EL Unit 3 practice Paper - essay material, practise PDF

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English language vce practise exam, 2020 unit 3, summary questions, material, helpful and detailed...

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STUDENT NAME/NUMBER:

VCE ENGLISH LANGUAGE 2020 Unit 3 Practice Exam Total Reading T ime: 15 minutes Total W riting Time: 2 hours

QUESTION AND ANSWER BOOK

Section

Number of Questions

Number of Questions to be Answered

Marks

A

5

5

15

B

1

1

30

C

2

1

30 Total 75

Students are permitted to bring into the examination room: pens, highlighters, erasers, rulers. Students are NOT permitted to bring into the examination room: blank sheets of paper and/or white out liquid/tape or a dictionary. No calculator is allowed in this examination. Materials Supplied Question and answer book of 20 pages with Assessment Criteria on page 20, and a separate 4 page insert for Sections A and B. Instructions Detach the insert from the centre of this book during reading time. Write your student name or number in the box at the top of this page. All written responses must be in English.

Students are NOT p ermitted to b ring m obile phones and/or any other unauthorised electronic devices into the examination room. Disclaimer: Examination instructions and the examination assessment criteria are taken from the Victorian Curriculum and Assessment Authority (VCAA) English Language examination specifications. The VCAA does not endorse the conten t of this exam. Every effort has been made to gain permission to reproduce any images herein; failure to do so is not intended to limit the rights of the owner. This examination paper is licensed to be printed, photocopied or placed on t he school intranet and used only within the confines of the purchasing school. It may not be issued or passed on to any other party including other schools, practising or non-practising teachers, tutors, parents, websites or publishing agencies without the written consent of BooBook Education.

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SECTION A — Short Answer Questions Instructions for Section A Refer to the insert from the centre of this book while answering this section. Section A requires answers to questions about Text 1. Answer all questions in this section. In your response you are expected to • demonstrate your ability to use relevant descriptive and metalinguistic tools • demonstrate your familiarity with the topics of Unit 3, ‘Language Variation and Social Purpose’. Section A is worth 15 marks. Text 1 Question 1 Identify and comment on the use of two different prosodic features used between lines 1 and 13. 4 marks

Question 2 Identify one example of semantic patterning between lines 14-44 and comment on its function in the text. Refer to line numbers in your answer. 2 marks

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End of Section A

Question 3 Comment on information flow in lines 37-40. 2 marks

Question 4 Discuss the use of syntactic patterning between lines 87-103. Refer to one example in your response. 2 marks

Question 5 How has the context of Text 1 influenced the register used in this text? Provide examples of three different features to illustrate your response. 5 marks

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End of Section A

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End of Section A

SECTION B — Analytical Commentary Instructions for Section B Refer to the insert from the centre of this book while answering this section. Section B requires an analytical commentary on Text 2. In your response you are expected to •

demonstrate your ability to use relevant descriptive and metalinguistic tools

•

demonstrate familiarity with the topics of Unit 3 ‘Language Variation and Social Purpose’.

Section B is worth 30 marks. Question 6 Write an analytical commentary about Text 2. In your response you should comment on the • contextual factors affecting/surrounding the text • social purpose and register of the text • stylistic and discourse features of the text 30 marks

