Professional Documents
Culture Documents
2014 - 03. HSC English Extension 1 (Marking Notes - Feedback)
2014 - 03. HSC English Extension 1 (Marking Notes - Feedback)
Module A: Genre
Questions 1, 3, 5
Questions 2, 4, 6
engaging with the question throughout the response, not tagging ‘the apology’ to the
end of the response as an afterthought
improving the efficacy of a response in terms of character development and the
exploration of endemic issues by not relying too much on dialogue
aiming for a level of logical consistency and overall plausibility
consideration of setting and context.
Romanticism (Question 9)
Questions 8, 10, 12
demonstrating a knowledge of the historical period and the ways of thinking for the
elective
responding to the specific words of the question and incorporating hope and apology in
a meaningful way
writing imaginatively, developing and sustaining a viable thesis throughout their
response
using language devices such as evocative description effectively
presenting a clear sense of time and place.
integrating their understanding of the elective, its ways of thinking and its historical
period into the response
using the key words of the question in a significant and appropriate way
engaging the reader by sustaining the development of ideas and the appropriate use of
dialogue.
Elective Specific Comments
taking care when using apocalyptic settings and war stories that do not reflect the
paradigms and ways of thinking of the period.
engaging with all aspects of the question and differentiating between the terms
‘intellectually’ and ‘emotionally’
considering the position of the reader and their relationship to the author
integrating specific textual references
using theory
integrating texts of their own choosing.
Candidates need to improve in these areas:
integrating the terms ‘intellectually’ and ‘emotionally’ throughout the response rather
than combining them into one phrase and using this as a postscript for each paragraph
exploring significant ideas rather than just listing techniques
considering the audience response, not just the composer.
Questions 14 and 16
engaging with all aspects of the question and differentiating the key terms
demonstrating knowledge of textually dynamic texts (Question14)
considering and evaluating the roles of language in forming identity and the ways
linguistic choices have the potential to affect gendered identities (Question 16)
drawing on contemporary debates, situations and events as vehicles to explore
gendered identities (Question 16)
developing a thesis informed by theory and integrating pertinent textual references
analysing the prescribed and chosen texts.
using theory to underpin discussion rather than merely identifying examples in texts
consideration of the roles of language and semiotics
avoiding stereotypes such as simply representing masculinity as dominant, and
femininity as submissive.