L 91100

_j

lllllllllllllllllll ,.... NZ~ NEW ZEALAND QUALIFICATIONS AUTHORITY MANA TOHU MATAURANGA 0 AOTEAROA

SUPERVISOR'S USE ONLY

Level 2 English, 2013

91100 Analyse significant aspects of unfamiliar written text(s) through close reading, supported by evidence

9.30 am Tuesday 12 November 2013 Credits: Four

Achievement Achievement with Merit Achievement with Excellence

Analyse significant aspects of unfamiliar Analyse significant aspects of unfamiliar Analyse significant aspects of unfamiliar written text(s) through close reading, written text(s) convincingly through written text(s) perceptively through close supported by evidence. close reading, supported by evidence. reading, supported by evidence.

Check that the National Student Number (NSN) on your admission slip is the same as the number at the top of this page.

You should attempt ALL the questions in this booklet.

Pull out Resource Booklet 911 OOR from the centre of this booklet.

If you need more room for any answer, use the extra space provided at the back of this booklet.

Check that this booklet has pages 2-8 in the correct order and that none of these pages is blank.

YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE EXAMINATION.

TOTAL

© New Zealand Qualifications Authority, 2013. All rights reserved.

High Merit

18 ASSESSOR' S USE ONLY

No part of this publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority.

2

You are advised to spend one hour answering the questions in this booklet.

QUESTION ONE: NON-FICTION

Refer to Text A, "A Transit of Venus", on page 2 of the resource booklet to answer this question.

Analyse how the writer describes his experiences of science, and his understanding that the boundaries of scientific discovery are expanding.

In your answer you should:

• identify and give examples of techniques used in the text, and explain their effects (techniques might include syntax, similes, and metaphors) . show understanding of the key ideas that the writer is presenting

• show understanding of the writer's overall purpose .

·!he W-" de,r 'M.VA. \-\ 0" ~ -+~t I>"

v-eo._&\~~ c..oo~v\.t s. \n.c.e__

It \V"\ 0.. c.\-.'l \d ~ocd a.~~., Q Q 0{YI. :1 \oook \' he_ Y\Q~ bee-¥) oV\hc i oo\ \A a +h..e -\-ro.V\ 'S \ t ot \J e..~'-'\~ . .,.-~~

I _/

c~ I $~CV'J~ +ho..-\- -fhe s c..\ e-n C..Q__ +~t'S" l s /

~ CAY". ·, A.~e.<;;. \- p~ -\:k_ e>--o...A t-\--. o r . ""th..tL M<e~~o~

0.'0..6 S\.""""-l\\il. lASed- w d-e.sC;v--·. b \Q -tk p\.~

rk ,,

act ( ro..t-"'- ~cro<S.S $\A-V) ' o-.. 4-i~ ~ \i ve...-v-- h iA.Kd.. I )

v-a~~ 1-~V'"\ ,, rr

like. c_,~;p <;.e.,e....."' 0- S'/Y\Q..I \ '" )

J-\ nY\.e..r D l(A \-€_. l\ ~' -\-a-~Q~ t>\.e_ \f'v\.'id. V\ i q ~ \- d.i $(' (A ~

I ,J v '

l<i'ss<."' 9 1-k ,,

--t h.e_ 0\ v.r"" C I c..\ eo. r\.u Svt n i~ (A ../ I _)

[ 0\Jt.K & +'h\s I.VO Y\. d Q.y--- 0~ SG\ ~~; iN_ d-eJe>-,i I

br ~ ~s b \._..1..-\- +k lAd .. \01\. I v \ n.. o. \-o 'I\ e__ . \'h-e.. / J .....)

( 0\.. v... \--\.uo r \\ ~ng ""'\ ~~.e._\ ~ .\o Lo o'k .t ~ .....,_

r J v- ·\\1-e;f\

)~ t-\~ cw\6.- ex t) \or-ex- \oy C..L!\-r\osi hit ...J J

1--k \ -\a\ks o_bovJ ho\,A..l Co o k ~e+ 0 LA-\ -\o +'ill

~\~V\k) OV\ ~ wor\J VVtQP . o.~n. t,·~ns I

tAt$ ~, .

