2020 hsc english standard paper 1 mg jyjrsykyrksykk PDF

Preview

Summary

ndhkjghaeknbzf.,nb,nf,bnfnbljahnraej dhkvhgivkdnsvnj,fnvbznfskgjhwrakgawhrugawrfbsffbfbdfbfbzfbndgngndgndgxnxdgngfnthutru6su4tsk gfrwkhjeafhlwehg.lwhtrke htkwhgkhrkgrhgyuretuohrlgrhlzslg/halrgl.awrhuytou;wayrghj hgwrahgyrihowihrlgns/lBNl/sNGl/KNGL/hrngl/hroihaohyqob gnbjraknkgjrbkjgbrkg.jbwrkjhyuarh...

Description

NSW Education Standards Authority

2020 HSC English Standard — Paper 1 Marking Guidelines

Section I Question 1 Criteria

Marks

• Explains effectively how Look Alive encourages us to view the world using detailed, well-chosen supporting evidence

4

• Explains how Look Alive encourages us to view the world using some supporting evidence

3

• Describes how Look Alive encourages us to view the world

2

• Makes relevant points about the text

1

Sample answer: The article Look Alive encourages audiences to view the world as somewhere we should appreciate ordinary, everyday experiences. The encounter described at the beginning of the article, where she bumps into a friend and her child, makes her stop and question herself and how she views the world. The question prompted by the child, ‘Am I on the way to somewhere?’ which she turns into something rhetorical, launches her into directing us to focus on being in the moment, rather than ‘second-guessing’ ourselves. The writer wants us to see the world around us as something that is rich in significance and her use of short sentences with directive verbs such as ‘Find’, ‘Tidy’, ‘Wash’ and ‘Rearrange’, encourages us to take action, as does her use of the second person ‘you’. Ultimately, the writer wants us to view the world as something that we can enjoy, as something that we can change by taking small, positive actions.

Page 1 of 6

NESA

2020 HSC

English Standard — Paper 1

Marking Guidelines

Question 2 Criteria • Analyses effectively the ways in which both individual and community experiences are represented in the text using detailed, well-chosen supporting evidence • Analyses the ways in which both individual and community experiences are represented in the text using some supporting evidence • Describes the ways in which both individual and community experiences are represented in the text • Makes relevant points about the text

Marks 6 4–5 2–3 1

Sample answer: McFarlane makes a clear distinction between the community, who seem to be no more than faces in the crowd, and the unnamed narrator, through the use of first person perspective. The narrator clearly doesn’t share the same perspective as the rest of the community and is ‘overjoyed’ at the departure of the movie people. This sense of happiness is emphasised through the repetition of the phrase ‘no more’ in ‘no more trucks’, ‘no more catering vans’, ‘no more microphones’, clearly outlining the narrator’s joy that the town is no longer being used by the movie people. In contrast, the community embraced the movie people, something reflected in the descriptions of their behaviour when the visitors leave. The townsfolk ‘began to wear the clothes they had adopted as film extras’ and are in a state of ‘collective mourning’. The sombre mood of the community after the movie people leave is reflected in the emotive language of ‘the town grew sad’. Their confusion at having enjoyed the experience of the movie people, but now being upset at their departure, is expressed in the paradox of ‘burdens of ecstasy and despair’ that community members carry around with them.

Page 2 of 6

NESA

2020 HSC

English Standard — Paper 1

Marking Guidelines

Question 3 Criteria • Explains effectively how the texts use a variety of language forms and features to communicate ideas about being creative using detailed, well-chosen supporting evidence • Explains how the texts use a variety of language forms and features to communicate ideas about being creative using some supporting evidence • Describes how both texts use a variety of language forms and features to communicate ideas about being creative • Describes in a minimal way how the text(s) use some language forms and features to communicate ideas about being creative • Makes a relevant point about being creative with limited use of one text

