2016 HSC English (ESL) Paper 1
Marking Guidelines
Section I
Question 1 (a)
Criteria
• Provides a description of the discoveries that can be made
• Identifies type(s) of discovery
Marks
2
1
Sample answer:
Discoveries through heritage travel can be intensely meaningful in ways that can be physical
by ‘visiting museums, castles, battlegrounds and villages’ or spiritual – ‘our bloodlines race
… across the oceans to connect to another land and another time.’
Answers could include:
• Discoveries allow individuals to make connections from the past with their own family’s
history
• Individuals can make discoveries about their family heritage
• Confronting discoveries – ‘battlegrounds’
• Sudden and unexpected discoveries – ‘not your regular history lesson’
• Discoveries of new worlds and values – ‘symbolic artefacts and all the small pieces that
create their cultural identity’
• Intellectual discoveries – ‘you’ll enjoy sitting at the head of this class’.
–1–
BOSTES
2016 HSC
English (ESL) Paper 1
Marking Guidelines
Question 1 (b)
Criteria
• Effectively explains how language is used to convince the audience to
experience heritage travel
• Explains how language is used to convince the audience to experience
heritage travel
• Lists some techniques used in the text
Marks
3
2
1
Sample answer:
The text uses emotive language, ‘travel is especially poignant …’, to persuade the reader to
travel because heritage travel is emotionally significant and may help an individual to
understand themselves and their world. The text also uses metaphors such as, ‘you’ll enjoy
sitting at the head of this class’, to convince the reader of the importance and benefits of
heritage travel and this encourages them to take action.
Answers could include:
• Repetition of ‘discovering’
• Use of inclusive personal pronouns ‘we’ and ‘you’
• Varying sentence length: a short sentence, ‘We all come from somewhere’ is followed by a
complex sentence. ‘Whether our parents bravely crossed borders for a better life …’ in
order to draw the reader’s attention to the narrative
• Accumulation of positive experiences and images ‘bypass the amusement parks of the
world’
• Positive connotations through diction ‘connect to another land and another time’
• The text varies the narrative perspective using both first person plural, ‘we all come from
somewhere’, and second person ‘but this is not your regular history lesson’.
–2–
BOSTES
2016 HSC
English (ESL) Paper 1
Marking Guidelines
Question 1 (c)
Criteria
• Provides detailed analysis of visual techniques which convey ideas about
discovery
• Provides an analysis of visual techniques which convey ideas about
discovery
• Provides some techniques
AND/OR
• Attempts to connect the image to discovery
Marks
3
2
1
Sample answer:
This image suggests the idea that discoveries offer new understandings of ourselves and the
world. The child’s posture and gaze suggest they are actively exploring and deliberately
discovering. It uses visual exaggeration conveyed through the child lifting the wave to
suggest that, when individuals are prepared to explore ideas, new worlds can be found.
Answers could include:
• The vector between the boy and the bottle suggests the boy had discovered something
unexpected
• The contrast between the boy’s innocent perspective and his discovery of the reality of the
world’s detritus
• The computer generated image constructs a striking and creative metaphor promoting
contemplation about what our discoveries mean
• The juxtaposition of the boy’s pristine white clothes with the rubbish is provocative
• The horizontal lines of the horizon and the shorelines indicate boundaries and contrast with
the curves of the water and all suggest possibilities through discovery
• This text uses the salient image of the child lifting the wave to reveal the rubbish that can
only be seen when the surface is lifted.
–3–
BOSTES
2016 HSC
English (ESL) Paper 1
Marking Guidelines
Question 1 (d) Criteria
• Effectively describes the personal discoveries that the author makes
• Describes the personal discoveries that the author makes
• Identifies a discovery relevant to the text
Marks
3
2
1
Sample answer:
Garner discovers she is overwhelmed by the beauty of her surroundings and her response is
emotional, physical and spiritual. She discovers her inadequacy to use language to express the
beauty she sees.
Answers could include:
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•
•
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Her discovery destabilises her sense of physical and emotional self
It is a profound, disorienting discovery
She discovers that human beings are limited and nature is boundless
Garner discovers her lack of tolerance.
Question 1 (e)
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Criteria
Effectively analyses the use of contrast in the text
Analyses the use of contrast in the text
Describes the use of contrast in the text
Identifies the use of contrast in the text
Marks
4
3
2
1
Sample answers:
Contrast is used to highlight the impact of this experience on the composer. The juxtaposition
of the ways in which the other travellers attempt to describe the icebergs through
personification and simile, ‘It’s got a sad eye … it’s like a sphinx,’ and Garner’s rhetorical
question, ‘Where to find a language for these miraculous frozen forms?’ emphasises that
discoveries may be questioned or challenged when viewed from different perspectives.
Answers could include:
• The external cold and internal heat
• Chatter, noise and animation of the people on the ship contrasted with the silence and
stillness of the natural world
• Expectation of what she will see vs reality
• Herself and other passengers
• The contrast of what she thinks about herself and then how unexpectedly moved she is by
her experience
• Difference between her and the group’s expressions of wonder, ‘People whisper helpless
clichés: “magic”, “wonderland”. Not good enough.’