Working Space

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Section B - continued

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Section B - continued

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Section B - continued

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Section B - continued

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Section B - continued

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Section B - continued

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End of Section B

SECTION C – Essay Instructions for Section C Section C requires a sustained expository response to one question. In your response you are expected to • demonstrate your ability to use relevant descriptive and metalinguistic tools • demonstrate familiarity with the topics of Unit 3 ‘Language Variation and Social Purpose’ • refer to the stimulus material provided. Section C is worth 30 marks. Select one of the two following topics. Refer to AT LEAST two subsystems of language in your essay and provide examples from current discussions about language that you have studied in class. Question 7 Stimulus a) [O]ver the coming decade, the Australian Government is investing 200-billion-dollars in re-equipping the Australian Defence Force to make our most precious resource, our men and women in uniform, as safe as we can possibly make them. Investing in the Army is a key part of our nation’s plan - and today is a significant milestone – the handover of the very first Boxer combat reconnaissance vehicle. The Boxer vehicles have more firepower, they have more mobility, and even higher levels of protection for our soldiers than the ASLAV that they replaced. ‘Handover of the first Boxer vehicle’, Senator the Hon Linda Reynolds CSC, Minister for Defence https://tinyurl.com/tgox46f 24 September 2019 b) Perceptions of politeness and courtesy (‘limao’) in China differ from those in Australia. Traditional Chinese courtesy rests on the lifelong hierarchical relationships reflected in Confucian ideology. These relationships are already clear, meaning that the Chinese do not feel the need for constant verbal reinforcement through courtesy words like ‘please,’ ‘thank you’ and ‘excuse me’. Many Chinese feel that saying such terms in the company of elders, relatives or close friends creates formality and distance that should not exist. Moreover, some can feel that the repeated use of courtesy words in a habitual way can come across as lacking sincerity. Chara Scroope, Chinese Culture, SBS, 2017 https://tinyurl.com/utcwm9o c) % !" $ # Fire emoji d) Fire In this case, fire is good. It means great, amazing, wonderful, all the good things. If you go over to your grandmother's house and she makes that sweet potato pie you like so much, you can say, "Thanks grams! This pie is FIRE!" The fire emoji can work too. Also used to compliment outfits, hair, glowing skin and, of course, food. Rasha Ali, David Oliver and Amy Haneline, How to know of you’re a ‘Karen’ (and other terms your kids have adopted), The Age - 21 November 2019 https://tinyurl.com/qlhotva ‘Formal language is the most suitable register to maintain face needs.’ Discuss. OR ©BooBook Education www.boobookeducation.com.au

Section C - continued

Question 8 Stimulus a) Chris McGovern, chairman of Campaign for Real Education, says allowing slang is not doing any favours for underprivileged children. He says they are left in an "employment gutter" because of their "linguistic impoverishment". "Nurturing street slang is fine for linguistic acrobats such as Cambridge graduate Sacha Baron Cohen's alter ego, Ali G," he says. "It is much more difficult for that 20% of school leavers who, according to employers' organisations, are largely unemployable because of poor literacy. Paige Neal-Holder, Should schools be allowed to ban slang words like ‘peng’?, BBC News - 20 January 2020 https://www.bbc.com/news/education-51064279 b) Reflecting on (…) changes in “expressive typography,” [linguist Gretchen] McCulloch is fully celebratory: “I’d gladly accept the decline of standards that were arbitrary and elitist in the first place in favor of being able to better connect with my fellow humans.” She sees internet language as offering us a chance “to write not for power, but for love.” But it’s hard to look at online discourse today and fail to notice that some people are writing for hate. The “in-group vocabulary” of internet language and memes isn’t just inclusive; its ability to induce a “rush of fellow-feeling” often relies on excluding an out-group, too. Jennifer Szalai, Why Has Language Changed So Much So Fast? ‘Because Internet’, The New York Times – 22 July 2019 https://tinyurl.com/y2pqe6yf c)

A journal / notebook, independently published by Lehrerin Notizbucher ‘Slang and non-Standard English are unprofessional and have little value.’ Is this true in contemporary Australian society?

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Section C - continued

Write the number of the question you are answering in the box.

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Section C - continued

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Section C - continued

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Section C - continued

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End of Section C

EXAMINATION CRITERIA NB: The full list of criteria apply to the end of year exam. These criteria are indicative only for the mid-year practice exams. • Use metalanguage to describe and analyse structures, features and functions of language in a range of contexts • Explain and analyse linguistic features of written and spoken English in a range of registers • Understand and analyse relationships between language and identities in society • Identify and analyse differing attitudes to varieties of Australian English • Draw on contemporary discussions and debate about language • Write clearly organised responses with controlled and effective use of language appropriate to the task Examination instructions and the examination assessment criteria are taken from the Victorian Curriculum and Assessment Authority (VCAA) English Language examination specifications. The VCAA produces the only official, up to date versions of VCAA publications. Readers should consult the VCAA website http://www.vcaa.vic.edu.au for VCAA publications and the latest course information, including information in the Bulletins and Notices to Schools.

END OF QUESTION AND ANSWER BOOK

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