'!"\-o t4__ .\w~~- t",rg\-- C-€.-n \-v...- \....\ ,,

to jO~e-:; .J \

~~ ,

of 0\SCovo.rL..l •> ·-rw__ CA v\. \-h.o r-0... "10\...IO..tl.Q... J v _)

ct( s cu. s~e.~ ( "- +k to..£\ tvvO oo..('o..q .. ~op'n.3 \-vov-:> . I r;- ry I d v

II k~ Cook ~\ \\Qd \ V\ tk !J..JO r \ b.e'-~'oV'd +k_ woe.- ,, 0~ h \'3 C ~o. r\<; tk +~c_~~clog\eS (

J I

. _) Engllsn ~1 1 uu,

,..,

ASSESSOR'S USE ONLY

3

--t\ \\ ~\re_

ASSESSOR'S

C(\JO..\ \0\. lol-e.. bel~ d:'L '1\. iA '6\a.r\.k3 USE ONLY

.J

a.~-(!) '-""--\- tk \J--)Qr-\."" <;\-,' l\ LA,_ Vi. ~ -eo .c:> ,r--., ' rr t~e_ J

+' '('"" 0"""' \- D{' ,,

1-k_ va..s \. oc.e.o..~ \I'"\ \AS. ~Y\..6-.

spa_c_-Q.... c...bov-e. u.s.. \-\~ \-a.\""'" s ~bou..\- ---.._ ~

~ h~. c. h f\ c \0 gJ l c 0.. \ ~VLa~

~)

4\.....a_ \-ane. J i ..,--or ~'S i ~ b~\.e )

eo~q er Ol.n...~ etcL-l kd. Th.L a...u.thor \$ ....___ "V ,-__

c:.t e.cv- \.'-f If>.- love-r (£)~ s CJi. e-V\. c .e v...JCl A. {- \ ~ ~c _) ......,

( ~tsc...ov~r OQ- tk (("

\.A >'"'- "" ~ Cb I.A-.> ·"'-\oVL\-V\t\.DrQ....

L~ila\ve~ ~ "

"'--o\--\,.-€__. ,, ].e_ VV\eY'\bo ~ s t~

' <

\A"""' '-< V'\ 0 ~;-..;> Cl.. \o

/ '

GOrY\.t~ \.w.~ (\-oVV\. ~c.hoo\ ;, t \ \A t-b ; (\. (\ );~ _J J

k-t v'\. \-c, i \ s 11 1-W-\r eAc..ik~t -\-l--e_ I

~\ .... ..-o.-: "-0 ...)

~~"" ~t-h..or-' s \cc-rLa_, rt-e. ~lcso SO--~S t--4

{( v-;e. 1.\ ~~r-.e_ 0~ (..>...> ""'- a.~ t-k'j w~ s.e -e. ' ("\.;9 \) hl-r\\--\_f'l<:

0~ -:-:::

SOMQ. __,I "''":;:-

+lo..-t 4-k~Q_ i'-o-r ~j~b i.ot.A..S <.

A tGA ~'' ~@Jeo • , tA-V->~l I so~\-\ ~~-c_ ~'v.~~ <; 0-~ ....,.....-el.\ k\1\..o '-"-' r-.. ~V\ol t-k

§ v-~o.:\- &JC>.. p~ ' ""' \-l..e_ ""'-0 \..-) \~ e_ 0~ $( 1 -e V'\ C-t<.... I ""-

~ -\\WVL \::)C- Lo c \c::. )---- 'h o-.,v-e_ 'o e.Q.."' ~' \\-e.J '~ \ .,

t~Ot \-. :;~ Sc.~l..>-'>'\-..a\. Tb~ o..v\-~ov- tf\\ ':> lAS 't'hoLAgb )~

+k ~ M~~\v-~es f)~ tk I.--JOT' \d.._ 0-.r-e.... V\.'0 V-.J I

~

\.e V\. o \. ...... Aed~ Q +~~gh\- ' \oc.<A\ S(. hoo\ S-c..o \(V\.V\.1\.. on... I r..._ ) J

