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English Literature
Subject Code: EN823
2003 External Examination Report
Marking
Similar to previous years, the written examination paper was marked by three teams of markers, one team for
each part. Each team was responsible for moderation, re-checking and adherence to the TASSAB standards for
the criterion is was assessing. The Chief Examiner checked all results and cases where major discrepancies
occurred between a candidate’s three sets of exam marks were referred to the Assessment Panel for review.
Once again all Independent Studies were double marked. As with the marking of criteria 5 and 8, all answers
were marked on a 12 point scale A+ to D-. All marks below C- were accompanied by a short note from the
marker explaining why a satisfactory standard had not been reached. Any award below C- not raised during the
review process was assessed as a t.
New awards and algorithmic profiles were introduced in 2003. The panel’s business was to review all candidates
on the borderlines of SA, CA, HA and EA, all candidates with considerable anomalies between their internal and
external performances, and all major discrepancies arising from the exam marking. It also checked that all
candidates had a complete set of results.
Given that this was the subject’s final year there were no important changes in exam format or marking
strategies from 2002 except that much of the discrepancy marking of Independent Studies was carried out
amongst examiners before the exam papers were marked.
Section A
Though all questions were thought readily accessible, Question 2 seemed the best answered according to markers.
Answers on the theme of isolation which covered the journey of a range of characters were more effective than
those which concentrated on only one. Those who simply retold the story were, as usual, the least successful.
The better answers also drew some conclusions about the writers’ intentions, addressing the last part of the
question in an explicit way.
All markers noted the quality of exam answer writing. Strong consideration of the complexity of chosen themes
and subplots in the texts wedded to a confidence in style and structure in responses were particularly impressive.
Section B
Candidate responses showed the usual division between those answers which exhibited a string understanding of
the effects of poetical devices used and those who relied either too much on discussion of theme or simply
listing techniques used by the poet.
Structure was the key technique used to convey the poet’s meaning in ‘Geography Lesson’ (Question 8) and
most who answered this popular and accessible question understood that. Good answers were able to relate the
simple structure and diction and the use of repetition to the central idea of a school lesson.
Although the best answers to ‘Cultural Meaning’ (Question 6) recognised that the hunger of the writers in exile
was more of a spiritual yearning than a literal hunger.
Tasmanian Qualifications Authority
2003 External Examination Report
English Literature
2
Subject Code: EN823
Section C
Because some parts of the paper were not very popular the following notes are restricted to those questions
answered by sufficient candidates and to those for which comments were received from markers.
Few candidates seemed keen to tackle poetry questions perhaps because they were worried in requiring too
detailed knowledge of the range of poems. This was a pity as the questions seemed very approachable.
Question 21
Undoubtedly one of the most popular questions. Most answers commented on a range of imagery – the snow,
rain, fog and storm, the cedar trees, the sea, strawberries and the human heart – but its purpose was not always
well explained. The best answers concentrated on the ambivalence of natural imagery and tied this to Ishmael’s
journey to self knowledge and Guterson’s view of the world.
Question 22
Commendable answers saw the plot structure of Snow Falling on Cedars allow for multiple perspectives and
viewpoint and that the many layers of the plot allows the impact of the past on the present to be seen.
Question 27
Knowledge of Silas Marner was good and related well to the question.
Question 28
All the best answers detailed settings such as the Red House and Rainbow as well as the obvious comparison of
Lantern Yard and Raveloe.
Question 33
Landscape and emotional states in correlation are the heart of Hardy’s narrative technique and candidates had
clearly grasped this. There were some excellent, well structured answers though symbolism was not handled as
assuredly as hoped.
Question 39
Lucidity and comprehensiveness marked some excellent answers to King Lear showing knowledge and
application to ‘chaos in the natural realm’. Discussion included the symbolic aspects of the storm and the
eclipse, animal imagery and the ‘unnatural’ behaviour of some characters.
Question 40
Poorer answers ignored the dramatic effects of the play and concentrated solely on the given quotation.
Tasmanian Qualifications Authority
2003 External Examination Report
English Literature
3
Subject Code: EN823
Question 47
Again, many answers ignored the idea of the struggle between Blanche and Stanley being depicted dramatically.
There were still some better answers which commented on staging, costume (including symbolism/imagery),
conflict, dramatic irony, sound and lighting.
Question 48
Responses to this question were at times very good though discussion of colour and its importance was often
too brief.
Question 51
Very few candidates made the connection between the humour and the serious issues in this question. Some
could identify different types of humour but had difficulty relating humour to the issues.
Question 52
Especially perceptive discussions of Nowra’s play referred to the use of Cosi fan Tutte, the off stage action such
as the Vietnam War, music and characterisation. Some candidates, however, forgot that they were to discuss
‘other dramatic techniques’ rather than dialogue and concentrated on the latter.
Independent Studies
No decline from the usual consistently high standard of analytical work was commented upon though some
markers mentioned a reliance of re-telling, an inability to maintain clear focus on a topic and a tendency to
labour certain points to the detriment of overall impact as problems in some work.
Underdeveloped and very brief creative responses (criterion 5) which seemed to be done as almost as an
afterthought was a concern this year though many were linked closely with the Analytical work and were
stylistically effective.
All correspondence should be addressed to:
Tasmanian Qualifications Authority
PO Box 147, Sandy Bay 7006
Ph: (03) 6233 6364 Fax: (03) 6224 0175
Email: [email protected]
Internet: http://www.tqa.tas.gov.au
Tasmanian Qualifications Authority
2003 External Examination Report