• The juxtaposition of the known and the unknown, such as, ‘I stare at the iceberg as it
looms’ against ‘these miraculous frozen forms’, is intensely meaningful to her.
• Her knowledge of what an iceberg is compared to her physical and emotional response
when she actually sees one for the first time.
–4–
BOSTES
2016 HSC
English (ESL) Paper 1
Marking Guidelines
Question 1 (f)
Criteria
• Identifies ONE common aspect of discovery and effectively explains how
it is explored in each of the texts
• Identifies ONE common aspect of discovery and explains how it is
explored in each of the texts
• Identifies ONE common aspect of discovery with limited explanation and
reference to text
OR
• Identifies different aspects of discovery with limited explanation and
reference to text
• Identifies aspects of discovery in any of the texts
Marks
4
3
2
1
Sample answer:
One common aspect is that discoveries are unexpected. In text 1 you undertake a journey to
explore family connections which may lead to unexpected results. They may be positive or
negative. Text 2 explores the unexpected discovery of rubbish hidden below the pristine
surface. Text 3 explores the unexpected physical and emotional response to encountering
icebergs in Antarctica.
Answers could include:
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•
•
•
•
Curiosity
Wonder
Fresh and intensely meaningful
Provocative
New worlds
Stimulate new ideas
New understanding of ourselves and others
Renewed perceptions of ourselves and others
Examination of language forms
Text structure
Text type.
–5–
BOSTES
2016 HSC
English (ESL) Paper 1
Marking Guidelines
Question 1 (g)
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•
•
•
•
•
Criteria
Composes a highly effective persuasive text using the ideas from at least
one of texts 1, 2 or 3 demonstrating well-developed ability to convince
others to make their own discoveries
Uses language features skilfully and demonstrates sustained control of
register and expression
Composes an effective persuasive text using the ideas from at least one of
texts 1, 2 or 3 demonstrating satisfactory ability to convince others to
make their own discoveries
Uses language features satisfactorily and demonstrates sound control of
register and expression
Attempts to compose a text that explores discovery
Demonstrates variable control of register and expression
–6–
Marks
5–6
3–4
1–2
BOSTES
2016 HSC
English (ESL) Paper 1
Marking Guidelines
Section II Question 2
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Criteria
Composes a highly effective response which fully addresses the question
and demonstrates insightful understanding of ideas about discovery
Demonstrates comprehensive knowledge of the texts and highly developed
skills in interpretation of texts
Shows insightful understanding of the ways in which ideas are
communicated through texts
Uses language forms and structures skilfully and demonstrates highly
effective synthesis of ideas and information
Uses language features skilfully and demonstrates sustained control of
expression
Composes an effective response which addresses the question and
demonstrates perceptive understanding of ideas about discovery
Demonstrates detailed knowledge of the texts and well-developed skills in
interpretation of texts
Shows well-developed understanding of the ways in which ideas are
communicated through texts
Uses language forms and structures appropriately and demonstrates
effective synthesis of ideas
Uses language features appropriately and demonstrates effective control of
expression
Composes a satisfactory response which partially addresses the question
and demonstrates some understanding of ideas about discovery
Demonstrates sound knowledge of the texts and satisfactory skills in
interpretation of texts
Shows clear understanding of the ways in which ideas are communicated
through texts
Uses language forms and structures satisfactorily to communicate ideas
and information
Uses language features satisfactorily and demonstrates some control of
expression
Composes a response which attempts to address the question and
demonstrates a general understanding of discovery
Demonstrates some knowledge of the texts and some skills in
interpretation of texts
Shows generalised understanding of the ways in which ideas are
communicated through texts
Attempts to use language forms, features and structures to communicate
ideas and information
Demonstrates variable control of expression
Composes an undeveloped response and demonstrates an elementary
understanding of discovery
Demonstrates minimal knowledge of the texts and minimal skills in
interpretation of texts
Shows elementary understanding of the ways in which ideas are
communicated through texts
Displays limited use of language forms, features and structures to
communicate ideas and information
Demonstrates minimal control of expression
–7–
Marks
17–20
13–16
9–12
5–8
1–4
BOSTES
2016 HSC
English (ESL) Paper 1
Marking Guidelines
2016 HSC English (ESL) Paper 1
Mapping Grid
Paper 1, Section I
Question
Marks
Content
Syllabus outcomes
1 (a)
2
Language Study within an Area of Study
H1, H3, H4, H6
1 (b)
3
Language Study within an Area of Study
H1, H5, H6, H9
1 (c)
3
Language Study within an Area of Study
H1, H2, H7, H9
1 (d)
3
Language Study within an Area of Study
H1, H9, H6, H4, H11
1 (e)
4
Language Study within an Area of Study
H1, H4, H6, H9
1 (f)
4
Language Study within an Area of Study
H1, H2, H4, H6, H10, H11
1 (g)
6
Language Study within an Area of Study
H4, H8, H9, H11, H12,
Paper 1, Section II
Question
Marks
Content
Syllabus outcomes
2
20
Language Study within an Area of Study
H1, H2, H3, H4, H5, H6, H8,
H9, H11
–8–