~ bS>U.:A d. v-i. e_ ~ D~ G C..\ e.v- ~\ ~l(__ cl\~(Qy·~.:·j (}l_.,r-e_

Q)(fa~~~j +--\.r.e_j f(

(V\l8 \-,\- 0-.$ l;v!..l\ \oe_ \V'\~\n\k11

•

~ prOs pe-el-- 0~ r, +e.chV\c\oca\=es vve.. ~CM..L '\j-'<-~

w J\s Cov-e-~ ~' 0.\1\0 tr 0-X{ S. t"'-o t \.U..e._ COV\n-0\- ve.._t-

cl c ~C.,-€..4' V'. '>\

e.x. c._ l ~ i "3 ~ C\...0~~~. \ ~ 0..V'- ~V'=€.

w·~~~~ w LOV\...ciJ£-_j }~a.\ ~ MQ~ \.;.V\.OW --

tA <()~t olw~ V\AO~ V\.OW b(...\.+- }Le pc:> s:si b(· ,, ~f J

'(_, V\. dJ e..~ 5 ,,

~ ~ \.. r f(\(o

English 91100, 2013

4

QUESTION TWO: POETRY

Refer to Text B, "Cracked", on page 3 of the resource booklet to answer this question.

Analyse how the poet uses a physical image, the growing crack in a wall, to examine two characters' contrasting approaches to a ·growing problem.

In your answer you should: -

• identify and give examples of techniques used in the text, and explain their effects (techniques might include metaphors, alliteration, word choice, and structure)

• show understanding of the narrator's situation and perspective

• show understanding of the poet's overall purpose .

:\h-€. Cv-Otc.K ~ \ ~e_\ Q iS c... \1\1\.eJ-~pltt-o r ~·c.- ~~> p rc \o \ e.n, -\'-".a.~ ou·- ~~e. 'S \.r-)' \ '-" \-wo d.' We.,-""'\- ·~ ot rl€AI i AO lAJ i ~""' tk S \ \-uc..\-\ 01'.. T"'-~ -\-v-.,c

J .,

o\.Ct-~~-~ ( ~ ~~-o..._c\-e...,-~ ,. jc"'-""' o.--cl CT' ~a_. .... Q_ ...... -

-'

c~ oP\0~ D"'-5 e,,-.. hov-' -\c J...e..o...l.... ...,.._,(~ tk 1"~ s u...«._ I

~ t--k ~k: c~~\.::') C'...,_ ov=o..c..l.::... ' +~r 'rr,

v .e..~oJ-i e> .--.s ~ ' ~ '-'-' ~ ~;-c_.,..,<2..r ~\- VV'O-~ \o e.. ' 'to ~ -o\ ·~ -vLL. C....ppr-C>~ (cYO'-"' •. - - =·'-"'.-- I

h..Rs -\-o.k~ +k 0-........ ~~- \..ILS-Q...S ~. ...... orcl~ \~kc_ ! fr e..J..\-\" LC," ((

vJC... ~ .\-\ "-'=\ ,,

v.,Jh~C..h. c.,.; i \-\.-, I s - \n c.o~h-a....c;.d-

"' --'

~ vV orc\s . . s~\r-.. rr CAo\ 11 <r ~' c:...C.:. """- ----{!-D:n.\ C... "T h~.S -· - ---r--- -

""'\ s "'- 0 v--' ~ +~ o..v..t-~ (' 'S ·+o~ o..ad... Of~ I\\ O""'- \-o vvc::v-d-3 I

r ' I ~r::'v. ~ c.\. f f ("" 0 cx_ci, . ~ 0...~.-A.~ho r \<;; {J CAY'"'\ t' (_ ~~"'

