• Demonstrates a substantial understanding of the language and ideas of the prescribed text

• Discusses an appropriate related text, showing effective understanding of its relevant ideas and techniques

• Composes a cohesive response using language appropriate to audience, purpose and context

10–12

• Explores with appropriate textual reference how the experience of discovery has transformed individuals

• Presents some prescribed text analysis using appropriate textual references

• Discusses a related text, showing understanding of its relevant ideas and techniques

• Composes a response using language appropriate to audience, purpose and context

7–9

• Demonstrates with some textual reference aspects of how discovery has effected individuals

• Describes aspects of the text • Attempts to compose a response with some appropriateness to

audience, purpose and context

4–6

• Refers to aspects of discovery using elementary knowledge of the text(s)

• Attempts to compose a response

1–3

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MAPPING GRID

DISCOVERY PRACTICE B ENGLISH TRIAL HSC ADVANCED AND STANDARD PAPER 1

Question Mark Content Outcome

1(a) 2 Area of Study H6 1(b) 2 Area of Study H4, H6 1(c) 3 Area of Study H4, H6 1(d) 3 Area of Study H4, H6, H7 1(e) 5 Area of Study H1, H2, H3, H4, H6, H10

2 15 Area of Study H1, H8, H10, H11 3 15 Area of Study H1, H2, H3, H4, H7, H11, H12