Marks 5 4 3 2 1

Sample answer: These texts use a variety of language forms and features to communicate ideas about how being creative not only requires dedication, effort and being open to the world, but also brings joy and satisfaction through the act of creating. For example, Frayn’s clear, almost practical voice details how writers are ‘lured on’ by ideas that come into their heads. Frayn conveys the idea that being creative requires hard work by describing how it is not a life of ‘great freedom’. He details being receptive to ideas that arrive, to ‘characters [who] suggest themselves’ through the metaphor of being ‘led into this new world’. Frayn sees the act of being creative through the analogy of discovery – which he sees as something very different to the act of invention: being creative means discovering what is already there, following it and acting on it. The illustration, with its symbols of the bird and pencil, highlights how art and creativity bring freedom and joy to individuals. The journey of creativity, with its sense of discovering rich new ideas and unknown aspects of the world, is depicted in the illustration through the sea of flowing, poetic words that keeps the smiling, content writer afloat. The creativity that is evident in this illustration by Julie Paschkis captures the joy that comes from the act of creating something vibrant, fresh and joyful.

Page 3 of 6

NESA

2020 HSC

English Standard — Paper 1

Marking Guidelines

Question 4 Criteria • Explains effectively how the poem explores the power of storytelling using detailed, well-chosen supporting evidence • Explains how the poem explores the power of storytelling using wellchosen supporting evidence • Describes how the poem explores the power of storytelling using some supporting evidence • Makes relevant points about the power of storytelling in the poem

Marks 5 4 2–3 1

Sample answer: Andy Kissane’s poem, It Begins with Darkness details a father’s first encounter with his son’s performance as an actor, using images of light and darkness to depict the transformative effect the evening has on the father. The first stanza establishes the theatre as a place of storytelling and the father’s sense of dislocation and displacement through ‘I don’t know what I’m doing here,/I just know that this is theatre, my son an actor.’ The father is characterised through his depiction as a ‘boilermaker’ whose experience is in ‘the flying sparks from an arc welder’ but who recognises his son’s performance is ‘a different kind of trade.’ However, Kissane gradually removes the father’s sense of dislocation through highlighting the effect his son’s performance – and the story being told on stage – has on him. He moves from wanting to ‘go down and slap him about the face’ because of his swearing to wanting to ‘reach out/and lift him up as I did when he was two’. The final image of the burning scrap of paper illuminating his son’s face and revealing the ‘unmistakable/features of my father who is ten years dead’ creates a powerful resolution that binds the three generations of men together through a ‘story/that takes a whole evening in the telling.’

Page 4 of 6

NESA

2020 HSC

English Standard — Paper 1

Marking Guidelines

Section II Question 5 Criteria • Explains skilfully how the text tells stories to reveal both the personal and shared nature of human experiences • Presents an insightful response with detailed analysis supported by wellchosen textual references from the prescribed text • Writes a coherent and sustained response using language appropriate to audience, purpose and context • Explains effectively how the text tells stories to reveal both the personal and shared nature of human experiences • Presents a thoughtful response with analysis supported by textual references from the prescribed text • Writes an organised response using language appropriate to audience, purpose and context • Explains how the text tells stories to reveal both the personal and shared nature of human experiences • Presents a response with some analysis supported by some textual references from the prescribed text • Writes an adequate response using language appropriate to audience, purpose and context • Expresses limited understanding of how the text tells stories about the personal and shared nature of human experiences • Describes aspects of the text • Writes a limited response • Refers to prescribed text in an elementary way • Attempts to compose a response

Marks

17–20

13–16

9–12

5–8

1–4

Page 5 of 6

NESA

2020 HSC

English Standard — Paper 1

Marking Guidelines

2020 HSC English Standard — Paper 1 Mapping Grid Section I Question

Marks

Content

Syllabus outcomes

1

4

Common Module – Texts and Human Experiences

EN12-1, EN12-3, EN12-5

2

6

Common Module – Texts and Human Experiences

EN12-1, EN12-3, EN12-5

3

5

Common Module – Texts and Human Experiences

EN12-1, EN12-3, EN12-5

4

5

Common Module – Texts and Human Experiences

EN12-1, EN12-3, EN12-5

Section II Question

Marks

5

20

Content

Common Module – Texts and Human Experiences

Syllabus outcomes EN12-1, EN12-3, EN12-5, 12EN-7, 12EN-8

Page 6 of 6...