(..,.v-~t.ro. kd t\,.__o\ t YOI...--\1 ~'S, WAPP'-1 k ~~ \-./

~V\._.cl VVO--~\- f'or ~4__ o .. o ~\eV\A. \o S.01"'\- i ~~eJC I

ov-\-- V-J \......ex-eo.. s \--k 0---'-.A ~\,_,_or \~ tr

~l~ Or'"' 0.... )

l ' ,..., lV\ e , hl r- \ \ '"'"3 ~~ tk CA-u tkr \"'::> V'V'-O II'-€_ \

i Avl> \v~ d f) f'IIL at~c~d \,'j \-k py-o \o\ e ~'1.-'\ 1 b~ \\~~~

le.-se.-\~ to ~ cx-e&cl< v.~\~3 YY'€.-~~'run .... .,~

I .\-o(\.(L o-.~ \--'~ . b€-5 \ <""\'""' "'"Sl c\ \-~ fC~YV\ \'S sb~

O.,V'c}., Ca \ ofV""'\ re rr..e.S e-Y"'\ ~-, ~'""'j (jov-' 1 S 0 \+\ ~v\6.~ \....c ,,'-.)(A rd s '

~~ f I C 'n\-e.VV\. ~""e... av--e_ t'\A. 0. II\ \..I i A. b~V'\.C--e 5 ~ ·- J

English 91100, 2013

-

..

1·'.

ASSESSOR'S USE ONLY

5

(o~ \-'-'~ N ovd-hl\._~ ASSESSOR'

a.ni\<x~ho<!\ 0.) ro0W\ o-e -s 00 USE ONLY

~ ..J

s

\1 a eo..s \- <\-'~ fie be. " '' hLAV\9 to h ' J_ ') ~~ f~"'' c. \ e. J } ~

fl.t ts. \-e.n..ds \-k fOe\'V\ ex. C\ u\ c.\<.. I

po.ve... T~

wo r-d.s. t\o~ t-o o.e. \+..e. v 0\.Ad.. (';\tv-€ 0-. ~\I'V'\.q oC. v v v

s"eed. > ..,-e-4,. nGo .-c\ r--:3 1~~ po~i ckcA W\'\e 0~ tk 0\v't\.A or - _ ... ·- .· .. 1\..ML 0<..-'-" \-he> n ;_IV'-'V'-# ~_A :::::, -~ '--'

LASe-s.. V\. e-s 0- \--~ ve_ ..e_vv...o \-t v-e__ ~J...,o r-d-S to cleSc:r• ~ 'r.::. ~

rk c ~O-c.k . rr

VV\ 0.. d. ,,

lr n.,·, ~ \-q k ~ \l rt' 11 I Q.. \A) IA..lor-;,-.,kLe.s "

,., ~ v T~\-1 ~ \- ~) ~~~ s. \-e_l\s lAS c..~--~'-\ s~ - J

o.~d) -

+-~ CA---.A~~ r J..o.eS 1'"'-0~ \~k ~- c.. v--<A. Q, I<.

{r....,Jc:vr"-k ~ p v- 0 'b\.re. ~ f\')(e_d s\ 1/'o-.tq~-\- a. v-.}0-V\, c v ...._,

""' ~ ~~I..A.C-~ 0~ t-l,..e_ c>o .Q.. vv--.. \<;. \ r-... s \fV\.0.. l \ )

s~V"\4-o..'S v..; ~ \-~ ~VI~ ClV"'A bL-e.~V'+ t.rvkV\ Jeod -i

Gt:> I.JOIA "' ..<-~

-.)

6v-o<Ck v -Sf..-'ea~ J) ~k ~,r-.~o...clg £lo V-..~ l~k ~k ~

It v-_ror-k~"'8 It'~ 'll C!.~k;~· Tl\Q.. o.v\-hor I ~

IAJO-'j 7

\_ s~\--~ 1'"'- ~ -pres~\ kNL~~ ulec; c.. r ~ 6 ll'U:1 I" " " J ·

rk C~u.c. '-<_ \-k""' VV...Ove ?l h. fu~ kV\.~-€.. as- "' /

'0\re_. d-es~ 'b-e.~ D('('> \:>\€. V\A S t~\C\ \- ('_t)l.).l d -~4 etvis.:e .-,·

I

ftr0VV"" l-e.CLv\ 1{'..3 +\.r-€_ e-..r~ck. b~. ~~ov. l

t\ninks · \(\

-\--k f)'v-e.. $-e....v\. '\.-. . +~ evu..\-~or \~lr"k<; ' \-4 I '""-I /

~~~ ""f\.M_ -\-\.A.) 0 u '4: ev-- L . .-, ~0...~ d\~lf'IQ I·""' J J

-~~"'- t OY'.~ . ~ f\,\_ i V"\ \.::. \-~ (/\... u. \-"'-~ r w o..V"\.t-s -\-o

t..()'A.\1~ \-\.u).\- v-> \ \"" \-\,NO qv-e,c...~~ db' ~,-\..._q \ J v ~ .J

Op\n\OV\S C-~£ack~ ccr. \0 ~pp.eo--r \~ .re..\a. \-\o"'c;~ip s, '':,<, ,;

)

-t~o.\- Cf!A V\ b.e... tlS ~rd ~~ C\x O.) ~4 I ~V\o\. II __./

ov t 9\""-0. \ ~Y' 0 b~-J\V\ 0...\-I J .._______

------~ m0 English 91100,2013

6

QUESTION THREE: FICTION

Refer to Text C, "The Daydreamer", on page 4 of the resource booklet to answer this question.

Analyse how the writer portrays the young narrator in this passage.

In your answer you should:

• identify and give examples of techniques used in the text, and explain their effects (techniques might include metaphors, use of dialogue, and narrative style)

0 show understanding of the situation and the distinct personality that the writer is communicating

• show understanding of the writer's overall purpose .

h\f\..e_ Cl...'-"- t~oc- dec vr-; be_ 1\ h.,~ VV\S e \ ~ 0..~ 0... ~ 0'-'--"'-C\ a~""\ ~ -..J . '-'

f!

S V'\..o tk_j - Y\.o,eO. '' J f(' $""" 'o ~0 IAJr- " tr

, ....... \'""\ 'j \oc~ O,.A i ....... \--.a. \e.;- ~~ )

t'V\-1...-( C...e>~"S~~ c..o o(V\ PC..Al'--o r-. \\ 1-\-e_ {)D-i If\.~ 0\. ~ C c..\-uur~

-' S\--VL~\~ I I l t:>~ t:t-. ,. ~I ,ZI61 I I I l" \oo'-i ~~ lr 1..100-S oJ\.Jo-JCM-1$' \ _J

~\~~ on. ~4 s. ui.,e \ln.~ clv...v-~ "'-3 \ n At- -th~ -sc..hoo. \e~~'; ~ ,

1-h~ ~v-t-h.or- v~.. se...~ r'\.?EJ c.... H 'V'Q__ v-.> 0 (' cl 'S. v-J'ht!." o\~S<:Jv--i \;;,i ~

his. \\ re. CL~ CA. chi\~ ... t>-~ S t...'h.o o \) 'o ........ ~ \20~\ ~V'€...

word..~ \.A)\,-..Q..(". h.< ") ,, d-e ·\

ASSES SOl USE ONU

d. e. s I:-'("'"·, \,.; "'-§ dO-.j d\.......e_a. VV\ sj WOf""\! "1""\~.J

lr 6.. \.-v... ,, H€... t\\S 0 O.e.svr; b~ s h\f'V\).e..\ ~ o..~ ~-\~ ~ CA. ve_Y". ~ S ,

~-~::~ I <'r blq ~ f> €..-~v-. \ e... '-I J2._ <2." o.nJ. he... "' · o {'-€ s ~ ec:A VV"-'1 n..o s--e

_.J '-' I _,I

~sO.( AS\- -\-\.-~ w\-Ni.o.....v '" h~ v-JC\~ ~ eo-.et.e...r k>j o...C:. -· ~ v-J~tc~ +~.I(_ CD-.rS. lh~ ~\-"'-o.r DCJ...~f'~ 0..

I

~\ c\.eo.r o 1 c.A-u or .t. 0~ 0.. -e,~\\ l<\cA ""-' i \-~

' CA-Uf-~ bi(\ \ VV\.0.0, \ 0..L>c \-\ 0 "' . Th.e... toV'\EL of- +-k J ....,

0\s .t:\ c~i \c\ co{V\.es t-h v-0 \..A..Cf h <;;; tv-o "'Q \ '-'1 as twell ( v . .., .._/

'"rFc - E" y..e_ s lrJ \\'SO'"" tr ~~d Eng\~-~~

\\ o..ru:\ 0\.Af'" SOY"'A_Q_ rc~~ ---t~e_ co\\oG1\.A\!A\ ,. A . (.. \\ to "'e<;:c.-r\~ C\.V\. Cl..c-b.--. viA.\

'"'<l

+ex+-His ~ne. b e-c o~~,.e_ S \-e_~S ~r IIV\.0 \ o..s ~ ~

~

/ ~ro..v'\ 'b-1 H o"'-~ ~Y\1\.. CvA lA_d.\A' \ <;;.J?eo....k\~ 0. h O""-t--J (

t~ o o..s\- ~ 0- c'n~ \~ \ VV\.O.q i. ~\A.~ hi') I"' I v J

0eAkd ~\A \-uv-Q_. ;AS cA. k.cv. he_ Jr-e~.€__J\ \. \ _J

~~ ~~ a \\ k_ \IV~~ h. e. (...oi..A \ d l'r ~-~ \- \-""'-oJ, ' J

__..-/ -

English 91100, 2013

7

tt \o +~~ o\ t\.o\ \ wood 'I ASSESSOR'S

OV\ 0 \ som~ t---\on~l oA USE ONLY

ht decvlj ~o,_d, 6\§ d.veo-ms. b o.r€1).. VV\ s 0~

-t"'-e.. 11 s VY\..0. \\ SC.~OD \ ,,

0-Y\

""'\ \Mo · f\.0.~\.00 -\-o '0 ~ """.I '{'(\ Jv.v in.

..--.-\~ \s ~" \-o 'C ("-, (\_ 'VI\':;

e\v-e..a.MS \occ\<_ \o \\~ '( e.. V\1'1 e. 'M "o <2- I W'-"<A \-

\o

CtArS

b 1). -\-o

o\o. clv e.a.m. ~ +~o\ \-~eel \0\M O.of\. es:co. .e. f rom

1-\-1~ c\~Of\~1\ 3 o\- 0... \-e. D. c \... .e. r O'f\.d. f( -re-.o..' ~ ,, \\ e .

s ~e \~hes

\-\R_. rr ~~ -\:~~+ 00.. J"

~S~-~ C>--"'-.6. \.e 0\. v€.. i \

Sc. o .......... \...r--.IOv..\ d_,_,,\- S-<2.. e_ ""'\.\IV'\ ~. d u.s!.-_

'T~ Ov....A~or vvi. s'w..~ \-o v-ov·e....

.a..o... \ \ I k l)

English 91100, 2013

QUESTION NUMBER

8

Extra space if required.

Write the question number(s) if applicable

English 91100, 2013

-

AsSESSOR'S USE ONLY

High Merit

Exemplar Question Mark

Annotation Given

Opening sentences show an awareness of the purpose of the text. Techniques identified and linked to effect, e.g. tone of admiration.

18 1 MG Demonstrates a clear understanding of the passage- a clear analysis of the wonder and mystery of science, with techniques and good evidence. Identifies the crack as a metaphor from the start. Implicit understanding of the effective

2 MG use of personal pronouns. Good technical analysis throughout. Final sentence clearly demonstrates an understanding of the writer's purpose. Appropriate evidence used throughout the text. Identifies the contrast between the boy's reality and his fantasy through discussion of

3 MG positive and negative vocabulary. Tone identified but not fully developed. Some misinterpretation of the text at times, but overall, the writer's purpose is identified and analysed.